# Y7 SOW by keralaguest

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```									                                   YEAR 7 SCHEME OF WORK
AUTUMN TERM
Using & Applying 1: Introductory Module – Treasure Hunt, Investigations & Calculations
Handling Data 1: Questionnaires, Surveys & Charts
Shape, Space & Measures 1: Symmetry & Transformations
Algebra 1: Number Patterns, Factors & Multiples
Number 1: Rounding, Estimating, Bodmas, Powers, Square Roots, Calculator Keys
Shape, Space & Measures 2: Shapes, Tessellations & Constructions
Number 2: Decimals

SPRING TERM
Handling Data 2: Probability
Number & Algebra 3: Negative numbers & Graphs
Shape, Space & Measures 3: Angles & Constructions
Algebra 2: Language of Algebra, Simplifying expressions, Solving Equations
Shape, Space & Measures 4: Perimeter & Area

SUMMER TERM
Number 4: Fractions, Decimals, Percentages, Ratio & Proportion
Algebra 4: Solving Equations & Trial & Improvement
Shape, Space & Measures 5: Solids, Volumes & Nets
Handling Data 3: Averages
Shape, Space & Measures 6: Scale Drawing, Units
Reinforcement of the more difficult Y7 topics
The scheme of work is differentiated into 3 levels. All students should attempt the core. The extension
section is designed as extra work for the most able pupils but may be attempted by others when appropriate.
The support section is aimed at helping weaker students. The success of individual students depends on
careful monitoring, close teamwork and co-operative planning by staff to make sure that expections for ALL
pupils are suitably high.
Teaching objectives for oral and mental activities are placed at the beginning of the Scheme of Work and can
be used both to support the main teaching programme in addition to providing a means of regularly revisiting
important elements. Page references in each module relate to the supplement of examples in the Framework.
Module tests will take place in October, December & February. The individual components of the optional
Y7 National Tests will take place for all students during April & June. All of these marks will be recorded
on the Department database.
This is a working document and it would be helpful if colleagues could annotate it during the year with
suggestions that have or have not worked well and with any additional resources that have been useful.
General numeracy and mental mathematics should be covered throughout the year. Opportunities for non-
calculator mathematics should be emphasised at all opportunities. Core objectives are shown in bold.
1
CITIZENSHIP, PSHE AND RELIGIOUS EDUCATION
Belief and likelihood in religious education, or risk assessment in PSHE, relate well to work in mathematics.
The discussion of moral and social issues is likely to lead to the use of primary and secondary data and the
interpretation of graphs, charts and tables, helping pupils to make reasoned and informed decisions and to
recognise biased data and misleading representations. By applying mathematics to problems set in financial
and other real-life contexts pupils will develop their financial capability and awareness of the applications of
mathematics in the workplace. Coursework tasks or extended investigations, particularly related to Handling
Data, promote the skills of enquiry and communication. They also encourage the skill of participation and
responsible action in the educational establishment and / or communication. Mathematics provides
opportunities to promote:

 Thinking skills, through developing pupils’ problem-solving skills and deductive reasoning;
 Financial capability, through applying mathematics to problems set in financial contexts;
 Enterprise and entrepreneurial skills, through developing pupils’ abilities to apply mathematics in science
and technology, in economics and in risk assessment;

 Work related learning, through developing pupils’ abilities to use and apply mathematics in workplace
situations and in solving real life problems.
LITERACY

The National Curriculum statement on language suggests three areas to include in all subject teaching:

    General accuracy in using language – spoken, written and read;
    Technical terms and concepts appropriate to the subject;
    Awareness of patterns of language
In mathematics, general accuracy in using language can be promoted through: interpreting questions posed
orally or in writing; clarifying the precise meaning of words or mathematical terms; discussing the essential
ideas identified in the questions and interpreting them to identify the mathematical content. Awareness of
patterns of language can be developed by asking pupils to explain, argue and present their conclusions to
others, and by drawing their attention to the statements involved in mathematical reasoning and proof, such
as if… then, because, therefore, implies… The technical terms and concepts used in mathematics will
include ideas on an inverse, of equivalence, equality, proportionality, congruence, similarity, linearity, and so
on.
SPIRITUAL, MORAL, ETHICAL, SOCIAL, CULTURAL AND OTHER ISSUES

Mathematics provides opportunities to promote:
 spiritual development, through explaining the underlying mathematical principles behind some of the
natural forms and patterns in the world around us;
 moral development, through helping pupils recognise how logical reasoning can be used to consider the
consequences of particular decisions and choices helping them learn the value of mathematical truth;

 social development, through helping pupils work together productively on complex mathematical tasks and
helping them see that the result is often better than could be achieved separately;
 Cultural development, through helping pupils appreciate that mathematical thought contributes to the
development of our culture and is becoming increasingly central to our highly technological future, and
through recognising that mathematicians from many cultures have contributed to the development of
modern day mathematics.

2
YEAR 7: AUTUMN TERM                            Teaching objectives for the oral and mental activities
   Read and write whole numbers in figures and words.                                                Add & subtract several small numbers or several multiples of 10, e.g. 50 – 40 + 80 – 100.
   Multiply and divide whole numbers by 10, 100, 1000.                                               Add and subtract pairs of numbers, e.g. 76 ± 38, 760 ± 380.
   Count on and back in steps of 0.1, 0.2, 0.25, 1/2, 1/4…                                           Find doubles and halves of numbers, e.g. 670, 5.6.
   Round whole numbers to the nearest 10 or 100.                                                     Recall multiplication facts to 10  10 and derive associated division facts.
   Order, add and subtract positive and negative numbers in context.                                 Multiply and divide a two-digit number by a one-digit number.
   Recognise multiples and use simple tests of divisibility.                                         Visualise, describe and sketch 2-D shapes in different orientations.
   Know pairs of factors of numbers to 100.                                                          Estimate and order acute and obtuse angles.
   Know or derive quickly prime numbers less than 30.                                                Use metric units (length, mass, capacity) and units of time for calculations.
   Know or derive quickly squares to at least 12  12 and the corresponding roots.                   Use metric units for estimation (length, mass, capacity).
   Convert between fractions, decimals and percentages.                                              Convert between m, cm and mm, km and m, kg and g, litres and ml.
   Find simple fractions of quantities.                                                              Know rough metric equivalents of common imperial units.
   Know addition and subtraction facts to 20 and whole number complements of 100.                    Apply mental skills to solve simple problems.
   Find two decimals (one decimal place) with a sum of 1.
YEAR 7: SPRING TERM                            Teaching objectives for the oral and mental activities
   Read and write whole numbers in figures and words.                                                Add several small numbers and find their mean.
   Multiply and divide decimals by 10, 100, 1000.                                                    Add and subtract pairs of numbers, e.g. 7.6 ± 3.8, 760 ± 380.
   Count on and back in steps of 0.4, 0.75, 3/4…                                                     Find doubles and halves of numbers, e.g. 6500, 0.76, 3/4.
   Order decimals in different contexts.                                                             Recall multiplication and division facts to 10  10.
   Round decimals to the nearest whole number.                                                       Derive answers to calculations, e.g. 60  80, 0.4  9.
   Order, add and subtract integers.                                                                 Multiply and divide a two-digit number by a one-digit number.
   Recognise multiples and use tests of divisibility.                                                Visualise, describe and sketch 2-D shapes.
   Know pairs of factors of numbers to 100.                                                          Estimate and order acute and obtuse angles.
   Know or derive quickly prime numbers less than 30.                                                Use metric units (length and area) and units of time for calculations.
   Know or derive quickly squares to at least 12  12 and the corresponding roots.                   Convert between m, cm and mm, km and m.
   Find simple equivalent fractions.                                                                 Calculate perimeter and area of rectangles.
   Know whole-number complements of 50 and 100.                                                      Discuss and interpret graphs.
   Find two decimals with a sum of 1 or 0.1 (two decimal places).                                    Apply mental skills to solve simple problems.

YEAR 7: SUMMER TERM                            Teaching objectives for the oral and mental activities
   Multiply and divide decimals by 10, 100, 1000 and small multiples of 10.                          Use doubling and halving to calculate, e.g. 6  4.5, 1.38  50.
   Round numbers, including to one or two decimal places.                                            Recall multiplication and division facts to 10  10.
   Order decimals and simple fractions in different contexts.                                        Use factors to multiply and divide mentally, e.g. 35  12, 144  36, 3.2  30.
   Recognise multiples and use tests of divisibility.                                                Derive answers to calculations, e.g. 0.4  9, 0.7  0.9.
   Know pairs of factors of numbers to 100.                                                          Multiply and divide a two-digit number by a one-digit number.
   Know or derive quickly prime numbers less than 30.                                                Use approximations to estimate the answers to calculations, e.g. 39  2.8.
   Squares to at least 12  12, multiples of 10, 0.1 to 0.9 and corresponding square roots.          Solve equations such as 100 = x + 37.
   Convert between fractions, decimals and percentages.                                              Visualise and describe 2-D and 3-D shapes.
   Find fractions and percentages of quantities.                                                     Estimate and order acute, obtuse and reflex angles.
   Know complements of 0.1, 1, 10, 50, 100.                                                          Use metric units (length, mass, capacity) and units of time for calculations.
   Add and subtract pairs of numbers, e.g. 0.65 + 3.8, 765 + 47.                                     Convert between m, cm and mm, km and m, kg and g, litres and ml.
   Use jottings to support addition and subtraction of whole numbers and decimals.                   Convert between metric and common imperial units.
   Find doubles and halves of decimals and fractions.                                                Discuss and interpret graphs.
3
USING & APPLYING 1: Introductory Module – Treasure Hunt, Investigations, Calculations
SUPPORT                                                        CORE                                                     EXTENSION
(from Y5/6 teaching programme)                               (from Y7 teaching programme)                                  (from Y8 teaching programme)

The first few lessons should be used to introduce Year 7 to all that is good and positive about Maths. The first few lessons should be used to set expectations, rules &
discipline, explain equipment that is required and to ask children what they like & dislike about Maths. Number petal and white board activities should be used. Mental
strategies for various sums should be shared & discussed. Stress pupils need to have a scientific calculator by next week. See Transition booklet for lesson plans.

The Treasure Hunt* should build on the above positive ‘fun’ aspect of Maths in addition to helping students find their way around the school. (Liase for best timings)

Investigate various buttons on the calculator, especially, squares, powers, square roots, brackets, memory. Discuss types of question that a calculator should be used for
& those that can be done mentally or with jottings. Use fans & whiteboards to practise simple questions related to the 4 rules, fraction, decimal & percentages.

A couple of investigations should be carried out to fulfil the objective outlined below. Some examples include Ice-Cream cones, Badges, Chessboard & Sheep pens.
Decide which data would be relevant to an enquiry and
possible sources.
Present and interpret solutions in the context of the original
problem; explain and justify methods and conclusions,
orally and in writing.
Identify the necessary information to solve a problem;              Represent problems and interpret solutions in
represent problems mathematically, making correct use of            algebraic or graphical form, using correct notation.
symbols, words, diagrams, tables and graphs.
Write a short report of a statistical enquiry and illustrate with
appropriate diagrams, graphs and charts, using ICT as
appropriate; justify the choice of what is presented.
TOPICS COVERED                          RESOURCES                          MISCONCEPTIONS TO ADDRESS                                       KEY WORDS
(at a glance)                (Worksheets, Activities, ICT)                         (common errors)                              (use & definition necessary)
    Treasure Hunt                             Maths is boring!                               Investigation, powers, square roots, brackets,
Mental Maths
    2 Investigations                          Maths is hard!                                 data
Tresure Hunt
    Calculator activities

TIMING                                 NATIONAL FRAMEWORK REFERENCE                                           TEXTBOOK REFERENCE
Autumn Term – 1 Half
st
Handling Data 3: (250-273)                                            Throughout
8 lessons
*to be developed

4
HANDLING DATA 1: Questionnaires, Surveys & Charts
SUPPORT                                                   CORE                                                 EXTENSION
(from Y5/6 teaching programme)                              (from Y7 teaching programme)                            (from Y8 teaching programme)
Solve a problem by representing, extracting and          Decide which data would be relevant to an enquiry        Decide the degree of accuracy needed for the data.
interpreting data in tables, graphs, charts and          and possible sources.
diagrams
Plan how to collect and organise small sets of data;     Plan how to collect the data, including sample size;
design a data collection sheet or questionnaire to use   construct frequency tables with given equal class
in a simple survey; construct frequency tables for       intervals for sets of continuous data.
discrete data, grouped where appropriate in equal
class intervals.
Collect small sets of data from surveys and              Draw scatter diagrams and analyse results, discuss the
experiments, as planned.                                 term correlation.
Use co-ordinates in 1st quadrant                         Construct, on paper and using ICT, graphs and            Construct on paper and using ICT:
diagrams to represent data, including bar-line graphs;   pie charts for categorical data;
frequency diagrams for grouped discrete data; use        simple line graphs for time series.
ICT to generate pie charts.                              Use & plot co-ordinates in all four quadrants
Draw and interpret pictograms                            Interpret diagrams and graphs (including pie charts),    Interpret tables, graphs and diagrams for both discrete
and draw conclusions based on the shape of graphs        and continuous data.
and simple statistics for a single distribution.
Understand to read and interpret timetables.
TOPICS COVERED                          RESOURCES                        MISCONCEPTIONS TO ADDRESS                                     KEY WORDS
(at a glance)                (Worksheets, Activities, ICT)                        (common errors)                            (use & definition necessary)
Surveys                   TV survey                                 Bar-charts or Histograms?                 Data, correlation, rhombus, x co-ordinate,
Pie Charts                 Excel for various graphs                  Label all axes on graphs                  y co-ordinate, sample, statistics, angle, key,
Bar-Charts                 Use internet to search for data           Give graphs & charts titles
data capture sheet
Pictograms                 Most popular colour of staff car?                                                    (words on left under ‘topics covered’)
   Straight line or join the points?
Tally Tables
Co-ordinates                                                           Correct scales on axes
Scatter Diagrams                                                         Use pencil & ruler for graphs
Questionnaires                                                          Scatter Diagram through (0,0)?
TIMING                            NATIONAL FRAMEWORK REFERENCE                                        TEXTBOOK REFERENCE
KM: Chapter 1
Autumn Term – 1st Half                                      Handling Data 2:                                         FM: Sections D2, D3
8 lessons                                        (248–255, 262–265, 268–271)

5
SHAPE, SPACE & MEASURES 1: Symmetry & Transformations
SUPPORT                                                   CORE                                                EXTENSION
(from Y5/6 teaching programme)                              (from Y7 teaching programme)                            (from Y8 teaching programme)
Recognise reflection symmetry.                          Begin to identify & use angle, side & symmetry           Solve geometrical problems using side and angle
Recognise where a shape will be after reflection.       properties of triangles & quadrilaterals; solve          properties of equilateral, isosceles and right-angled
Recognise where a shape will be after a translation     geometrical problems involving these properties,         triangles and special quadrilaterals.
using step-by-step deduction & explaining reasoning
with diagrams & text.
Draw in lines of symmetry.                              Understand and use the language and notation             Apply transformations using a co-ordinate grid,
associated with reflections, translations and            Complete diagrams to give desired order of rotational
rotations.                                               symmetry.

Complete a diagram being given the mirror line.         Recognise and visualise the transformation and           Transform 2-D shapes by simple combinations of
symmetry of a 2-D shape:                                 rotations, reflections and translations, on paper and
reflection in given mirror lines, and line symmetry;     using ICT; identify all the symmetries of 2-D shapes.
rotation about a given point, and rotation symmetry;
translation; explore these transformations &
symmetries using ICT
Solve word problems and investigate in a range of        Understand and use the language and notation
contexts: shape and space.                               associated with enlargement; enlarge 2-D shapes,
given a centre of enlargement and a positive whole-
number scale factor.
TOPICS COVERED                         RESOURCES                             MISCONCEPTIONS TO ADDRESS                                    KEY WORDS
(at a glance)               (Worksheets, Activities, ICT)                           (common errors)                            (use & definition necessary)
   Symmetry of Flags & Roadsigns               Diagonals of rectangle not lines of symmetry     Turn, degrees, order of rotational
Line Symmetry               Enlargement & Photos / TV’s                 Parallelogram has no lines of symmetry           symmetry, centre of rotation, scale
Rotational Symmetry           Religious symbols with symmetry             Use of colour with symmetry                      factor, symmetrical, enlargement,
Enlargement                                                            Dashed line for symmetry                         reduction, translation.
Translation                                                            All shapes have order of Rot Sym of at least 1
   Diagonal lines of symmetry
TIMING                                NATIONAL FRAMEWORK REFERENCE                                             TEXTBOOK REFERENCE
Space & Measures 3 & 4:                                              KM: Chapter 2
Autumn Term – 1st Half                 Geometrical reasoning: lines, angles & shapes, transformations           (Does not cover Enlargement & Translation)
(184–189, 198–201, 202-212)
8 lessons
FM: Section S4
Solving problems (14–17, 32–35)

6
ALGEBRA 1: Number Patterns, Factors & Multiples
SUPPORT                                                      CORE                                                EXTENSION
(from Y5/6 teaching programme)                                (from Y7 teaching programme)                              (from Y8 teaching programme)
Recognise and extend number sequences formed by           Generate and describe simple integer sequences and         Investigate triangular & cube numbers
counting from any number in steps of constant size,       patterns.
extending beyond zero when counting back.

Know squares to at least 10  10.                         Generate terms of a simple sequence, given a rule          Generate terms of a linear sequence using term-to-
(e.g. finding a term from the previous term, finding a     term and position-to-term definitions of the sequence,
term given its position in the sequence).                  on paper and using a spreadsheet or graphical
calculator.
Knowledge of odd/even numbers                             Generate sequences from practical contexts and             Begin to use linear expressions to describe the nth
describe the general term in simple cases.                 term of an arithmetic sequence.
Express simple functions in words, then using              Represent mappings expressed algebraically.
symbols; represent them in mappings.
Recognise multiples up to 10  10; know and apply         Recognise and use multiples, factors (divisors),           Find the prime factor decomposition of a number.
simple tests of divisibility.                             common factor and primes (less than 100); use
Identify factors of two-digit numbers.                    simple tests of divisibility.
Recognise the first few triangular numbers, squares
of numbers to at least 12  12, and the corresponding
roots.
Suggest extensions to problems by asking ‘What             Find the Highest Common Factor & Least Common
if…?’; begin to generalise and to understand the           Multiple of a pair of numbers.
significance of a counter-example.
TOPICS COVERED                              RESOURCES                                 MISCONCEPTIONS TO ADDRESS                                   KEY WORDS
(at a glance)                    (Worksheets, Activities, ICT)                                  (common errors)                         (use & definition necessary)
      Generate rules on Excel                         Write 6n not n6                                        Multiples, factors, prime
Number Sequences
      Investigate sides/diagonals in polygons         Confusion/differences between multiples & factors      numbers, square numbers,
Number Machines
Finding Rules                 Investigate machines with same output           32 does not equal 6                                    cube numbers, triangular
Multiples & Factors             Use fans for inverse machine questions          1 is not a prime number                                numbers, prime factor, highest
common factor, least common
Types of Number                                                                                                                         multiple.
TIMING                                  NATIONAL FRAMEWORK REFERENCE                                              TEXTBOOK REFERENCE
Autumn Term – 2nd Half                            Algebra 1: Sequences and functions (144–163)                                   KM: Chapter 3
Solving problems (32–35)                                        FM: Sections A1, A3
8 lessons

7
NUMBER 1: Rounding, Estimating, Bodmas, Powers, Square Roots, Calculator Keys
SUPPORT                                                      CORE                                                EXTENSION
(from Y5/6 teaching programme)                               (from Y7 teaching programme)                            (from Y8 teaching programme)
Rounding to the nearest 10, 100,1000 in a range of       Rounding to decimal places,
units                                                    Upper and lower bounds of estimates
Understand the concept of the order of operations,       Use Bodmas in calculations involving multiple
use BODMAS                                               brackets and powers
Use an estimate to calculate an approximate answer.
Develop calculator skills and use a calculator            Enter numbers and interpret the display in different
effectively.                                              contexts (decimals, money).
Use a calculator to square numbers.                       Solve word problems and investigate in a range           Use the function keys for sign change, powers and
of contexts: number; compare and evaluate                roots. Use the memory keys and brackets.
solutions.
Decide in everyday contexts if a number should be
rounded up or down
Find a difference by counting up through the next         Check a result by considering whether it is of the       Use squares, and positive and negative square roots.
multiple of 10, 100 or 1000. Add & subtract               right order of magnitude and by working the
mentally pairs of two-digit numbers.                      problem backwards. Use the square root key.
Consolidate mental methods:                               Break a complex calculation into simpler steps,          Extend mental calculations to squares and square
find a difference by counting up;                         choosing and using appropriate and efficient             roots, cubes and cube roots.
add or subtract a multiple of 10 then adjust.             operations, methods and resources, including ICT.
Add & subtract mentally pairs of two-digit numbers.
TOPICS COVERED                                    RESOURCES                               MISCONCEPTIONS TO ADDRESS                            KEY WORDS
(at a glance)                         (Worksheets, Activities, ICT)                              (common errors)                    (use & definition necessary)
   List order of important operations in                Numbers ending in 5 are rounded up!             Bodmas, Powers, estimate,
Rounding                     common contexts                                      Lay out Bodmas calculations down the page       rounding, approximation
Estimation                                                                         Underline operation carried out first
Order of Operations (BODMAS)

TIMING                                 NATIONAL FRAMEWORK REFERENCE                                            TEXTBOOK REFERENCE
Algebra 3: Integers, powers and roots (52–59)
Autumn Term – 2nd Half                                                                                                       KM: Chapters 4 & 6
Calculator methods (108–109)
8 lessons                                                                                                       FM: Sections N5, N3 (part)
Solving problems (2–11, 28-31)

8
SHAPE, SPACE & MEASURES 2: Shapes, Tessellations & Constructions
SUPPORT                                                             CORE                                                EXTENSION
(from Y5/6 teaching programme)                                   (from Y7 teaching programme)                             (from Y8 teaching programme)
Recognise, draw & name different types of triangle
Draw rectangle, square, rhombus, parallelogram,         Recognise all of the quadrilaterals & be familiar with their     Classify quadrilaterals by their geometric
trapezium, kite & arrowhead.                            properties                                                       properties.
Label sides that are parallel                           Understand that parallel lines never meet
Understand the term regular when related to various              Name all polygons up to & including 12 sides.
polygons
Be familiar with the terms circumference, radius &               Be familiar with the terms arc, chord & segment
diameter
Draw circles accurately given the radius or             Use a compass to accurately draw a triangle given the
diameter                                                measurements of all 3 sides
Recognise properties of rectangles.                     Begin to identify and use angle, side and symmetry
Classify triangles (isosceles, equilateral, scalene),   properties of triangles and quadrilaterals.
using criteria such as equal sides, equal angles,
lines of symmetry.
Show how various shapes can tessellate.                          Explain why some shapes do not tessellate
TOPICS COVERED                               RESOURCES                              MISCONCEPTIONS TO ADDRESS                               KEY WORDS
(at a glance)                    (Worksheets, Activities, ICT)                          (common errors)                          (use & definition necessary)
   Examples of shapes                            A rhombus is not just a rotated square     Polygon, convex, concave, equilateral,
   Tessellation wall display                     Label parallel sides with arrows           isosceles, scalene, vertex, vertices,
Names & Properties of Shapes
    Label equal sides with lines               diagonal, parallel, regular, tessellation,
Using a Compass
    Tessellations have no gaps anywhere!       congruent, quadrilateral, circumference,
Circles                                                                                                                   radius, diameter, arc, semicircle, chord,
Tessellations                                                                   Pentagon – 5 sides, Hexagon – 6 sides
    Diagonals join 2 non-adjacent vertices     segment, various names of shapes.

TIMING                                  NATIONAL FRAMEWORK REFERENCE                                              TEXTBOOK REFERENCE
Autumn Term – 2 Halfnd
KM: Chapters 5 & 10
Shape, Space & Measures 1: Constructions (220-223)
FM: Section: S5 (part)
8 lessons

9
NUMBER 2: Decimals
SUPPORT                                                        CORE                                              EXTENSION
(from Y5/6 teaching programme)                              (from Y7 teaching programme)                            (from Y8 teaching programme)
Read & write whole numbers in figures & words.          Understand and use decimal notation and place
Use decimal notation for tenths and hundredths;         value; multiply and divide integers and decimals by
know what each digit represents in numbers with up      10, 100, 1000, and explain the effect. Order
to two decimal places.                                  decimals and be familiar with the use of < and >.
Know squares to at least 10 x 10                        Consolidate the rapid recall of number facts,            Recall known facts, including fraction to decimal
including positive integer complements to 100 and        conversions; use known facts to derive unknown
multiplication facts to 10  10, and quickly derive      facts, including products such as 0.7 and 6, and 0.03
associated division facts.                               and 8.
Approximate first & use informal pencil & paper         Use standard column procedures to add and subtract
methods to EXTENSION addition & subtraction.            whole numbers and decimals with up to two places.
Extend written methods to:                              Multiply and divide three-digit by two-digit whole       Multiply and divide integers and decimals,
ThHTU  U and U.t  U;                                  numbers; extend to multiplying and dividing              including by decimals such as 0.6 and. 0.06;
TU  TU;                                                decimals with one or two places by single-digit          understand where to position the decimal point by
HTU ÷ U.                                                whole numbers.                                           considering equivalent calculations.
Divide £.p by a two-digit number to give £.p.           Carry out calculations with more than one step using     Investigate recurring decimals
Round up or down after division, depending on           brackets and the memory; use the square root and
context.                                                sign change keys.
Interpret the display of a calculator in different
contexts (decimals, percentages).
TOPICS COVERED                             RESOURCES                         MISCONCEPTIONS TO ADDRESS                               KEY WORDS
(at a glance)                   (Worksheets, Activities, ICT)                     (common errors)                          (use & definition necessary)
      Bring in examples in sport             0.2 x 0.2 = 0.04 not 0.4                   Place value, decimal point, recurring
      Long jump, race times                  5.7 x 100 = 570 not 507
Place Value
Decimal Calculations                                                        Money is always rounded to 2dp’s

TIMING                                 NATIONAL FRAMEWORK REFERENCE                                           TEXTBOOK REFERENCE
Number 1: Place value (36–41)
Autumn Term – 2nd Half                                                                                                        KM: Chapter 6
Calculations (88–107, 110–111)
8 lessons                                                                                                          FM: Section N1 (part)
Calculator methods (108–109)

10
HANDLING DATA 2: Probability
SUPPORT                                                        CORE                                                 EXTENSION
(from Y5/6 teaching programme)                                (from Y7 teaching programme)                             (from Y8 teaching programme)
Use vocabulary and ideas of probability, drawing on
experience.
Give events that have a probability of 0 , 0.5 or 1.       Understand and use the probability scale from 0         Know that if the probability of an event occurring is
Use the terms certain, impossible, even chance,            to 1; find and justify probabilities based on           p, then the probability of it not occurring is 1 – p; find
likely & unlikely                                          equally likely outcomes in simple contexts;             and record all possible mutually exclusive
identify all the possible mutually exclusive outcomes   outcomes for two successive events in a systematic
of a single event.                                      way, using diagrams and tables.
Collect data from a simple experiment and record in     Understand that:
a frequency table; estimate probabilities based on      if an experiment is repeated there may be, and usually
this data.                                              will be, different outcomes;
increasing the number of times an experiment is
repeated generally leads to better estimates of
probability.
Compare experimental and theoretical probabilities
in simple contexts.
Calculate simple probabilities of various events
TOPICS COVERED                          RESOURCES                            MISCONCEPTIONS TO ADDRESS                                         KEY WORDS
(at a glance)               (Worksheets, Activities, ICT)                           (common errors)                                (use & definition necessary)
    Play your cards right                The probability Man Utd wins Premiership is not 0.5!      Impossible, certain, equally likely,
    Horse racing game with               If P(A)=0.95, P(A’) = 0.05 not 0.5                        event, outcome, relative frequency.
Probability Scales
dice                                 Write probability as fractions, NOT ratios, eg. 4:5
Simple Probability
    Is this dice fair?                   You cannot have a probability of over 1, eg. 1.5
Probability Experiments
    Probability experiments
    Probability washing line
TIMING                                   NATIONAL FRAMEWORK REFERENCE                                            TEXTBOOK REFERENCE
Spring Term – 1st Half
KM: Chapter 8
Handling Data 1 & 3: Probability (276–283)
FM: Sections D1 (part), D4
8 lessons

11
NUMBER & ALGEBRA 3: Negative Numbers & Graphs
SUPPORT                                                       CORE                                                EXTENSION
(from Y5/6 teaching programme)                              (from Y7 teaching programme)                             (from Y8 teaching programme)
Calculate a temperature rise and fall across 0 C.        Understand negative numbers as positions on a            Add, subtract, multiply and divide positive &
number line; order, add and subtract positive and        negative integers.
negative integers in context.
Read and plot coordinates in the first quadrant.          Use conventions and notation for 2-D coordinates in      Square-roots of numbers have a positive and negative
all four quadrants; find coordinates of points           solution.
determined by geometric information.
Read and plot coordinates in the first quadrant.          Generate coordinate pairs that satisfy a simple linear   Generate points in all four quadrants and plot the
Represent and interpret data in a graph (e.g. for a       rule; plot the graphs of simple linear functions,        graphs of linear functions; recognise that
multiplication table).                                    where y is given explicitly in terms of x, on paper      equations of the form
and using ICT; recognise straight-line graphs parallel   y = mx + c correspond to straight-line graphs.
to the x-axis or y-axis.
Label graphs with their names, eg y=4, x=-3, y=x,        Investigate changes to co-ordinates after a reflection
y=x+3                                                    in a given line.
TOPICS COVERED                                     RESOURCES                       MISCONCEPTIONS TO ADDRESS                            KEY WORDS
(at a glance)                           (Worksheets, Activities, ICT)                    (common errors)                     (use & definition necessary)
   Temperatues & Goal Difference        Square-root of 9 is 3 AND –3                 Negative, minus, quadrant,
   Geography – below see level          All graphs need to be labelled               equation, origin, y-intercept,
Adding & subtracting with Negative Numbers
Co-ordinates in all 4 quadrants                                                         Practise coordinate located on axes          gradient
Equations of lines on graphs                                                           Use lines on paper not spaces for graphs

TIMING                                  NATIONAL FRAMEWORK REFERENCE                                          TEXTBOOK REFERENCE
Spring Term – 1st Half                                     Number 1: Integers (48–51)
KM: Chapter 11
FM: Sections N1 (part), A5
8 lessons                                  Algebra 3: Coordinates (148-167, 218–219)

12
SHAPE, SPACE & MEASURES 3: Angles & Constructions
SUPPORT                                                     CORE                                                EXTENSION
(from Y5/6 teaching programme)                              (from Y7 teaching programme)                           (from Y8 teaching programme)
Recognise positions.                                    Use correctly the vocabulary, notation and labelling
conventions for lines, angles and shapes.
Identify parallel and perpendicular lines; know         Identify alternate and corresponding angles;
the sum of angles at a point, on a straight line and    understand a proof that:
in a triangle and recognise vertically opposite         the sum of the angles of a triangle is 180 and of a
the exterior angle of a triangle is equal to the sum of
the two interior opposite angles.
Understand that a right angle is 90 degrees & that      Use angle measure; distinguish between and estimate     Calculate angles in isosceles and equilateral triangles.
there are 360 degrees in a complete turn & 180          the size of acute, obtuse and reflex angles.
degrees along a line.
Use a protractor to measure and draw acute and          Use a protractor to:                                    Use straight edge and compasses to construct:
obtuse angles to the nearest degree.                    measure angles, including reflex angles, to the         the mid-point and perpendicular bisector of a line
nearest degree;                                         segment;
construct a triangle given two sides and the included   the bisector of an angle;
angle (SAS) or two angles and the included side         construct a triangle given three sides (SSS).
(ASA); explore these constructions using ICT.
TOPICS COVERED                                RESOURCES                                MISCONCEPTIONS TO ADDRESS                              KEY WORDS
(at a glance)                      (Worksheets, Activities, ICT)                              (common errors)                       (use & definition necessary)
   Label angles in everyday objects                 Label all angles especially reflex angles          Right angle, acute, obtuse,
Names of Angles                 Cut out angles in triangle & place in line       Compare angles to a right angle when estimating    reflex, opposite angles,
Basic Angle Calculations                                                              Left angles do not exist!                          isosceles, equilateral,
Estimating & Drawing Angles                                                             Label all angles with a degrees symbol             alternate angles,
Constructions                                                                                                                       corresponding angles,
proof
TIMING                                 NATIONAL FRAMEWORK REFERENCE                                          TEXTBOOK REFERENCE
Shape, Space and Measures 2:
Spring Term – 1st Half                   Geometrical reasoning: lines, angles and shapes (178–189)                         KM: Chapter 10
Mensuration (232–233)                                      FM: Sections S2, S3 (part)
8 lessons
Construction (220–223)

13
ALGEBRA 2: Language of Algebra, Simplifying Expressions
SUPPORT                                                       CORE                                                      EXTENSION
(from Y5/6 teaching programme)                           (from Y7 teaching programme)                                    (from Y8 teaching programme)
Use letter symbols to represent unknown numbers or               Begin to distinguish between the different roles played by
variables; know the meanings of the words term,                  letter symbols in equations, formulae and functions;
expression and equation.                                         know the meanings of the words formula and function.
Understand and use the relationships            Understand that algebraic operations follow the same             Know that algebraic operations follow the same
between the four operations, and the            conventions & order as arithmetic operations.                    conventions and order as arithmetic operations; use index
principles (not the names) of the arithmetic                                                                     notation for small positive integer powers.
laws. Use brackets.
Understand that 4 times c can be written as     Simplify linear algebraic expressions by collecting like         Simplify or transform linear expressions by collecting
4c                                              terms; begin to multiply a single term over a bracket            like terms; multiply a single term over a bracket.
(integer coefficients).
Identify the necessary information to solve a problem;
represent problems mathematically, making correct use of
symbols, words, diagrams and tables.
Use simple formulae from mathematics & other subjects,           Substitute integers into simple formulae, including
substitute positive integers in simple linear expressions &      examples that lead to an equation to solve, and positive
formulae &, in simple cases, derive a formula.                   integers into expressions involving small powers (e.g. 3x2
+ 4 or 2x3).
TOPICS COVERED                                 RESOURCES                               MISCONCEPTIONS TO ADDRESS                                KEY WORDS
(at a glance)                      (Worksheets, Activities, ICT)                              (common errors)                       (use & definition necessary)
   Code breaking worksheets                           Write 2c not c2                               Term, expression, equation,
Writing Rules                 Sponsored swim – how is money raised?              Lay substitution work out down the page       formula, function, powers
Simplifying expressions
     (-3)2 = 9 not –9 or 6
Substituting into formulas
     3a + 2 does not equal 5a
     3a + 5a2 cannot be simplified any further
     a is the same as 1a not 0a
TIMING                               NATIONAL FRAMEWORK REFERENCE                                             TEXTBOOK REFERENCE
Spring Term – 2 Halfnd                                            Algebra 2 & 5:
KM: Chapter 9
Equations, formulae and identities (112–119, 122–143)                                 FM: Sections A2
8 lessons
Solving problems (26–27)

14
SHAPE, SPACE & MEASURES 4: Perimeter & Area
SUPPORT                                                  CORE                                               EXTENSION
(from Y5/6 teaching programme)                          (from Y7 teaching programme)                            (from Y8 teaching programme)
Understand that area is measured in square           Know and use the formula for the area of a              Deduce and use formulae for the area of a triangle,
centimetres (cm2).                                   rectangle; calculate the perimeter and area of shapes   parallelogram and trapezium.
Understand, measure and calculate perimeters of      made from rectangles.
rectangles and regular polygons.
Estimate area by counting squares                    Calculate the surface area of cubes and cuboids.        Draw shapes accurately with a given area.
Be aware of the appropriate units for an area given.    Calculate composite areas or areas where various
shapes have been removed
Calculate areas by using a ruler to measure             Calculate the side of a shape having been given its
accurately drawn shapes                                 area, including squares rectangles, triangles,
parallelogram and trapeziums.
TOPICS COVERED                                 RESOURCES                             MISCONCEPTIONS TO ADDRESS                           KEY WORDS
(at a glance)                       (Worksheets, Activities, ICT)                            (common errors)                   (use & definition necessary)
   Measure areas of various objects                       Stress the importance of units            Composite, area, perimeter,
Areas of Quadrilaterals         Deduce formulas during a practical                     Layout work down the page                 trapezium, parallelogram
Areas of Triangles            Use fans to reveal areas                               Draw diagrams with pencil & ruler
Perimeter of various shapes       Use white boards to draw shapes with given area        Do composite areas one at a time
Composite Areas

TIMING                              NATIONAL FRAMEWORK REFERENCE                                            TEXTBOOK REFERENCE
KM: Chapter 14
Spring Term – 2 Half
nd                                 Shape, Space & Measures 1:                           (Alternate/Corresponding Angles not covered)
Mensuration (198-201, 228-231, 234-241)
8 lessons                                        Solving Problems (18-21)                                        FM: Section S1 (part)

15
NUMBER 4: Fractions, Decimals & Percentages, Ratio & Proportion
SUPPORT                                                              CORE                                                 EXTENSION
(from Y5/6 teaching programme)                                     (from Y7 teaching programme)                             (from Y8 teaching programme)
Change an improper fraction to a mixed number;         Use fraction notation to describe parts of shapes & to express a         Know that a recurring decimal is a
recognise when two simple fractions are                smaller whole number as a fraction of a larger one; simplify             fraction; use division to convert a
equivalent, including relating hundredths to tenths.   fractions by cancelling all common factors & identify                    fraction to a decimal; order fractions by
Use decimal notation for tenths and hundredths.        equivalent fractions; convert terminating decimals to fractions e.g.     converting them to decimals.
0.23 = 23/100 use a diagram to compare 2 or more simple fractions.
Understand percentage as the ‘number of parts          Begin to add & subtract simple fractions & those with common             Calculate fractions of quantities and
per 100’; recognise the equivalence of                 denominators; calculate simple fractions of quantities &                 measurements (fraction answers);
percentages, fractions and decimals; calculate         measurements (whole-number answers); multiply a fraction by an           multiply and divide an integer by a
simple percentages.                                    integer.                                                                 fraction.
Consolidate & extend mental methods of calculation to include            Find the outcome of a given
decimals, fractions & percentages, accompanied where                     percentage increase or decrease.
appropriate by suitable jottings; solve simple word problems             Recall fraction to decimal conversions.
mentally
Calculate simple fractions of quantities and measurements (whole-
number answers); multiply a fraction by an integer.
Relate fractions to division.                          Recognise the equivalence of percentages, fractions and                  Express one given number as a
Find simple fractions of whole-number quantities.      decimals; calculate simple percentages and use percentages to            percentage of another; use the
Find simple percentages of whole-number                compare simple proportions.                                              equivalence of fractions, decimals and
quantities.                                                                                                                     percentages to compare proportions.
Solve simple problems using ideas of ratio and         Understand the relationship between ratio and proportion; use            Divide a quantity into 2 or more parts
proportion (‘one for every…’ and ‘one in               direct proportion in simple contexts; use ratio notation, reduce a       in a given ratio; use the unitary
every…’).                                              ratio to its simplest form and divide a quantity into two parts in a     method to solve simple word
given ratio; solve simple problems about ratio and proportion using      problems involving ratio & direct
informal strategies.                                                     proportion. Currency conversions.
TOPICS COVERED                                     RESOURCES                                MISCONCEPTIONS TO ADDRESS                          KEY WORDS
(at a glance)                          (Worksheets, Activities, ICT)                             (common errors)                    (use & definition necessary)
Manipulating Fractions               Use various fans to improve mental sharpness         1/3 = 0.3333 not just 0.3, this is 3/10      Fraction, decimal
Fraction & % of Quantities             Relate work back to pie-charts                       ½ + ¼ is not equal to 2/6                    percentage, numerator,
Fraction, Decimal % Conversions           Split %’s into 10%, 5%, 2.5% etc                     1/5 does not equal 0.5                       denominator, ratio,
Ratio & Proportion                 Relate to work on VAT                                0.5 times x, is the same as x divided by 2   proportion, equivalent
     Poster of magazine adverts featuring %’s                                                           fractions
TIMING                                     NATIONAL FRAMEWORK REFERENCE                                              TEXTBOOK REFERENCE
Summer Term – 1st Half                                                                                                              KM: Chapter 15
Number 2 & 4: Fractions, decimals, percentages, ratio and proportion (60–81)
(Ratio & Proportion not covered)
12 lessons                                         Calculations (92–101, 110–111)                                          FM: Sections N2, N4

16
ALGEBRA 4: Solving Equations and Trial & Improvement
SUPPORT                                                        CORE                                               EXTENSION
(from Y5/6 teaching programme)                              (from Y7 teaching programme)                             (from Y8 teaching programme)
Construct and solve simple linear equations with        Construct and solve linear equations with integer        Solve equations with negative and fractional answers
integer coefficients (unknown on one side only)         coefficients (unknown on either or both sides, with
using an appropriate method (e.g. inverse               & without brackets) using appropriate methods (e.g.
operations).                                            inverse operations, transforming both sides in the
same way).
Form and solve equations relating to angles, areas and
perimeters.
Solve equations using a trial and improvement with       Solve equations using a trial and improvement with
integer solutions                                        solutions to 1 decimal place.
TOPICS COVERED                             RESOURCES                         MISCONCEPTIONS TO ADDRESS                                  KEY WORDS
(at a glance)                   (Worksheets, Activities, ICT)                       (common errors)                          (use & definition necessary)
     Everyday inverse operations            0.5x = 4, x = 8, NOT 2                         Inverse, equation, trial &
     I think of a number…                   x-5 = 10, x = 15, NOT 5                        improvement, formula
Solving Equations
     Algebra crosswords                     State the answer x = ? in T & I questions
Trial & Improvement
    Layout questions down the page
    Keep equal signs in line
TIMING                                    NATIONAL FRAMEWORK REFERENCE                                              TEXTBOOK REFERENCE
KM: Chapter 13
Summer Term – 1st Half                Algebra 2 & 5: Equations, formulae and identities (112–119, 122–143)
FM: Section A4
8 lessons                                               Solving problems (26–27)

17
SHAPE, SPACE & MEASURES 5: Solids, Volumes & Nets
SUPPORT                                                          CORE                                                EXTENSION
(from Y5/6 teaching programme)                                   (from Y7 teaching programme)                            (from Y8 teaching programme)
Identify the names of various solids.
Identify different nets for an open cube.                   Use 2-D representations to visualise 3-D shapes and         Use isometric paper to draw various arrangements of
deduce some of their properties.                            cubes. Discuss basic references to plane symmetry.
Visualise 3-D shapes from 2-D drawings and                  Use a ruler and protractor to construct simple nets of
identify different nets for a closed cube.                  3-D shapes, e.g. cuboid, regular tetrahedron, square-
based pyramid, triangular prism.
Understand the differences between prisms and               Draw a net of a tetrahedron
pyramids
Calculate volumes of cubes.                                 Know and use the formula for the volume of a
cuboid, and triangular prism.
TOPICS COVERED                                 RESOURCES                               MISCONCEPTIONS TO ADDRESS                                    KEY WORDS
(at a glance)                      (Worksheets, Activities, ICT)                             (common errors)                          (use & definition necessary)
   Show pupils various solids                          Count space not dots on isometric paper         Prism, pyramid, volume, net, cube,
   Construct nets & make shapes                        Draw in fold lines on nets                      cuboid, sphere, cylinder, cone.
Names of Solids
Nets of Solids              Investigate 1cm2, 8cm3 & 64cm3.                     Tabs need only be drawn if a model is made!
Volume of basic solids          Wall display of 3D displays                         Include appropriate units for all answers
   Art & perspective, eg. railway lines

TIMING                                      NATIONAL FRAMEWORK REFERENCE                                               TEXTBOOK REFERENCE
Summer Term – 1st Half                                                                                                                 KM: Chapter 7
Shape, space and measures 1: Mensuration (198-201, 228-231, 234-241)
8 lessons
FM: Sections S3 (part), S5 (part)

18
HANDLING DATA 3: Averages
SUPPORT                                                    CORE                                                 EXTENSION
(from Y5/6 teaching programme)                            (from Y7 teaching programme)                            (from Y8 teaching programme)
Find the mode and range of a set of data.              Calculate statistics for small sets of discrete data:     Recognise when it is appropriate to use the range,
Begin to find the median and the mean of a set of      find the mode, median and range, and the modal            mean, median and mode; calculate a mean using an
data.                                                  class for grouped data;                                   assumed mean.

Calculate the mean, including from a simple               Calculate median, range & mode from a frequency
frequency table, using a calculator for a larger          table
number of items.
Compare two simple distributions using the range          Calculate a data value having been told the mean.
and one of the mode, median or mean.
Understand that statistics can also be misleading if
not interpreted with an element of caution
TOPICS COVERED                                RESOURCES                              MISCONCEPTIONS TO ADDRESS                            KEY WORDS
(at a glance)                      (Worksheets, Activities, ICT)                            (common errors)                    (use & definition necessary)
   Use everyday examples                              Mean, median & mode are all averages     Mean, median, mode, range,
Mean
   Relate misleading statistics to government                                                   statistics, frequency table,
Median
Mode
find mean in a frequency table!
Range
TIMING                                NATIONAL FRAMEWORK REFERENCE                                            TEXTBOOK REFERENCE
Summer Term – 2 Halfnd
KM: Chapter 16
Handling Data 1 Handling data (256–261, 268–271)
FM: Section D1 (part)
8 lessons

19
SHAPE, SPACE & MEASURES 6: Scale Drawing & Units
SUPPORT                                                    CORE                                                 EXTENSION
(from Y5/6 teaching programme)                            (from Y7 teaching programme)                             (from Y8 teaching programme)
Measure and draw lines to the nearest millimetre.      Use names and abbreviations of units of
Record estimates and readings from scales to a         measurement to measure, estimate, calculate and
suitable degree of accuracy.                           solve problems in everyday contexts involving
length, area.
Reading basic scales                                   Convert between metric units, eg, mm to cm, etc
Conversions between metric & imperial                     30cm = 1 foot, 4.5 litres = 1 gallon, 1kg = 2.2 pounds,
measurements                                              5 miles = 8km
Understand how a scale is used to make accurate
drawings
Solve a problem by representing, extracting and        Interpret diagrams and graphs (including pie charts),
interpreting data in tables, graphs, charts and        and draw conclusions based on the shape of graphs
diagrams, for example:                                 and simple statistics for a single distribution.
line graphs;
frequency tables and bar charts.
TOPICS COVERED                               RESOURCES                             MISCONCEPTIONS TO ADDRESS                             KEY WORDS
(at a glance)                     (Worksheets, Activities, ICT)                           (common errors)                      (use & definition necessary)
   Relate conversions to work on ratio.            Use a sharp pencil to increase accuracy     Metric, imperial, conversion,
   Use distances, speeds in Europe                 Ask yourself, is a conversion sensible?     scales, scale drawing.
Metric & Imperial Conversions
Scale Drawing                 Draw a scale diagram of their bedroom           A standard (long) ruler is 30cm or 1 foot

TIMING                                   NATIONAL FRAMEWORK REFERENCE                                              TEXTBOOK REFERENCE
Summer Term – 2 Halfnd
KM: Chapter 12
Shape, Space & Measures 1: Mensuration (198–201, 228–231, 234–241)
FM: Sections S1 (part), N3 (part)
8 lessons

Any spare time should be used to reinforce areas of the curriculum that pupils have found particularly difficult.

The sharpening of mental skills and strategies could also be emphasised.

20

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