Download Year 7 Set 2 Pathway A

Year 7
05/09/2016
12/09/2016
19/09/2016
26/09/2016
03/10/2016
10/10/2016
17/10/2016
24/10/2016 HALF
31/10/2016
07/11/2016
14/11/2016
21/11/2016
28/11/2016
05/12/2016
12/12/2016
19/12/2016
26/12/2016 XMAS
02/01/2017
09/01/2017
MID YEAR
16/01/2017 TESTS
MID YEAR
23/01/2017 TESTS
30/01/2017
06/02/2017
13/02/2017 HALF
20/02/2017
27/02/2017
06/03/2017
13/03/2017
20/03/2017
27/03/2017
EASTER
03/04/2017 HOL
EASTER
10/04/2017 HOL
17/04/2017
24/04/2017
01/05/2017
08/05/2017
15/05/2017
22/05/2017
29/05/2017 HALF
End of
05/06/2017 year test
12/01/1900
06/01/1900
Set 2
Pathway A
Numeracy skills
1. Number 1
2 DAY WK
2. Crossed Ends & Algebra 1
3. S,S & M 1
TERM
4. Number 2
5. Handling Data 1
Parents induction & tutor meeting
6. Algebra 2
2 DAY WK
HOL
2 DAY WK
7. Understanding laws of Arithmetic & number 3
8. S,S & M 2
TERM
9. Algebra 3
10. Number 4
BANK HOL MON
11. Probability games & Probability
BANK HOL MON, Parents Evening 2nd
12. Algebra 4
TERM
13. Ratio
Page | 1
Year 7
12/06/2017
19/06/2017
26/06/2017
03/07/2017
10/07/2017
17/07/2017
24/07/2017
Set 2
Pathway A
14. S,S & M 3
15. S,S & M 4
3D nets
Page | 2
Year 7
MODULE 1
Set 2
Pathway A
Number 1
DURATION: 9 Lessons
PRIOR KNOWLEDGE



Understand place value in numbers up to 1000
Begin to use decimal notation in contexts e.g. money
Recognise negative numbers in context e.g. temperature
LEARNING OBJECTIVES
N1
 Understand place value to multiple and divide whole numbers & decimals by 10, 100 & 1000 and
explain its effects
N2
 To use a number line to order positive and negative numbers (in context)
 To understand and use the symbols > and <
 To order decimals
F2/N4:
 Solve problems with/without a calculator
 To use written methods for decimals – 4 operations
 To add numbers involving negatives and decimals
 To use number line to calculate with negatives
N13
 Round decimals to the nearest decimal place
N14
 To estimate calculation in order to recognise possible errors
RESOURCES

Collins Framework 7 1-2
Ex 1B, C, D
Ex 4A, B, C, D, E
 Links 7B
Ch 1 Ex 1A, B, C, D, E, F, G, H
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KEYWORDS
Positive, negative
Decimal
Tenths, hundredths
Number line
Order
Estimate
Round
Add, subtract,
multiply,
divide
Decimal Places
Rank
Reciprocal
DIFFERENTIATION AND EXTENSION
 Check mental methods for 4
operations
 Probing Questions*
 Financial skills Pg 80-81
PAST EXAM QUESTION
FS Pg 22 Q4 Bank Balance
PS Pg 22 Q5 Negative Numbers
FS Pg 23 Q6 Bank Statement
PS Pg 23 Q7 Negative Numbers
Page | 3
Year 7
Set 2
Pathway A
Task: Year 7 module A1 Nrich –Crossed Ends
Teachers notes :
Learning Objectives: Introduce and develop an understanding of algebraic notation
Reinforce 2 digit addition
Resources: Activity sheet, number grids (different sized), pencil, ruler, colours
Grouping:- 2s or 4s
Display a number grid select a square cross – add the top(north) and bottom(south) numbers, then add
left(west ) and right(east) numbers.
What do you notice?
Was it a fluke draw another cross and repeat
Change size of square cross?
Change size of grid
Discuss in pairs why? Explain?
Lead to describing using “n”
What about adding the north value to the West value similarly with the south and east values still the same?
Pupils’ notes
Draw square crosses on your grid add the north value to the south value.
Add the west and east values together. What do you notice?
Repeat for 4 more square crosses
Can you explain why this is happening?
Change size of square cross?
Change size of grid
Discuss in pairs why? Explain?
Lead to describing using “n” -Can you write each number in terms of n which is the middle number of your
cross?
What if you used a rectangular cross?
Would the rule be the same if you added north to east and then added south to west?
Investigate…
Can you explain what you are finding?
Page | 4
Year 7
MODULE 2
Set 2
Pathway A
Algebra 1
DURATION: 6 Lessons
PRIOR KNOWLEDGE
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

Odd and even numbers
4 rules of arithmetic
Tables to x12
LEARNING OBJECTIVES
.
A14
 Generate sequences using term to term rule
 Work out missing terms in a sequence
 To recognise, describe and generate sequences that use a simple rule
 To know and understand the sequences of numbers known as square and triangular numbers
 Use function machines with 2 operations and find function where input & output are given
A15
 Find the nth term of an arithmetic sequence

RESOURCES


Collins Framework 7/1-2
Ex 2A, B, C
MR Pg 42+43
Links 7B
Ex 2A, B, C, D
KEYWORDS
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Sequences
Predict
Function Machine
Term, Position
Rule
Difference
Term to Term
Mappings
Input, Output
DIFFERENTIATION AND EXTENSION

Rules from patterns
pictorial/numerical
PAST EXAM QUESTION
FS Pg 41 Q4 Nth term
Pg 41 Q5 Pattern in the Sequence
Page | 5
Year 7
MODULE 3
Set 2
Pathway A
Shape, space & measure 1
DURATION: 6 lessons
PRIOR KNOWLEDGE

Name and describe common 2D and 3D shapes
LEARNING OBJECTIVES
.
G1
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G2
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Find perimeters of simple shapes
Find areas by counting squares
Derive and use simple formula to calculate the perimeter and area of a rectangle
Solve problems with perimeter/area of 2D shapes
Work out and use formula to find area/perimeter of compound shapes
Calculate areas (and composite areas) of squares, rectangles, right angle triangles and volumes of cubes
and cuboids
Include area + circumference of circles?
RESOURCES


Collins Framework 7/ 1-2
Ex 3A Q 4 – 7, 10
Ex 3B, C, D
Links 7B
Ch 3 Ex 3A, B, C, D, E, F, G
KEYWORDS
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Centimetre, metre,
millimetre, kilometre
Length, width
Perimeter, area
Square units (mm2
etc.)
Metric units
Formula
Square, rectangle
Compound shapes
Volume, capacity
Cube, cuboid
Height
Litre
Estimate
DIFFERENTIATION AND
EXTENSION
Surface area of cuboids & prisms
PAST EXAM QUESTION
PS Pg 60 Q3 Area of a rectangle
PS Pg 61 Q5 Perimeter of the logo
PS Pg 61 Q6 Compound shape
PS Pg 61 Q7 Compound shape area
PS Pg 61 Q8 Volume of cuboids
Page | 6
Year 7
MODULE 4
Set 2
Pathway A
Number 2
DURATION: 6 lessons
PRIOR KNOWLEDGE
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How to square a number
Tables to x12
Place value including decimals
Use a calculator for simple calculations
Convert units of a measure
LEARNING OBJECTIVES
N4
 Choose a written methods for multiplying 2 numbers together and dividing
 Carry out written method for accurate multiplication and division
N5
 BIDMAS + Reciprocals -- need something on reciprocals e.g. pg. 70 “investigation”
N7
 Square + square roots, Cube + cube roots
N13
 Round numbers to appropriate degree of accuracy e.g. dp or sf
N12
 Standard units of measure, to convert between common metric units
 To use measurement in calculations
 To recognise and use appropriate metric units
RESOURCES

Collins Framework 7/1-2
Ex 5A, B, C, D, E
KEYWORDS
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DIFFERENTIATION AND
EXTENSION
Power
Square (root), squaring,
square number
Decimal place
Round up/down, rounding
Units, digit
Cube (root), cubing, cube Extend square numbers and roots
number
into cube numbers and cube
BIDMAS
roots
Order of operations
Operation
Reciprocal
Methods of multiplication
and Division
Remainder
PAST EXAM QUESTION
PS Pg 79 Q7 Multiplying and
Dividing by Decimals
PS Pg 79 Q8 Volume and Estimation
Page | 7
Year 7
MODULE 5
Set 2
Pathway A
Handling Data 1
DURATION: 9 lessons
PRIOR KNOWLEDGE
 Extract & interpret information presented in simple tables and lists
 Collect, display and interpret data in pictograms & bar charts in order to communicate information
 Create tally charts
LEARNING OBJECTIVES
S1
 Understand and calculate the mode, median and range of data
 Understand and calculate the mean average of data
 Understand and use grouped frequencies
S2
 Read and interpret different statistical diagrams
 Create and use a tally chart, line graph, frequency table
 Construct and interpret pictograms where the symbol may represent a group of units
 Interrogate a simple data base for one criterion
 To develop greater understanding of data collection
RESOURCES


Collins Framework 7/1-2
Ex 6A, B, C, D, E, F
Ex 15A, B, C
Links 7B
Ch 5 Ex 5A, B, C, D, E, F
Ch 8 Ex 8A, B, C, D
Ch 14 Ex 14,D, E, F, G
KEYWORDS
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Interpret
Mode, median, mean &
range
Pictogram, key
Bar chart
Compound bar chart
Scale
Data
Axis
Line graph
Fluctuations
Pie chart
Modal class, spread
Certain, unlikely, likely,
impossible
Probability (scale)
Average
Frequency
DIFFERENTIATION AND
EXTENSION
Drawing Pie charts accurately
Design questionnaire/compare
averages of 2 sets of data
PAST EXAM QUESTION
PS Pg 124 Q3 Range
PS Pg 124 Q4 Mean
PS Pg 125 Q8 Mode and Mean
PS Pg 296 Q3 Comparing averages
PS Pg 297 Q4 Make a Datacollection sheet.
FS Pg 297 Q7 Pie Chart
Page | 8
Year 7
MODULE 6
Set 2
Pathway A
Algebra 2
DURATION: 6 lessons
PRIOR KNOWLEDGE
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Understand and use simple rules expressed in words
Use more than 1 operation in a calculation
Understand and use order of operations
Know the meaning of term and expression
LEARNING OBJECTIVES
A2, A3
 Construct and use simple expressions
 Substitute integers into an expression
 To use formulae
 Solve simple linear equations with integer coefficients with unknowns on 1 side
A4
 Simplify an expression
F3
 Use algebra to formulate mathematical relationships
RESOURCES


Collins Framework 7/1-2
Ex 7A, B, C, D
Links 7B
Ch 6 Ex 6A, B, C, D, E
KEYWORDS
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Order of operations
Amount, value
Symbol, represent
Expression
Substitute
Collect, like terms
Simplify
Term, formula
Pattern
Solve, expand,
bracket
Variable, coefficient
Derive, generalise
Subject
DIFFERENTIATION AND
EXTENSION
PAST EXAM QUESTION
PS Pg 144 Q2 Substitution
Pg 145 Q7 Simplifying Expressions
Page | 9
Year 7
Set 2
Pathway A
Understanding the laws of arithmetic
Year 7 Module N 3
Learning Objectives:
 Write expressions in a real life context
 Recognise the order of operations
 Simplify expressions
Previous knowledge:
Familiar with indices
Finding the area of simple compound shapes see check (starter question)
Starter Question
What is the difference between 3 x 2 and 3²?
Draw 2 different rectangles with area of 36.
What is the area of this shape?
Resources:
Mini white boards
Card set B Areas
Sheet for brackets activity
4
3
1
3
Card set A Calculations
Card set C Solutions
Time: 40 mins to 8 mins
Main Activity 1
Draw 3 compound shapes onto the board see smart board sheet saved
Ask 1. If you work out 3 + 4 x 2 which area are you working out?
Explain how you know.
Ask 2. If you work out (3 + 4) x 2, which area are you working out?
How do you know?
Ask 3. What answers does your calculator give for the other area?
Ask 4. Can you give me an expression for the other area?
Ask 5. What is the difference between (2 + 3)² and 2² + 3² ?
Ask 6. Can you show me a diagram to explain the difference?
Ask students to explain BODMAS or BIDMAS & explain its meaning.
Explain the danger of using such a rule without understanding it.
What is wrong with workings below -identify the mistake
3 x (3 + 5) ² - 5 + 9
= 3 x 8² - 5 + 9 Brackets
4
4
= 3 x 64 – 5 + 9
Indices
= 3 x 16 – 5 + 9
Division
= 48 – 5 + 9
Multiplication
= 48 – 14
Addition
= 34
Subtraction
Page | 10
Year 7
Set 2
Pathway A
In pairs/groups of 4: Card sort sets A, B and C Match up the 3 sets and explain/discuss your
mathematical reasoning.
For the additional calculation cards they will need to create a matching card for the area and the solution.
Differentiation:
In pairs/groups
of 4:
sort sets A,shapes
B and into
C Match
up theand
3 sets
yourfinding the area
Students could
cutCard
the compound
rectangles
findand
theexplain/discuss
area of each before
mathematical
reasoning.
of the compound
shape.
ForStudents
the additional
they will need to create a matching card for the area and the solution.
could calculation
progress to cards
generalisation
Differentiation:
What happens when we change the numbers?
students
could
the compound
shapes
andcalculation
find the area
of still
eachmatch
beforeinfinding
theway?
area
Suppose
wecut
change
the 4 in every
cardinto
to arectangles
5? Will the
cards
the same
of the
compound
shape.
Will this still be true when we change the 4 to a large number, a negative number or a decimal?
Students
progresshelp
to generalisation
Do thecould
area pictures
to explain why this happens?
What happens when we change the numbers?
Suppose we change the 4 in every card to a 5? Will the calculation cards still match in the same way?
Will
this still be true when we change the 4 to a large number, a negative number or a decimal?
Plenary:
DoUse
the area
helpQ&
to explain
why this happens?
wipepictures
boards and
A
Draw an area that requires this calculation: 3 x ( 4 + 5)
Write a different calculation that gives the same area.
Draw an area that requires this calculation 6 + 8
2
Plenary:
Write a different calculation that gives the same area.
Use
wipe
and
Q& A this calculation: (10 + 5)².
Draw
an boards
area that
requires
Draw
that requires
thisthat
calculation:
x ( 4area.
+ 5)
Writeana area
different
calculation
gives the3same
Write a different calculation that gives the same area.
Draw
area
requires
this calculation
+ 8 emerged:
Drawanout
thethat
general
learning
points that 6have
2 by 2
The equivalence of multiplying by ½ and dividing
Write
a different
calculation that gives the same area.
The order
of operations
Draw
an
area
that
 Brackets first requires this calculation: (10 + 5)².
Write
a different
calculation
that gives the same area.
 Then
powers or
roots
Draw
out
the
general
learning
points that have emerged:
 Then multiplication or division
The
equivalence
 Then
additionof
ormultiplying
subtraction by ½ and dividing by 2
The
order
of
operations
Equivalent expressions: 2 x (3 + 4) = 2 x 3 + 2 x 4 multiplication is distributive over addition
 Brackets
3 +first
4 = 3 + 4
division is distributive over addition
 Then powers
2 or rrots
2
2
 Then multiplication or division
 Then addition or subtraction
The Brackets activity (consolidation)
Equivalent expressions: 2 x (3 + 4) = 2 x 3 + 2 x 4 multiplication is distributive over addition
Use wipe boards:
3+4 = 3 + 4
division is distributive over addition
2
2
2
Sheet A
Sheet B
Sheet C
2+3x4+5
2x3+4x5
2 + 3 x 4²
Call out a sheet name and a target number eg sheet A & 25 write answer onto wipe board
showing use of brackets
Page | 11
Year 7
Set 2
Pathway A
Sheet
Target
Method
A
29
2 + 3 x (4 + 5 )
A
45
(2+3)x(4+5)
B
26
2x3+4x5
B
46
2x(3+4x5)
B
50
(2x3+4)x5
B
70
2x(3+4)x5
C
80
( 2 + 3 ) x 4²
C
146
2 + ( 3 x 4 )²
C
196
( 2 + 3 x 4 )²
C
400
( ( 2 + 3 ) x 4 )²
Page | 12
Year 7
MODULE 7
Set 2
Pathway A
Number 3
DURATION: 6 lessons
PRIOR KNOWLEDGE
 Common multiples
 Recognise and use simple fractions
 Compare and order fractions with the same denominator
LEARNING OBJECTIVES
N9
 Find simple equivalent fractions
 Write fractions in simplest form
N2
 Compare and order two fractions
N4
 Add/subtract fractions with same/different denominators, including mixed numbers
 Convert mixed numbers to improper fractions and vice versa
RESOURCES
 Collins Framework 7/1-2
Ex 8A, B, C, D, E, F, G
KEYWORDS
 Equivalent (fractions)
 Denominator,
numerator
 Simplest form
 Simplify, cancel
 Addition, subtraction
 LCM
 Convert
 Improper fraction
 Mixed number
DIFFERENTIATION AND EXTENSION
PAST EXAM QUESTION
PS Pg 165 Q7 Halfway between the two
fractions
Pg 165 Q12 Adding and Subtracting
fractions
Page | 13
Year 7
MODULE 8
Set 2
Pathway A
Shape, space & measure 2
DURATION: 9 Lessons
PRIOR KNOWLEDGE
 Recognise and name different types of angles
 Recognise and name different triangles and quadrilaterals
LEARNING OBJECTIVES
G7, G12
 Know that the sum of angles in a triangle is 180 and of a quadrilateral is 360
 Understand and use the properties of triangles and quadrilaterals
G10
 Use a protractor to measure/draw angles
 Calculate opposite angles, angles at a point and angles on a straight line
G10, G11
 Understand the properties of parallel, intersecting and perpendicular lines
RESOURCES

Collins Framework 7/1-2
Ex 9A, B, C, D, E
KEYWORDS
 Acute, obtuse, right,
reflex
 Degrees
 Calculate
 Vertically opposite
 Isosceles, equilateral
 Quadrilateral
 Diagonal
 Geometrical
properties
 Intersect, parallel
 Perpendicular
 Vertex, vertices
DIFFERENTIATION AND EXTENSION
Constructing triangles and
bisecting angles
PAST EXAM QUESTION
MR Pg 191 Q5 Angles in quadrilateral
MR Pg 191 Q6 Angles in triangle
MR Pg 191 Q7 Geometrical properties
Page | 14
Year 7
MODULE 9
Set 2
Pathway A
DURATION: 6 lessons
Algebra 3
PRIOR KNOWLEDGE
 Know how to plot coordinates in the first quadrant
LEARNING OBJECTIVES
A8
 Understand and use co-ordinates to locate points in all 4 quadrants
A9, F6, M1
 Work out coordinates that fit a simple relationship
A11
 Recognise and draw line graphs with fixed values of x and y
 Recognise and draw lines in the form of y = ax and y + x = a
A13
 Learn how graphs can be used to represent real life situations
RESOURCES

Collins Framework 7/1-2
Ex 10A, B, C, D, E, F
KEYWORDS
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Axes, origin
X-axis, Y-axis
Coordinate,
quadrant
X co-ord, Y coord
Straight line
graph
Coordinate grid
Equation
Relationship
Conversion
graph
DIFFERENTIATION AND EXTENSION
PAST EXAM QUESTION
FS Pg 212 Q3 Real life situation graph
MR Pg 213 Q4 Equation of a line
Page | 15
Year 7
MODULE 10
Set 2
Pathway A
DURATION: 12 lessons
Number 4
PRIOR KNOWLEDGE

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Able to write ¼ and 1/10 as decimal/percent
Simplify fractions
Work out a simple % of a whole number
LEARNING OBJECTIVES
N10
 Recognise approximate proportions of a whole and use simple fractions and percentages to describe
these
N11
 Find a percent of a quantity
 Find a fraction of a quantity
N15, M8, M9
 Use understanding of equivalence to add and subtract simple fractions
 Understand the relationship between simple fractions, decimals and percentages
 Understand and use the equivalences between fractions, decimals and percentages
 Calculate percent increase/decrease
RESOURCES
 Collins Framework 7/1-2
Ex 11A, B, C, D, E
 Links 7B
Ex 4A, B, C, D, E, F
DIFFERENTIATION AND
EXTENSION
KEYWORDS
 Numerator,
denominator
 Fraction
 Equivalent
 Improper, mixed
 Decimal, whole
 Tenth, hundredth, unit
 Percentage, percent
 Cancel
 HCF
 Terminating decimal
 Integer
 Number line
 Place value
 Deposit
 Quantity

PAST EXAM QUESTION
PS Pg 231 Q10 Percentage of an amount
FS Pg 231 Q11 Percentage decrease
FS Pg 231 Q12 Percentage increase
FS Pg 231 Q14 Percentage decrease
FS Pg 231 Q15 Percentage increase
FS Pg 231 Q17 Percentage decrease
Finance & percentages
Pg 224, 229 & 232
Page | 16
Year 7
Set 2
Pathway A
Probability Games
Year 7 Probability
Choose 2 from the following 4 games:- either Hare & Tortoise or Dice difference and Grand National or
Motorway
Need dice &/ counters
In Pairs:
For each game agree you understand the rules and how to play
Decide upon how you will record your results
Play the game 3 /4 times
Discuss whether game is fair or not
For Hare & Tortoise or dice difference design a sample space diagram for rolling 2 dice and calculating
the difference.
See below a partially completed diagram
difference
1
2
0
1
1
1
2
2
3
3
4
4
5
5
6
3
2
4
3
5
4
6
5
Work out the probability of getting a difference of 0, 1 or 2
Work out the probability of getting a difference of 3, 4 or 5
Is the game fair?
What evidence could you use from your sample space diagram and calculations can you provide to support
your theory?
Task: Make the game fair by changing the rules then test your game by playing it 3 / 4 times and recording
the results.
Motorway
Place your 10 counters
Can I place more than 1 counter onto the same number?
Play the game 3 / 4 times
Is the game fair?
Did you change your strategy?
What advice would you give to someone playing the game?
What evidence could you provide to support your advice?
Use a sample space diagram see below a partially completed diagram
Sum total
1
2
3
4
2
3
4
5
1
3
2
4
3
5
4
6
5
7
6
5
6
6
7
Page | 17
Year 7
Set 2
Pathway A
Grand National
Play the game 3 / 4 times
Is the game fair?
Use a sample space diagram see below a partially completed diagram
Sum total
1
2
3
4
2
3
4
5
1
3
2
4
3
5
4
6
5
7
6
5
6
6
7
How can you use this diagram to support your argument ?
Change the rules to make your game fair
You may wish to handicap some horses – how?
Make the race longer for some horses – how
Or you may have a better suggestion
Test your game 3 / 4 times to show that it is now fair.
Page | 18
Year 7
MODULE 11
Set 2
Pathway A
DURATION: 9 lessons
Probability
PRIOR KNOWLEDGE



Basic ideas about chance and probability
How to collect data from a simple experiment
How to record data with table/chart
LEARNING OBJECTIVES
P1, P2
 To learn and use the correct words about probability
 Learn about and use probability scales from 0 to 1
 To work out probabilities based on equally likely outcomes
RESOURCES
 Collins Framework 7/1-2
Ex 12A, B, C
KEYWORDS







Chance
At random
Event, outcome
Probability (scale)
Biased, Fair
Equally likely
Probability
fraction
 Experimental
probability
 Theoretical
 Trial
DIFFERENTIATION AND
EXTENSION
PAST EXAM QUESTION
PS Pg 247 Q7 Sample Space Diagram
Pg 247 Q3 Probability
Pg 247 Q5 Probability
Financial & Easter Ch 12 Pg
248-249
Venn Diagrams Key maths
GCSE Statistics text Chap 6
Page | 19
Year 7
MODULE 12
Set 2
Pathway A
DURATION: 9 lessons
Algebra 4: Solving Equations
PRIOR KNOWLEDGE


How to write and use expressions
Able to substitute numbers into expressions to work out their values
 Can write and use simple formulae
LEARNING OBJECTIVES
A7, F3
 Find missing numbers in simple calculations
 Solve equations involving 1 and 2 operations
 Use algebra to set up and solve equations
RESOURCES

Collins Framework 7/1-2
Ex 14A, B, C, D
KEYWORDS







Algebra
Unknown number
Variable
Equations
Solve
Inverse, balancing
Operation
DIFFERENTIATION AND EXTENSION
PAST EXAM QUESTION
Pg 282 Q3 Linking algebra to angles
Pg 283 Q3 Solving equation
Pg 283 Q8 Writing and solving equation
Page | 20
Year 7
MODULE 13
Set 2
Pathway A
Ratio
DURATION: 6 lessons
PRIOR KNOWLEDGE




Can simplify fractions
Find a fraction of a quantity
Equivalence between simple fractions and percentages
Can interpret bar and pie charts
LEARNING OBJECTIVES
R4
 Use ratio notation
 Write ratios as simply as possible
R4, R6
 Use ratio to compose quantities
R5
 Use ratios to find totals or missing quantities
R6
 Understand the connections between fractions and ratios
R9, R10
 Understand how ratios can be useful to everyday life
RESOURCES

Collins Framework 7/1-2
Ex 17A, B, C, D
KEYWORDS
 Ratio
 Quantity
 Fraction
 Simplify
DIFFERENTIATION AND EXTENSION
PAST EXAM QUESTION
MR Pg 326 Q1 Proportion (Recipe)
PS Pg 326 Q5 Ratio (Perimeter)
PS Pg 327 Q6 Ratio (Age)
PS Pg 327 Q7 Finding the unknown
PS Pg 327 Q8 Ratio and comparing
Page | 21
Year 7
MODULE 14
Set 2
Pathway A
Shape, Space and Measure 3
DURATION: 6 lessons
PRIOR KNOWLEDGE
 Recognise symmetrical shapes
 Can plot co-ordinates
LEARNING OBJECTIVES
G5, G7
 Recognise shapes with reflective symmetry
G5, G8
 Draw lines of symmetry on a shape
 Recognise shapes that have rotational symmetry
 Find the order of rotational symmetry for a shape
G8
 Understand how to reflect a shape
 Use co-ordinates to reflect shapes in all 4 quadrants
G7, G16?
 Understand how to tessellate shapes
RESOURCES

Collins Framework 7/1-2
Ex 13A, B, C, D
KEYWORDS









Line of symmetry
Mirror line
Reflect
Reflective
symmetry
Order of rotational
symmetry
Image
Object
Reflection
Tessellation,
tessellate
DIFFERENTIATION AND EXTENSION
PAST EXAM QUESTION
MR Pg 262 Q3 Order of rotational
symmetry
MR Pg 263 Q7 Tessellation
 Rotation, Reflection, Translations
and Enlargements
Page | 22
Year 7
MODULE 15
Set 2
Pathway A
3D Shapes
DURATION: 6 lessons
PRIOR KNOWLEDGE
 How to draw a net of a cube
 Meaning of face, edge and vertex
 How to draw a cuboid
LEARNING OBJECTIVES
G5, G7
 Be familiar with the names of 3D shapes and their properties
 Use isometric paper to draw 3D shapes made from cubes
 Draw nets of 3D shapes
M5
 Construct 3D shapes from nets
 Work out the relationship between face, edges and vertices for 3D shapes
G15, F7
 Solve problems involving 3D shapes
RESOURCES

Collins Framework 7/1-2
Ex 16A, B, C
Problem Solving pg 312-313
KEYWORDS







3D
Net
Cube
Face, edge, vertex
Isometric
Tetrahedron
Hexagonal,
pentagonal,
triangular prisms
 Construct
 Pentomino
DIFFERENTIATION AND EXTENSION
 3D nets
PAST EXAM QUESTION
PS Pg 311 Q4 Volume and
isometric grid
MR Pg 311 Q5 Net of a
cuboid/Volume/Percentage
Page | 23
Year 7
Set 2
Pathway A
Crossed Ends – Teacher Notes
These crosses can be drawn on number grids of various sizes.
Add opposite pairs of orange numbers (i.e. north + south, east + west).
Notice anything? Try a few more.
Now try the same questions on crosses with two lines of symmetry, like these:
Experiment with grids of various sizes until you know that it's a coincidence, or until you know why it must
always work. A sheet of number grids is available here
What happens if you add the orange squares in adjacent pairs? (try N + W, S + E )
Can you predict in advance how the totals will relate to each other?
What does it depend on?
Is it the same if you added them the other way round? (i.e. N + E, S + W)
Can you explain what you are finding?
Page | 24
Year 7
Set 2
Pathway A
Back to topic
Page | 25
Year 7
Set 2
Pathway A
Crossed Ends – Resource Grid
1
2
3
4
5
6
7
1
2
3
4
5
6
7
8
1
2
3
4
5
6
7
8
9
8
9
10
11
12
13
14
9
10
11
12
13
14
15
16
10
11
12
13
14
15
16
17
18
15
16
17
18
19
20
21
17
18
19
20
21
22
23
24
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25
26
27
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27
28
25
26
27
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30
31
32
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29
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31
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33
34
35
36
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30
31
32
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39
40
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42
43
44
45
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42
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48
46
47
48
49
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51
52
53
54
43
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51
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57
58
59
60
61
62
63
50
51
52
53
54
55
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64
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70
71
72
57
58
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62
63
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67
68
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73
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80
81
64
65
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67
68
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70
73
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77
78
79
80
82
83
84
85
86
87
88
89
90
71
72
73
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76
77
81
82
83
84
85
86
87
88
91
92
93
94
95
96
97
98
99
78
79
80
81
82
83
84
89
90
91
92
93
94
95
96
100
101
102
103
104
105
106
107
108
85
86
87
88
89
90
91
97
98
99
100
101
102
103
104
109
110
111
112
113
114
115
116
117
Back to topic
Page | 26
Year 7
Set 2
Pathway A
Mini White Board Starter
Back to topic
Page | 27
Year 7
Set 2
Pathway A
Card Set A: Calculations
A2
A1
2 x (3 + 4)
3² + 4²
A3
A4
(3 + 4)²
A5
3 x 4²
A6
3+4
(3 x 4)²
A7
2 2
A8
2x3+4
A9
4+3x2
A10
3² x 4²
A11
2x3+2x4
A12
½(3 + 4)
A13
3² + 4² + 2 x 3 x4
A14
3+4
2
3+ 4
2
Back to topic
Page | 28
Year 7
Set 2
Pathway A
Back to topic
Page | 29
Year 7
Set 2
Pathway A
Card Set C—Solutions
144
48
49
3.5
5.5
14
Back to topic
Page | 30
Year 7
Set 2
Pathway A
Motorway:
Back to topic
Page | 31
Year 7
Set 2
Pathway A
The Grand
National:
Back to topic
Page | 32
Year 7
Set 2
Pathway A
Dice Difference:
Back to topic
Page | 33
Year 7
The Hare & the Tortoise
Set 2
Pathway A
Back to topic
Page | 34