MATHS DEPARTMENT
YEAR 9
SCHEME OF WORK
SETS 2&3: IMPACT 3B
SEPT 2004
3B PLAN
AUTUMN TERM – FIRST HALF
Topic 1
Positive & Negative Numbers
Topic 2
Angles & Bearings
Topic 3
Working with Algebra
Topic 4
Averages
Topic 5
Place Value + Number
3B Ch. 1
3B Ch. 2
3B Ch. 3
3B Ch. 4
Additional Unit + 3B Ch. 6
TEST 1
AUTUMN TERM – SECOND HALF
Topic 6
Graphs
Topic 7
Formulae & Equations
Topic 8
Using a Calculator
Topic 9
Fractions & Ratio
Topic 10
Problem Solving
3B Ch. 5
3B Ch. 9
Additional Unit
3B Ch. 10
Additional Unit
TEST 2
SPRING TERM – FIRST HALF
Topic 11
Geometrical Reasoning
Topic 12
Proportional Reasoning
Topic 13
Decimals
Topic 14
Number Patterns
Additional Unit
Additional Unit
3B Ch. 13
3B Ch. 12
TEST 3
SPRING TERM – SECOND HALF
Topic 15
Handling Data + unit
Topic 16
Perimeter, Area & Volume
Topic 17
Percentages
3B Ch. 8 + Additional Unit
3B Ch. 15
3B Ch. 14
TEST 4
SUMMER TERM – FIRST HALF
Topic 18
Probability
Topic 19
Transformations
Topic 20
Revision for SATs
3B Ch. 11
3B Ch. 7
CGP Packs & Past Papers
SAT’s WEEK
SUMMER TERM – SECOND HALF
Start KS4 Intermediate Tier Scheme of Work immediately after SATs have taken
place.
AUTUMN TERM A
Topic: Positive & Negative Numbers
TOPIC 1
NC Level:
4
NC Programme of Study:
Ref2a: Use previous understanding of integers and place value to deal with large positive
numbers and round them to a given power of 10.
Ref3a: Add and subtract integers.
Learning Objectives:
 Order positive and negative numbers
 Use a horizontal number line
 Add, subtract, multiply and divide positive and negative numbers
Key Vocabulary:
ORDER POSITIVE NEGATIVE NUMBER LINE MINUS SIGN
Impact Reference:
Other references:
Book 3B – ch.1
V5 – ch5 V8 – ch3
Mental & Oral Starters:
3B folder: pg. 4-6
101 Starters: pg. 19-23
Discussion opportunities:
Pair / Group Work:
Discuss where negative numbers occur in real
Research which countries have the lowest
life
temperatures
ICT Links:
C4 Video “Walking Backwards”
Spiritual/Moral/Citizenship Links:
Positive qualities can balance out the negative
Investigation:
See above
Time:
3-4 lessons
AUTUMN TERM A
Topic:
Angles & Bearings
TOPIC 2
NC Level:
5-7
NC Programme of Study:
Ref2abc: Recall and use properties of angles at a point, on a straight line, perpendicular lines and opposite
angles at a vertex. Distinguish between acute, obtuse, reflex and right angles; estimate the size in degrees.
Use parallel line rules; understand properties of parallelograms and proof that the angle sum of a triangle is
180; understand proof that the exterior angle of a triangle is equal to the sum of the interior angles at the
other 2 vertices.
Ref3d: Recognise that enlargements preserve angle but not length; identify the scale factor of an
enlargement as the ratio of the lengths of any corresponding line segments and apply this to triangles.
Ref4bej: Understand angle measure using the associated language. Use straight edge and compasses to do
standard constructions. Find loci, both by reasoning and by using ICT to produce shapes and paths.
Learning Objectives:











Solve problems using properties of angles, of parallel and intersecting lines
Justify inferences and explain reasoning with diagrams and text
Understand the proof that:
- the sum of the angles of a triangle is 180 and of a quadrilateral is 360
- the exterior angle of a triangle is equal to the sum of the 2 interior opposite angles
Explain how to find, calculate and use:
- the sums of the interior & exterior angles of quadrilaterals, pentagons and hexagons
- the interior and exterior angles of regular polygons
Solve geometrical problems using side and angle properties of equilateral, isosceles and right-angled
triangles and special quadrilaterals, explaining reasoning with diagrams and text
Use straight edge and compasses to construct and then use ICT to explore these constructions:
- 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
Construct a triangle given 3 sides (SSS)
Make simple scale drawings
Distinguish between conventions, definitions and properties
Give directions as three figure bearings
Draw loci – the paths of points
Key Vocabulary:
ANGLE
PARALLEL
ALTERNATE
SCALE DRAWING
LOCUS
LOCI
CORRESPONDING
CONSTRUCTION
BEARINGS
Other references: Booster L8
Impact Reference:
Book 3B – ch.2
V5 – ch17, 19, 21 V6 – ch12-14
Mental & Oral Starters:
3B folder: pg. 24-28
101 Starters: pg. 73,74,80,82,83
Discussion opportunities:
Pair / Group Work:
Discuss angle rules, types of angles
Proof work
ICT Links:
LOGO
Spiritual/Moral/Citizenship Links:
Everything has its own rules to follow – we need to be consistent
Investigation:
Derive angle rules
Time:
6-7 lessons
AUTUMN TERM A
Topic: Working with Algebra
TOPIC 3
NC Level:
5&6
NC Programme of Study:
Ref5bc:Understand that the transformation of algebraic expressions obeys and generalises the
rules of arithmetic; simplify or transform algebraic expressions by collecting like terms and by
expanding the product of 2 linear expressions; distinguish in meaning between the words
‘equation’ ‘formula’ ‘identity’ ‘expression’. Use index notation for simple integer powers and
simple instances of index laws; substitute positive and negative numbers into expressions.
Learning Objectives:
 Simplify or transform linear expressions by collecting like terms; multiplying terms; multiply
a single term over a bracket
 Simplify or transform algebraic expressions by taking out single-term common factors
 Use index notation for integer powers and simple instances of the index laws
 Expand and simplify double brackets
Key Vocabulary:
COLLECT
SIMPLIFY
LIKE TERMS BRACKETS
EXPRESSION FACTORISE
POWERS
LINEAR
Other references: Booster L6
Impact Reference:
Book 3B – ch.3
V5 – ch9 V6 – ch7 V8 – ch6
Mental & Oral Starters:
3B folder: pg. 48-51
101 Starters: pg. 62-71
Discussion opportunities:
Pair / Group Work:
What do the variables represent?
Algebraic ‘stories’
ICT Links:
EXCEL can be used to substitute different values into different expressions.
Spiritual/Moral/Citizenship Links:
Variables can be used to represent real life objects or situations.
Each letter can take many different values; symbolises different numbers – in life things change,
objects symbolise significant meanings.
Investigation:
What happens as the variables change?
Time:
5 lessons
AUTUMN TERM A
Topic:
Averages
TOPIC 4
NC Level:
4-6
NC Programme of Study:
Ref4ab: Draw and produce pie charts for categorical data and diagrams for continuous data,
including line graphs for time series, scatter graphs, frequency diagrams and stem-and-leaf
diagrams. Calculate mean, range and median of small data sets with discrete then continuous data;
identify the modal class for grouped data.
Learning Objectives:
 Calculate statistics, including with a calculator
 Recognise when it is appropriate to use the range, mean, median and mode
 Find summary values that represent the raw data, and select the statistics most appropriate to
the problem
 Find the mean and median from a frequency table
 Construct stem-and-leaf diagrams and use to find the median
Key Vocabulary:
MEAN
MEDIAN
MODE
RANGE
FREQUENCY TABLE
STEM-AND-LEAF DIAGRAM
Other references: Booster L14
Impact Reference:
Book 3B – ch.4
V7 – ch19
Mental & Oral Starters:
3B folder: pg.68-69
101 Starters: pg. 96
Discussion opportunities:
Pair / Group Work:
What do the results mean?
Collect class data
ICT Links:
EXCEL, data can be taken from the internet
Spiritual/Moral/Citizenship Links:
Data to be analysed should be taken from current issues
Investigation:
There is much scope here – try to keep it relevant to the students
Time:
5 lessons
AUTUMN TERM A
Topic:
Place Value
TOPIC 5
NC Level:
5&6
Learning Objectives:
 Understand and use decimal notation and place value
 Multiply and divide integers and decimals by 10, 100, 1000
 Explain the effects of the above multiplication and division
 Extend knowledge of integer powers of 10
 Multiply and divide integers and decimals by 0.1, 0.01 etc.
Additional Notes:
Booster lesson 1 should be covered as a stand-alone lesson here
Key Vocabulary:
PLACE VALUE
TENTHS
HUNDREDTHS
THOUSANDTHS
EQUIVALENT
POWER INDEX
MULTIPLY
DIVIDE
Impact Reference:
Other references:
This links closely to ch.6
Booster lesson 1
Mental & Oral Starters:
101 Starters: pg.
SEE LESSON PLAN 1 FOR DETAILED INFORMATION
Time:
1 lesson
AUTUMN TERM B
Topic:
Graphs
TOPIC 6
NC Level:
5-7
NC Programme of Study:
Ref6efgh: Use the conventions for co-ordinates in the plane; plot points in all 4 quadrants;
recognise that equations of the form y=mx+c correspond to straight line graphs; plot graphs of
functions in which y is given explicitly in terms of x. Construct linear functions arising from real
life problems and plot their corresponding graphs; discuss and interpret graphs arising from real
situations. Generate points and plot graphs of simple quadratic and cubic functions. Find the
gradient of lines given by equations of the form y=mx+c; investigate the gradients of parallel
lines and lines perpendicular to these lines.
Ref4c (shape): Understand and use compound measures including speed and density.
Learning Objectives:
 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
 Given values for m and c, find the gradient of lines given of the form y=mx+c
 Construct functions arising from real-life problems and plot their corresponding graphs
 Interpret graphs arising from real situations, including distance-time graphs
 Generate points and plot graphs of linear functions where y is given in terms of x
– e.g. ay + bx = 0, y + bx + c = 0
 Plot curves of quadratic functions
Key Vocabulary:
COORDINATE
QUADRANT
STRAIGHT LINE GRAPH
INTERCEPT
GRADIENT
EQUATION
CURVE
QUADRATIC
Impact Reference:
Other references:
Book 3B – ch.5
V5 – ch11 V6 – ch8-9 V7 – ch9-10 V8 – ch7 & 9
Mental & Oral Starters:
3B folder: pg. 86-88
101 Starters: pg. 72
Discussion opportunities:
Pair / Group Work:
Discuss the relationship between m and c in the Investigate the significance of m and c in
equation y=mx+c
y=mx+c
ICT Links:
Autograph, Omnigraph, graphical calculators.
Outware: “Carpark” (Outware)
Spiritual/Moral/Citizenship Links:
Use graphs from current issues
Investigation:
See above
Time:
8 lessons
AUTUMN TERM B
Topic:
Formulae & Equations
TOPIC 7
NC Level:
6&7
NC Programme of Study:
Ref5defij: Understand that the transformation of algebraic expressions obeys and generalises the
rules of arithmetic; simplify or transform algebraic expressions by collecting like terms and by
expanding the product of 2 linear expressions; distinguish in meaning between the words
‘equation’ ‘formula’ ‘identity’ ‘expression’. Set up simple equations; solve simple equations by
using inverse operations or by transforming both sides in the same way. Solve linear equations
with integer coefficients in which the unknown appear on either side or on both sides of the
equation; solve linear equations that require prior simplification of brackets. Use formulae from
maths and other subjects; substitute numbers into formulae; derive a formula and change its
subject. Solve simple linear inequalities in one variable and represent the solution on a number
line.
Learning Objectives:
 Know the meanings of the words ‘formula’ and ‘function’
 Construct and solve linear equations with integer coefficients (unknown on either or both
sides) using appropriate methods
 Use systematic trial and improvement methods and ICT tools to find approximate solutions of
equations such as x3 + x = 20
 Use formulae from maths and other subjects
 Substitute numbers into expressions and formulae
 Understand and use inequalities with integer values
 Solve inequalities using inverse methods
Key Vocabulary:
SUBSTITUTE
WORD FORMULAE
LINEAR EQUATION
INEQUALITY
TRIAL AND IMPROVEMENT
Other references: Booster L13
Impact Reference:
Book 3B – ch. 9
V5 – ch9-10 V6 – ch7 V7 – ch7 V8 – ch6 & 8
Mental & Oral Starters:
3B folder: pg. 212-215
101 Starters: pg. 62-71
Discussion opportunities:
Pair / Group Work:
Think of a situation that can be represented by
Trial and improvement – estimate first and see
a given formula
who is closer
ICT Links:
EXCEL for trial and improvement
C4 Video “Orders please”
Spiritual/Moral/Citizenship Links:
Real life situations can be represented by formulae.
Investigation:
What happens as the variables change?
Time:
7-8 lessons
AUTUMN TERM B
Topic:
TOPIC 8
Using a Calculator
NC Level:
Learning Objectives:
 Make and justify estimates and approximations of calculations
 Use a calculator efficiently and appropriately to perform complex calculations with numbers
of any size
 Use sign change keys and function keys for powers, roots, brackets and memory
Additional Notes:
This should be used as a stand-alone lesson
Key Vocabulary:
ESTIMATE SIGNIFICANT
CUBE
FRACTION
Impact Reference:
UNITS
DIGIT
BRACKETS
Other references:
Booster lesson 4
SQUARE
SQUARE ROOT
Mental & Oral Starters:
101 Starters: pg.
SEE LESSON PLAN 4 FOR DETAILED INFORMATION
Time:
1 lesson
AUTUMN TERM B
Topic:
Fractions & Ratio
TOPIC 9
NC Level:
6&7
NC Programme of Study:
Ref2cfg: Use fraction notation; understand equivalent fractions, simplifying a fraction by
cancelling all common factors; order fractions by rewriting then with a common denominator.
Use ratio notation, including reduction to its simplest form and its various links to fraction
notation. Recognise where fractions are needed to compare proportions.
Ref3cdln: : Calculate a given fraction of a given quantity, expressing the answer as a fraction;
express a given number as a fraction of another; add and subtract fractions by writing them with a
common denominator; perform short division to convert a simple fraction to a decimal.
Understand and use unit fractions as multiplicative inverses; multiply and divide a given fraction
by an integer, by a unit fraction and by a general fraction. Use efficient methods to calculate with
fractions, including cancelling common factors before carrying out the calculation. Solve word
problems including using informal strategies and the unitary method of solution.
Learning Objectives:
 Add and subtract fractions by writing them with a common denominator
 Calculate fractions of quantities
 Multiply and divide an integer by a fraction
 Use efficient methods to add, subtract, multiply and divide fractions, interpreting division as a
multiplicative inverse
 Cancel common factors before multiplying or dividing
 Reduce a ratio to its simplest form, including a ratio expressed in different units
 Divide a quantity into 2 or more parts in a given ratio
 Use the unitary method to solve simple word problems involving ratio and direct proportion
 Use proportional reasoning to solve a problem, choosing the correct number to take as 100%
or as a whole
 Interpret and use ratio in a range of contexts, including solving word problems
Key Vocabulary:
MIXED NUMBER
IMPROPER
SIMPLIFY CANCEL
RATIO PROPORTION
SCALE
LOWEST TERM
Other references: Booster L5 & 15
Impact Reference:
Book 3B – ch. 10
V5 – ch2-3 V6 – ch2 & 4 V8 – ch1
Mental & Oral Starters:
3B folder: pg. 234-238
101 Starters: pg. 36-38
Discussion opportunities:
Pair / Group Work:
Relationship between fractions and ratio
Convert recipes
Where are ratios used in life?
ICT Links:
C4 Video “Scaling the Heights”
Spiritual/Moral/Citizenship Links:
We are all made up of different ‘parts’ – e.g. creative, logical, academic, sporty – our ratios are all
different
Investigation:
What happens to the ratio as the quantities change and vice versa?
Time:
8 lessons
AUTUMN TERM B
Topic:
Problem Solving
TOPIC 10
NC Level:
Learning Objectives:
 Identify the necessary information to solve a problem
 Solve more complex problems by breaking them down into smaller tasks/steps
 Interpret the numbers on a calculator display in different contexts
 Carry out more difficult calculations effectively and efficiently
 Solve problems and investigate in a range of contexts
 Explain and justify methods and conclusions
 Identify exceptional cases or counter-examples
Additional Notes: Booster lessons 12 and 16 should be used as a stand-alone Problem Solving
unit
Key Vocabulary:
EXPLAIN REASONS JUSTIFY
Impact Reference:
Other references:
Booster lesson 12 & 16
Mental & Oral Starters:
SEE LESSON PLAN 12 & 16 FOR DETAILED INFORMATION
Time:
2 lessons
SPRING TERM A
Topic:
TOPIC 11
Geometrical Reasoning Unit
Learning Objectives:
 Distinguish between conventions, definitions and derived properties
 Distinguish between practical demonstration and proof; know underlying assumptions,
recognising their importance and limitations, and the effect of varying them.
 Explain how to find, calculate and use:
- the sums of the interior and exterior angles of quadrilaterals, pentagons and
hexagons
- the interior and exterior angles of regular polygons
 Solve problems using properties of angles, parallel and intersecting lines, and triangles and
other polygons, justifying inferences and explaining reasoning with diagrams and text.
 Visualise and use 2D representation so of 3D objects; analyse 3D shapes through 2D
projections, including plans and elevations
 Transform 2D shapes by combinations of translations and rotations
 Know that translations and rotations preserve length and angle and map objects on to
congruent images
 Present a concise, reasoned argument, using symbols, diagrams and related explanatory text
 Give reasons for choice of presentation, explaining selected features and showing insight into
the problem’s structure
 Suggest extensions to problems, conjecture and generalise
 Identify exceptional cases or counter examples, explaining why
 Justify generalisations, arguments or solutions
 Pose extra constraints and investigate whether particular cases can be generalised further.
Additional Notes: Should be used as a stand-alone unit.
Key Vocabulary:
CONVENTION DEFINITION JUSTIFY DEDUCE GENERALISE PROVE
VERTICALLY OPPOSITE ALTERNATE CORRESPONDING INTERIOR
EXTERIOR SUPPLEMENTARY PLAN ELEVATION PROJECTION
Impact Reference:
Other references:
Ch.2
Year 9 Geometrical Reasoning mini-pack
SEE MINI-PACK FOR FURTHER GUIDANCE
Time:
6-7 lessons
PROOF
SPRING TERM A
Topic:
TOPIC 12
Proportional Reasoning Unit
Learning Objectives:
 Understand the effects of multiplying and dividing numbers between 0 and 1
 Use the laws of arithmetic and inverse operation
 Recognise and use reciprocals
 Enter numbers into a calculator and interpret the display in context
 Recognise when fractions or percentages are needed to compare proportions
 Solve problems involving percentage changes
 Use proportional reasoning to solve a problem, choosing the correct numbers to take as 100%
or as a whole
 Understand and use proportionality and calculate the result of any proportional change using
multiplicative methods
 Understand the implications of enlargement for area and volume
 Compare 2 ratios
 Interpret and use ratio in a range of contexts, including solving word problems
 Enlarge 2D shapes; recognise the similarity of the resulting shapes; identify the scale factor of
an enlargement as the ratio of the lengths of any 2 corresponding line segments; recognise that
enlargements preserve angle but not length
 Solve increasingly demanding problems and evaluate solutions
 Explore connections in maths across a range of contexts
 Represent problems and synthesise information in algebraic, geometric or graphical form
 Suggest extensions to problems, conjecture and generalise
 Identify exceptional cases or counter-examples, explaining why
 Justify generalisations, arguments or solutions
 Pose extra constraints and investigate whether particular cases can be generalised further
Additional Notes: Should be used as a stand-alone unit. Can relate back to topic 9
Key Vocabulary:
SCALE MULTIPLIER INVERSE OPERATION RECIPROCAL RATIO
PROPORTION RATE UNITARY ENLARGE CENTRE SIMILAR
Impact Reference:
Other references:
Ch.10
Year 9 Proportional Reasoning mini-pack
SEE MINI-PACK FOR FURTHER GUIDANCE
Time:
9 lessons
SPRING TERM A
Topic:
Decimals
TOPIC 13
NC Level:
4-7
NC Programme of Study:
Ref2d: Use decimal notation and recognise that each terminating decimal is a fraction.
Ref3achijk:Add, subtract, multiply and divide integers and then any number; multiply a number
by a number between 0 and 1. Perform short division to convert a simple fraction to a decimal.
Round to the nearest integer and to 1 sig fig; estimate answers to problems involving decimals.
Add and subtract mentally numbers with up to 2 decimal places; multiply and divide numbers
with no more than 1 decimal digit. Use standard column procedures and understand where to
position the decimal point.
Learning Objectives:
 Recall known facts, including fraction to decimal conversions
 Extend mental methods of calculation, working with decimals, fractions, percentages, factors,
powers and roots
 Make and justify estimates and approximations of calculations
 Round positive numbers and decimals to the nearest whole number and to 1 or 2 decimal
places
 Multiply and divide integers and decimals by 0.1, 0.01
 Use rounding to make estimates
 Know that a recurring decimal is an exact fraction
 Use standard column procedures to add and subtract 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 and division of integers and decimals,
including decimals such as 0.6 and 0.06
 Multiply and divide by decimals, dividing by transforming to division by an integer
 Understand where to position the decimal point by considering equivalent calculations
Key Vocabulary:
ORDER PLACE VALUE
CONVERT
EQUIVALENT
ROUND
DECIMAL PLACE
SIGNIFICANT FIGURE
ESTIMATE
Impact Reference:
Other references:
Book 3B – ch. 13
V6 – ch2 V7 – ch2
Mental & Oral Starters:
3B folder: pg. 292-295
101 Starters: pg. 46,52.53
Discussion opportunities:
Pair / Group Work:
Discuss methods
Why do we round numbers?
ICT Links:
Spiritual/Moral/Citizenship Links:
Significance – the numbers after the decimal point are equally as important as the numbers before
the point – we are all equally significant
Investigation:
When do we use decimals/rounding in real life?
Time:
6-8 lessons
SPRING TERM A
Topic:
Number Patterns
TOPIC 14
NC Level:
5&6
NC Programme of Study:
Ref6ab: Generate common integer sequences. Find the first terms of a sequence given a rule
arising naturally from a context; find the rule for the nth term of a sequence. Generate terms of a
sequence using term-to-term and position-to-term definitions of the sequence; use linear
expressions to describe the nth term of an arithmetic sequence, justifying its form by referring to
the activity or context from which it was generated.
Learning Objectives:
 Generate and describe integer sequences
 Generate terms of a sequence using term-to-term and position-to-term definitions of the
sequence, on paper and using ICT
 Generate sequences from practical contexts and write an expression to describe the nth term
of an arithmetic sequence
 Use differencing to find the general rule
 Find the inverse of a linear function
Key Vocabulary:
NUMBER MACHINES
SEQUENCES
nth TERM
DIFFERENCE
GENERAL RULE
Other references: Booster L7
Impact Reference:
Book 3B – ch.12
V5 – ch8 V6 – ch6 V7 – ch5
Mental & Oral Starters:
3B folder: pg. 274-275
Discussion opportunities:
Pair / Group Work:
The rules for the next value
Create sequences and rules
ICT Links:
EXCEL
Spiritual/Moral/Citizenship Links:
Patterns / sequences that occur in nature. The terms follow the same rule – like the rules we all
have to follow in school/life
Investigation:
Sequences that occur in real life
Time:
4-5 lessons
SPRING TERM B
Topic:
Handling Data
TOPIC 15
NC Level:
5-7
NC Programme of Study:
Ref3a: Design and use data collection sheets for grouped discrete and continuous data; collect
data using various methods including observation, controlled experiment, data logging,
questionnaires and surveys.
Ref4a: Draw and produce using paper and ICT, pie charts for categorical data and diagrams for
continuous data including scatter graphs, frequency diagrams and stem-and-leaf diagrams.
Ref5g:Use lines of best fit
Learning Objectives:
 Decide which data to collect to answer a questions, and the degree of accuracy needed
 Design a survey or experiment to capture the necessary data from one or more sources
 Determine the sample size and degree of accuracy needed
 Collect data using a suitable method, such as observation, controlled experiment, including
data logging using ICT, or questionnaire
 Construct on paper and using ICT:
- pie charts for categorical data
- bar charts and frequency diagrams for discrete data
 Identify which are most useful in the context of the problem
 Interpret tables, graphs and diagrams for discreet data and draw inferences that relate to the
problem being discussed
 Select, construct and modify, on paper and using ICT, suitable graphical representation to
progress an enquiry including line graphs for time series
 Identify key features present in the data
 Interpret graphs and diagrams and draw inferences to support or cast doubt on initial
conjectures
 Have a basic understanding of correlation
Key Vocabulary:
QUESTIONNAIRE
TALLY
BAR CHART PICTOGRAM
PIE CHART
SCATTER DIAGRAM
LINE OF BETS FIT
HISTOGRAM FREQUENCY POLYGON
Other references: Booster L14
Impact Reference:
Book 3B – ch. 8
V5 – ch24-26 V6 – ch18-19 V7 – ch18-20 V8 – ch17
Mental & Oral Starters:
3B folder: pg. 170-173
101 Starters: pg. 98
Discussion opportunities:
Pair / Group Work:
It is very important to discuss which method of Collect information and select how best to
presentation is most appropriate and to compare present it.
different sets of results. INFERENCES
ICT Links:
EXCEL, Autograph (Statistics)
Spiritual/Moral/Citizenship Links:
Use data from current issues – draw inferences
Investigation:
There is plenty of scope here
Time:
7-8 lessons
ADDITIONAL UNIT
Topic:
Handling Data
NC Level:
Learning Objectives:
 Find the mode, median, mean and range
 Interpret graphs, diagrams and tables for discrete and continuous data
 Draw inferences that relate to the problem being discussed
 Relate summarised data to the questions being explored
 Compare two distributions using the range and one or more of the mode, median and mean
Additional Notes:
This should be used alongside chapter 9
Key Vocabulary:
MODE
MEDIAN
MEAN RANGE COMPARE
SLIGHTLY
SIGNIFICANTLY
Impact Reference:
Other references:
This links closely to ch.8
Booster lesson 14
Mental & Oral Starters:
GREATER
LESS
SEE LESSON PLAN 14 FOR DETAILED INFORMATION
Time:
1 lesson
SPRING TERM B
TOPIC 16
Topic: Perimeter, Area & Volume
NC Level:
4-7
NC Programme of Study:
Ref4fgh: Find areas of rectangles, recalling the formula, understanding the connection to counting
squares and how it extends this approach; recall and use the formulae for the area of a
parallelogram and a triangle; find the surface area and perimeter of simple shapes. Find volumes
of cuboids; calculate volumes of right prisms and of shapes made from cubes and cuboids. Find
circumferences of circles and areas enclosed by circles, recalling relevant formulae.
Learning Objectives:
 Use units of measurement to calculate, estimate, measure and solve problems in a variety of
contexts
 Deduce and use formulae for the area of a triangle, parallelogram and trapezium
 Calculate areas of compound shapes made from rectangles and triangles
 Know and use the formulae for the circumference and area of a circle
 Know and use the formula for the volume of a cuboid
 Calculate volumes and surface areas of cuboids and shapes made from cuboids
 Calculate the surface area and volume of right prisms
Key Vocabulary:
PERIMETER AREA
VOLUME
LENGTH WIDTH HEIGHT
PERPENDICULAR
COMPOSITE CIRCUMFERENCE
Other references: Booster L9 & 10
Impact Reference:
Book 3B – ch. 15
V6 – ch11 V7 – ch15
Mental & Oral Starters:
3B folder: pg. 322-325
101 Starters: pg.94,95
Discussion opportunities:
Pair / Group Work:
Estimations
Derive formulae for circle/surface areas
ICT Links:
Spiritual/Moral/Citizenship Links:
Areas that occur in real life
Investigation:
The Fencing Problem
Time:
6-7
lessons
SPRING TERM B
Topic:
Percentages
TOPIC 17
NC Level:
5&6
NC Programme of Study:
Ref3em: Convert simple fractions of a whole to percentages of the whole and vice versa, then
understand the multiplicative nature of percentages as operators. Solve simple percentage
problems, including increase and decrease.
Learning Objectives:
 Interpret percentage as the operator ‘so many hundredths of’
 Express one given number as a percentage of another
 Recognise when fractions or percentages are needed to compare proportions
 Solve problems involving percentage change – inc. profit, loss, VAT, hire purchase, simple
interest
 Converting between fractions, decimals and percentages
Key Vocabulary:
CONVERT
AMOUNT
INCREASE
DECREASE
COMPARE
PROFIT
LOSS
TAX
CREDIT SIMPLE INTEREST
Other references: Booster L2 & 3
Impact Reference:
Book 3B – ch. 14
V5 – ch2 V6 – ch3
Mental & Oral Starters:
3B folder: pg. 308-311
101 Starters: pg. 38,54
Discussion opportunities:
Pair / Group Work:
Conversions between fractions, decimals,
Investigate interest rates – bank accounts
percentages.
ICT Links:
C4 Video “Not all there”
Spiritual/Moral/Citizenship Links:
Tax, interest rates, the Budget
Investigation:
As above
Time:
6-7 lessons
SUMMER TERM A
Topic:
Probability
TOPIC 18
NC Level:
5-7
NC Programme of Study:
Ref4def: Understand and use the probability scale. Understand and use estimates or measures of
probability from theoretical models, including equally likely outcomes, or from relative
frequency. List all outcomes for single events and for 2 successive events in a systematic way.
Identify different mutually exclusive outcomes and know that the sum of the probabilities of these
outcomes is 1.
Ref5i: Compare experimental data and theoretical probabilities.
Learning Objectives:
 Use the vocabulary of probability in interpreting results involving uncertainty and prediction
 Know that is the probability of an event occurring is p, then the probability of it not occurring
is 1-p
 Find and record all possible mutually exclusive outcomes for combined events using diagrams
and tables
 Identify all 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
 Estimate probabilities from experimental data
 Understand that if an experiment is repeated, there may be, and usually will be, different
outcomes
 Compare experimental and theoretical probabilities in a range of contexts
Key Vocabulary:
EXPERIMENTAL THEORETICAL
EXPECTED NUMBER
POSSIBILITY SPACE
EVENT
Other references: Booster L11
Impact Reference:
Book 3B – ch. 11
V5 – ch28-29 V6 – ch20 V7 – ch22-23 V8 – ch19
Mental & Oral Starters:
3B folder: pg. 254-256
101 Starters: pg. 99-101
Discussion opportunities:
Pair / Group Work:
Discuss the probability of real life events
Experimental probability
occurring
ICT Links:
Random number generators
Spiritual/Moral/Citizenship Links:
Probability of real life events; gambling; the lottery
Investigation:
Experimental probability of class data
Time:
5-6 lessons
SUMMER TERM A
Topic:
Transformations
TOPIC 19
NC Level:
4-7
NC Programme of Study:
Ref2dk: Use angle properties of triangles; understand congruence, recognising when 2 triangles
are congruent. Use 2D representation of 3D shapes and analyse 3D shapes through 2D projections
and cross-sections, including plan and elevation.
Ref3abc: Understand that rotation are specified by a centre and an angle; use right angles,
fractions of turn or degrees to measure the angle of rotation; understand that reflections are
specified by a mirror line, translations by a distance and direction, and enlargements by a centre
and positive scale factor. Recognise and visualise rotations, reflections and translations;
recognise that these transformations preserve length and angle.
Learning Objectives:
 Understand congruence
 Transform 2D shapes by combinations of translations, rotations and reflections, on paper and
using ICT
 Know that translations, rotations and reflections preserve length and angle and map objects on
to congruent images
 Understand and use the language and notation associated with enlargement
 Enlarge 2D shapes given a centre of enlargement and a whole number scale factor, on paper
and using ICT
 Identify the scale factor of an enlargement as the ratio of the lengths of any 2 corresponding
line segments
 Use and interpret maps and scale drawings
Key Vocabulary:
REFLECTION ROTATION TRANSLATION
ENLARGEMENT
CONGRUENCE
TESSELLATION PLAN
ELEVATION
Impact Reference:
Other references:
Book 3B – ch. 7
V6 – ch16 V7 – ch16
Mental & Oral Starters:
3B folder: pg. 132-135
101 Starters: pg. 87-89
Discussion opportunities:
Pair / Group Work:
Identify the transformations that have taken
place
ICT Links:
LOGO. OHT’s are very useful here. “Carpark” (Outware)
Spiritual/Moral/Citizenship Links:
People can be transformed or reformed
Investigation:
Does the order of transformations matter?
Time:
7-8 lessons
 Time should now be spent revising for the SATs exams – use past papers and
CGP packs.
 After the SATs, the KS4 Intermediate Tier Scheme of Work should be started.