Download year 7 and 8 SOW - The Royal Docks Community School

The Royal Docks Community School Medium Term Plan
AUTUMN
Resources: Maths Frame-working Textbooks: 1.1, 1.2, 1.3
Keywords Literacy
Assessment Numeracy
TERM 1
Differentiation:
1-2
Induction & Testing
Numeracy Work
Problem solving using the four
operations,
Decimals,
negative numbers,
Angles,
Perimeter & Area.
Numeracy Work
Numeracy Work
Problem solving using the four operations,
negative numbers,
Angles,
Perimeter & Area.
Problem solving using the four operations,
Decimals,
negative numbers,
Angles,
Perimeter & Area.
HW: Once a week lasting 45
minutes
Understanding of the common
keywords used in maths.
Problem solving using the four
operations, Decimals, negative
numbers, Angles, Perimeter &
Area.
Testing in the 2nd week of term
3
Place value, Integers, Ordering & Rounding.
-Understand negative numbers as
positions on a number line; order,
add and subtract integers in
context.
Support:
Extension:
-Read and write whole numbers in figures
and words.
-Understand negative numbers as positions
on a number line.
-Order positive and negative integers.
-Calculate a temperature rise and fall across
0C.
-Round positive whole numbers to the
nearest 10, 100 or 1000
-Understand and use decimal notation and place
value.
-Read and write any number for 0.001 to 1 000
000, knowing what each digit represents.
-Add and subtract 0.1 and 0.01 to or from a
decimal number.
-Multiply and divide integers and decimals by 10,
100 and 1000 and explain the effect.
-Multiply and divide integers and decimals by 10,
100 and 1000 and explain the effect.
Week Learning outcomes:
Success Criteria:
(Key Questions :)
You have 44 eggs, and each egg-box
can hold six eggs. How many boxes
would you need?
What would happen if you rounded to
the nearest 10 in order to estimate a
solution?
1
Keywords are used and spelt
Correctly.
Writing the meaning for the
keywords
Units, tenths, hundredths,
thousandths, digit, decimal point,
decimal, unit, addition, subtraction,
multiplication, division, operation,
commutative, bracket, powers,
column method, estimate,
rounding, carrying, decimal place,
squared.
Real –life problems (worded
problems)
Times Tables
TenQQ
(Starter & plenaries
Number Bonds
 Powers, integers, roots
 Negative numbers
(To check link )
Mymaths KS3 Assessment
http://www.mymaths.co.uk/indexLo
g.asp?h=74272
4. Sequences
-Describe integer sequences.
- Generate terms of a simple
sequence, given a rule (e.g. finding
a term from the previous term,
finding a term given its position in
the sequence).
-Generate sequences from
patterns or practical contexts.
- Describe the general term in
simple cases.
5-6. Perimeter, Area and Volume
- Deduce and use the formula for
the perimeter of a rectangle.
• Deduce and use the formulae for
the areas of a rectangle and a
right-angled triangle.
- Know and use the formula for the
area of a rectangle.
- Calculate the perimeter and area
of shapes made from rectangles.
- Solve problems in everyday
contexts involving length and area.
- Use 2-D representations to
visualise 3-D shapes.
- Deduce some of their properties.
- Calculate the surface area of
cubes and cuboids.
-Be able to make a sensible
estimate of the surface area of
everyday objects.
What is the next term, what is the 10th
term? Why?
-Show me an example of a number
sequence:
with an increasing pattern
with a decreasing pattern?
-What is the same/different:
4, 7, 10, 13, ... and 13, 10, 7, 4,
True/Never/Sometimes: A sequence
always goes up in equal steps.
Convince me that the number '___' is
in this sequence.
-Show me:
a sequence that has the term-to-term
rule of +2.
the sequence that has the position-toterm rule of +2.
the sequence that has the nth term of
i) n+2 ii) 3n+2
-Convince me that:
the nth term of the sequence 5, 8, 11,
14, … is 3n+ 2
that the nth term of the sequence 15,
11, 7, 3, … is
19 – 4n
-How do you know which is the base
and height?
-Find shapes with a perimeter of 11cm
-Find another measurement that is the
same as 3m
-How we decide what each division on
the scale represents?
-Draw two different rectangles with an
area of 8 squares? How about 7
squares? Why not?
-Why is the area of a rectangle given
by length times width?
-A shape made from two rectangles
has area 10cm2. Draw the shape.
- 50g of plasticene?
-How do you know which is the base
and height?
-Find six triangles with an area of
12cm2
-Find six parallelograms with an area
of 48cm2
Support:
Extension:
-Understand the definition of a multiple and
generate multiples of whole numbers.
-Recognise and extend number sequences
from any number in steps of constant size
extending beyond zero when counting
backwards.
-Generate and describe simple integer
sequences Generate terms of a simple
sequence, given a rule.
-Generate sequences from practical contexts.
-Generate and describe simple integer
sequences.
-Explore and predict terms in sequences
generated by counting in regular steps.
-Recognize that sequences of multiples can be
generated in two ways.
-Generate terms of a simple sequence given a
rule for finding each term from the previous term.
-Explore term-to-term and position-to-term
relationships.
-Generate sequences from practical contexts and
describe the general term in simple cases.
-Measure and draw lines to the nearest
millimetre.
-Know and use the names and abbreviations
for units of length
-Understand measure and calculate
perimeters of rectangles and regular
polygons.
-Understand that area is measured in square
units.
-Use appropriate methods to measure and
estimate area.
-Understand, count and calculate the area of a
rectangle.
-Understand, count and calculate the surface
area of cubes and cuboids
-Deduce and use the formula for the perimeter of
a rectangle.
-Deduce and use the formulae for the areas of a
rectangle and a right-angled triangle.
-Calculate the perimeters and areas of shapes
made from rectangles.
-Solve problems in everyday contexts involving
length and area.
- Deduce and use the formulae for the area of a
triangle, parallelogram and trapezium.
-Derive and use a formula for the surface area of
a cube and cuboid.
-Calculate the surface area of shapes made from
cubes and cuboids.
2
Describing sequences using the
keywords.
Researching keywords
Sequence, term, consecutive,
infinite, finite, generate, term-toterm rule, term number, rule, input,
output,
general term, relationship
TenQQ
(Starter & plenaries
Kangaroo Assessment (level
ladders).
Sequences, functions and graphs
Mymaths
http://www.mymaths.co.uk/indexLo
g.asp?h=74272
Keywords are used and spelt
Correctly.
Writing the meaning for the
keywords
Metre {m}, centimetre {cm},
kilometre {km}, millimetre {mm},
perimeter, square centimetre
{cm2}, square metre {m2}, square
millimetre {mm2}, square kilometre
{km2}, area, face, edge, vertex,
vertices, cube, cuboid, 3-D, surface
area, net.
Real –life problems (worded
problems)
TenQQ
Starter & plenaries
Making sensible estimates of the
surface area of everyday objects.
Kangaroo Assessment (level
ladders).
 Measures
Beyond the Classroom
 Area and Perimeter
Mymaths
http://www.mymaths.co.uk/indexLo
g.asp?h=74272
7. Decimal Numbers
-Understand and use decimal
notation and place value.
- multiply and divide integers and
decimals by 10, 100, 1000, and
explain the effect.
-Compare and order decimals in
different contexts.
-know that when comparing
measurements the units must be
the same.
-Round positive whole numbers to
the nearest 10, 100 or 1000, and
decimals to the nearest whole
number or one decimal place.
What would happen if you rounded to
the nearest 10 in order to estimate a
solution?
How many numbers are there
between 1 and 2?
Give me some numbers between 7.1
and 7.2
Use decimal notation for tenths.
-Use decimal notation for hundredths.
-Know what each digit represents in numbers
with up to two decimal places.
-Multiply and divide whole numbers and
decimals by 10, 100 and 1000.
-Understand and use decimal notation and place
value.
-Read and write any number for 0.001 to 1 000
000, knowing what each digit represents.
-Add and subtract 0.1 and 0.01 to or from a
decimal number.
-Multiply and divide integers and decimals by 10,
100 and 1000 and explain the effect.
-Multiply and divide integers and decimals by 10,
100 and 1000 and explain the effect.
8. Creating & Manipulating Algebraic. Expressions
- Use letter symbols to represent
unknown numbers or variables.
-Know the meanings of the words
term, expression and equation.
- Understand that algebraic
operations follow the rules of
arithmetic.
- Simplify linear algebraic
expressions by collecting like
terms; multiply a single term over a
bracket (integer coefficients).
The answer is 2x+5y. What is the
question?
The answer is 4n-12. What is the
question?
Find five expressions equivalent to 2y
= 6x+4
Why are x, x2, x3 not like terms?
Consider m, m2, m3.
Show me a formula involving a and b
such that when you substitute a = 2
and b = 7 into the formula you get 18.
What is wrong:
 3(b+1) = 3b + 1
 10(p -4) = 10p - 6
 -2 (3 - f) = -6 -2f
 8 – (n – 1) = 7 – n
Show me a formula involving a and b
such that when you substitute a = -2
and b = 3 into the formula you get 18.
Convince me that:
 2(x+7) = 2x + 14
5(y -4) = 5y - 20
Support:
- Understand and use the relationships
between the four operations.
-Understand the meaning of and begin to use
simple expressions with brackets.
-Understand the principles of the arithmetic
laws.
- Use brackets.
-Use letters and symbols to represent
unknown numbers.
- Use letter and symbols to represent
unknown numbers
Extension:
- Recognise that algebra follows the same
conventions and order as arithmetic
operations.
-Simplify or transform linear expressions by
collecting like terms.
-Substitute positive integers into simple linear
expressions and formulae.
-Begin to multiply a single term over a
bracket.
-Understand that algebraic operations follow
the same conventions and order as arithmetic
operations.
-Begin to distinguish the different roles played
by letter symbols in equations, formulae and
functions.
- Know the meaning of the words formulae
and function.
- Substitute integers into simple formulae
including examples that lead to an equation to
solve.
3
Keywords are used and spelt
Correctly.
Writing the meaning for the
keywords
Units, tenths, hundredths,
thousandths, digit, decimal point,
decimal, unit, addition, subtraction,
multiplication, division, operation,
commutative, bracket, powers,
column method, estimate,
rounding, carrying, decimal place,
squared.
Real –life problems (worded
problems)
Times Tables
TenQQ
(Starter & plenaries
Place value, rounding
Keywords are used and spelt
Correctly.
Writing the meaning for the
keywords
Term, expression, equivalent, like
terms, unknown, algebraic,
substitution, brackets, operation,
simplify, expand, equation, solve
Real –life problems (worded
problems)
TenQQ
(Starter & plenaries
 Equations, formulae, identities
Mymaths
http://www.mymaths.co.uk/indexLo
g.asp?h=74272
Week
AUTUMN
Learning outcomes:
Success Criteria:
(Key Questions :)
TERM 2
1-3 Fractions, Decimals, Percentages
-Express a smaller whole number
as a fraction of a larger one.
-Simplify fractions by cancelling all
common factors and identify
equivalent fractions.
-Change an improper fraction to a
mixed number, and vice versa
-convert terminating decimals to
fractions, e.g. 0.23=23/100.
-Convert simple fractions to
decimals, using division
-Convert simple fractions to
decimals, using a calculator
-Order fractions by converting them
to decimals
-Use diagrams to compare two or
more simple fractions.
-Add and subtract simple fractions
and those without common
denominators.
-Calculate simple fractions of
quantities and measurements
(whole-number answers).
- Multiply a fraction by an integer.
-Understand percentage as the
‘number of parts per 100’.
-Calculate simple percentages.
-Use percentages to compare
simple proportions.
-Recognise the equivalence of
percentages, fractions and
decimals.
-Convert a percentage to a decimal
-Convert a percentage to a fraction
-Recognise the equivalence of
percentages, fractions and
decimals.
-Calculate a number or amount as
a percentage of another.
-Break up a complex calculation
into simple steps.
-Number line fractions: where
should I place 3/4? What tells you
that it is greater than 1/2? -Show
this fraction as part of a square /
rectangle / number line.
-Explain mental methods for finding
common percentages of a quantity
– e.g. 10%, 5%, 20% etc .
-How many different ways can you
shade a 2x3 rectangle of squares to
show 1/3?
-Find six fractions equivalent
fractions to ___
-Explain mental methods for finding
common percentages of a quantity –
e.g. 331/3%, 17½%, 20%
-Which percentages/ decimals /
fractions are easiest to convert?
Why?
-To find 10% you divide by 10. Why
don’t you divide by 20 to find 20%?
--80 pupils go on a school trip. 25%
are girls. How can you work out the
number of boys?
-If you know that 1/5 = 0.2, what else
can you deduce?
-If you know that 1/8 = 0.125, what
else can you deduce?
-Camel problem - 3 sons to have
1/2, 1/3 and 1/9 of dad’s 17 camels.
Bloke offers 1 camel, splits them
and bloke gets camel back. How?
(nice plenary!)
-Extend sequences of + and fractions from Y7 – e.g. 1/2 +1/3 +
1/6 = 1.
-Can you predict the result of 1/4 +
1/6 + 1/12? Further predictions?
-Show me a pair of fractions which
have a sum / difference of 4/7.
Extend to fractions which do not
have the same denominator
-Convince me:
o that 4/7 + 3/8 = 53/56
that 4 ÷ 2/5 = 10.
Resources: Maths Frame-working Textbooks: 1.1, 1.2, 1.3
Keywords Literacy Assessment
Numeracy
Differentiation:
HW: Once a week lasting 45
minutes
Support:
-Use fraction notation to describe parts of
shapes.
- Recognise when two simple fractions are
equivalent, including relating hundredths to
tenths.
-Use a diagram to compare simple fractions
-Begin to simplify fractions by cancelling
-Use fraction notation to describe parts of
shapes
-Change an improper fraction to a mixed
number, and vice versa
-Calculate simple fractions of whole-number
quantities
-Multiply a fraction by an integer
-Use decimal notation for tenths and
hundredths
-Convert terminating decimals to fractions
-Compare and order decimals in different
contexts
-Understand percentage as the number of
parts per hundred.
-Recognise the equivalence of percentages,
fractions and decimals
4
Extension:
-Use fraction notation to describe parts of a shape
-Express a smaller whole number as a fraction of
a larger one
-Change an improper fraction to a mixed number,
and vice versa
=Identify equivalent fractions
-Simplify fractions by cancelling all common
factors
-Reduce a fraction to its lowest terms
-Use a diagram to compare simple fractions
-Convert terminating decimals to fractions
-Convert simple fractions to decimals, using
division
-Convert simple fractions to decimals, using a
calculator
-Order fractions by converting them to decimals.
-Recognize recurring decimals.
-Add and subtract simple fractions and those
without common denominators.
-Break up a complex calculation into simple steps
-Calculate simple fractions of quantities and
measurements
-Multiply a fraction by an integer
-Understand percentage as the ‘number of parts
per 100’
-Convert a percentage to a decimal
-Convert a percentage to a fraction
-Recognize the equivalence of percentages,
fractions and decimals.
-Calculate a number or amount as a percentage
of another.
Keywords are used and spelt
Correctly.
Writing the meaning for the
keywords
Fraction, denominator, numerator,
proper fraction, improper fraction,
mixed number, equivalent fraction,
cancel, lowest terms, decimal,
convert, expressions, per cent,
percentage, hundredths,
equivalent, recurring decimal.
Real –life problems (worded
problems)
Kangaroo Assessment (level
ladders).
 Fractions
 Percentages
 Beyond the Classroom
 Fractions
 Proportional sets 1
Proportional sets 2
 Use of a calculator
Comparing proportions
 Proportions of a whole
 Simplifying fractions
Mymaths
http://www.mymaths.co.uk/indexLo
g.asp?h=74272
3/ 4
Coordinate Geometry
-Use conventions and notation for
2-D coordinates in all four
quadrants.
-Find coordinates of points
determined by geometric
information.
Coordinates: ‘x is a cross, wise up’.
What does this mean?! Does it help
you?
Find a pair of points with a mid-point
of (1,4:) and another… and another
Find a point which is a three units
from (1,4): and another… and another
A square has sides parallel to the x
and y axes. What relationships exist
between the coordinates of the four
corners?
Is it always possible to find the
coordinates of the third and fourth
corners of a square if you know the
first and second? Is there a unique
answer?
Support:
-Use conventions and notation for 2-D
coordinates in the first quadrant (positive).
Extension:
-Use conventions and notation for 2-D
coordinates in all four quadrants.
-Find coordinates of points determined by
geometric information in the first quadrant
(positive).
-Find coordinates of points determined by
geometric information.
4–5
- Function and Graphs
-Express simple functions in words,
then using symbols.
-Represent them (functions) in
mappings.
-Generate coordinate pairs that
satisfy a simple linear rule.
-Plot the graphs of simple linear
functions, where y is given explicitly
in terms of x, on paper and using
ICT.
-Recognize straight-line graphs
parallel to the x-axis or y-axis.
-Plot and interpret the graphs of
simple linear functions arising from
real-life situations, e.g. conversion
graphs.
-Coordinates: ‘x is a cross, wise up’.
What does this mean?! Does it help
you?
-I want to plot the graph of y=2x.
What shall I do?
-Give me the co-ordinates of some
points which can be joined to form a
straight line
-Find three lines that pass through 1
on the y-axis
-Is the point (2, 4) on the line y=x+1?
Explain your answer
-Find another line that is parallel to
this one. How do you know they are
parallel?
-Find another line with the same yintercept
-Which of these are parallel: y = 2x+1,
y = x+2, 2y = 4x – 10?
What happens when the gradient gets
bigger / smaller / negative?
Give set of equations and set of
graphs to match. How did you work it
out?
Using equations of straight lines, can
you create a square? Explain what
happens when two lines are
perpendicular?
-Express simple functions in words, then
using symbols.
-Express simple functions in words, then
using symbols.
-Represent simple functions in mappings
-Read and plot coordinates in all four
quadrants.
-Plot the graphs of simple linear functions.
-Using function machines to explore mappings.
-To calculate input, output and missing operations
-Understand and use inverse operations.
-Begin to apply inverse operations where two
successive operations are involved.
-Recognise that equations of the form
y = mx + c correspond to straight-line graphs.
-Consider the features of graphs of simple linear
functions.
-Begin to plot the graphs of simple linear functions
arising from real-life problems.
-Read values from a straight-line graph.
-Plot and interpret the graphs of simple linear
functions arising from real-life problems.
-Find the equations of straight-line graphs.
-Plot and interpret linear graphs that occur in real
life
5
Exploring mathematical concepts
-Describing visualisations of
shapes, movements and
constructions
coordinates, origin, quadrant, xaxis,
y-axis, Cartesian plane.
-Beyond the Classroom
 Coordinates in four quadrants
Coordinates in the first
quadrant
Mymaths
http://www.mymaths.co.uk/indexLo
g.asp?h=74272
Keywords are used and spelt
Correctly.
Writing the meaning for the
keywords.
rule, input, output, function
machine, mapping diagram,
generate, variable,
straight –line graphs, y-axis,
x-axis, plot, equation,
Y-intercept, gradient, coordinates,
parallel, square, square roots,
quadrant.
Kangaroo Assessment (level
ladders).
 Sequences, functions and
graphs
 Graphs of linear functions
5–6
Planning Statistical Projects
-Suggest possible answers, given a
question that can be addressed by
statistical methods.
-Decide which data would be
relevant to an enquiry and possible
sources.
-Plan how to collect and organise
small sets of data from surveys and
experiments.
-Design data collection sheets or
questionnaires to use in a simple
survey.
-Construct frequency tables for
gathering discrete data, grouped
where appropriate in equal class
intervals
6-7
Processing and Representing Data
-Collect small sets of data from
surveys and experiments, as
planned.
-Construct, on paper and using
ICT, graphs and diagrams to
represent data, including:
• bar-line graphs
• frequency diagrams for grouped
discrete data
• simple pie charts
-Interpret diagrams and graphs
(including pie charts),
-Draw simple conclusions based on
the shape of graphs and simple
statistics for a single distribution
What is an appropriate graph / chart
for this? Why?
Can the mean = median = mode?
What do the scales mean?
Is it more efficient to use ICT here?
Are scatter diagrams appropriate for
these data?
What does the graph tell you?
Why would you choose to use ICT
here?
Why is this graph misleading?
Does this piece of data fit the trend. If
not, can you think of a reason why it
doesn’t?
What is an appropriate graph / chart
for this? Why?
Can the mean = median = mode?
What do the scales mean?
Is it more efficient to use ICT here?
Are scatter diagrams appropriate for
these data?
What does the graph tell you?
Why would you choose to use ICT
here?
Why is this graph misleading?
Does this piece of data fit the trend. If
not, can you think of a reason why it
doesn’t?
-Decide which data would be relevant to an
enquiry and suggest possible sources.
-Plan how to collect and organise data.
-Design a data collection sheet.
-Construct frequency tables
Collect and record a small set of data from an
experiment.
-Understand the concept of grouped data.
-Collect small sets of data from surveys and
experiments, as planned.
-Construct frequency tables for discrete data,
grouped where appropriate in equal class
intervals.
-Collect and record small sets of data from
experiments.
-Draw graphs and diagrams to represent
data.
-Categorise data into discrete or continuous
types.
-Given a problem that can be addressed by
statistical methods, suggest possible answers.
-Decide which data would be relevant to an
enquiry and determine the degree of accuracy
needed.
-Plan how to collect the data, including sample
size.
-Design a data collection sheet and
questionnaires to use in simple experiments.
-Collect and record small sets of data from
experiments.
-Construct frequency tables for discrete and
continuous data, grouped where appropriate in
equal class intervals
-Construct frequency tables for discrete data,
grouped where appropriate in equal class
intervals.
-Construct pie charts for categorical data on
paper and using ICT; Interpret pie charts
Read text from a variety of
sources, including:
Instructions
Questions
Explanations
Tables
Diagrams
Graphs and Charts
Data
-Discussing and interpreting data
and drawing conclusions
-Writing short and extended
responses
-Presenting their findings to an
audience
Class interval, modal class, sector,
pie chart, survey, experiment,
primary source, secondary source,
frequency tables, data collection
sheet, axes, bar chart, pictogram,
bar-line graph, continuous,
discrete, class, time series.
Kangaroo Assessment (level
ladders).
 Collecting data
Read text from a variety of
sources, including:
Instructions
Questions
Explanations
Tables
Diagrams
Graphs and Charts
Data
-Discussing and interpreting data
and drawing conclusions
-Writing short and extended
responses
-Presenting their findings to an
audience
Data, mode, median, range,
average, mean, sum, frequency,
event, frequency table, pictogram,
bar chart, bar-line graph, pie chart,
compound bar chart
END OF AUTUMN TERM TEST
(1 lesson)
6
SPRING
Week
Learning outcomes:
Success Criteria:
(Key Questions :)
TERM 1
1–3
Number Operations and Calculation Methods
-Understand and use the rules of
arithmetic and inverse operations
in the context of positive integers
and decimals.
-Use the order of operations,
including brackets.
-Recall number facts, including
positive integer complements to
100 and multiplication facts to 10 ×
10, and quickly derive associated
division facts
-Strengthen and extend mental
methods of calculation to include
decimals, fractions and
percentages, accompanied where
appropriate by suitable jottings.
- Solve simple problems mentally
-Make and justify estimates and
approximations of calculations.
-Use efficient written methods to
add and subtract whole numbers
and decimals with up to two places
-Multiply and divide three-digit by
two-digit whole numbers; extend to
multiplying and dividing decimals
with one or two places by singledigit whole numbers
-Carry out calculations with more
than one step using brackets and
the memory; use the square root
and sign change keys
-Enter numbers and interpret the
display in different contexts
(decimals, percentages, money,
metric measures)
-Check results by considering
whether they are of the right order
of magnitude and by working
problems backwards.
-Understand how to solve real life
problems with or without calculator.
Can division ever make a number
larger?
Can multiplication ever make a
number smaller?
How can you check if your answer
makes sense? [Last digits /
estimating]
What are the steps to:
Multiply
Divide
By a two numbers?
Find a number between 4.35 and
4.362. And another, and another…
4x6 = 24. What else does this tell
you?
Can division ever make a number
larger?
Can multiplication ever make a
number smaller?
How can you check if your answer
makes sense? [Last digits /
estimating]
Show me an amount and a
percentage increase that gives the
answer £33
What is the same/different about:
 17/100 × 37 = 629/100 = 6.29
 0.17 × 37 = 6.29
 1% of 37 = 0.37 so 17% of 37 =
0.37 × 17 = 6.29
Resources: Maths Frame-working Textbooks: 1.1, 1.2, 1.3
Keywords Literacy
Assessment Numeracy
Differentiation:
HW: Once a week lasting
45 minutes
Support:
-Use informal written methods to subtract whole
numbers.
-Make and justify estimates and approximations
of calculations.
-Check a result by considering whether it is of
the right order of magnitude.
-Understand and use the rules of arithmetic and
inverse operations in the context of positive
integers.
- Check a result by performing an inverse
operation.
-Use informal pencil and paper methods and
standard written procedures to add whole
numbers.
- Recall number facts, including positive integer
complements to 100 and multiplication facts to
10 × 10, and quickly derive associated division
facts
-Check a result by performing an inverse
operation.
-Multiply a two-digit number by a one-digit
number, using an informal written method, and
the standard written method.
-Multiply a three-digit number by a one-digit
number.
-Understand how to solve real life problems with
or without calculator.
Extension:
-Know and use the order of operations.
-Understand the commutative law.
-Interpret the meaning of a bracket.
-Develop the order of operations to include
brackets and powers.
-Know that a horizontal line acts as a bracket in
expressions.
-Calculator methods: Know how to use the
bracket and x² key of a calculator.
-Use standard column procedures to add, subtract
& multiply whole numbers and numbers with up to
2 decimal places.
- Strengthen and extend mental methods of
calculation to include decimals, fractions and
percentages, accompanied where appropriate by
suitable jottings.
- Solve simple problems mentally.
-Make and justify estimates and approximations of
calculations.
-Use known facts to derive unknown facts.
-Calculator methods: Enter numbers and interpret
the display in different contexts (decimals,
money).
-Understand how to solve real life problems with
or without calculator.
Keywords are used and
spelt
Correctly.
Writing the meaning for the
keywords
digit, decimal point,
decimal, unit, addition,
subtraction, multiplication,
division, operation,
commutative, bracket,
powers, column method,
estimate, rounding,
carrying, decimal place,
squared.
grid method, standard
method, estimate.
Real –life problems (worded
problems)
Kangaroo Assessment
(level ladders).
 Written calculations
 Mental calculations
 Beyond the Classroom
 Decimals and negative
numbers
Mymaths
http://www.mymaths.co.uk/i
ndexLog.asp?h=74272
7
3-4
Units of Measurement
-Choose and use units of
measurement to measure.
-Estimate, calculate and solve
problems in everyday contexts.
-Convert one metric unit to another,
e.g. grams to kilograms.
-Read and interpret scales on a
range of measuring instruments
4-5
Ratio & Proportion
-Understand the relationship
between ratio and proportion.
-Use direct proportion in simple
contexts.
-Use ratio notation, simplify ratios
and divide a quantity into two parts
in a given ratio.
-Solve simple problems involving
ratio and proportion using informal
strategies.
Support:
What unit would you use to
measure______?
-Read and interpret scales on a range of
Show me pairs of metric units that can measuring instruments.
complete the statements below:
i) 1 ______ = 1000 ______
-Convert one metric unit of length to another.
ii) 1 ______ = 100 ______
iii) 1 ______ = 10 ______
-Recognize the relationship between metric units
of mass.
What is the same/different about:
-Convert one metric unit of mass to another.
 mm, cm ,m,km
 mg, g, kg,
-Recognize the relationship between metric units
 km, kg, l
Convince me how to read a scale on of capacity and convert them.
measuring equipment.
What unit would you use to
measure______?
Does every year have a Friday the
13th?
What is the greatest number of Friday
the 13th’s you can have in a single
year?
What is the difference between
bearings and angles?
ne metric unit to another
The answer is ‘£350 and £450’. What Support:
is the question?
-Understand the idea of proportion.
Draw a golden rectangle (sides are in -Understand the idea of ratio.
the ratio 1:1.618) Divide into the
-Use ratio notation.
largest square possible and a
-Simplify a ratio to an equivalent ratio by
rectangle. What do you notice about
cancelling.
the resulting rectangle?
-Understand the relationship between ratio and
Is a 10% increase on £300 the same
proportion.
as 30% increase on £100? Why?
If you increase by e.g. 20% then by a
further 20% is this the same as inc by
40%? Explain your answer
Ratio of squash to water is 1:3. Is 2:5
stronger or weaker?
Are these number sets in proportion?
What if the recipes were for 12
people, 3 people, 15 people, etc.
How do you know? Explain and
identify key information.
If I had a litre of orange juice… If I
needed five litres of squash… how
many people, what ingredients?
8
Extension:
-Read and interpret scales on a range of
measuring instruments.
-Recognize the relationship between metric units
of length.
-Convert one metric unit of length to another.
-Begin to know rough metric equivalents of
common imperial measures.
-Recognize the relationship between metric units
of mass and capacity.
-Convert one metric unit of mass and capacity to
another.
-Begin to know rough metric equivalents of
common imperial measure.
Keywords are used and
spelt correctly.
-Writing the meaning for the
keywords
Extension:
-Solve problems involving proportions.
-Use the unitary method to solve problems.
-Use ratio notation.
-Reduce a ratio to its simplest form by cancelling.
-Solve simple problems about ratio and proportion
using informal strategies.
-Divide a quantity into two or more parts in a given
ratio.
-Check a result by considering whether it is of the
right order of magnitude and by working the
problem backwards.
Keywords are used and
spelt
Correctly.
Writing the meaning for the
keywords.
Fraction, ratio, simplify,
equivalent fraction, unitary
method.
Writing the meaning for the
keywords
-Read text from a variety of
sources, including:
Instructions
Questions
Explanations
Tables
Diagrams
Graphs and Charts
Data
Kangaroo Assessment:
Level Ladders
 Fractions
 Percentages
Beyond the Classroom
 Ratio and proportion
 Proportional reasoning
Mymaths
http://www.mymaths.co.uk/i
ndexLog.asp?h=74272
TenQQ
measuring instrument, inch,
foot, yard, mile, capacity,
litre, centilitre, millilitre, pint,
gallon, mass, gram,
kilogram, pound, ounce
-Describing visualisations of
shapes, movements and
constructions
-Discussing which
mathematical equipment
and materials to use
Kangaroo Assessment
(level ladders).
 Measures
Mymaths
http://www.mymaths.co.uk/i
ndexLog.asp?h=74272
6
Angles and Polygons
-
-Identify and use angle, side and
symmetry properties of triangles
and quadrilaterals.
-Explore geometrical problems
involving these properties.
-Explaining reasoning orally, using
step-by-step deduction supported
by diagrams.
-Use correctly the vocabulary,
notation and labeling.
-Conventions for lines, angles and
shapes.
-Distinguish between and estimate
the size of acute, obtuse and reflex
angles.
-Identify parallel and perpendicular
lines.
-Know the sum of angles at a point,
on a straight line and in a triangle;
recognise vertically opposite
angles.
Support:
Classify these quadrilaterals
Which regular polygons tessellate?
-Distinguish between and estimate the size of
(Using Geostrip triangles) can you
acute, obtuse and reflex angles.
make a different triangle from the
-Identify parallel and perpendicular lines.
same three strips? Repeat for a
-Use correctly the vocabulary, notation and
quadrilateral.
labeling.
Find 2 shapes with an area of ___ but -Calculate angles on a straight line and around a
with different perimeters.
point
Can parallel lines be curved?
-Calculate angles in a triangle.
Can you have an obtuse / reflex angle
in a triangle?
Can you cut a triangle into 4
quadrilaterals and a triangle?
Can you cut a triangle into
quadrilaterals only, without putting
new corners on the sides of the
triangle?
Extension:
-Review, identify and use angle, side and
symmetry properties of triangles and
quadrilaterals.
-Solve geometric problems using side and angle
properties of equilateral, isosceles and rightangled triangles and special quadrilaterals.
-Visualize and sketch 2-D shapes in different
orientations using ICT
-Identify and use the geometric properties of
triangles, quadrilaterals and other polygons to
solve problems.
-Explain and justify inference and deductions
using geometric reasoning
Keywords are used and
spelt
Correctly.
Writing the meaning for the
keywords.
Polygons, hexagon,
octagon, line of symmetry,
adjacent, perpendicular,
acute, obtuse, reflex and
right angles, parallel lines
Describing visualisations of
shapes, movements and
constructions
-Writing short and extended
responses
TenQQ
Level Ladders
 Geometrical reasoning
Beyond the Classroom
 Angles
Mymaths
http://www.mymaths.co.uk/i
ndexLog.asp?h=74272
AUTUMN HALF TERM
TEST (1 lesson)
Week
SPRING
Learning outcomes:
Success Criteria:
(Key Questions :)
TERM 2
1
Angles and
Polygons
Continuation from Spring Term 1
week 6.
Continuation from Spring Term 1
week 6.
Resources: Maths Frame-working Textbooks: 1.1, 1.2, 1.3
Keywords Literacy
Assessment Numeracy
Differentiation:
HW: Once a week lasting
45 minutes
Support:
Continuation from Spring Term 1 week 6.
9
Extension:
Continuation from Spring Term 1 week 6.
See Spring Term 1 week
6.
2-4
Interpreting Data
5-6
Equations and Formulae
-Review of Planning Statistical
Projects & Processing and
Representing Data from Autumn
Term 2 weeks 5 – 7 must be
done before mini-investigation.
-Calculate statistics for small sets
of discrete data:
• find the mode, median and range,
and the modal class for grouped
data
• calculate the mean, including
from a simple frequency table,
using a calculator for a larger
number of items.
-Compare two simple distributions
using the range and one of the
mode, median or mean.
-Interpret pie charts.
-Given a problem that can be
addressed by statistical methods,
suggest possible answers.
-Decide which data would be
relevant to an enquiry and suggest
possible sources.
-Write a short report of a statistical
enquiry, including appropriate
diagrams, graphs and charts, using
ICT as appropriate; justify the
choice of presentation.
-Construct and solve simple linear
equations with integer coefficients
(unknown on one side only) using
an appropriate method (e.g.
inverse operations).
-Use simple formulae from
mathematics and other subjects;
substitute positive integers into
linear expressions and formulae
and, in simple cases, derive a
formula
What is an appropriate graph / chart
for this? Why?
Can the mean = median = mode?
What do the scales mean?
Is it more efficient to use ICT here?
Are scatter diagrams appropriate for
these data?
What does the graph tell you?
Why would you choose to use ICT
here?
Why is this graph misleading?
Does this piece of data fit the trend?
If not, can you think of a reason why it
doesn’t?
Give examples of discrete /
continuous / primary / secondary data
What do these words mean:
hypothesis, discrete, continuous,
sample?
What is an appropriate graph / chart
for this? Why?
What do the scales mean?
Is it more efficient to use ICT here?
What does the graph tell you?
What is wrong with this graph/chart?
Why is this graph misleading?
Does this piece of data fit the trend? If
not, can you think of a reason why it
doesn’t?
The answer is 2x+5y. What is the
question?
The answer is 4n-12. What is the
question?
Find five expressions equivalent to 2y
= 6x+4
Why are x, x2, x3 not like terms?
Consider m, m2, m3.
Show me a formula involving a and b
such that when you substitute a = 2
and b = 7 into the formula you get 18.
Show me a formula involving a and b
such that when you substitute a = -2
and b = 3 into the formula you get 18.
What is wrong:
 3(b+1) = 3b + 1
 10(p -4) = 10p - 6
 -2 (3 - f) = -6 -2f
 8 – (n – 1) = 7 – n
Convince me that:
 2(x+7) = 2x + 14
5(y -4) = 5y - 20
Support:
Extension:
-Review of Planning Statistical Projects &
-Review of Planning Statistical Projects &
Processing and Representing Data from
Processing and Representing Data from Autumn
Autumn Term 2 weeks 5 – 7 must be done
Term 2 weeks 5 – 7 must be done before minibefore mini-investigation.
investigation.
-Find the mode, median and range of a small set of
-Find the mode and range of a small set of
discrete data.
discrete data
-Find the median for a small set of discrete data -Recognise when it is appropriate to use the
-Begin to find the mean of a small set of discrete median or the mode.
-Calculate the mean for a small set of discrete
data
data.
-Use tally charts and frequency tables to record
-Calculate statistics and solve problems involving
non-grouped data
the mean.
-Understand the concept of grouped data
-Record non-grouped data in frequency tables.
-Interpret pie charts.
-Calculate the mean for a frequency table of non-Decide which data would be relevant to an
grouped data.
enquiry and suggest possible sources.
-Interpret diagrams and charts, including pie
-Decide how to collect and organise data.
charts.
-Design a data collection sheet.
-Draw simple conclusions based on the shape of
-Construct frequency tables.
the graphs and find simple statistics for a single
-Collect and record a small set of data from an
distribution.
experiment.
-Given a problem that can be addressed by
-Draw bar charts, bar-line graphs and
statistical methods, suggest possible answers.
pictograms to represent data.
-Decide which data would be relevant to an
enquiry and determine the degree of accuracy
needed.
Data, mode, median, range,
average, mean, sum,
frequency, event, frequency
table, pictogram, bar chart,
bar-line graph, pie chart,
compound bar chart
Support:
-Understand that algebraic operations follow the
same conventions and order as arithmetic
operations.
-Substitute positive integers into simple linear
expressions.
-Recognize that algebraic operations follow the
same conventions and order as arithmetic
operations.
-Solve simple linear equations with integer
coefficients using inverse operations.
-Solve simple linear equations with integer
coefficients using inverse operations
Keywords are used and
spelt
Correctly.
10
Extension:
-Begin to solve simple linear equations with the
unknown on one side only.
-Solving simple linear equations with integer
coefficients with the unknown on one side only.
-Solve simple equations with brackets.
-Solve simple linear equations with integer
coefficients with the unknown on both sides.
-Derive simple algebraic expressions and
formulae.
-Explore ways of constructing simple equations to
express relationships
TenQQ
Level Ladders
 Processing, representing
and interpreting data
Beyond the Classroom
 Line graphs
Selecting and constructing
graphs and charts
Mymaths
http://www.mymaths.co.uk/i
ndexLog.asp?h=74272
Writing the meaning for the
keywords.
Substitute, simplify,
expression, expanding
brackets, equation, solve,
equals, inverse operations,
balancing, unknown,
balance, formula, formulae,
variable
Level Ladders
 Equations, formulae,
identities
Mymaths
http://www.mymaths.co.u
k/indexLog.asp?h=74272
SUMMER
Week
Learning outcomes:
TERM 1
1
Powers and Roots
- Recognise the squares of
numbers to at least 12 × 12 and the
corresponding roots.
-Use squares and positive and
negative square roots.
-Use the function key for sign
change, powers and roots.
-Use a calculator to find a square
root.
-Find square roots of multiples of
100 and 1000 by factorizing.
-Recognise the first few triangular
numbers
Success Criteria:
(Key Questions :)
Resources: Maths Frame-working Textbooks: 1.1, 1.2, 1.3
Keywords Literacy
Assessment Numeracy
Differentiation:
HW: Once a week lasting
45 minutes
Support:
What happens when you raise a
number to a negative / fractional
-Use a calculator to find the squares of whole
power?
numbers up to 10.
Can every cube of a number be
-Recognise the square root as the inverse of the
written as the difference of two
square.
squares?
-Find a square roots both mentally, and using a
Multiply the triangular numbers by 8
calculator.
and add 1. What numbers do you get?
Why?
Is there a pattern in the prime
numbers?
Which is bigger ab or ba? How do you
decide?
Which numbers have an odd number
of factors. Why?
What numbers multiplied by
themselves give 36?
Can a square have area 45?
Extension:
-Recognise squares of numbers 1 to 12, and their
corresponding square roots.
-Find square roots of multiples of 100 and 1000
by factorizing.
-Know how to work out squares of numbers
greater than 12.
-Use a calculator to find a square and a square
root.
-Use squares and positive and negative square
roots.
-Use the function key for sign change, powers
and roots
Keywords are used and spelt
correctly.
-Writing the meaning for the
keywords
-explaining calculation
strategies and talking about
methods for the solution of
problems
-reasoning in working
towards a solution and
justifying results
-comparing different
mathematical processes for
their efficiency and
effectiveness
-talking about mathematical
expressions using
mathematical and nonmathematical language
Integer, positive, negative,
square, power, square root,
cube, cube root, index,
indices.
Mymaths
http://www.mymaths.co.uk/in
dexLog.asp?h=74272
http://www.mymaths.co.uk/ta
sks/library/loadLesson.asp?tit
le=powers/squareNumbers&t
askID=1053
11
2-3
Factors, Multiples and Primes
-Recognise and use multiples.
-Find the lowest common multiple
of two numbers.
-Understand the significance of a
counter example.
-Use simple tests of divisibility.
-Find the factors of a number by
checking for divisibility.
-Find all the pairs of factors of a
number.
-Find the highest common factor of
two numbers.
-Recognise prime numbers up to
100.
-Explore links between factors and
primes.
-Recognise the first few triangular
numbers.
What patterns arise when you multiply Support:
consecutive pairs / triples?
-Know simple test for divisibility.
182 is the product of 2 consecutive
-Recognise and use factors.
integers, but the answer is not unique. -Find all the pairs of factors of whole numbers.
Find both products
-List the factors of a number.
Are the prime factors of a number
-Understand the concept of a prime number.
unique?
-Know the prime numbers up to 30.
Is the prime factor decomposition of a -Explore links between factors, primes,
number unique?
multiples.
When finding prime factor
decompositions using the ‘tree’
method, does it matter how you break
down the starting number?
12
Extension:
-Recognise and use multiples.
-Find the lowest common multiple of two
numbers.
-Use simple tests of divisibility.
-Use knowledge of common multiples to test for
divisibility by numbers greater than 10.
-Understand the significance of a counter
example.
-Find the factors of a number by checking for
divisibility
-Find all the pairs of factors of a number.
-Find the highest common factor of two
numbers.
-Use factors to make multiplications simpler.
-Recognise prime numbers up to 100.
-Explore links between factors and primes.
-Find the prime number decomposition of a
number.
Keywords are used and spelt
Correctly.
Writing the meaning for the
keywords
Multiple, common multiple,
lowest common multiple,
divisible, divisibility, factor,
factor pairs, common factors,
highest common factor, prime
number, squared, square
number, square root, power,
inverse, estimate,
subtraction, tenths,
hundredths, division, divisor,
remainder, counter example.
Real –life problems (worded
problems)
Kangaroo Assessment
(level ladders).
 Powers, integers, roots
Mymaths
http://www.mymaths.co.uk/in
dexLog.asp?h=74272
4-5
Transformations
(To extend to Enlargements and Scale Factors)
-Use accurately the language and
notation associated with reflection.
-Recognise and visualise reflection
in given mirror lines of a 2-D
shape.
-Explore the line symmetry of 2-D
shapes.
-Use accurately the language and
notation associated with rotation.
-Recognise and visualise rotation
about a given point of a 2-D shape.
-Explore the rotation symmetry
properties of 2-D shapes.
-Use accurately the language and
notation associated with translation
of 2-D shapes.
-Recognise and visualise
translation of a 2-D shape.
-Enlarge 2-D shapes given a centre
of enlargement and a positive
whole number scale factor.
-Define transformations of shapes
on a coordinate grid.
-Draw simple transformations on a
coordinate grid.
-Explore transformations using ICT.
Where do you think the enlargement
will be?
What is wrong with this enlargement?
What does the centre of enlargement
mean?
What is the scale factor of this
enlargement?
Does a rectangle have four lines of
symmetry?
When enlarging on a coordinate grid:
What connections are there between
the coordinates of corresponding
vertices?
Find a shape with ‘x’ lines of
symmetry and ‘y’ order of rotational
symmetry
What effect does enlargements have
on angles?
Why are plugs in sinks circular? What
shapes do babies learn to put in
shape-sorters first? Why?
What are the key pieces of
information needed to complete the
following:
-a rotation;
-a reflection;
-a translation;
- an enlargement.
Support:
-Recognise reflection symmetry.
-Explore the line symmetry of 2-D shapes.
-Use accurately the language and notation
associated with reflection.
-Recognise and visualise reflection in given
mirror lines of a 2-D shape.
-Use accurately the language and notation
associated with rotation.
-Recognise and visualise rotation about a given
point of a 2-D shape.
-Explore rotation using ICT.
-Explore the rotation symmetry properties of 2-D
shapes.
-Use accurately the language and notation
associated with translation of 2-D shapes.
-Recognise and visualise translation of a 2-D
shape.
-Define simple transformations of shapes on a
coordinate grid (first quadrant only).
13
Extension:
-Understand and use the language and notation
associated with reflection and rotation.
-Recognise and visualise reflection in given
mirror lines of a 2-D shape.
-Recognise and visualise rotation about a given
point of a 2-D shape.
-Explore reflection and rotation using ICT.
-Explore the line symmetry of 2-D shapes.
-Explore the rotation symmetry properties of 2-D
shapes.
-Use accurately the language and notation
associated with translation of a 2-D shape.
-Transform 2-D shapes by simple combinations
of reflections, rotations and translations, on
paper and using ICT.
-Understand and use the language and notation
associated with enlargement.
-Enlarge 2-D shapes given a centre of
enlargement and a positive whole number scale
factor.
-Make simple scale drawings.
-Define transformations of shapes on a
coordinate grid.
-Draw simple and combined transformations on
a coordinate grid.
Keywords are used and spelt
Correctly.
Writing the meaning for the
keywords.
Equivalent points,
perpendicular bisector, mirror
line, reflection, symmetrical,
line of symmetry, reflection
symmetry, rotate, rotation,
centre of rotation, clockwise,
anticlockwise, order of
rotation, translation, object,
image, inverse,
transformation, tessellation,
enlargement, scale factor,
centre of enlargement, scale
drawing
Level Ladders
 Transformations
 Geometrical reasoning
Beyond the Classroom
 Coordinates in four
quadrants
 Transforming shapes
 Enlargement (positive
integer scale factor)
 Transformations
Mymaths
http://www.mymaths.co.uk/in
dexLog.asp?h=74272
SUMMER
Week
Learning outcomes:
Success Criteria:
(Key Questions :)
TERM 2
1-2
Probability
-Use vocabulary and ideas of
probability, drawing on experience.
-Understand and use the
probability scale from 0 to 1;
find and justify probabilities based
on equally likely outcomes in
simple contexts;
identify all the possible mutually
exclusive outcomes of a single
event
-Estimate probabilities by collecting
data from a simple experiment and
recording it in a frequency table;
- compare experimental and
theoretical probabilities in simple
contexts.
The probability it will rain tomorrow is
½ - True or False? Why?
How can you decide how many
outcomes there will be?
If I flip a coin 1000 times will I get 500
heads?
If you repeat an experiment, will you
always / sometimes / never get the
same result?
Design an experiment that will give
probabilities of 1/3, 1/2, 2/5 etc.
Selection (say 10) of different
coloured counters in a bag. Pick and
replace several times. At each pick,
what do you think the colours of the
10 counters are? How can we be
even more sure?
How can you make a game fair?
A coin is flipped 10 times and you get
2H and 8T, is this coin biased?
Resources: Maths Frame-working Textbooks: 1.1, 1.2, 1.3
Keywords Literacy
Assessment Numeracy
Differentiation:
HW: Once a week lasting
45 minutes
Support:
-Use vocabulary and ideas of probability,
drawing on experience.
-Understand and use the probability scale from 0
to 1.
-find and justify probabilities based on equally
likely outcomes in simple contexts.
-Relate the frequency of an outcome to its
probability.
-Decide if an experiment or game is fair or
unfair.
14
Extension:
-Find and record all possible mutually exclusive
outcomes for two successive events using tree
diagrams.
-Collect data from a simple experiment and
record in a frequency table.
-Estimate probabilities based on this data.
-Understand that if an experiment is repeated
there may be, and usually will be, different
outcomes.
-Compare experimental and theoretical
probabilities in simple contexts.
-Understand that increasing the number of times
that an experiment is repeated generally leads to
better estimates of probability.
Keywords are used and spelt
Correctly.
Writing the meaning for the
keywords
outcome, random, estimated
probability, frequency,
expected probability,
experimental probability
Real –life problems (worded
problems)
(level ladders).
 C:\Users\ahall11.316\App
Data\Local\Microsoft\Wind
ows\Temporary Internet
Files\Content.Outlook\N6U
6YZ5I\resources\other\cor
nwall_progression\sow_pr
obability.docProbability
Beyond the Classroom
 Probability
 The probability scale
 Experiments
Mymaths
http://www.mymaths.co.uk/in
dexLog.asp?h=74272
3-4
Construction and Loci
-Use a ruler and protractor to:
• measure and draw lines to the
nearest millimetre and angles,
including reflex angles, to the
nearest degree.
- construct a triangle, given two
sides and the included angle (SAS)
or two angles and the included side
(ASA).
-Use ICT to explore constructions:
 Explore transformations and
symmetries using ICT.
-Use a ruler and protractor to
construct quadrilaterals.
Show me an estimate of an angle.
-Show how you can construct an
angle of 30 / 45 / 75 with just a
straight edge and compasses.
-What regular polygons can you
construct just using straight edge and
compasses?
-Show me an example of:
A point equidistant from these two
points, and another and another ….
A point a metre from ….
5
REVISION
& END OF
YEAR
EXAM
WEEK
Revision & Exams.
6 -7
-
-
3D Shapes
-Use squares and rectangles to
visualise cubes and cuboids.
-Use other 2-D representations to
visualise 3-D shapes and deduce
some of their properties.
-Draw 2-D representations of 3-D
shapes.
-Know what the nets of cubes,
cuboids and tetrahedrons look like.
-Investigate the nets of cubes and
cuboids.
-Calculate the surface area &
volume of shapes made from
cubes and cuboids (review of area
& volume).
-Use ruler and protractor to
construct simple nets of 3-D
shapes, e.g. cuboid, regular
tetrahedron, square-based
pyramid, triangular prism
Show me a net of a i) cube ii) cuboid
iii) prism iv) pyramid
-True/Never/Sometimes: 3-D shapes
have more than one net
-Convince me that:
a cube has at least five different nets
a cuboid has at least five different
nets
a triangular prism has at least two
different nets
-Given 2 elevations (or 1 elevation
and a plan) of a 3-D shape, what
could the shape be?
-Show me:
 a solid with a plan that is square.
 a solid with front and side
elevations that are all triangles.
a solid with front and side elevations
that are all triangles and a square plan
Draw a solid with an volume of 12cm³
and another… and another
Find a cuboid with a surface area of
24cm³ and another… and another
What unit would you choose to
measure ______? Why?
Support:
-Review, identify and use angle, side and
symmetry properties of triangles and
quadrilaterals.
-Review conventions and notation for 2-D
coordinates in all four quadrants.
-Review coordinates of points determined by
geometric information.
-Use a ruler and protractor to:
• measure and draw lines to the nearest
millimetre and angles,
including reflex angles, to the nearest degree.
-Use Logo to explore constructions of triangles
and quadrilaterals.
-Explore transformations and symmetries using
ICT.
Extension:
-Use ICT to explore constructions:
 Explore transformations and symmetries
using ICT.
-Construct a triangle, given two sides and the
included angle (SAS) or two angles and the
included side (ASA).
-Draw quadrilaterals, given two sides and an
angle, or two angles and a side, using a ruler and
protractor.
-Draw quadrilaterals, given three sides of their
constituent triangles, with a ruler and
compasses.
Support:
Revision & Exams.
Extension:
Revision & Exams.
Support:
-Use squares to visualise cubes and shapes
made from cubes.
Extension:
-Use other 2-D shapes to visualise 3-D shapes
and deduce some of their properties.
-Use other 2-D representations to visualise 3-D
shapes and deduce some of their properties.
-Draw 2-D representations of 3-D shapes.
-Investigate the nets of cubes and cuboids.
-Draw 2-D representations of 3-D shapes.
-Identify nets for a closed cube and cuboid.
-Calculate the surface area & volume of shapes
made from cubes and cuboids (review of area &
volume).
-Construct nets for a closed cube and cuboid.
-Identify different nets for an open cube and a
cuboid.
-Use a ruler, protractor and compasses to
construct simple nets of 3-D shapes
The Royal Docks Community School Medium Term Plan
15
Describing visualisations of
movements and
constructions
-Discussing which
mathematical equipment and
materials to use
- Solve worded problems
involving Construction and
Loci
Equilateral, isosceles, right
angled, scalene, symmetrical,
parallelogram, rhombus, kite,
arrowhead, trapezium,
protractor, acute, obtuse,
reflex, vertex, construct,
draw, sketch, clockwise,
anticlockwise, exterior,
interior, alternate,
corresponding, vertically
opposite, bisector,
compasses, equidistant
Kangaroo Assessment
(level ladders).
 Construction, loci
Beyond the Classroom
Properties of shapes
Mymaths
http://www.mymaths.co.uk/in
dexLog.asp?h=74272
Keywords are used and spelt
Correctly.
Writing the meaning for the
keywords.
area, face, edge, vertex,
vertices, cube, cuboid, 3-D,
surface area, net.
Mini- investigation
on polygons &
3-D shapes.
Mymaths
http://www.mymaths.co.uk/in
dexLog.asp?h=74272
Unit Title: Numbers 1, Algebra1, Geometry1, Statistics1
Length of Unit: 32 Hours (8 weeks)
Unit Aims: To develop numbers and algebra skills.
Unit Outcomes:
Week
Learning outcomes:
Success Criteria:
Differentiation:
Assessment
opportunities:
Literacy
opportunities /
Functional Skills
Keywords:
Numeracy
Opportunities/
Core Skills
Resources:
Kangaroo
Assessment (level
-Multiply
and ladders) stage 3
divide
integers Place value,
and decimals by rounding
0.1 and 0.01
-Recognise the
effect of
multiplying and
dividing by a
number less than
1.
-Multiply and
divide by any
integer power of
10.
-Understand the
effect of
multiplying and
dividing by
numbers between
0 and 1.
-Round positive
numbers to any
given power of
10.
-Round decimal
numbers to the
nearest whole
number or to one,
two or three
decimal place.
-Keywords are
used and spelt
correctly.
Integer, positive,
negative, number
line, inverse,
product, index,
indices,
Multiplying,
dividing,
decimals, Round.
TenQQ
(Starter &
plenaries)
-Rounding
Collins Maths
Frameworking:
Pupil Books
2.1Support
2.2Core
2.3Extension
Extension:
-Keywords are
used and spelt
correctly.
(Key Questions :)
Term 1A
Week 1
and 2
Place
value,
Integers,
Ordering
&
Rounding
.
-Add and subtract,
multiply and divide
integers
-Read and write positive
integer powers of 10;
-multiply and divide
integers and decimals by
0.1, 0.01
-Order decimals
-Round positive
numbers to any given
power of 10; round
decimals to the nearest
whole number or to one
or two decimal places
Support:
True / Never / Sometimes:
 To multiply by 100,
you move the digits
two places to the left
 To multiply by 100,
you move the digits
two places to the right
 To divide by 100, you
move the digits two
places to the left
 To divide by 100, you
move the digits two
places to the right
 To divide by 100, you
move the decimal point
two places to the left
 To divide by 100, you
move the decimal point
two places to the right
What is the same/different
about 46  10, 4600 ÷ 10,
46  100 and 4600 ÷ 100
Find a number between
4.35 and 4.362. And
another, and another
Convince me:
 that 7900 ÷ 10 = 790
 that 250 ÷ 10 and 2500
÷ 100 give the same
answer.
 how to multiply a
number by 10.
-how to divide a number
by 100.
Week 3
Powers
and roots
-Use squares, positive
and negative square
- Why are square numbers
called square numbers?
-Understand
negative
numbers as
positions on a
number line.
-Add and
subtract
positive and
negative
integers in
context.
-Order
decimals by
comparing
digits.
-Order
decimals by
positioning
them on a
number line.
-Round
positive
numbers to
any given
power of 10.
-Round
decimal
numbers to the
nearest whole
number or to
one or two
decimal
places.
-Multiply and
divide integers
and decimals
by 10, 100 and
1000, and
explain the
effect.
Support:
- Recognise
square
Extension:
Kangaroo
Assessment (level
ladders) stage 1
16
-Writing the
meaning for the
keywords
-Level Up Texts
3-5
4-6
5-7
-Real –life
problems (worded
problems)
-Using talk to
Mathswatch
Worksheets
explain and
present ideas
-Active listening
to understand
10 ticks
-Reading for
information
TenQQ
(Starter &
plenaries)
Kangaroo
worksheets
Integer, positive,
negative, square,
power, square
TenQQ
(Starter &
plenaries)
Collins Maths
Frameworking:
Pupil Books
Homework:
roots, cubes and cube
roots,
-index notation for small
positive integer powers
-Use a calculator to find
squares and cubes, know
that 100 =102, 1000 =
103, 1 million = 106
-Use the cube and cube
root keys on a calculator
if available.
Week 4
and 5
Angles
and
polygons
-Identify alternate
angles and
corresponding angles;
understand a proof that:
the angle sum of a
triangle is 180°and of a
quadrilateral is 360° the
exterior angle of a
triangle is equal to the
sum of the two interior
opposite angles
-Solve geometrical
problems using side and
angle properties of
equilateral, isosceles and
right-angled triangles
and special
quadrilaterals,
explaining reasoning
with diagrams and text;
classify quadrilaterals
by their geometrical
properties
-Know that if two 2-D
shapes are congruent,
corresponding sides and
angles are equal
-Which is bigger ab or ba?
How do you decide?
-Which numbers have an
odd number of factors.
Why?
-Can a square have area
45?
-Give me three factors of
26?
-What numbers multiplied
by themselves give 36?
-Which has the greatest
value (23)4 or (24)3 ?
-What happens when you
raise a number to a
negative power?
-What happens when you
raise a number to a
fractional power?
-Why are these called
alternate angles?
-Why are these called
corresponding angles?
-How do you know this is
true?
-Can you cut a triangle
into 4 quadrilaterals and a
triangle?
-Can you cut a triangle
into quadrilaterals only,
without putting new
corners on the sides of the
triangle?
-What reasoning links
'Angles on a straight line
are 180°' to 'Vertically
opposite angles are
equal'?
-Are there other links?
-Why are the geometrical
facts organised in this
particular order, starting
at the top and working
down the chart?
-What are the links and
arrows intended to show?
-Can you explain how to
use the given facts to
deduce that (a) vertically
opposite angles are equal
(b) alternate angles are
equal?
numbers and
their
corresponding
square roots.
-Use a
calculator,
including the
square root
key, to find
square roots,
rounding as
appropriate.
Support:
-Know the
sum of angles
at a point, on a
straight line
and in a
triangle.
-Use angle
measure;
distinguish
between and
estimate the
size of acute,
obtuse and
reflex angles.
-Use a ruler
and protractor
to measure and
draw lines to
the nearest
millimeter and
angles,
including
reflex angles,
- Use index
notation for
integer powers.
-Use simple
instances of the
index laws.
-Use a calculator
to find squares
and cubes, know
that 100 =102,
1000 = 103, 1
million = 106
-Use the cube and
cube root keys on
a calculator if
available.
Extension:
-Explain how to
find, calculate and
use: the sums of
the interior and
exterior angles of
quadrilaterals,
pentagons and
hexagons.
-Solve problems
using properties
of angles, of
parallel and
intersecting lines,
and of triangles
and other
polygons.
-Explain how to
find, calculate and
use: the interior
and exterior
angles of regular
polygons.
-Solve problems
using properties
of angles, of
parallel and
intersecting lines,
and of triangles
and other
polygons.
-Know that if two
2-D shapes are
congruent,
corresponding
 Powers,
integers, roots
http://www.myma
ths.co.uk/tasks/lib
rary/loadLesson.a
sp?title=powers/s
quareNumbers&ta
skID=1053
Kangaroo
Assessment (level
ladders) stage 3
 Geometrical
reasoning
 Angles
-Writing the
meaning for the
keywords
-explaining
calculation
strategies and
talking about
methods for the
solution of
problems
-reasoning in
working towards
a solution and
justifying results
-comparing
different
mathematical
processes for their
efficiency and
effectiveness
-talking about
mathematical
expressions using
mathematical and
non-mathematical
language
-Keywords are
used and spelt
correctly.
root, cube, cube
root, index,
indices.
Acute, right,
obtuse, reflex,
protractor, line
segment, ruler,
-Writing the
parallel, alternate,
meaning for the
corresponding,
keywords
opposite, interior,
exterior,
-Describing
parallelogram,
visualisations of
rhombus,
shapes,
isosceles,
movements and
trapezium, kite,
constructions
arrowhead,
-Writing short and pentagon,
hexagon,
extended
polygon.
responses
http://www.mymat
hs.co.uk/tasks/libra
ry/loadLesson.asp?t
itle=powers/square
Numbers&taskID=
1053
2.1Support
2.2Core
2.3Extension
-Level Up Texts
3-5
4-6
5-7
Mathswatch
Worksheets
10 ticks
TenQQ
(Starter &
plenaries)
Kangaroo
worksheets
TenQQ
(Starter &
plenaries)
http://www.mymat
hs.co.uk/gold/angle
s/Angler.html?guid
={911FFA5A5E78-410A-AE226961647055A7}
Collins Maths
Frameworking:
Pupil Books
2.1Support
2.2Core
2.3Extension
-Level Up Texts
3-5
4-6
5-7
Mathswatch
Worksheets
10 ticks
TenQQ
(Starter &
plenaries)
Kangaroo
worksheets
17
sides and angles
are equal.
-Solve geometric
problems using
congruent
triangles.
Week 6
Probabilit
y
Week 7
and 8
Fractions
and
decimals
-Interpret the results of
an experiment using the
language of probability;
appreciate that random
processes are
unpredictable
-Know that if the
probability of an event
occurring is p then the
probability of it not
occurring is 1 − p; use
diagrams and tables to
record in a systematic
way all possible
mutually exclusive
outcomes for single
events and for two
successive events
-Compare estimated
experimental
probabilities with
theoretical probabilities,
recognising that: • if an
experiment is repeated
the outcome may, and
usually will, be different
• increasing the number
of times an experiment
is repeated generally
leads to better estimates
of probability.
-The probability it will
rain tomorrow is ½ - True
or False? Why?
-How can you decide how
many outcomes there will
be?
-If I flip a coin 1000 times
will I get 500 heads?
-If you repeat an
experiment, will you
always / sometimes /
never get the same result?
-Design an experiment
that will give probabilities
of 1/3, 1/2, 2/5 etc.
-Selection (say 10) of
different coloured
counters in a bag. Pick
and replace several times.
At each pick, what do you
think the colours of the 10
counters are? How can
we be even more sure?
-How can you make a
game fair?
-A coin is flipped 10
times and you get 2H and
8T, is this coin biased?
-Give me examples of
mutually exclusive
events.
-Convert fractions to
decimals with or without
a calculator, and vice-aversa
-Recognise that a
recurring decimal is a
fraction; use division to
convert a fraction to a
decimal;
-order fractions by
writing them with a
common denominator or
by converting them to
decimals
-Add and subtract
fractions by writing
-If you know that 1/5 =
0.2, what else can you
deduce?
-If you know that 1/8 =
0.125, what else can you
deduce?
-Find a unit fraction that
is the sum of two other
unit fractions. How many
can you find
-Find a fraction that is
between ½, and ¾. How
did you find this?
-Show me a pair of
fractions which have a
sum / difference of 4/7.
Extend to fractions which
Support:
-Understand
and use the
probability
scale from 0 to
1.
-Find and
justify
probabilities
based on
equally likely
outcomes in
simple
contexts.
-Find and
record all
possible
mutually
exclusive
outcomes for
single events
and two
successive
events, using
diagrams and
tables.
-Collect data
from a simple
experiment
and record in a
frequency
table.
-Compare
experimental
and theoretical
probabilities in
simple
contexts.
Support:
-Identify
equivalent
fractions.
-Simplify
fractions by
cancelling all
common
factors.
-Convert
terminating
decimals to
fractions.
-Use division
to convert a
fraction to a
decimal, with
Extension:
-Use the language
of probability
when interpreting
the results of an
experiment.
-Identify all the
mutually
exclusive
outcomes of an
experiment.
-Know that the
sum of
probabilities of all
mutually
exclusive
outcomes is 1 and
use this when
solving problems.
-Appreciate that
random processes
are unpredictable.
-Compare
experimental and
theoretical
probabilities in a
range of contexts.
-Appreciate the
difference
between
mathematical
explanation and
experimental
evidence.
Kangaroo
Assessment (level
ladders) stage 3
-Keywords are
used and spelt
correctly.
 Probability
 The probability
scale
 Experiments
 Finding
outcomes
 Using mutually
exclusive
outcomes
-Writing the
meaning for the
keywords
Extension:
-Recognise that a
terminating
decimal is a
fraction
-Convert decimals
(up to 3pl) to
fractions,
Recognise that a
recurring decimal
is a fraction.
-Interpret the
display on a
calculator.
-Use division to
convert a fraction
to a decimal,
Kangaroo
Assessment (level
ladders) stage 2
 Fractions
 Percentag
es
 Ratio
 Ratio and
proportio
n
-Read text from a
variety of sources,
including:
Instructions
Questions
Explanations
Tables
Diagrams
Graphs and
Charts
Data
-Writing short and
Event, probability
scale, random,
theoretical,
outcome, sample
space, diagram,
tally, frequency,
estimate, biased,
experimental, tree
diagram,
theoretical
probability,
estimated
probability,
unpredictable,
reliable, mutually
exclusive, bias.
TenQQ
(Starter &
plenaries)
http://www.mymat
hs.co.uk/tasks/libra
ry/loadLesson.asp?t
itle=probability/pro
babilityRevision&t
askID=1263
Collins Maths
Frameworking:
Pupil Books
2.1Support
2.2Core
2.3Extension
-Level Up Texts
3-5
4-6
5-7
Mathswatch
Worksheets
10 ticks
extended
TenQQ
(Starter &
plenaries)
responses
Kangaroo
worksheets
18
-Exploring
mathematical
concepts
-Explaining
calculation
strategies and
talking about
methods for the
solution of
problems
-Reasoning in
working towards
a solution and
justifying results
Equivalent
fractions,
numerator,
denominator,
cancel, simplify,
simplest form,
decimal, fraction,
improper/mixed
fraction, recurring
decimal.
Equivalent
fraction, common
denominator,
improper fraction,
mixed number,
fraction, per cent,
percentage,
http://www.mymat
hs.co.uk/tasks/libra
ry/loadLesson.asp?t
itle=fractions/equiv
alentFractions&tas
kID=1042
Collins Maths
Frameworking:
Pupil Books
2.1Support
2.2Core
2.3Extension
-Level Up Texts
3-5
4-6
5-7
Mathswatch
Worksheets
them with a common
denominator;
-calculate fractions of
quantities (fraction
answers); multiply and
divide an integer by a
fraction
-Multiply a fraction by a
fraction using
cancelling.
-Use cancellation to
simplify the product of
two fractions.
-Divide a fraction by a
fraction, interpreting
division as a
multiplicative inverse.
Term 1B
Week 1
and 2
Percentag
es
-Interpret percentage as
the operator ‘so many
hundredths of’ and
express one given
number as a percentage
of another;
-Calculate percentage of
numbers, quantities and
measurements using
written methods.
-Calculate percentages
of numbers, quantities
and measurements using
a calculator.
-calculate percentages
and find the outcome of
a given percentage
increase or decrease
do not have the same
denominator
-Show me:
o a pair of fractions with
a sum of 4/7
o a pair of fractions with
a difference of 3/8
o a fraction and a
quantity such that the
answer is 8cm
-Convince me:
o that 4/7 + 3/8 = 53/56
that 4 ÷ 2/5 = 10
-Which percentages/
decimals / fractions are
easiest to convert? Why?
-To find 10% you divide
by 10. Why don’t you
divide by 20 to find 20%?
-80 pupils go on a school
trip. 25% are girls. How
can you work out the
number of boys.
-Explain mental methods
for finding common
percentages of a quantity
– e.g. 331/3%, 17½%, 20%
and without a
calculator.
-Order
fractions by
writing them
with a
common
denominator.
-Order
fractions by
converting
them to
decimals.
-Add and
subtract
fractions by
writing them
with a
common
denominator.
-Calculate
fractions of
quantities
(including
fraction
answers).
-Multiply an
integer by a
fraction.
without and with
a calculator.
-Add and subtract
fractions by
writing them with
a common
denominator
-Calculate
fractions of
quantities
-Multiply a
fraction by a
fraction
-Divide an integer
by a fraction
-Use cancellation
to simplify the
product of a
fraction and an
integer.
-Divide a fraction
by a fraction,
interpreting
division as a
multiplicative
inverse.
Support:
-Understand
percentage as
the ‘number of
parts per 100’.
Convert
percentages to
decimals
-Calculate
simple
percentage of
quantities
-Find the outcome
of percentage
changes.
-Solve problems
involving
percentage
changes using (a)
a unitary method,
(b) inverse
operations.
hundredths,
cancel,
numerator,
decimal,
10 ticks
TenQQ
(Starter &
plenaries)
Kangaroo
worksheets
Kangaroo
Assessment (level
ladders) stage 2
 Fractions
 Percentag
es
 Ratio
 Ratio and
proportio
n
-Exploring
mathematical
concepts
-Explaining
calculation
strategies and
talking about
methods for the
solution of
problems
-Reasoning in
working towards
a solution and
justifying results
-Comparing
different solutions
in order to arrive
at a correct
solution
Percentage,
decimal, amount,
unitary method,
percentage
increase,
percentage
decrease.
http://www.mymat
hs.co.uk/tasks/libra
ry/loadLesson.asp?t
itle=fractions/equiv
alentFractions&tas
kID=1042
-Level Up Texts
3-5
4-6
5-7
Mathswatch
Worksheets
10 ticks
-Use the multiplication
grid to find other ratios in
the family 8:12 and 14:42.
What do the ratios have in
common?
Week 3
and 4
-Use the equivalence of
fractions, decimals and
percentages to compare
proportions
-Ratios related to age and Support:
how they change over -Use direct
time: e.g. if Josh and Beth proportion in
are 1 and 4, £200 will be
Collins Maths
Frameworking:
Pupil Books
2.1Support
2.2Core
2.3Extension
TenQQ
(Starter &
plenaries)
Extension:
-Solve simple
problems
Kangaroo
Assessment (level
ladders) stage 2
 Fractions
19
-Keywords are
used and spelt
correctly.
Direct proportion,
proportion, ratio,
cancel, strategy,
multi-step,
NRICH
Kangaroo
worksheets
Collins Maths
Frameworking:
Pupil Books
2.1Support
Ratio and
proportio
n
Week 5
Units of
measure
ments
Week 6
and 7
Perimeter
, area,
surface
area and
Volume
-Apply understanding of
the relationship between
ratio and proportion;
-simplify ratios,
including those
expressed in different
units, recognising links
with fraction notation;
-divide a quantity into
two or more parts in a
given ratio;
-use the unitary method
to solve simple
problems involving
ratio and direct
proportion
-Choose and use units of
measurement to
measure, estimate,
calculate and solve
problems in a range of
contexts; know rough
metric equivalents of
imperial measures in
common use, such as
miles, pounds (lb) and
pints
-Derive and use
formulae for the area of
a triangle, parallelogram
and trapezium; calculate
areas of compound
shapes
-Know and use the
formula for the volume
of a cuboid; calculate
split in the ratio 1:4 now. simple
What about next year etc. contexts
etc.?
-Understand
the idea of
ratio and use
ratio notation.
-Simplify a
ratio
-Understand
the
relationship
between ratio
and
proportion.
-Use ratio and
proportion to
solve simple
problems.
-Divide a
quantity into
two parts in a
given ratio.
-How do you know which
is the base and height?
-Find shapes with a
perimeter of 11cm
-Find another
measurement that is the
same as 3m
-How we decide what
each division on the scale
represents?
-Draw two different
rectangles with an area of
8 squares? How about 7
squares? Why not?
-Why is the area of a
rectangle given by length
times width?
-A shape made from two
rectangles has area 10cm2.
Draw the shape.
-How do you know which
is the base and height?
-Find six triangles with an
area of 12cm2
-Find six parallelograms
with an area of 48cm2
-How do you know which
is the base and height?
-Find shapes with a
perimeter of 11cm
-Find another
measurement that is the
same as 3m
Support:
-Read and
interpret scales
on a range of
measuring
instruments.
-Solve
problems in
everyday
contexts
involving
length, mass
and time
involving direct
proportion.
-Use proportional
reasoning to solve
a problem
-Divide a quantity
into two or more
parts in a given
ratio.
-Solve simple
problems using a
unitary method.
-Simplify a
(three-part) ratio
to an equivalent
ratio by
cancelling.
-Recognise links
between ratio and
fraction notation.
-Simplify as ratio
expressed in
different units
-Compare two
ratios of the form
1: m or m:1
Extension:
-Choose and use
units of
measurement to
measure,
estimate,
-know rough
metric equivalents
of imperial
measures in
common use,
such as miles,
pounds (lb) and
pints
-calculate and
solve worded
problems
involving metric
and imperial



Percentag
es
Ratio
Ratio and
proportio
n
-Writing the
meaning for the
keywords
-Read text from a
variety of sources,
including:
Instructions
Questions
Explanations
Tables
Diagrams
Graphs and
Charts
Data
efficient, unitary
method,
multiplier,
conjecture, prove,
justify, counter
example,
cancelling.
 Mixing
Lemonade
2.2Core
2.3Extension
-Level Up Texts
3-5
4-6
5-7
Mathswatch
Worksheets
10 ticks
TenQQ
(Starter &
plenaries)
Kangaroo
worksheets
Kangaroo
Assessment (level
ladders) stage 2
 Measures
Area and
perimeter
-Keywords are
used and spelt
correctly.
-Writing the
meaning for the
keywords
-Describing
visualisations of
shapes,
movements and
constructions
-Discussing
which
mathematical
equipment and
materials to use
tonne, metric,
imperial, square
millimetre (mm2),
square centimetre
(cm2), square
metre (m2),
square kilometre
(km2),
NRICH
 Estimating
Angles
 On the Edge
 Fence It
 Hidden
Dimensions
 Warmsnug
Double
 Glazing
Collins Maths
Frameworking:
Pupil Books
2.1Support
2.2Core
2.3Extension
-Level Up Texts
3-5
4-6
5-7
Mathswatch
Worksheets
10 ticks
TenQQ
(Starter &
plenaries)
Support:
-Know and use
the formula for
the area of a
rectangle.
-Calculate the
perimeter and
area of shapes
Extension:
-Know and use
the formulae for
the circumference
and area of a
circle, including
definitions of a
circle.
Kangaroo
Assessment (level
ladders) stage 2
 Measures
Area and
perimeter
20
-Keywords are
used and spelt
correctly.
-Writing the
meaning for the
keywords
Area, perimeter,
formula, base,
height,
perpendicular,
circle, centre,
circumference,
arc, radius,
diameter,
NRICH
 Estimating
Angles
 On the Edge
 Fence It
 Hidden
Dimensions
 Warmsnug
Double
Kangaroo
worksheets
Collins Maths
Frameworking:
Pupil Books
2.1Support
2.2Core
2.3Extension
-Level Up Texts
3-5
volumes and surface
areas of cuboids and
shapes made from
cuboids
-How we decide what
each division on the scale
represents?
-Draw two different
rectangles with an area of
8 squares? How about 7
squares? Why not?
-Why is the area of a
rectangle given by length
times width?
-A shape made from two
rectangles has area 10cm2.
Draw the shape.
made from
rectangles.
-Deduce and
use a formula
for the area of
a triangle.
-Calculate
surface areas
of cubes and
cuboids.
-Know and use
 Area and
the formula for
volume
the area of a
 Circumference
circle.
and area of a
-Solve problems
circle
involving circles.
-Know and use
the formulae for
finding the area of
triangles,
parallelograms
and trapezium,
and compound
shapes.
-Know and use
the formula for
the volume of
cuboids; calculate
volumes of shapes
made from
cuboids.
-Calculate the
volume of right
prisms.
-Solve problems
involving area
and volume.
-Discussing
semicircle, sector,
which
radii.
mathematical
equipment and
materials to use
-Describing
visualisations of
shapes,
movements and
constructions
-Writing short and
 Glazing
4-6
5-7
Mathswatch
Worksheets
10 ticks
extended
TenQQ
(Starter &
plenaries)
responses
Kangaroo
worksheets
Term 2A
Week 1
and 2
Creating
&
Manipula
ting
Algebraic
Expressio
ns
-Recognise that letter
symbols play different
roles in equations,
formulae and functions;
know the meanings of
the words formula and
function
-Understand that
algebraic operations,
including the use of
brackets, follow the
rules of arithmetic; use
index notation for small
positive integer powers
-Simplify or transform
linear expressions by
collecting like terms;
multiply a single term
over a bracket
-The answer is 2x+5y.
What is the question?
-The answer is 4n-12.
What is the question?
-True / Never /
Sometimes: n2 = 2n
-Show me an example of
a formula expressed in
words
-What is the
same/different about '£5
standing charge plus 5p
for every minute' and
,Cost of phone bill = £5
standing charge plus 5p
for every minute'
-How can you change
‘Plumber’s bill = £40 per
hour’ to include a £20
call-out fee
-True/Never/Sometimes:
A formula should have an
equals sign in it
-Convince me that there is
only one solution to 'I
think of a number and add
12. The answer is 17.'
-Find five expressions
equivalent to 2y = 6x+4
Support:
-Understand
that algebraic
operations
follow the
same
conventions
and order as
arithmetic
operations
Simplify
algebraic
expressions.
-Multiply a
single term
over a bracket.
-Know and use
the distributive
law.
-Know how
multiplication
is represented
in algebraic
expressions.
Extension:
-Recognise that
letter symbols
play different
roles in equations,
formulae and
functions; know
the meanings of
the words formula
and function
-Use index
notation for
integer powers
and simple
instances of the
index laws.
-Know how
multiplication and
division are
represented in
algebraic
expressions.
-Simplify or
transform linear
expressions by
collecting like
terms, multiply a
single term over a
bracket (to
include unknown
Kangaroo
Assessment (level
ladders) stage 2
 Equations,
formulae,
identities
 Simple
formulae
-explaining
calculation
strategies and
talking about
methods for the
solution of
problems
-reasoning in
working towards
a solution and
justifying results
-comparing
different
mathematical
processes for their
efficiency and
effectiveness
-talking about
mathematical
expressions using
mathematical and
non-mathematical
language
Expression, term,
like terms,
simplify, expand,
brackets,
 More Number
Pyramids
 Crossed Ends
 Number
Pyramids
Collins Maths
Frameworking:
Pupil Books
2.1Support
2.2Core
2.3Extension
-Level Up Texts
3-5
4-6
5-7
Mathswatch
Worksheets
10 ticks
TenQQ
(Starter &
plenaries)
Kangaroo
worksheets
21
Week 3
Planning
Statistica
l
Projects
-Discuss a problem that
can be addressed by
statistical methods and
identify related
questions to explore
-Decide which data to
collect to answer a
question, and the degree
of accuracy needed;
identify possible
sources; consider
appropriate sample size
-Plan how to collect the
data; construct
frequency tables with
equal class intervals for
gathering continuous
data and two-way tables
for recording discrete
data
-Why are x, x2, x3 not like
terms? Consider m, m2,
m3.
-Show me a formula
involving a and b such
that when you substitute a
= 2 and b = 7 into the
formula you get 18.
-Show me a formula
involving a and b such
that when you substitute a
= -2 and b = 3 into the
formula you get 18.
-What is wrong:
 3(b+1) = 3b + 1
 10(p -4) = 10p - 6
 -2 (3 - f) = -6 -2f
 8 – (n – 1) = 7 – n
-Convince me that:
 2(x+7) = 2x + 14
5(y -4) = 5y - 20
-What does average
mean?
-Why do we have more
than one way of working
out an average?
-How can we represent a
group of numbers, with a
single number?
-Can the mean = median
= mode?
-What do the scales
mean?
-What does the graph tell
you?
-Why would you choose
to use ICT here?
-Why is this graph
misleading?
outside the
bracket) and two
sets of brackets.
-Use the equals
sign appropriately
and correctly.
-Know and use
the distributive
law for
multiplication. i.e.
a(b+c) = ab+bc
-Simplify or
transform
algebraic
expressions by
taking out single
term common
factors.
Support:
-Discuss a
problem that
can be
addressed by
statistical
methods and
identify related
questions to
explore.
-Decide which
data to collect
to answer a
question, and
the degree of
accuracy
needed;
identify
possible
sources.
-Plan how to
collect the
data, including
sample size.
-Decide which
data to collect
to answer a
question, and
the degree of
accuracy
needed;
identify
possible
sources.
-Design and
use simple
two-way
tables.
-Discuss a
problem that can
be addressed by
statistical
methods and
identify related
questions to
explore.
-Plan how to
collect data,
including sample
size.
-Design a survey
or experiment to
capture the
necessary data
from 1 or more
sources.
-Determine the
sample size and
degree of
accuracy needed
Design, trial and
refine Data
collection sheets.
-Classify data as
discrete and
continuous data.
-Know how to
group data.
-Design, use &
interpret 2-way
tables.
Kangaroo
Assessment (level
ladders) stage 2
Averages
 Processing,
representing
and
interpreting
data Graphs
and diagrams
NRICH
 Searching for
(Mean)ing
-Keywords are
used and spelt
correctly.
-Writing the
meaning for the
keywords
-Read text from a
variety of sources,
including:
Instructions
Questions
Explanations
Tables
Diagrams
Graphs and
Charts
Data
-Discussing and
interpreting data
and drawing
conclusions
-Writing short and
extended
responses
-Presenting their
findings to an
audience
22
Two-way table,
mode, frequency,
median, mean,
range, event,
frequency table,
distribution,
statistics, class
interval, modal
class, modal
group, stem-and
leaf, scatter graph,
assumed mean,
compound barchart, pie chart,
trend, discrete,
continuous,
primary source,
secondary source.
Collins Maths
Frameworking:
Pupil Books
2.1Support
2.2Core
2.3Extension
-Level Up Texts
3-5
4-6
5-7
Mathswatch
Worksheets
10 ticks
TenQQ
(Starter &
plenaries)
Kangaroo
worksheets
Week 4
and 5
Function
and
Graphs
Week 5
and 6
Coordin
ate
Geometr
y
-Generate terms of a
linear sequence using
term-to-term and
position-to-term rules,
on paper and using a
spread sheet or graphics
calculator
-Use linear expressions
to describe the nth term
of a simple arithmetic
sequence, justifying its
form by referring to the
activity or practical
context from which it
was generated
-Express simple
functions algebraically
and represent them in
mappings or on a spread
sheet
-Generate points in all
four quadrants and 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
-Construct linear
functions arising from
real-life problems and
-Coordinates: ‘x is a
cross, wise up’. What
does this mean?! Does it
help you?
-I want to plot the graph
of y=2x. What shall I do?
-Find three lines that pass
through 1 on the y-axis
-Is the point (2, 4) on the
line y=x+1 ? Explain
your answer
-What happens when the
gradient gets bigger /
smaller / negative?
-Give me the co-ordinates
of some points which can
be joined to form a
straight line
Support:
-Generate
sequences
from practical
contexts and
describe the
general term in
simple cases.
-Generate
terms of a
simple
sequence,
given a rule
-Generate
terms of a
simple
sequence,
given a rule
for finding a
term given its
position in the
sequence.
-Express
simple
functions in
symbols and
words.
-Draw
mapping
diagrams of
linear
functions.
-Identify
functions
from
mapping
diagrams.
-Know some
of the
properties of
mapping
diagrams.
-
Support:
Recognise
that equations
of the form y
= c and x = c
correspond to
straight-line
graphs
parallel to the
x- and y- axes.
-Generate
coordinate
Extension
-Use linear
expressions to
describe the nth
term of an
arithmetic
sequence
justifying its form
by referring to the
activity or
practical context
from which it was
generated.
-Introduce the
general term.
-Know that an
arithmetic
sequence is
generated by
starting with a
number a and
adding a constant
number d to the
previous term.
Continue familiar
sequences (square
numbers, powers
of 10, 2 etc.)
(Link to work on
integers, powers
and roots)
Generate
sequences by
multiplying or
dividing by a
constant factor.
-Draw mapping
diagrams for
linear functions.
-Extend the
mappings to
include negative
integers and
fractional values.
-Know some of
the properties of
mapping
diagrams.
.
Extension:
-Know and
explain the
reasons for m
representing the
gradient and c the
y-intercept and y
= mx + c a
straight-t line
graph.
-Recognise that
graphs of the
form y=mx+c
 Sequences,
functions and
graphs
-Give set of
equations and set
of graphs to
match. How did
you work it out?
Using equations
of straight lines,
can you create a
square? Explain
what happens
when two lines
are
perpendicular?
 Sequences,
functions,
graphs
 Graphs of
linear functions
-Discussing and
interpreting data
and drawing
conclusions
Sequences, nth
term, term, term
to term rule,
Mapping,
-Writing short and mapping diagram,
extended
coordinates,
responses
origin, x-axis,
y-axis, graphs,
points, equation,
y-intercept,
straight-line
graphs,
Collins Maths
Frameworking:
Pupil Books
2.1Support
2.2Core
2.3Extension
-Level Up Texts
3-5
4-6
5-7
Mathswatch
Worksheets
10 ticks
TenQQ
(Starter &
plenaries)
Kangaroo
worksheets



Graphs of
linear
functions
Coordinat
es in the
first
quadrant
Coordinat
es in four
quadrants
23
-Exploring
mathematical
concepts
-Describing
visualisations of
shapes,
movements and
constructions
gradient, parallel,
quadrant, xcoordinate, ycoordinate,
distance-time
graph, rearrange,
axis, distance,
time, plot, speed
Collins Maths
Frameworking:
Pupil Books
2.1Support
2.2Core
2.3Extension
-Level Up Texts
3-5
4-6
5-7
plot their corresponding
graphs; discuss and
interpret graphs arising
from real situations, e.g.
distance–time graphs
Term 2B
Week 1
and 2
-Understand and use the
rules of arithmetic and
inverse operations in the
Number
context of integers and
Operation fractions
s and
-Use the order of
Calculati operations, including
on
brackets, with more
Methods complex calculations
-Recall equivalent
fractions, decimals and
percentages; use known
facts to derive unknown
facts, including products
involving numbers such
as 0.7 and 6, and 0.03
and 8
-Use efficient written
methods to add and
subtract integers and
-How can you check if
your answer makes sense?
[Last digits / estimating]
-Can division ever make a
number larger?
-Can multiplication ever
make a number smaller?
-How do you choose an
estimate to use?
-In which order would
you calculate
4 x 7 x 5? Why?
-How would you work out
537 x 24? What would be
the answer to 53.7 x 24?
-This division calculation
is incorrect 219.3 ÷ 8 =
274.125 How can you
tell?
pairs and plot
graphs of
simple linear
functions
using all four
quadrants.
-Read other
coordinate
pairs from a
drawn graph.
-Recognise
that on graphs
of the form y
= mx + c, the
values of the
coordinates of
each point
satisfy the
equation.
-Plot graphs
of linear
functions
using ICT.
Recognise
that graphs of
the form y =
mx + c
intercept the
y-axis at c.
-Begin to
identify the
role of m in
equations of
the form y =
mx + c.
Plot graphs of
simple linear
functions on
paper and
using ICT.
correspond to
straight-line
graphs and
represent an
infinite set of
points.
-Plot graphs of
linear functions
using ICT.
-Find the gradient
of straight-line
graphs and the yintercept and
hence find the
equation of a
straight-line
graph.
-Plot graphs of
linear function
(given y
implicitly in terms
of x i.e ay + bx =
0 or y + bx + c =
0) on paper and
using ICT.
-Construct linear
functions arising
from real-life
problems and plot
their
corresponding
graphs.
-Read values off a
graph and discuss
trend and shape of
the graphs.
-Discuss and
interpret distancetime graphs
Support:
-Recognise
square
numbers and
their
corresponding
square roots.
-Use a
calculator,
including the
square root
key, to find
square roots,
rounding as
appropriate.
-Know and
use the order
of operations,
Extension:
-Recognise
inverse
operations.
-Use inverse
operations to
check results with
and without a
calculator.
-Use the order of
operations,
including
brackets, with
more complex
calculations.
-Use the bracket
keys on a
calculator.
Mathswatch
Worksheets
10 ticks
TenQQ
(Starter &
plenaries)
Kangaroo
worksheets
Kangaroo
Assessment (level
ladders) stage 2/3
 Written
methods
Solving problems
 Multiplying
and dividing
 Checking
solutions
24
-explaining
calculation
strategies and
talking about
methods for the
solution of
problems
-reasoning in
working towards
a solution and
justifying results
-comparing
different
mathematical
processes for their
efficiency and
effectiveness
-talking about
mathematical
expressions using
Divisible,
divisibility,
multiple, factor
pair, common
multiple, tenths
digit, hundredths
digit,
Collins Maths
Frameworking:
Pupil Books
2.1Support
2.2Core
2.3Extension
-Level Up Texts
3-5
4-6
5-7
Mathswatch
Worksheets
10 ticks
decimals of any size,
including numbers with
differing numbers of
decimal places
-Use efficient written
methods for
multiplication and
division of integers and
decimals, including by
decimals such as 0.6 or
0.06; understand where
to position the decimal
point by considering
equivalent calculations
including
brackets.
-Use the
bracket keys
on a
calculator.
-Consolidate
standard
column
procedures for
addition and
subtraction of
integers and
decimals with
up to 2 places.
-Make and
justify
estimates and
approximation
s of
calculations.
-Develop
standard
written
methods to
divide a 3digit number
by a 2-digit
number.
-Make and
justify
estimates and
approximation
s of
calculations.
-Check a
result by
considering
whether it is
of the right
order of
magnitude.
-Develop
standard
written
methods to
divide
decimals with
1 or 2 places
by a 1-digit
number.
-Check a
result by
considering
whether it is
of the right
order of
magnitude.
-Use factors
to simplify
-Evaluate
expressions using
nested brackets
-Understand the
effect of powers
when evaluating
an expression.
-Calculate with
complex mixed
operations,
including using
the brackets keys
on a calculator.
-Consolidate
standard column
procedures for
addition and
subtraction of
integers and
decimals of any
size, including a
mixture of large
and small
numbers with
differing numbers
of decimal places.
-Use standard
column
procedures for
multiplication of
decimals
involving threedigit and twodigit numbers.
-Understand
where to position
the decimal point
for the answer.
-Check a result by
considering
whether it is of
the right order of
magnitude and by
working the
problem
backwards; Use
inverses to check
results.
-Use standard
column
procedures for
division of
decimals.
-Understand
where to position
the decimal point
by considering
equivalent
calculations.
-Check a result by
considering
whether it is of
mathematical and
non-mathematical
language
TenQQ
(Starter &
plenaries)
Kangaroo
worksheets
25
mental
calculations.
-Use
partitioning to
simplify
mental
calculations.
Week 3
Transfor
mations
-Transform 2-D shapes
by rotation, reflection
and translation, on paper
and using ICT
-Try out mathematical
representations of
simple combinations of
these transformations
-Find a shape with ‘x’
lines of symmetry and ‘y’
order of rotational
symmetry
-Does a rectangle have
four lines of symmetry?
Support:
-Understand
and use the
language and
notation
associated
with
reflections.
-Recognise
and visualise
the reflection
of a 2-D
shape in given
mirror lines.
-Understand
and use the
language and
notation
associated
with rotations.
-Recognise
and visualise
the rotation of
a 2-D shape
about a given
point.
-Recognise
and explore
reflection
symmetry.
-Recognise
and explore
rotation
symmetry.
-Understand
and use the
language and
notation
associated
with
translations.
-Recognise
and visualise
the translation
the right order of
magnitude and by
working the
problem
backwards.
-Use inverses to
check results.
-Consolidate and
extend mental
methods of
calculation.
-Use factors to
simplify mental
calculations.
-Use doubling and
halving strategies.
Extension:
-Transform 2-D
shapes by simple
combinations of
rotations,
reflections and
translations on
paper and using
ICT.
- Identify all the
symmetries of 2D shapes.
Kangaroo
Assessment (level
ladders) stage 3/4
 Transforming
shapes
 Transformation
s
-Keywords are
used and spelt
correctly.
-Writing the
meaning for the
keywords
-Exploring
mathematical
concepts
-Describing
visualisations of
shapes,
movements and
constructions
-Discussing
which
mathematical
equipment and
materials to use
-Writing short and
extended
Reflect, mirror
line, object,
image, equivalent
point,
perpendicular
bisector, rotation,
angle of rotation,
centre of rotation,
clockwise,
anticlockwise,
symmetrical, line
of symmetry,
reflection
symmetry, order
of rotation,
symmetry,
transformation,
translation,
NRICH
http://nrich.maths.o
rg/5461/index
http://nrich.maths.o
rg/5459
http://nrich.maths.o
rg/5461/index
Collins Maths
Frameworking:
Pupil Books
2.1Support
2.2Core
2.3Extension
-Level Up Texts
3-5
4-6
5-7
Mathswatch
Worksheets
10 ticks
TenQQ
(Starter &
plenaries)
responses
Kangaroo
worksheets
26
of a 2-D
shape.
-Transform 2D shapes
using repeated
reflections,
rotations and
translations,
on paper and
using ICT.
Week 4
Enlarge
ments
and
Scale
Factors
-Understand and use the
language and notation
associated with
enlargement; enlarge 2D shapes, given a centre
of enlargement and a
positive integer scale
factor; explore
enlargement using ICT
What effect does
enlargement have on
angles?
-Why are plugs in sinks
circular? What shape to
babies learn to put in
shape-sorters first? Why?
-What are the key pieces
of information needed to
complete the following:
- a rotation;
- a reflection;
- a translation;
- an enlargement.
-Where do you think the
enlargement will be?
-What is wrong with this
enlargement?
-What does the centre of
enlargement mean?
-What is the scale factor
of this enlargement?
-When enlarging on a
coordinate grid: What
connections are there
between the coordinates
of corresponding vertices?
Support:
Extension:
Understand
and use the
language and
notation
associated
with
enlargement.
Enlarge 2-D
shapes, given a
centre of
enlargement
and a positive
whole-number
scale factor.
-Understand and
use the language
and notation
associated with
enlargement;
enlarge 2-D
shapes, given a
centre of
enlargement and a
positive wholenumber scale
factor.
-Identify the scale
factor of an
enlargement as
the ratio of the
lengths of any
two
corresponding
line segments;
recognise that
enlargements
preserve angle but
not length.
-Within the
context of
enlargement
consolidate
understanding of
the relationship
between ratio and
proportion;
-Reduce a ratio to
its simplest form,
including a ratio
expressed in
different units,
recognising links
with fraction
notation.
-Understand the
implications of
enlargement for
perimeter.
-Know that if two
2-D shapes are
congruent,
corresponding
Kangaroo
Assessment (level
ladders) stage 3/4
 Transforming
shapes
 Transformation
s
-Keywords are
used and spelt
correctly.
-Writing the
meaning for the
keywords
-Exploring
mathematical
concepts
-Describing
visualisations of
shapes,
movements and
constructions
-Discussing
which
mathematical
equipment and
materials to use
-Writing short and
extended
enlargement,
scale factor,
centre of
enlargement,
similar, ratio,
simplest form,
proportion,
congruent.
NRICH
http://nrich.maths.o
rg/5461/index
http://nrich.maths.o
rg/5459
http://nrich.maths.o
rg/5461/index
Collins Maths
Frameworking:
Pupil Books
2.1Support
2.2Core
2.3Extension
-Level Up Texts
3-5
4-6
5-7
Mathswatch
Worksheets
10 ticks
TenQQ
(Starter &
plenaries)
responses
Kangaroo
worksheets
27
sides and angles
are equal.
-Know that
translations,
rotations and
reflections
preserve length
and angle and
map objects on to
congruent images.
Week 5
and 6
Equations
and
Formulae
-Construct and solve
linear equations with
integer coefficients
(unknown on either or
both sides, without and
with brackets) using
appropriate methods
(e.g. inverse operations,
transforming both sides
in same way)
-Use graphs and set up
equations to solve
simple problems
involving direct
proportion
-Use formulae from
mathematics and other
subjects; substitute
integers into simple
formulae, including
examples that lead to an
equation to solve;
-substitute positive
integers into expressions
involving small powers
e.g. 3x2 + 4 or 2x3;
derive simple formulae
-Model incorrect solutions
to equation solving: What
is wrong with this?
-Give me six equations
with the same solution?
How do you work this
out?
-If x3 + 2x = 30, give me
two numbers x is between
-How can you decide
which is closest? How
long would you continue
this process?
-Can an equation have
more than one solution?
-Can an equation have no
solutions?
-Why does the point of
intersection show the
solution to a pair of
simultaneous equations?
Link graphical and
algebraic representations.
Support:
-Derive
simple
algebraic
expressions.
-Solve linear
equations
with integer
coefficients
(unknown on
one side
only).
-Simplify
expressions
by collecting
like terms. Solve linear
equations of
the forms x/a
= b and ax/b =
c, where a, b
and c are
positive
integers.
-Explore ways
of
constructing
simple
equations to
express
relationships.
-Use formulae
from
mathematics
and other
subjects.
-Substitute
positive
integers into
simple
formulae and
find an
unknown
subject.
-Derive
algebraic
expressions
and formulae.
Extension:
-Construct and
solve linear
equations with
integer
coefficients (with
and without
brackets, negative
signs anywhere in
the equations,
positive or
negative
solutions).
-Solve equations
involving a
divisor both
numerical and
algebraic.
-Understand and
use inverse
operations in
terms of
recognising a+i =
c is the same as
a= c – b.
-Write different
equivalent
statements for
real-life problems.
-Explore general
algebraic
relationships for
real-life problems.
-Rearrange
formula by
making different
unknowns the
subject of the
equation.
-Explore the
meaning of and
substitute
numbers into
formulae.
-In simple cases
find an unknown
where it is not the
subject of the
formula.
Kangaroo
Assessment (level
ladders) stage 1-5
Equations,
formulae,
identities
 Simultaneous
linear
equations
 Inequalities in
one variable
-explaining
calculation
strategies and
talking about
methods for the
solution of
problems
-reasoning in
working towards
a solution and
justifying results
-comparing
different
mathematical
processes for their
efficiency and
effectiveness
-talking about
mathematical
expressions using
mathematical and
non-mathematical
language
Expression, term,
like terms,
simplify, expand,
brackets,
substitution,
equation, equal,
solve, inverse
operations,
balance, formula,
substitute,
unknown, Index
notation, squared,
power, cubed,
collecting,
simplified,
indices, analyse,
factorise,
formulae.
NRICH
 Arithmago
ns
 Negatively
Triangular



Mind
Reading
Think of
Two
Numbers
Number
Tricks
Collins Maths
Frameworking:
Pupil Books
2.1Support
2.2Core
2.3Extension
-Level Up Texts
3-5
4-6
5-7
Mathswatch
Worksheets
10 ticks
TenQQ
(Starter &
plenaries)
Kangaroo
worksheets
28
Term 3A
Week 1
and 2
Processi
ng and
Represen
ting Data
-Collect data using a
suitable method (e.g.
observation, controlled
experiment, data logging
using ICT)
-Calculate statistics for
sets of discrete and
continuous data,
including with a
calculator and
spreadsheet; recognise
when it is appropriate to
use the range, mean,
median and mode and,
for grouped data, the
modal class
-Construct graphical
representations, on
paper and using ICT,
and identify which are
most useful in the
context of the problem.
Include:
• pie charts for
categorical data
• bar charts and
frequency diagrams for
discrete
and continuous
data
• simple line
graphs for time series
• simple scatter
graphs
• stem-and-leaf
diagrams
What is an appropriate
graph / chart for this?
Why?
-Can the mean = median
= mode?
-What do the scales
mean?
-Are scatter diagrams
appropriate for these
data?
-What does the graph tell
you?
-Why would you choose
to use ICT here?
-Why is this graph
misleading?
-Does this piece of data fit
the trend. If not, can you
think of a reason why it
doesn’t?
-Give examples of
discrete / continuous /
primary / secondary data
-Give an example of a
survey for which your
class would make a fair
sample
-Substitute
values into
formulae and
solve the
resulting
equations.
-Derive algebraic
expressions and
formulae.
-Check by
substituting in
particular values.
-In simple cases
change the subject
of a formula.
-Collect the
data using a
suitable
method such
as observation,
controlled
experiment
using ICT, or
questionnaire.
-Construct, on
paper and
using ICT,
graphs and
diagrams to
represent data,
including barline graphs
and pie charts.
-Draw and
interpret line
graphs.
-Construct, on
paper and
using ICT, pie
charts for
categorical
data.
-Construct
graphs and
diagrams
(including
compound bar
charts) to
represent data
and identify
key features.
-Identify
which
diagrams are
most useful
-Calculate
statistics from
data, using
ICT as
appropriate.
-Find the
mode, median
and range of a
small set of
discrete data.
-Collect data
using a suitable
method, such as
observation,
controlled
experiment or
questionnaire.
-Construct, on
paper and using
ICT:
-Pie charts for
categorical data.
-Bar charts and
frequency
diagrams for
discrete data.
-Frequency
diagrams for
continuous data.
Communicate
orally and on
paper the results
of a statistical
enquiry and the
methods used,
using ICT as
appropriate.
-Recognise when
it is appropriate to
use the range,
mean, median &
mode.
-Construct and
use stem-and-leaf
diagrams.
-Calculate a mean
using an assumed
mean.
-Calculate
statistics from a
frequency table.
-Construct on
paper & using
ICT scatter
graphs.
-Have a basic
understanding of
correlation.
-Construct
diagrams &
graphs.
Kangaroo
Assessment (level
ladders) stage 5
Processing,
representing and
interpreting data
 Working with
grouped data
 Comparing
distributions
Kangaroo
Assessment (level
ladders) stage 4
Selecting and
constructing
graphs and charts
Kangaroo
Assessment (level
ladders) stage 3
 Averages
Graphs and
diagrams
Kangaroo
Assessment (level
ladders) stage 2
 Frequency
diagrams and
line graphs
 Mode and
range
29
-Read text from a
variety of sources,
including:
Instructions
Questions
Explanations
Tables
Diagrams
Graphs and
Charts
Data
-Discussing and
interpreting data
and drawing
conclusions
-Writing short and
Two-way table,
mode, frequency,
median, mean,
range, event,
frequency table,
distribution,
statistics, class
interval, modal
class, modal
group, stem-and
leaf, scatter graph,
assumed mean,
compound barchart, pie chart,
trend, discrete,
continuous,
primary source,
secondary source.
NRICH
 Searching for
(Mean)ing
 Litov's Mean
Value Theorem
 M, M and M
Collins Maths
Frameworking:
Pupil Books
2.1Support
2.2Core
2.3Extension
-Level Up Texts
3-5
4-6
5-7
Mathswatch
Worksheets
10 ticks
extended
responses
-Presenting their
findings to an
audience
TenQQ
(Starter &
plenaries)
Kangaroo
worksheets
Week 3
and 4
Number
Operatio
ns and
Calculati
on
Methods
Week 4
and 5
Factors,
Multiples
-Strengthen and extend
mental methods of
calculation, working
with decimals, fractions,
percentages, squares and
square roots, cubes and
cube roots; solve
problems mentally
-Make and justify
estimates and
approximations of
calculations
-Carry out more difficult
calculations effectively
and efficiently using the
function keys for sign
change, powers, roots
and fractions; use
brackets and the
memory
-Enter numbers and
interpret the display in
different contexts
(extend to negative
numbers, fractions,
time)
-Select from a range of
checking methods,
including estimating in
context and using
inverse operations
-Rehearse recognition of
primes.
- How can you check if
your answer makes sense?
[Last digits / estimating]
-Can division ever make a
number larger?
-Can multiplication ever
make a number smaller?
- -Show me an amount
and a percentage increase
that gives the answer £33
-What is the
same/different about:
 17/100 × 37 = 629/100
= 6.29
 0.17 × 37 = 6.29
 1% of 37 = 0.37 so
17% of 37 = 0.37 × 17
= 6.29
-What do the factors of
the numbers in this
problem tell me about the
situation?
-Calculate the
mean for a
small set of
discrete data.
-Calculate
statistics,
using ICT as
appropriate.
-Calculate the
mean from a
frequency
table.
-Group data
into equal
class intervals;
Find the modal
class of
grouped data.
-Calculate
statistics for
small sets of
discrete data.
-Make and
justify
estimates and
approximation
s of
calculations
-Check a result
by considering
whether it is of
the right order
of magnitude.
-Understand
square, square
roots, cube and
cube roots
using a
calculator.
Support:
-Recognise
and use
multiples.
-Make and justify
estimates and
approximations of
calculations
-Know that a
positive integer
has two square
roots, one positive
and one negative.
-Find square roots
by factorising,
e.g. √196 = √ (4 x
49) = 2 x 7 = 14
-Use factors to
calculate, e.g. √
576 = √
(3x3x8x8)
-Find an upper
and lower bound
for a cube root.
-Use rounding to
approximate and
judge whether the
answer is the right
order of
magnitude.
-Use a calculator
to estimate cube
roots
-Interpret the
display on a
calculator
Use trial and
improvement to
solve problems.
Extension:
-Find the prime
factor
decomposition of
Kangaroo
Assessment (level
ladders) stage 1-5
 Mental
calculatio
ns
Kangaroo
Assessment (level
ladders) stage 3
 Known
facts,
place
value and
order of
operation
s
 Equivalen
ce
between
fractions
Kangaroo
Assessment (level
ladders) stage 4
 Percentage
increases and
decreases
-explaining
calculation
strategies and
talking about
methods for the
solution of
problems
-reasoning in
working towards
a solution and
justifying results
-comparing
different
mathematical
processes for their
efficiency and
effectiveness
-talking about
mathematical
expressions using
mathematical and
non-mathematical
language
http://www.slides
hare.net/stanhope
kris/multiplesand-factorsquestions
-Exploring
mathematical
concepts
-Solve worded
problems
30
square number,
cube, square root,
cube root, inverse,
calculation,
powers,
NRICH
 The Remainders
Game
 Countdown
 Remainders
 Number Daisy
Got It
 The Greedy
Algorithm
 Thousands and
Millions
 Keep it Simple
 Egyptian
Fractions
 Cinema Problem
Kangaroo
Assessment (level
ladders) stage 2
 Mental methods
Multiplication facts
Collins Maths
Frameworking:
Pupil Books
2.1Support
2.2Core
2.3Extension
-Level Up Texts
3-5
4-6
5-7
Mathswatch
Worksheets
10 ticks
TenQQ
(Starter &
plenaries)
Kangaroo
worksheets
prime number,
factor,
factorisation,
prime factor,
highest common
NRICH
http://nrich.maths.o
rg/public/search.ph
p?search=factors%
Collins Maths
Frameworking:
Pupil Books
2.1Support
2.2Core
and
Primes
Week 1
and 2
3D
Shapes
Week 3
and 4
Construc
tion and
Loci
-Find a prime factor
decomposition of a
number.
-Use factors to simplify
calculations.
-Rehearse recognition of
multiples, and lowest
common
multiple
(LCM)
-Rehearse recognition of
factors and highest
common factor (HCF)
-Use prime factors to
find the LCM and HCF
of a set of numbers.
-Visualise 3-D shapes
from their nets; use
geometric properties of
cuboids and shapes
made from cuboids;
- use simple plans and
elevations
- Identify all the
symmetries of 2-D
shapes
-Make scale drawings
-Find the midpoint of
the line segment AB,
given the coordinates of
points A and B
-Use straight edge and
compasses to construct:
- What do the multiples of
the numbers in this
problem tell me about the
situation?
- Will breaking the
numbers into factors help
me solve this problem? If
so, how?
- Will listing the multiples
of the numbers in this
problem help me to solve
this problem? If so, how?
-Show me a net of a i)
cube ii) cuboid iii) prism
iv) pyramid
-True/Never/Sometimes:
3-D shapes have more
than one net
-Convince me that:
 a cube has at least five
different nets
 a cuboid has at least
five different nets
a triangular prism has at
least two different nets
-Given 2 elevations (or 1
elevation and a plan) of a
3-D shape, what could the
shape be?
-Show me:
 a solid with a plan
that is square.
 a solid with front and
side elevations that
are all triangles.
 a solid with front and
side elevations that
are all triangles and a
square plan
-Show me an estimate of
an angle.
-Show how you can
construct an angle of 30 /
45 / 75 with just a
-Find the
lowest
common
multiple of
two numbers.
-Find all the
pairs of factors
of a number.
-Find the
highest
common factor
of two
numbers.
-Recognise
prime numbers
up to 100.
a number (e.g.
6
3
8000 = 2 x 5 )
-Rehearse
recognition and
use of multiples,
common multiple,
lowest common
multiple.
-Rehearse
recognition and
use of factors
(divisors),
common factor,
HCF.
-Use prime
factors to find the
HCF and LCM of
a set of numbers.
-Use prime factor
decomposition to
find the LCM of
denominators of
fractions in order
to add or subtract
them.
NRICH
involving HCF
http://nrich.maths. and LCM.
org/public/search.
php?search=factor
s%2C+multiples
%2C+primes
Support
-Use 2-D
representation
s to visualise
3-D shapes
and deduce
some of their
properties.
-Draw 2-D
representation
s of 3-D
shapes
-Use ruler and
protractor to
construct
simple nets of
cuboids.
-Use ruler and
protractor to
construct
simple nets of
3-D shapes,
for example
regular
tetrahedron,
square-based
Extension
-Analyse 3-D
shapes through 2D projections,
including plans
and elevations
-Visualise and use
2-D
representations of
3-D objects.
Including use of
isometric paper.
-Identify
reflection
symmetry in 3-D
shapes.
Kangaroo
Assessment (level
ladders) stage 2
 Making models
and drawing
shapes
Kangaroo
Assessment (level
ladders) stage 4
2D
representations of
3D shapes
NRICH
 Cuboids
Support:
-Use a ruler
and protractor
to construct a
triangle given
two sides and
the included
angle
Extension:
-Use and interpret
maps and scale
drawings.
-Given the
coordinates of
points A and B,
find the mid-point
factor, lowest
common multiple,
2C+multiples%2C+ 2.3Extension
primes
-Level Up Texts
3-5
4-6
5-7
Mathswatch
Worksheets
10 ticks
TenQQ
(Starter &
plenaries)
Kangaroo
worksheets
-Keywords are
used and spelt
correctly.
-Writing the
meaning for the
keywords
-Describing
visualisations of
shapes,
movements and
constructions
-Discussing
which
mathematical
equipment and
materials to use
Isometric, plan
view, front
elevation, side
elevation, draw,
sides, angles,
included angle,
included side,
sketch,
coordinates grid,
mean, face, edge,
cube, cuboid,
tetrahedron,
prism, pyramid,
isometric, net,
volume, crosssection, 2- D, 3D, plane of
symmetry.
NRICH
 Square It
 Cut Nets
 Egyptian Rope
Where Are They?
 Nine Colours
Collins Maths
Frameworking:
Pupil Books
2.1Support
2.2Core
2.3Extension
-Level Up Texts
3-5
4-6
5-7
Mathswatch
Worksheets
10 ticks
TenQQ
(Starter &
plenaries)
Kangaroo
Assessment (level
ladders) stage 1-5
 Construction,
loci
Kangaroo
Assessment (level
ladders) stage 2
31
-Describing
visualisations of
movements and
constructions
-Discussing
which
mathematical
construct, sketch,
SSS, scale
drawing, ratio,
scale, coordinates,
mid-point, line
segment,
bearings,
clockwise,
NRICH
 Stringy Quads
 Making Cuboids
 Rollin’ Rollin’
Rollin’
Kangaroo
worksheets
Collins Maths
Frameworking:
Pupil Books
2.1Support
2.2Core
2.3Extension
-Level Up Texts
Week 5
and 6
Interpret
ing Data
• the midpoint and
perpendicular bisector
of a line segment
• the bisector of an angle
• the perpendicular from
a point to a line
• the perpendicular from
a point on a line
• a triangle, given three
sides (SSS)
-Use ICT to explore
these constructions
-Find simple loci, both
by reasoning and by
using ICT, to produce
shapes and paths, e.g. an
equilateral triangle
-Use bearings to specify
direction
straight edge and
compasses.
-What regular polygons
can you construct just
using straight edge and
compasses?
-Show me an example of:
 A point equidistant
from these two points,
and another and
another ….
 A point a metre from
this line, and another,
and another…
 A point a metre from
this point, and
another,…
 The locus of the path
traced out by the
centres of circles
which have two given
lines as tangents
-Identify and
draw parallel
and
perpendicular
lines.
Recognise
vertically
opposite
angles.
-Know the
sum of angles
at a point, on a
straight line
and in a
triangle, and
recognise
vertically
opposite
angles.
-Identify and
use angle,
side and
symmetry
properties of
triangles
-Use a ruler
and protractor
to construct a
triangle given
two sides and
the included
angle (SAS)
or two angles
and the
included side
(ASA).
-Use a straight
edge and
compasses to
construct a
triangle, given
three sides
(SSS).
-Find
coordinates of
points
determined by
geometric
information.
-Given the
coordinates of
points A and
B, find the
mid-point of
the line
segment AB.
of the line
segment AB.
-Use straight edge
and compasses to
construct:
-the mid-point
and perpendicular
bisector of a line
segment; the
bisector of an
angle.
-Use straight edge
and compasses to
construct; the
perpendicular
from a point to a
line, the
perpendicular
from a point on a
line.
-Use straight edge
and compasses to
construct a
triangle, given
right angle,
hypotenuse and
side (RHS)
-Use bearings to
specify direction.
-Find simple loci,
both by reasoning
and by
construction
methods to solve
problems on
paper.
-Use loci and
construction
methods to solve
problems on
paper.
-Use ICT to
explore
constructions.
 Measuring and
drawing angles
Kangaroo
Assessment (level
ladders) stage 4
 Standard
constructions
Kangaroo
Assessment (level
ladders) stage 5
 Locus
-Interpret tables, graphs
and diagrams for
discrete and continuous
data, relating summary
statistics and findings to
- What does average
mean?
- Why do we have more
than one way of working
out an average?
-Interpret
tables, graphs
and diagrams.
-Compare two
distributions
-Interpret
diagrams &
graphs and draw
inferences to
support or cast
Kangaroo
Assessment (level
ladders) stage
2/3/4
equipment and
materials to use
- Solve worded
problems
involving
Construction and
Loci
anticlockwise,
locus, path,
equidistant,
perpendicular
bisector, bisector,
vertex, vertices,
angle bisector,
3-5
4-6
5-7
Mathswatch
Worksheets
10 ticks
TenQQ
(Starter &
plenaries)
Kangaroo
worksheets
32
-Read text from a
variety of sources,
including:
Instructions
Questions
Discrete,
continuous, class,
modal class,
distribution,
Collins Maths
Frameworking:
Pupil Books
2.1Support
2.2Core
the questions being
explored
-Compare two
distributions using the
range and one or more
of the mode, median and
mean
-Write about and discuss
the results of a statistical
enquiry using ICT as
appropriate; justify the
methods used
- Can the average be
bigger than the largest
number?
- Can an average be the
same as the largest
number?
- How can we represent a
group of numbers, with a
single number?
- Any possibilities using
Averages
- Give examples of
discrete / continuous /
primary / secondary data
- What do these words
mean: hypothesis,
discrete, continuous,
sample?
- What is an appropriate
graph / chart for this?
Why?
- What do the scales
mean?
- Is it more efficient to use
ICT here?
- What does the graph tell
you?
- What is wrong with this
graph/chart?
- Why is this graph
misleading?
- Does this piece of data
fit the trend? If not, can
you think of a reason why
it doesn’t?
using the
range and one
or more of the
mode, median
and mean.
doubt on initial
conjectures.
-Discuss how data
relate to a
problem; identify
possible sources,
including primary
& secondary
sources. Gather
data from
specified
secondary
sources, including
printed tables and
lists from ICTbased sources.

Processin
g,
representi
ng and
interpreti
ng data
 Frequenc
y
diagrams
and line
graphs
Mode and range
 Averages
Graphs and
diagrams
 Working with
grouped data
 Comparing
distributions
Explanations
Tables
Diagrams
Graphs and
Charts
Data
range, time series,
conversion
graphs, primary
source, secondary
source, sample
size, data
collection sheet,
-Discussing and
interpreting data
interpret, cyclic,
and drawing
pie chart, bar
conclusions
chart, bar-line
-Writing short and
graph, line graph,
extended
horizontal,
vertical,
responses
proportion,
-Presenting their
compound bar
findings to an
chart, statistics,
distribution,
audience
mean, median,
mode, frequency
diagram, analyse,
raw data.
Investiga
tion
Please identify the common, moderated assessment opportunity for this unit in the space below:
…………………………………………………………………………………………………...................................................................................................................................................
33
2.3Extension
-Level Up Texts
3-5
4-6
5-7
Mathswatch
Worksheets
10 ticks
TenQQ
(Starter &
plenaries)
Kangaroo
worksheets