SOW Year 7 {Support, Core, Higher}
Date
24th Jun –
23rd Jul 2013
24th Jul –
6th Sept 2013
9th Sept 2013
16th Sept
Module
Topic & student activity
Teacher activity & Examples
No Year 7 lessons
Year 7 start in September 2013
Key skills
development/
prerequisites/
assessment/tests
Homework
1 x written &
1 x mymaths
Other Resources
Set ground rules &
expectations.
Have a seating plan.
Homework =1 x 30mins
each week
Give out mymaths
login details & a
short demo on
how it works
SBS to get Roofs task
printed.
SBS to get the Entry
Test printed for
everyone.
SUMMER HOLIDAYS
Y7
Induction
Week
Induction Task: Roofs (1st 2
lessons)
All students : sit the Entry Test
100 questions (3rd lesson)
Roof task - 2 lessons
1.1
S: Whole number arithmetic
p7-17
C: Whole number arithmetic
p1-13

Use place value to
write whole
numbers in words
or figures

Add , subtract and
multiply with whole
numbers
Support:





H: Whole number arithmetic
p1

Use place value of
digits in whole
numbers

Add , subtract and
multiply with whole
numbers

Divide a whole
number by a single
digit number
16th Sept
Target Levels: 3 – 6
1.2
S: mental strategies p20, 8183
C: Short division p13

Divide a whole
number by another
whole number

Solved mixed
problems involving
remainders
Mr Vahora_Rooks Heath College
Entry test: 1 hour test
Staff to mark asap and keep a record of marks gained. Casual entrants to also sit test as and
when they arrive. Spares will be provided.
Skip p14-15 on negative numbers
Number bonds to 100. E.g. I say 43 you say ___?
450 +  = 760
Use the 6, 9, 7 and 8 x tables to work out number facts
E.g. If 9x7 = 63 then 7x9 =___? 63÷9 =___? 63÷ __ = 9
Core:






Higher:


write 453 in words
write 3 hundred and 5 in figures
Find 1 less than 200, 2000, 20000 etc.
371
583
52
743
567
-147
x7
x 6
+462
What is 153 increased by 61
Find the difference between 65 & 450
write four and a half million in figures
work out 2365 + half a million
4 – operations with whole
numbers (integers)
Place value Th H T U
Misconception: what’s
wrong with this?
E.g. 1643 + 5 written as:
Expose children to key
vocabulary :
Add, sum, total, plus, more
than, increase by,
Subtract, minus, take
away, less than, decrease
by,
Support:

4x1
4 x 10
4 x 100

Multiplication and division facts for 6, 9, 7 & 8 x-tables
Multiply by 1, 10 and 100
Core:
Misconception: 12 ÷ 3 is
the same as 3 ÷ 12.



If 9x7 = 63 then 7x9 =? and 63÷9 =? and 63÷7=?
Share 267 cakes between 5 people
How many teams of 5 can you make with 113 players
Explain means 4÷5 on a
calculator.
All pupils to learn 6-10
x-table using hands –
demo shown during
dept. meeting.
23rd Sept
30th Sept
7th Oct
1.3
1.4
1.5
H: Long multiplication &
division 1 p13

Multiply by a two or
three digit number

Divide by a two digit
number

Solve mixed
problems
S: multiplication & division
p22-23
C: Long multiplication &
division 1 p19

Multiply by a two or
three digit number

Divide by a two digit
number

Solve mixed
problems
H: Decimals p18

Use place value
with decimals

Add and subtract
decimal numbers

Multiply and divide
decimal numbers
Higher:


Higher:



Arrange from smallest to largest 0.007, 0.07, 0.071, 0.00710
1.362 + 0.29 and 0.3 + 0.05 + 0.006 – 0.03 – 0.005
work out: 3.25 x 7 and 0.4 x 0.5 and 0.22 + 0.012
S: Calculator skills p21,230
C: Using a calculator p23

the order of
operations(+, - , x, /)

using a calculator
with simple
expressions

using the ‘bracket’
keys on the
calculator
H: Using a calculator p34

the order of
operations(+, - , x, /)

using a calculator
with simple
expressions

using the ‘bracket’
and memory keys
on the calculator
Support:






5 – 8 = - 3 learn to recognise a negative umber output
£31.20 ÷ 12
£3.12 x 5 = 15.6 students to interpret this as £15.60
Plants cost £2.50, how many can be bought with £14?
√
√
7 x (4.81 + 6.3)
S: number sequences 1 p2,3
C: Sequences p30

Find the next term
in a sequence

Find and use a rule
Support:

Write the next three numbers and the rule in each case

2, 4, 6, 8, __ , __ , and 20, 16, 12, __, __ , __ ,

Sequences with negative numbers 4, 2, 0, __ , __ , __ ,
Mr Vahora_Rooks Heath College
46 x 24
2485 ÷ 7 and 1035 ÷ 23
Support:

Multiply 3 by 9

There are 6 eggs in a box. There are 7 boxes, how many eggs are there?

A bus has 42 seats, how many people can travel on 7 buses?
Core:





Demo 35 x 41 using Gelosia/grid method
How many hours are there in 13 weeks?
Work out 132÷6 using 6│132 method
work out 864 ÷ 36
Each row in a cinema has 28 chairs, how many rows are needed to seat 1000
people?
Working out problems
using a written method.
Encourage children to
‘estimate’ the size of their
answer before they begin
on formal methods.
Define BODMAS or
BIDMAS.
Demo: how to use the
(bracket) keys on a
calculator.
Interpret money e.g. 15.6
on display is £15.60
Core:

Work out: 18 – 3 x 4 and 32 ÷ (9 + 7)

Work out: (3 + 7) ÷ (19 – 3) and 6.35 +
Higher:

5 x (4 – 1)2
√
+ 3.52
Sequences, number
patterns, terms, term-toterm rule,
for a sequence
Solve problems
involving harder
sequences
H: Sequences p45

Find the next term
in a sequence

Find and use a rule
for a sequence

Solve problems
involving harder
sequences
Core:

14th Oct
1.6
S: Perimeter & Area p26
C: Perimeter & Area p38

Find perimeters

Find areas involving
rectangles

Find areas involving
triangles
H: Perimeter & Area p51

Find perimeters

Find areas involving
rectangles

Find areas involving
triangles




Find the next 3 terms:
3, 7, 11, 15, __ , __ , __ , and ½ , 1 , 2, 4 , __ , __ , and
0.9 , 0.7 , 0.5 , __ , __ ,
Write the sequence that starts with 3 using the rule double and add 4

Draw the next diagram ▲▲, ▲▲▲▲, ▲▲▲▲▲▲, how
many squares/triangles are in pattern 31?
Write down the next two numbers in this number sequence 1, 7, 13, 19, 25, __, __
and write down the prime numbers.

Higher:



Support:


Core:


Higher:


21st Oct
2.1
S: Averages & Range p34
C: Averages & Range p56

Find the mean,
median and mode

Find the range

Compare two sets
of data using
averages and range
H: Averages & Range p72

Find the mean,
median and mode
Mr Vahora_Rooks Heath College
The first term is 3, the rule is subtract 0.3 each time
The first term is 3, the rule is write down the next prime
Write down the sum of the 10th row in Pascal’s triangle
Given the length of a rectangle is 8cm and the width is 5cm, what is the perimeter
of the rectangle?
What is the area of the rectangle mentioned above?
A triangle has an area of 90cm2. If the base is 9cm what is the height?
Work out the perimeter and area of shape ABCD below
Find areas of composite shapes
How many panes of glass 35cm by 25cm can be cut from a 1m2 sheet
Support:
Core:

Perimeter, rectangles,
triangles, composite
shapes, length, width,
base, height, parallel,
Shoe sizes of 10 people are: 8, 5, 6, 6, 3, 5, 6, 4, 5, 6. Find the mean, median,
mode and range
Higher:
The mean of 4 numbers is 7, what are the numbers?
Averages, mean, median,
mode, modal, range
Compare sets of data –
compare either one of
mean, median or mode
plus the range



28th Oct
1st Nov 2013
4th Nov
11th Nov
18th Nov
Find the range
Compare two sets
of data using
averages and range
Find averages from
frequency tables
OCTOBER HALF TERM
2.2
2.3
2.4
S: Fractions p48-51
C: Fractions p65

Find equivalent
fractions

Find a fraction of a
number

Add and subtract
fractions
H: Fractions p81

Find equivalent
fractions

Find a fraction of a
number

Add and subtract
fractions (including
mixed numbers)
Support:
S: Fractions & Percentages
p52C: Fractions, Decimals &
Percentages p74

Convert between
fractions, decimals
and percentages
H: Fractions, Decimals &
Percentages p89

Convert between
fractions, decimals
and percentages
Support:
S: Angles
C: Angles


Support:


p73
p82
Label angles
Measure and draw
angles with a
protractor
Estimate angles
Identify acute,
obtuse and reflex
angles
Mr Vahora_Rooks Heath College
Equivalent fractions,
cancelling down, fractions
of amounts, + and –
fractions
Core:


Write down 3 fractions equivalent to

Work out of 40 and
of 40 and
of 70


Higher:

Use mixed numbers

Converting between F, D
and %.
Core:


= dec = %

= dec = %
Higher:

Tarsia recommended – see
BMS
= 0.5 = 50%
Which of these fractions
are greater than 73%?
Angles types: Acute,
Obtuse, Reflex
Core:



Measure this acute angle
Estimate the acute angle between the hands of a clock when it’s 3 o’clock, 4
o’clock and when it’s 2:30
Work out angles ABC and ABD
Know how to label angles
using 3 letters e.g. BÂD.
Know these types of
triangles:

Calculate angles on
a straight line and at
a point

Calculate angles in a
triangle
H: Angles p96

Label angles

Measure and draw
angles with a
protractor

Calculate angles on
a straight line and at
a point

Calculate angles in a
triangle

Calculate angles
with parallel lines

Calculate angles in a
quadrilateral
25th Nov
2nd Dec
2.5
3.1
S: collecting like terms, letter
symbols p65,4,5
C: Rules of Algebra p94

Use letters for
numbers

Collect like terms

Substitute numbers
into a formula

Tackle balance
puzzles
H: Rules of Algebra p109

Use letters for
numbers

Collect like terms

Multiply algebraic
terms

Substitute numbers
into a formula

Tackle balance
puzzles
S: Coordinates p70
C: Coordinates p119

use coordinates
with positive and
negative numbers

solve problems
involving shapes
H: Coordinates p134

use coordinates
Mr Vahora_Rooks Heath College
Angles and parallel lines
Calculating angles in a
quadrilateral
Higher:
D
72º
C
yº
130º
A
E
Diagram NOT
accurately drawn
xº
B
A
62°
x
B
C
D
Support:
Core:



Higher:



Tom has x sweets, write down how many sweets Jane has if she has 3 more than
Tom
Simplify 4m + 3n – 2m + 6m
y = 3x + c find ‘y’ when x = 5 and c = 6
Simplify: 4m x 7n
and
8p x 5q x 4r
Find the largest angle in a triangle if the angles are
{2x, 3x and 5x}
y = mn + m2 find ‘y’ when m = 9 and n = - 4
Support:
Core:
Letters for numbers
Collecting like terms
Substitution
Balancing puzzles
(scale/see-saw type
problems)
Reading coordinates in all
4 – Quadrants
 Write down the co-ordinates of the points P and Q
Completing the
quadrilateral given 3
coordinates/vertices

with positive and
negative numbers
solve problems
involving shapes
 On the co-ordinate grid mark and label the points
G with co-ordinates (0, 3) and H with co-ordinates (5, 4)
 Write down the coordinates of the vertices that would complete a kite (where P&Q
are opposite ends of the kite)
 What would be the coordinates of P and Q if they were reflected in the y-axis (what
about the x-axis)?
Higher:

9th Dec
3.2
3.3
S: multiplication facts,
multiples, short multiplication
p81-83, 86-87,91
C: Long Multiplication &
Division 2 p125

Practise long
multiplication and
long division

Solve word
problems
H: Long Multiplication &
Division 2 p140

Practise long
multiplication and
long division

Solve word
problems
S: Ordering decimals p58-60
C: Decimals 1 p128

Measure shapes
using decimals

Use place values
with decimals

Write numbers in
order of size

Add and subtract
decimal numbers
H: Decimals 2 p142

Add, subtract,
multiply and divide
with decimal
numbers
Mr Vahora_Rooks Heath College
B(7,7), C(4,7) and E(2,3) are the coordinates of a parallelogram, find the fourth
vertex
Support:
Core:



Higher:

Working out remainders
42 x 37 using the Gelosia method
1161 ÷ 27
How many 34p stamps can you buy with £5? How much change is left?
How many 51-seater coaches are needed to take 670 people on a trip?
Support:
Core:




Higher:


Solve word problems
Discuss place value
H T U ● t h th
Use a ruler to measure the length of your pen/pencil/shoe in cm, inches and mm
Write 14 hundredths as a decimal
Arrange from smallest to biggest 0.53, 0.45, 0.51, 5.01, 0.501
5 + 0.37
6.8 – 3.25
0.04 + 9 + 1.7
Start with 1.01 → {x2} → {+0.78} → {÷5} = answer
If 7 jars of jam cost £17, find the cost of 5 jars of jam
4 – operations with
decimals
16th Dec
Catch-up week
20th Dec –
3rd Jan 2014
6th Jan 2014
CHRISTMAS HOLIDAYS
13th Jan
3.4
3.5
S: short & long multiplication
p91-97
C: Multiplication & Division
with decimals p136

Multiply and divide
numbers by 10, 100,
1000

Multiply decimals
by whole numbers

Divide decimals by
whole numbers
H: Multiplication & Division
with decimals p142

Add, subtract,
multiply and divide
with decimal
numbers
Support:
S: Properties of numbers
p1,6,88, 90
C: Properties of numbers
p144

Prime numbers

Factors of numbers

Multiples of
numbers

Square numbers
and cube numbers
H: Properties of numbers
p146

Prime numbers

Factors of numbers

Multiples of
numbers

Square numbers
and cube numbers
Core: Prime Numbers, Factors, Multiples, Square and Cube Numbers
Eg. : Write down the factors of 90.
Write down the first 5 multiples of 13.
Write 108 as a product of its prime factors, using a factor tree.
Core:
Higher:
Use word problems on multiplication and division with decimals:
After buying some crayons for £9.00, Randy has £9.00 left. How much money did Randy have
to begin with?
Julia cut a string 8.46 m long into 6 equal pieces. What is the length of each piece of string?
108 = 2x2x3x3x3
Find HCF and LCM of numbers:
HCF of 18 and 24 is
18 = 1,2,3,6,9,18
24= 1,2,3,4,6,8,12,24
CF= 1,2,3,6
HCF= 6
Find LCM of 10 and 20.
Which square number is between 50 and 70?
Draw a 5 x 5 square and design a pattern which divides it into nine smaller squares.
Higher:
Use product of prime factors to find HCF
Mr Vahora_Rooks Heath College
Extension: Dividing with
decimals. Remember to
remove decimal from
the divisor by dividing
by a power of 10.
The product will have
same number of digits
after the decimal as the
numbers being
multiplied have in total
after the decimal.
20th Jan
3.6
S: Coordinates p126,223
C: Straight-Line Graphs p158

Lines which are
parallel to the axes

Sloping lines

Finding the
equation of a line

Drawing straight
line graphs
H: Straight-Line Graphs p159

Lines which are
parallel to the axes

Sloping lines

Finding the
equation of a line

Drawing straight
line graphs
Prime factors of 24 = 2 x 2 x 2 x 3
Prime factors of 60 = 2 x 2 x 3 x 5
CF = 2 x 2 x 3
HCF = 12
Support:
Core:
{Horizontal line graphs. All y values are equal to 8 on y=8}
{Vertical line graphs. All x values are equal to 4 on x=4}
Relating x and y
A line passes through:
(0,1), (1,2),(2,3),(3,4),(4,5)
For each point y-coordinate is one more than the x-coordinate. The equation of the line is
y = x+1.
Finding points on a line:
The rule or equation of a line is y=x+1.
Points which lie on the line satisfy this rule. So when x=3, y=3+1=4. The point (3,4) is on the
line but (3,5) is not as y=3+1=4 which is not equal to 5.
Drawing Graphs:
The equations of a line is y=3x+3. Copy and complete a list of points on the line:
(0,3),(1,6),(2,_),(3,_),(4,_)
Draw the graph of y =3x+3
Higher:
Mr Vahora_Rooks Heath College
27th Jan
3rd Feb
3.7
3.8
S: Charts p116-121
C: Handling Data p165

Bar charts and barline graphs

Data in groups and
line-graphs

Pie charts

Problems answered
using statistics
H: Handling Data p165

Bar charts and barline graphs

Data in groups and
line-graphs

Pie charts

Problems answered
using statistics
Support:
S: Probability 1 & 2 p44
C: Probability 1 p177

The probability
scale

Experimental
probability

Equally likely
outcomes

Expected
probability
H: Probability 1 p179

The probability
scale

Experimental
probability

Equally likely
outcomes

Expected
probability
Core:
Mr Vahora_Rooks Heath College
Core:
Bar Charts and Bar-line Graphs
Data in groups and line graphs:
Pie Charts
Probability Scale
Experimental Probability
=(No. of trials in which a success occurs)/Total number of trials made
Equally likely Outcomes
Expected Probability = (the no. of ways the event can happen)/(the no. of possible outcomes)
10th Feb
3.9
S: catch-up missed work inc.
homework
C: Applying Mathematics in
Contexts p187

Solving problems in
a variety of real life
situations

Solve a range of
puzzles

Investigate
problems with more
than one solution
H: Applying Mathematics in
Contexts p189

Solving problems in
a variety of real life
situations

Solve a range of
puzzles

Investigate
problems with more
than one solution
Core:
What is the area, in square units, of the polygon?
Which shape is closer to (0,0)?
What remainder do you get if you divide 90 by 7?
A captain sees an iceberg with a height of 80 meters above the water line. Only one-eighth
(1/8) of the iceberg is visible above the water line.
What is the total height, in meters, of the iceberg?
Higher:
4.1
S: measuring lines, angles
p24,138
C: Constructing Triangles
p204

Construct triangles
with a protractor
and a ruler
H: Constructing Triangles
p207

Construct triangles
with a protractor
and a ruler

Construct triangles
with three sides
given
Core:
Below is a triangle which we want to draw accurately.
Click where it says Click here to begin to see how to do this construction.
When you have done each stage on paper, click on the right-hand image again to see the next
step.
You have finished when you see a big tick, but you can continue clicking to see the process
again.
Construct triangles with protractor and ruler
Use the link below to show the steps of construction:
http://www.cimt.plymouth.ac.uk/projects/mepres/book7/bk7i5/bk7_5i5.htm
Higher:
17th – 21st Feb
2014
FEBRUARY HALF TERM
Mr Vahora_Rooks Heath College
24th Feb
24th Feb
3rd Mar
4.2
4.3
Half Term Test on topics done
so far.
S: same as 7Core p206
C: Two dimensional Shapes
p206

Recognise parallel,
perpendicular,
horizontal and
vertical lines

Recognise different
types of triangle

Recognise different
types of
quadrilateral

Recognise different
polygons
H: Two dimensional Shapes
p211

Recognise different
types of
quadrilateral

Recognise different
polygons

Identify symmetry
properties of
quadrilaterals
S: Percentages of numbers
p153
C: Percentages p214

Review the
conversion of
fractions, decimals
and percentages

Learn how to
recognise common
percentages

Learn how to find a
percentage of a
number
H: Percentages p217

Review the
conversion of
fractions, decimals
and percentages

Express one number
as a percentage of
another number

Find a percentage
of a number
Mr Vahora_Rooks Heath College
Core:
Higher:
Support:
Core:
% of a number
1% = 1/100
10% = 1/10
Which is larger? 30% of £40 or 25% of £60.
Which is the odd one out?
10% 0f £90
20% of £40
5% of £160
Work out 29% of £18.
Increase £600 by 8%.
10th Mar
4.4
S:
C: Proportion & Ratio p223

Tackle problems
involving direct
proportion

Express proportions

Deal with ratios
H: Proportion & Ratio p225

Tackle problems
involving proportion

Deal with ratios
Core:
Unitary Method
Simplifying ratios:
3:18
55: 121
24:120
Dividing by a given ratio:
1) Share £236 in the ratio 3:1.
2) Sachin and Ellie have a total of £1200 between them. Sachin has three times as much
money as Ellie. How much money does Sachin have?
Mr Vahora_Rooks Heath College
17th Mar
4.5
S: Negative Numbers p14
C: Negative Numbers p230

Compare negative
numbers

Multiply and divide
negative numbers

Add and subtract
negative numbers
H: Negative Numbers p231

Add and subtract
negative numbers

Multiply and divide
negative numbers
Core:
Compare Negative Numbers:
Write these numbers in order:
2, 5, 9, 10, -3, -2, 5, 0, -1.
Multiply and Divide Negative Numbers:
Add and Subtract Negative Numbers:
Solve
8- -2 =
5+ -2=
3- - 3=
3+ +2 =
Mr Vahora_Rooks Heath College
4.6
S: Using letter symbols,
Equations p162,212
C: More algebra p237

Review substituting
numbers into a
formula

Learn how to solve
equations

Learn how to
multiply out single
brackets
H: More algebra p235

Review section 2
algebra

Solve equations

Multiply out single
brackets
Core:
Substitution:
Y=7(x-4) Find Y when x = 9
M = 10 + 5n + nb Find M when n = 6 and b = 3
Y = 5x + w Find Y when x = 4 and w = -2
Solving Equations:
15a = 90
A – 1/4 = 3/4
7x + 6 = 20
Using equations to solve problems:
Expand (multiply out) single brackets:
9(4x + 2y – 3)
P(P + 4)
Higher:
3x +5 = 2x + 12
Y=7(x-4) Find Y when x = - 9
M = 10 + 5n + nb Find M when n = 6 and b = - 3
Y = 5x + w Find Y when x = - 4 and w = -2
24th Mar
5.1
S: Rotation p173
C: Rotation p256

Rotating shapes

Rotational
symmetry
H: Rotation p255

Rotating shapes

Rotational
symmetry
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Support:
Core:
Rotating Shapes
Rotational Symmetry
31st Mar
5.2
S: Reflective symmetry
p134,170
Support:
C: Line Symmetry p261

Line symmetry

Reflections
Core:
Line Symmetry
H: Line Symmetry p259

Line symmetry

reflections
Reflections
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5.3
S: Translation p137,172
C: Translation p266

translations
Support:
Core:
H: Translation p266

translations
7th – 22nd Apr
EASTER HOLIDAYS
28th Apr
REVISION WEEK: Mixed
Reviews 1-6 pupils attempt
the reviews from 7S, 7C or 7H
REVISION WEEK: Mixed
Reviews 1-6 pupils attempt the
reviews from 7S, 7C or 7H
5th May
th
12 May
END OF YEAR EXAMS
19th May
Go through the End of Year 7
Exams
26th – 30th May
MAY HALF TERM
Mr Vahora_Rooks Heath College
END OF YEAR 7 EXAM WEEK
2014
Jun-Jun 20th
5.4
5.5
5.6
Finish going through the rest of
the book
S: order of operations,
doubling & halving p100,154
C: Number review p270

multiples, factors,
prime numbers,
HCF and LCM

fractions, decimals,
percentages

long multiplication
and division

adding, subtracting,
multiplying and
dividing decimals

finding a ‘fraction
of’ or a ‘percentage
of’ a quantity
H: Number review p269

multiples, factors,
prime numbers,
HCF and LCM

fractions, decimals,
percentages

long multiplication
and division

adding, subtracting,
multiplying and
dividing decimals

finding a ‘fraction
of’ or a ‘percentage
of’ a quantity
Aim to go through as much of the remainder of the textbook as possible.
S: Expected probability p179
C: Probability 2 p279

find the probability
of an event
H: Probability 2 p275

find the probability
of an event
Support:
S:
C: Interpreting graphs p285

read information
from line graphs

draw line graphs in
real life situations
H: Interpreting graphs p283

read information
from line graphs
Support:
Mr Vahora_Rooks Heath College
Support:
Core:
Higher:
Core:
Higher:
Core:
Higher:


5.7
5.8
5.7
6.1
6.2
6.3
draw line graphs in
real life situations
interpret and draw
travel graphs
S:
C: Algebra review p291

algebraic
expressions and
formulas
H: Algebra review
S:
C: Rounding Numbers p293

round numbers

calculate using
estimates
H: Rounding Numbers p290

round numbers

calculate using
estimates
Support:
S: Equations p122
C: More equations p310

review equations
covered in section
4.6
H: More equations p 313

review equations
covered in section
4.6
Support:
S:
C: Sequence rules p 312

find rules for
sequences
H: Sequence rules p315

find rules for
sequences
Support:
S:
C: Metric & Imperial Units
p318

convert metric units

convert between
metric and imperial
units

read scales

change units for
some problems
H: Metric & Imperial Units

convert metric units
Support:
Mr Vahora_Rooks Heath College
Core:
Higher:
Support:
Core:
Higher:
Core:
Higher:
Core:
Higher:
Core:
Higher:



6.4
6.5
16th Jun 2014
rd
Jun 23 2014
convert imperial
units
convert between
metric and imperial
units
change units for
some problems
S:
C: Angles & Constructions p325

review angle work
from unit 2

construct a triangle
with three sides
given

construct bisectors
H: Angles & Constructions
p328

review angle work
from unit 2

construct bisectors
of lines and angles
Support:
S: Three Dimensional shapes
p30
C: Three Dimensional Objects
p331

recognise common
solid objects

count faces, edges
and vertices

make shapes with
nets
H: Three Dimensional Objects
p334

count faces, edges
and vertices

make shapes with
nets
Support:
Core:
Higher:
Core:
Higher:
Summer Term Activities week
CHANGE OF TIMETABLE
Start Year 8 SOW
NOTES FOR THE TEACHER
This is an ‘Active SOW’ which tells the teacher what to teach and when and how best to approach a topic. It is a working document and notes should be made as required on the doc. each week or each lesson. These notes will then be
shared during departmental meetings.
Classwork - Teacher Activity: Page numbers refer to Essential Maths 7S, 7C and 7H Class Texts used with all Year 7 groups. Examples are provided in the boxes in each book to help you direct the lesson.
Mr Vahora_Rooks Heath College
Student Activity: Page numbers refer to Essential Maths 7C Class Text. Chapters in Books 7C and 7H follow the same order and so differentiation is straight forward. However, Book 7S focusses predominantly on level 3-4 work
Explicit Differentiation – Support work (levels 3-4 in book 7S) is in normal type; Core work is in bold type (levels 4-5 in book 7C) and Higher work is in italics (levels 5-6 in book 7H)
Use book 7H to challenge most able (~ top 5 students in a class), use book 7S to support low attainers (~3 in a class) and book 7C for the majority.
Explicit differentiation should now be an integral part of every lesson – ask me if you are unsure what this means.
Mental Arithmetic
Our focus at KS3 will be on Mathematical Proficiency. This means that by the time our children reach Year 9 they should have a strong understanding of basic number, money and measurements. This will in turn help them access the more
demanding aspects of this subject. I propose we use the Schofield & Sims workbooks with every Y7 once a fortnight. Children will be given an Entry Test in September to help us determine the book they should be working at – Book 0
(introductory book) to Book 6 (hard).
Homework - Teachers should alternate homework between 1 x Written and 1 x Online (www.mymaths.co.uk to ease the pressure of marking). Set about 30 minutes of work each week.
Teachers are advised to keep an Electronic homework record – see me if you need help setting this up.
Assessment - All Year 7 pupils will sit for their end of year Exams in May 2014. Students will also be assessed at the end of each term (December and March).
NB: You may find that sometimes you are ahead of the SoW and sometimes a little behind. Your job is to cover as much material as possible but be flexible and try not to rush your class. It is better that your students understand what they
are doing and most importantly enjoy your lessons.
Mr Vahora_Rooks Heath College