# yr9_stjaonarc_lower

Document Sample

```					MATHS DEPARTMENT

YEAR 9
SCHEME OF WORK

SET 4: IMPACT 3G

SEPT 2004
3G PLAN
AUTUMN TERM – FIRST HALF
Topic 1  Place Value + Number                        Additional Unit + 3G Ch. 1
Topic 2  Angles                                      3G Ch. 2
Topic 3  Working with Algebra                        3G Ch. 3
Topic 4  Multiplication & Division                   3G Ch. 4
Topic 5  Graphs                                      3G Ch. 6
TEST 1

AUTUMN TERM – SECOND HALF
Topic 6  Problem Solving                             Additional Unit
Topic 7  Averages                                    3G Ch. 5
Topic 8  Fractions & Ratio                           3G Ch. 8
Topic 9  Shape, Space & Measure                      3G Ch. 7
Topic 10 Using a Calculator                          Additional Unit
TEST 2

SPRING TERM – FIRST HALF
Topic 11  Geometrical Reasoning                      Additional Unit
Topic 12  Proportional Reasoning                     Additional Unit
Topic 13  Number Patterns                            3G Ch. 10
Topic 14  Probability                                3G Ch. 13
TEST 3

SPRING TERM – SECOND HALF
Topic 15  Handling Data + unit                       3G Ch. 9 + Additional Unit
Topic 16  Decimals                                   3G Ch. 11
Topic 17  Perimeter, Area & Volume                   3G Ch. 15
Topic 18  Percentages                                3G Ch. 12
TEST 4

SUMMER TERM – FIRST HALF
Topic 19 Positive & Negative Numbers                 3G Ch. 16
Topic 20 Formulae & Equations                        3G Ch. 14
Topic 21 Revision for SATs                           CGP Packs & Past Papers
SAT’s WEEK

SUMMER TERM – SECOND HALF
Start KS4 Foundation Tier Scheme of Work immediately after SATs have taken
place.
AUTUMN TERM A                       ADDITIONAL LESSON                                  TOPIC 1

Topic:     Place Value                           NC Level:         5&6

Learning Objectives:
 Understand and use decimal notation and place value
 Multiply and divide integers and decimals by 10, 100, 1000
 Explain the effects of the above multiplication and division
 Extend knowledge of integer powers of 10
 Multiply and divide integers and decimals by 0.1, 0.01 etc.
Additional Notes:    Booster lesson 1 should be covered as a stand-alone lesson here

Key Vocabulary:
PLACE VALUE             TENTHS    HUNDREDTHS              THOUSANDTHS           EQUIVALENT
POWER INDEX              MULTIPLY   DIVIDE
Impact Reference:                Other references:
This links closely to ch.1       Booster lesson 1
Mental & Oral Starters:

SEE LESSON PLAN 1 FOR DETAILED INFORMATION

Time:                                          1 lesson
AUTUMN TERM A                                                                     TOPIC 1+

Topic:              Number                      NC Level:           3-5
NC Programme of Study:
Ref2a: Use previous understanding of integers and place value to deal with large positive
numbers and round them to a given power of 10.
Ref3aij: Add and subtract integers. Develop a range of strategies for mental calculation. Use
standard column procedures for addition and subtraction of integers.
Ref4c: Use a variety of checking procedures including working the problem backwards and
considering whether a result is of the right order of magnitude.
Learning Objectives:
 Order integers
 Extend mental methods of calculation – addition and subtraction
 Written methods for addition and subtraction
 Round numbers to powers of 10.
 Make and justify estimates and approximations of calculations
 Check results using appropriate methods
Key Vocabulary:
PLACE VALUE ORDER             ADD        SUBTRACT        ROUND        ESTIMATE        CHECK
MENTAL MATHS
Impact Reference:                  Other references:
Book 3G – ch. 1                    Booster L1

Mental & Oral Starters:
3G folder: pg. 4-7
101 Starters: pg. 2-18
Discussion opportunities:                           Pair / Group Work:
Discuss different methods for calculations          Set each other problems to solve, time each
“Balloon” (Outware)
We should all respect each others‟ methods and ideas
Investigation:
Investigate the quickest way of solving different types of questions
Time:                                 6-7 lessons
AUTUMN TERM A                                                                             TOPIC 2

Topic:              Angles                          NC Level:              5&6
NC Programme of Study:
Ref2abcd: Recall and use properties of angles at a point, on a straight line, perpendicular lines and
opposite angles at a vertex. Distinguish between acute, obtuse, reflex and right angles; estimate
the size in degrees. Use parallel line rules; understand properties of parallelograms and proof that
the angle sum of a triangle is 180; understand proof that the exterior angle of a triangle is equal
to the sum of the interior angles at the other 2 vertices. Use angle properties of different triangles;
understand congruence; explain why angle sum of any quadrilateral is 360.
Ref4b: Understand angle measure using the associated language.
Learning Objectives:
 Recognise acute, obtuse and reflex angles
 Identify alternate angles and corresponding angles
 Understand the proof that the sum of the angles of a triangle is 180 and of a quadrilateral is
360
 Solve geometrical problems using side and angle properties of equilateral, isosceles and right-
 Solve problems using properties of angles, of parallel and intersecting lines
 Justify inferences and explain reasoning with diagrams and text
Key Vocabulary:
ACUTE     OBTUSE           REFLEX OPPOSITE               PRALLEL TRIANGLE                ISOSCELES
CORRESPONDING              ALTERNATE            RIGHT ANGLE           AT A POINT          STRAIGHT
Impact Reference:                        Other references:
Book 3G – ch. 2                          Booster L8
V5 – ch17, 19, 21 V6 – ch12-14
Mental & Oral Starters:
3G folder: pg. 28-31
101 Starters: pg. 73,80
Discussion opportunities:                            Pair / Group Work:
Discuss angles rule                                  Proof, derive angle rules
LOGO
All things have their own rules to follow – even shapes
Investigation:
Investigate the different angle rules, rather than being taught them straight away
Time:                                   6 lessons
AUTUMN TERM A                                                                         TOPIC 3

Topic: Working with Algebra                      NC Level:                 5
NC Programme of Study:
Ref5bc: Understand that the transformation of algebraic expressions obeys and generalises the
rules of arithmetic; simplify or transform algebraic expressions by collecting like terms and by
expanding the product of 2 linear expressions; distinguish in meaning between the words
„equation‟ „formula‟ „identity‟ „expression‟. Use index notation for simple integer powers and
simple instances of index laws; substitute positive and negative numbers into expressions.
Learning Objectives:
 Use letters to represent unknowns
 Simplify or transform linear expressions by collecting like terms; multiply terms together;
multiply a single term over a bracket
 Simplify or transform algebraic expressions by taking out single-term common factors
 Understand the order of precedence and effect of powers
Key Vocabulary:
LETTER        COLLECT       SIMPLIFY         EXPRESSION           MULTIPLY        TERM
BRACKET          POWER       EXPAND
Impact Reference:                       Other references:
Book 3G – ch.3                          Booster L6
V5 – ch9 V6 – ch7
Mental & Oral Starters:
3G folder:     pg.52-54
101 Starters: pg. 62-71
Discussion opportunities:                           Pair / Group Work:
Discuss what the letters can represent              Create problems for real life circumstances
EXCEL can be used to substitute different values into different expressions.
Variables can be used to represent real life objects or situations.
Each letter can take many different values; symbolises different numbers – in life things change,
objects symbolise significant meanings.
Investigation:
Investigate what happens as the numbers change in each expression
Time:                                 4-5 lessons
AUTUMN TERM A                                                                      TOPIC 4

Topic: Multiplication & Division                NC Level:              4&5
NC Programme of Study:
Ref2ab: Use the concepts and vocab of factor, multiple, HCF, LCM, prime number and prime
factor decomposition. Use the terms square, positive and negative square root, cube, cube root;
use index notation for small integer powers and index laws for multiplication and division of
positive integer powers.
Ref3ahk: Multiply and divide integers by powers of 10 and then by any number; find the prime
factor decomposition of positive integers. Round to the nearest integer and to 1 sig. fig. Use
standard column procedures for multiplication and division.
Ref4c: Use a variety of checking procedures.
Learning Objectives:
 Use place value to multiply and divide by powers of 10
 Use standard column procedures for multiplication and division of integers
 Understand and identify multiples, factors and primes
 Use the prime decomposition of a number
 Find the HCF and LCM
 Read and write positive integer powers of 10
 Use squares, positive and negative square roots, cubes and cube roots
 Use index notation for integer powers and simple instances of the index laws
 Check answers by approximation; round to significant figures
 Use inverse operations
Key Vocabulary:
MULITPLE         FACTOR        PRIME CHECK           APPROXIMATE           POWER ROOT
PLACE VALUE            INVERSE      OPERATION         HCF      LCM
Impact Reference:                          Other references:
Book 3G – ch.4                             V5 – ch4 & 7
Mental & Oral Starters:
3G folder:       pg.72-74
101 Starters: pg. 24-35
Discussion opportunities:                         Pair / Group Work:
It is important to discuss methods                Create problems, test/time each other
“Balloon” (Outware)
C4 Video “Primes & Powers”
We should all respect each other‟s different methods and ideas
Investigation:
Investiagate the HCF and LCM of pairs of numbers – quick ways for finding them?
Time:                                  8-10 lessons
AUTUMN TERM A                                                                          TOPIC 5

Topic:            Graphs                           NC Level:               5&6
NC Programme of Study:
Ref6ef(algebra): Use the conventions for co-ordinates in the plane; plot points in all 4 quadrants;
recognise that equations of the form y=mx+c correspond to straight line graphs; plot graphs of
functions in which y is given explicitly in terms of x. Construct linear functions arising from real
life problems and plot their corresponding graphs; discuss and interpret graphs arising from real
situations.
Learning Objectives:
 Use fractions in co-ordinates
 Plot the graphs of linear functions, where y is given explicitly in terms of x, on paper and
using ICT
 Recognise that equations of the form y=mx+c correspond to straight line graphs
 Interpret graphs arising from real situations, including distance-time graphs
 Construct functions arising from real-life problems and plot their corresponding graphs
Key Vocabulary:
COORDINATE           QUADRANT LINE GRAPH EQUATION                            SLOPING LINE
Impact Reference:                         Other references:
Book 3G – ch.6                            V5 – ch11 V6 – ch8-9 V7 – ch9
Mental & Oral Starters:
3G folder: pg. 110-112
101 Starters: pg. 72
Discussion opportunities:                          Pair / Group Work:
Discuss the relationship between different         Investigate the significance of m and c in
graphs – leading to y=mx+c                         y=mx+c
Autograph, Omnigraph, graphical calculators. “Carpark” (Outware)
Use graphs from current issues
Investigation:
See above
Time:                                  8 lessons
AUTUMN TERM B                                                                    TOPIC 6

Topic:      Problem Solving                   NC Level:
Learning Objectives:
 Identify the necessary information to solve a problem
 Solve more complex problems by breaking them down into smaller tasks/steps
 Interpret the numbers on a calculator display in different contexts
 Carry out more difficult calculations effectively and efficiently
 Solve problems and investigate in a range of contexts
 Explain and justify methods and conclusions
 Identify exceptional cases or counter-examples

Additional Notes: Booster lessons 12 and 16 should be used as a stand-alone Problem Solving
unit
Key Vocabulary:
EXPLAIN REASONS JUSTIFY
Impact Reference:               Other references:
Booster lesson 12 & 16
Mental & Oral Starters:

SEE LESSON PLAN 12 & 16 FOR DETAILED INFORMATION

Time:                                      2 lessons
AUTUMN TERM B                                                                         TOPIC 7

Topic:           Averages                        NC Level:             4–6
NC Programme of Study:
Ref4ab: Draw and produce pie charts for categorical data and diagrams for continuous data,
including line graphs for time series, scatter graphs, frequency diagrams and stem-and-leaf
diagrams. Calculate mean, range and median of small data sets with discrete then continuous data;
identify the modal class for grouped data.
Learning Objectives:
 Calculate statistics, including with a calculator
 Recognise when it is appropriate to use the range, mean, median and mode
 Find the mean and median from a frequency table
 Construct and use stem-and-leaf diagrams
Key Vocabulary:
MEAN        MEDIAN        MODE       RAMGE          CUMULATIVE FREQUENCY
STEM-AND-LEAF DIAGRAM                DATA
Impact Reference:                        Other references:
Book 3G – ch. 5                          Booster L14
V7 – ch19
Mental & Oral Starters:
3G folder:     pg. 93-93
101 Starters: pg. 96-97
Discussion opportunities:                          Pair / Group Work:
What do the results mean?                          Collect results from the class
Which is the most useful average?
EXCEL, data can be taken from the internet
Data to be analysed should be taken from current issues
Investigation:
There is much scope here – try to keep it relevant to the students
Time:                                  6 lessons
AUTUMN TERM B                                                                              TOPIC 8

Topic:       Fractions & Ratio                      NC Level:              5&6
NC Programme of Study:
Ref2cfg: Use fraction notation; understand equivalent fractions, simplifying a fraction by
cancelling all common factors; order fractions by rewriting then with a common denominator.
Use ratio notation, including reduction to its simplest form and its various links to fraction
notation. Recognise where fractions are needed to compare proportions.
Ref3cd: Calculate a given fraction of a given quantity, expressing the answer as a fraction;
express a given number as a fraction of another; add and subtract fractions by writing them with a
common denominator; perform short division to convert a simple fraction to a decimal.
Understand and use unit fractions as multiplicative inverses; multiply and divide a given fraction
by an integer, by a unit fraction and by a general fraction.
Learning Objectives:
 Add and subtract fractions by writing then with a common denominator
 Calculate fractions of quantities
 Multiply and divide an integer by a fraction
 Use efficient methods to add, subtract, multiply and divide fractions, interpreting division as a
multiplicative inverse
 Cancel common factors before multiplying or dividing
 Reduce a ratio to its simplest form, including a ratio expressed in different units
 Divide a quantity into 2 or more parts in a given ratio
 Consolidate understanding of the relationship between ratio and proportion
 Use the unitary method to solve simple word problems involving ratio and direct proportion
Key Vocabulary:
MIXED NUMBER             IMPROPER          EQUIVALENT DENOMINATOR
NUMERATOR               RATIO         PROPORTION
Impact Reference:                        Other references:
Book 3G – ch. 8                          Booster L5 & 15
V5 – ch2-3 V6 – ch2 & 4
Mental & Oral Starters:
3G folder: pg.174-178
101 Starters: pg. 36-38
Discussion opportunities:                           Pair / Group Work:
Relationship between fractions and ratio            Convert a recipe
Where are ratios used in life?
C4 Video “Scaling the Heights”
We are all made up of different „parts‟ – e.g. creative, logical, academic, sporty – our ratios are all
different
Investigation:
What happens to the ratio as the quantities change and vice versa?
Time:                                  8-10 lessons
AUTUMN TERM B                                                                         TOPIC 9

Topic: Shape, Space & Measure                     NC Level:                 4&5
NC Programme of Study:
Ref2dk: Use angle properties of triangles; understand congruence, recognising when 2 triangles
are congruent. Use 2D representation of 3D shapes and analyse 3D shapes through 2D projections
and cross-sections, including plan and elevation.
Ref3abe: Understand that rotation are specified by a centre and an angle; use right angles,
fractions of turn or degrees to measure the angle of rotation; understand that reflections are
specified by a mirror line, translations by a distance and direction, and enlargements by a centre
and positive scale factor. Recognise and visualise rotations, reflections and translations;
recognise that these transformations preserve length and angle.
Learning Objectives:
 Know and identify solids – cubes, cuboids, pyramids, prisms, sphere, hemisphere
 Recognise and construct nets of 3D shapes
 Form tessellations
 Understand congruence
 Transform 2D shapes by combinations of translations, rotations and reflections, on paper and
using ICT
 Know that translations, rotations and reflections preserve length and angle and map objects on
to congruent images
 Draw plans and elevations of solids
 Know rough metric equivalents of imperial measures in daily use – feet, miles, pounds, pints,
gallons
Key Vocabulary:
POINT       LINE      SHAPE        NET       SOLID TESSELLATION              TRANSFORMATION
TRANSLATION REFLECTION ROTATION                            CONGRUENCE            PLAN
ELEVATION          METRIC        IMPERIAL UNIT
Impact Reference:                        Other references:
Book 3G – ch. 7                          V5 – ch19-21 V6 – ch12-16
Mental & Oral Starters:
3G folder: pg. 139-146
101 Starters: pg. 74-86
Discussion opportunities:                           Pair / Group Work:
Identify the transformations that have taken        Create nets of different solids
place
LOGO. OHT‟s are very useful here
People can be transformed or reformed
Investigation:
Investigate the effects of the order of transformations on different shapes
Time:                                   8-10 lessons
AUTUMN TERM B                                                                    TOPIC 10

Topic:      Using a Calculator                  NC Level:
Learning Objectives:
 Make and justify estimates and approximations of calculations
 Use a calculator efficiently and appropriately to perform complex calculations with numbers
of any size
 Use sign change keys and function keys for powers, roots, brackets and memory

Additional Notes:   This should be used as a stand-alone lesson

Key Vocabulary:
ESTIMATE      SIGNIFICANT         UNITS        DIGIT     SQUARE         SQUARE ROOT
CUBE          FRACTION            BRACKETS
Impact Reference:                 Other references:
Booster lesson 4
Mental & Oral Starters:
101 Starters: pg.
SEE LESSON PLAN 4 FOR DETAILED INFORMATION

Time:                                       1 lesson
SPRING TERM A                                                                       TOPIC 11

Topic:                        Geometrical Reasoning Unit

Learning Objectives:
 Distinguish between conventions, definitions and derived properties
 Distinguish between practical demonstration and proof; know underlying assumptions,
recognising their importance and limitations, and the effect of varying them.
 Explain how to find, calculate and use:
- the sums of the interior and exterior angles of quadrilaterals, pentagons and
hexagons
- the interior and exterior angles of regular polygons
 Solve problems using properties of angles, parallel and intersecting lines, and triangles and
other polygons, justifying inferences and explaining reasoning with diagrams and text.
 Visualise and use 2D representation so of 3D objects; analyse 3D shapes through 2D
projections, including plans and elevations
 Transform 2D shapes by combinations of translations and rotations
 Know that translations and rotations preserve length and angle and map objects on to
congruent images
 Present a concise, reasoned argument, using symbols, diagrams and related explanatory text
 Give reasons for choice of presentation, explaining selected features and showing insight into
the problem‟s structure
 Suggest extensions to problems, conjecture and generalise
 Identify exceptional cases or counter examples, explaining why
 Justify generalisations, arguments or solutions
 Pose extra constraints and investigate whether particular cases can be generalised further.
Additional Notes: Should be used as a stand-alone unit.

Key Vocabulary:
CONVENTION DEFINITION JUSTIFY DEDUCE GENERALISE PROVE                                   PROOF
VERTICALLY OPPOSITE ALTERNATE CORRESPONDING INTERIOR
EXTERIOR SUPPLEMENTARY PLAN ELEVATION PROJECTION
Impact Reference:           Other references:
Ch.7                        Year 9 Geometrical Reasoning mini-pack
SEE MINI-PACK FOR FURTHER GUIDANCE

Time:                             6-7 lessons
SPRING TERM A                                                                         TOPIC 12

Topic:                          Proportional Reasoning Unit

Learning Objectives:
 Understand the effects of multiplying and dividing numbers between 0 and 1
 Use the laws of arithmetic and inverse operation
 Recognise and use reciprocals
 Enter numbers into a calculator and interpret the display in context
 Recognise when fractions or percentages are needed to compare proportions
 Solve problems involving percentage changes
 Use proportional reasoning to solve a problem, choosing the correct numbers to take as 100%
or as a whole
 Understand and use proportionality and calculate the result of any proportional change using
multiplicative methods
 Understand the implications of enlargement for area and volume
 Compare 2 ratios
 Interpret and use ratio in a range of contexts, including solving word problems
 Enlarge 2D shapes; recognise the similarity of the resulting shapes; identify the scale factor of
an enlargement as the ratio of the lengths of any 2 corresponding line segments; recognise that
enlargements preserve angle but not length
 Solve increasingly demanding problems and evaluate solutions
 Explore connections in maths across a range of contexts
 Represent problems and synthesise information in algebraic, geometric or graphical form
 Suggest extensions to problems, conjecture and generalise
 Identify exceptional cases or counter-examples, explaining why
 Justify generalisations, arguments or solutions
 Pose extra constraints and investigate whether particular cases can be generalised further

Key Vocabulary:
SCALE MULTIPLIER          INVERSE OPERATION RECIPROCAL RATIO
PROPORTION RATE           UNITARY ENLARGE CENTRE SIMILAR
Impact Reference:                Other references:
Ch.8                             Year 9 Proportional Reasoning mini-pack
Securing L5 lessons 9N4.3, 9P1.2 & 9P1.3
SEE MINI-PACK FOR FURTHER GUIDANCE

Time:                              9 lessons
SPRING TERM A                                                                          TOPIC 13

Topic:        Number Patterns                      NC Level:              4-6
NC Programme of Study:
Ref5d: Set up simple equations; solve simple equations by using inverse operations or by
transforming both sides in the same way.
Ref6ac:Generate common integer sequences. Generate terms of a sequence using term-to-term
and position-to-term definitions of the sequence; use linear expressions to describe the nth term of
an arithmetic sequence, justifying its form by referring to the activity or context from which it
was generated.
Learning Objectives:
 Generate and describe picture and integer sequences
 Generate terms of a sequence using term-to-term and position-to-term definitions of the
sequence on paper and using ICT
 Use one-step, two-step and inverse number machines
 Use the difference method to find the general rule of a linear sequence
Key Vocabulary:
SEQUENCE           NUMBER MACHINE               INVERSE       DIFFERENCE GENERAL RULE
Impact Reference:                        Other references:
Book 3G – ch. 10                         Booster L7
V5 – ch8 V6 – ch6 V7 – ch5
Mental & Oral Starters:
3G folder: pg. 228-229
Discussion opportunities:                           Pair / Group Work:
The rules for the next value                        Create number patterns, test each other on the
rules
Use EXCEL to create patterns
C4 Video “Primes & Powers”
Patterns / sequences that occur in nature. The terms follow the same rule – like the rules we all
Investigation:
Investigate patterns that occur in real life
Time:                                   5 lessons
SPRING TERM A                                                                         TOPIC 14

Topic:         Probability                        NC Level:                 5&6
NC Programme of Study:
Ref4cdf: Understand and use the probability scale. Understand and use estimates or measures of
probability from theoretical models, including equally likely outcomes, or from relative
frequency. Identify different mutually exclusive outcomes and know that the sum of the
probabilities of these outcomes is 1.
Learning Objectives:
 Understand and use the probability scale
 Use the vocabulary of probability in interpreting results involving uncertainty and prediction
 Know that the sum of probabilities of all mutually exclusive outcomes is 1 and use this when
solving problems
 Know that is the probability of an event occurring is p, then the probability of it not occurring
is 1 – p
 Find and record all possible mutually exclusive outcomes for combined events using diagrams
and tables
Key Vocabulary:
PROBABILITY SCALE              EVENT OUTCOME SAMPLE SPACE
Impact Reference:                           Other references:
Book 3G – ch. 13                            Booster L11
V5 – ch28-29 V6 – ch20 V7 – ch22-23
Mental & Oral Starters:
3G folder: pg. 286-290
101 Starters: pg. 99-101
Discussion opportunities:                            Pair / Group Work:
Discuss the probability of real life events          Experimental probability
occurring
Random number generators
Probability of real life events; gambling; the lottery
Investigation:
Experimental probability – e.g. dice, coins, cards
Time:                                   6 lessons
SPRING TERM B                                                                    TOPIC 15

Topic:        Handling Data                     NC Level:            3–5
NC Programme of Study:
Ref3a: Design and use data collection sheets for grouped discrete and continuous data; collect
data using various methods including observation, controlled experiment, data logging,
questionnaires and surveys.
Ref4a: Draw and produce using paper and ICT, pie charts for categorical data and diagrams for
continuous data including scatter graphs, frequency diagrams and stem-and-leaf diagrams.
Learning Objectives:
 Design questionnaires
 Decide which data to collect to answer a question, and the degree of accuracy needed
 Construct on paper and using ICT:
- pie charts for categorical data
- bar charts and frequency diagrams for discrete data
 Identify which are most useful in the context of a problem
 Identify key features present in the data
 Interpret graphs and diagrams and draw inferences to support or cast doubt on initial
conjectures
 Have a basic understanding of correlation
Key Vocabulary:
TALLY BAR CHART                PICTOGRAMS           HISTOGRAMS          SCATTER GRAPHS.
DISCRETE             CONTINUOUS          DATA        COMPARE
Impact Reference:                        Other references:
Book 3G – ch. 9                          Booster L14
V5 – ch24-26 V6 – ch18-19 V7 – ch18
Mental & Oral Starters:
3G folder: pg.200-203
101 Starters: pg. 98
Discussion opportunities:                           Pair / Group Work:
It is very important to discuss which method of Collect information and select how best to
presentation is most appropriate and to compare present it.
different sets of results. INFERENCES
EXCEL, Autograph (Statistics)
Use data from current issues – draw inferences
Investigation:
There is plenty of scope here
Time:                                  8-10 lessons

Topic:      Handling Data                       NC Level:
Learning Objectives:
 Find the mode, median, mean and range
 Interpret graphs, diagrams and tables for discrete and continuous data
 Draw inferences that relate to the problem being discussed
 Relate summarised data to the questions being explored
 Compare two distributions using the range and one or more of the mode, median and mean

Additional Notes:   This should be used alongside chapter 9

Key Vocabulary:
MODE     MEDIAN       MEAN RANGE COMPARE                      GREATER      LESS
SLIGHTLY       SIGNIFICANTLY
Impact Reference:           Other references:
Ch.9                        Booster lesson 14
Mental & Oral Starters:

SEE LESSON PLAN 14 FOR DETAILED INFORMATION

Time:                                   1 lesson
SPRING TERM B                                                                        TOPIC 16

Topic:           Decimals                        NC Level:              4-7
NC Programme of Study:
Ref2d: Use decimal notation and recognise that each terminating decimal is a fraction.
Ref3achijk:Add, subtract, multiply and divide integers and then any number; multiply a number
by a number between 0 and 1. Perform short division to convert a simple fraction to a decimal.
Round to the nearest integer and to 1 sig fig; estimate answers to problems involving decimals.
Add and subtract mentally numbers with up to 2 decimal places; multiply and divide numbers
with no more than 1 decimal digit. Use standard column procedures and understand where to
position the decimal point.
Ref4c: Use a variety of checking procedures.
Learning Objectives:
 use rounding to make estimates
 Round decimals to the nearest whole number and 1 or 2 decimal places
 Extend mental methods of calculation – including decimals
 Know that a recurring decimal is an exact fraction
 Use standard column procedures to add and subtract integers and decimals of any size
 Use standard column procedures for multiplication of integers and decimals, inc. decimals
such as 0.6 and 0.06
 Divide decimals by transforming to division by an integer
 Understand where to position the decimal point by considering equivalent calculations
Key Vocabulary:
ORDER        CONVERT        ROUND        NEAREST         DECIMAL PLACE APPROXIMATE
Impact Reference:                      Other references:
Book 3G – ch. 11                       V6 – ch2 V7 – ch2
Mental & Oral Starters:
3G folder: pg. 250-253
101 Starters: pg. 53
Discussion opportunities:                         Pair / Group Work:
Discuss place value, methods                      When are decimals used?

Significance – the numbers after the decimal point are equally as important as the numbers before
the point – we are all equally significant
Investigation:
Which are more useful, decimals or fractions?
Time:                                  6-7 lessons
SPRING TERM B                                                                        TOPIC 17

Topic: Perimeter, Area & Volume                   NC Level:              5&6
NC Programme of Study:
Ref4fgh: Find areas of rectangles, recalling the formula, understanding the connection to counting
squares and how it extends this approach; recall and use the formulae for the area of a
parallelogram and a triangle; find the surface area and perimeter of simple shapes. Find volumes
of cuboids; calculate volumes of right prisms and of shapes made from cubes and cuboids. Find
circumferences of circles and areas enclosed by circles, recalling relevant formulae.
Learning Objectives:
 Use units of measurement to calculate, estimate, measure and solve problems in a variety of
contexts
 Know and use the formulae for finding the area and perimeter of rectangles
 Use methods to estimate area
 Deduce and use formulae for the area of a triangle, parallelogram and trapezium
 Calculate areas of compound shapes made from rectangles and triangles
 Know and use the formulae for the circumference and area of a circle
 Know and use the formula for the volume of a cuboid
 Calculate volumes and surface areas of cuboids and shapes made from cuboids
 Calculate the surface area and volume of right prisms
Key Vocabulary:
FORMULA         LENGTH        WIDTH        HEIGHT PERPENDICULAR                  COMPOSITE
ESTIMATE         CIRCUMFERENCE              SURFACE AREA
Impact Reference:                       Other references:
Book 3G – ch. 15                        Booster L9 & 10
V6 – ch11 V7 – ch15
Mental & Oral Starters:
3G folder: pg. 330-337
Discussion opportunities:                           Pair / Group Work:
Estimations                                         Derive formulae for circle/surface areas
LOGO
Real life shapes and areas
Investigation:
The Fencing Problem
Time:                                 8-10 lessons
SPRING TERM B                                                                    TOPIC 18

Topic:        Percentages                      NC Level:             5&6
NC Programme of Study:
Ref3cem: Convert simple fractions of a whole to percentages of the whole and vice versa, then
understand the multiplicative nature of percentages as operators. Solve simple percentage
problems, including increase and decrease.
Learning Objectives:
 Interpret percentage as the operator „so many hundredths of‟
 Converting between fractions, decimals and percentages
 Express one given number as a percentage of another
 Recognise when fractions or percentages are needed to compare proportions
 Solve problems involving percentage change
Key Vocabulary:
CONVERT FRACTION                DECIMAL PERCENTAGE              AMOUNT          INCREASE
DECREASE          COMPARE
Impact Reference:                      Other references:
Book 3G – ch. 12                       Booster L2 & 3
Securing L5 lessons 9N1.3 & 9N1.4
V5 – ch2 V6 – ch3
Mental & Oral Starters:
3G folder: pg. 272-273
101 Starters: pg. 36-38
Discussion opportunities:                        Pair / Group Work:
Conversions between fractions, decimals,         Investigate interest rates – bank accounts
percentages.
EXCEL
C4 Video “Not all There”
Tax, interest rates, the Budget
Investigation:
As above
Time:                                4 lessons
SUMMER TERM A                                                                       TOPIC 19

Topic: Positive & Negative Numbers               NC Level:             4&5
NC Programme of Study:
Ref2a: Understand and use negative numbers, both as positions and translations on a number line.
Ref3a: Add, subtract, multiply and divide integers and then any number.
Ref6a: Generate common integer sequences.
Learning Objectives:
 Order positive and negative integers
 Use a horizontal number line to add and subtract positive and negative integers
 Complete, generate and describe number sequences involving negative numbers
 Use two-way number tables for addition and subtraction
Key Vocabulary:
ORDER        NUMBER LINE             SEQUENCES         INTEGER POSITIVE           NEGATIVE
Impact Reference:                         Other references:
Book 3G – ch. 16                          V5 – ch5
Mental & Oral Starters:
3G folder: pg. 360-361
101 Starters: pg. 19-23
Discussion opportunities:                          Pair / Group Work:
Discuss where negative numbers occur in real       Human number line
life
C4 Video “Walking Backwards”
Positive qualities can balance out the negative
Investigation:
When do we use negative numbers? Collect temperatures over a period of time, discuss the
changes
Time:                                  3 lessons
SUMMER TERM A                                                                        TOPIC 20

Topic:      Formulae & Equations                 NC Level:             5&6
NC Programme of Study:
Ref5bdefi: Understand that the transformation of algebraic expressions obeys and generalises the
rules of arithmetic; simplify or transform algebraic expressions by collecting like terms and by
expanding the product of 2 linear expressions; distinguish in meaning between the words
„equation‟ „formula‟ „identity‟ „expression‟. Set up simple equations; solve simple equations by
using inverse operations or by transforming both sides in the same way. Solve linear equations
with integer coefficients in which the unknown appear on either side or on both sides of the
equation; solve linear equations that require prior simplification of brackets. Use formulae from
maths and other subjects; substitute numbers into formulae; derive a formula and change its
subject. Solve simple linear inequalities in one variable and represent the solution on a number
line.
Learning Objectives:
 Know the meanings of the words „formula‟ and „function‟
 Construct and solve linear equations with integer coefficients (unknown on either or both
sides) using appropriate methods – inverse operations, transforming both sides in the same
way
 Solve equations involving brackets
 Substitute into formulae
 Use the correct order of operations – BIDMAS
 Use inequalities
Key Vocabulary:
SUBSTITUTE             WORD FORMULAE            BIDMAS        SOLVE        EQUATION
OPERATION            BRACKETS           INEQUALITIES          BALANCE         LINEAR
Impact Reference:                     Other references:
Book 3G – ch. 14                      Booster L13
Securing L5 lessons 9A2.1 & 9A2.1
V5 – ch9-10 V6 – ch7 V7 – ch7
Mental & Oral Starters:
3G folder: pg. 308-312
101 Starters: pg. 62-71
Discussion opportunities:                          Pair / Group Work:
Think of a situation that can be represented by    Create a formula „story‟ explaining what the
a given formula                                    variables mean
EXCEL for trial and improvement
Real life situations can be represented by formulae.
Investigation:
What happens as the variables change?
Time:                                6-7 lessons

 Time should now be spent revising for the SATs exams – use past papers and
CGP packs.
 After the SATs, the KS4 Foundation Tier Scheme of Work should be started.

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