Autumn term 37 lessons
Term
Unit
Strand
Sub-section
Year 10
N6.1
Classb
ook
page
1-10
1 Mathematical processes
and applications
1.1 Representing
6-7
N6.1
1-10
1 Mathematical processes
and applications
1.2 Analysing – use
mathematical reasoning
N6.1
1-10
N6.1
1-10
1 Mathematical processes
and applications
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
1.5 Communicating and
reflecting
N6.1
1-10
1.1 Representing
N6.1
1-10
1 Mathematical processes
and applications
1 Mathematical processes
and applications
·
explain the features selected
and justify the choice of
representation in relation to the
context
·
explore the effects of varying
values and look for invariance and
covariance in models and
representations
·
justify generalisations,
arguments or solutions
·
review findings and look for
equivalence to different problems with
similar structure
·
compare and evaluate
representations
·
identify a range of strategies
and appreciate that more than one
approach may be necessary
N6.1
1-10
1 Mathematical processes
and applications
1.5 Communicating and
reflecting
·
use a range of forms to
communicate findings effectively to
different audiences
6-7
N6.1-1
1
2 Number
2.2 Integers, powers and
roots
1.2 Analysing – use
mathematical reasoning
·
n
N6.1-3
6
2 Number
2.7 Calculator methods
N6.1-3
6
2 Number
2.1 Place value, ordering
and rounding
know that
Year 11
n
1
2
=√n and that
NC
level
6-7
6-7
6-7
6-7
6-7
6-7
1
3
equals the cube root of n for any
positive number n
·
know how to enter numbers in
standard index form
·
convert between ordinary and
standard index form representations
6-7
6-7
Term
Unit
Strand
Sub-section
Year 10
N6.1-3
Classb
ook
page
6
2 Number
2.1 Place value, ordering
and rounding
·
express numbers in standard
index form, both in conventional
notation and on a calculator display
6-7
N6.1-3
6
2 Number
2.2 Integers, powers and
roots
6-7
N6.1-3
6
2 Number
2.7 Calculator methods
·
use index notation with negative
and fractional powers, recognising
that the index laws can be applied to
these as well
·
use standard index form,
expressed in conventional notation
and on a calculator display
N6.1-3
6
3 Algebra
3.1 Equations, formulae,
expressions and identities
·
know and use the index laws in
generalised form for multiplication and
division of integer powers
6-7
N6.2
29-49
1 Mathematical processes
and applications
1.1 Representing
6-7
N6.2
29-49
N6.2
29-49
1 Mathematical processes
and applications
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
1.5 Communicating and
reflecting
N6.2
29-49
1.1 Representing
N6.2
29-49
1 Mathematical processes
and applications
1 Mathematical processes
and applications
·
explain the features selected
and justify the choice of
representation in relation to the
context
·
justify generalisations,
arguments or solutions
·
review findings and look for
equivalence to different problems with
similar structure
·
compare and evaluate
representations
·
identify a range of strategies
and appreciate that more than one
approach may be necessary
N6.2
29-49
1 Mathematical processes
and applications
1.5 Communicating and
reflecting
·
use a range of forms to
communicate findings effectively to
different audiences
6-7
1.2 Analysing – use
mathematical reasoning
Year 11
NC
level
6-7
6-7
6-7
6-7
6-7
Term
Unit
Strand
Sub-section
Year 10
N6.2-1
Classb
ook
page
33
2 Number
2.3 Fractions, decimals,
percentages, ratio and
proportion
N6.2-2
33
2 Number
2.4 Number operations
N6.2-2
33
2 Number
2.4 Number operations
N6.2-2
33
2 Number
2.5 Mental calculation
methods
N6.2-2
N6.2-2
33
33
2 Number
2 Number
2.4 Number operations
2.7 Calculator methods
·
understand and apply efficient
methods to add, subtract, multiply and
divide fractions, interpreting division
as a multiplicative inverse
·
know that any number
multiplied by its reciprocal is 1, and
that zero has no reciprocal because
division by zero is not defined
·
understand ‘reciprocal’ as a
multiplicative inverse
·
make and justify estimates and
approximations of calculations by
rounding numbers to one significant
figure and multiplying or dividing
mentally
·
recognise and use reciprocals
·
use an extended range of
function keys, including the reciprocal
and trigonometric functions
N6.2-3
35
2 Number
2.4 Number operations
N6.2-3
35
2 Number
N6.2-4
38
2 Number
2.6 Written calculation
methods
2.3 Fractions, decimals,
percentages, ratio and
proportion
Year 11
6-7
6-7
6-7
6-7
6-7
6-7
·
use a multiplier
raised to a power to
represent and solve
problems involving
repeated proportional
change, e.g.
compound interest
·
multiply by decimals
·
use calculators for reverse
percentage calculations by doing an
appropriate division
NC
level
6-7
6-7
6-7
Term
Unit
Strand
Sub-section
Year 10
N6.2-4
Classb
ook
page
38
Year 11
NC
level
2 Number
2.3 Fractions, decimals,
percentages, ratio and
proportion
·
calculate an original amount
when given the transformed amount
after a percentage change
6-7
N6.2-5
40
4 Geometry and measures
40
4 Geometry and measures
N6.2-6
44
2 Number
2.3 Fractions, decimals,
percentages, ratio and
proportion
A6.1
11-26
A6.1
11-26
A6.1-2
14
1 Mathematical processes
and applications
1 Mathematical processes
and applications
3 Algebra
1.4 Interpreting and
evaluating
1.2 Analysing – use
mathematical reasoning
3.1 Equations, formulae,
expressions and identities
·
solve problems involving
constant or average rates of change
·
understand and use measures
of speed (and other compound
measures such as density or
pressure)
·
understand and use
proportionality and calculate the result
of any proportional change using
multiplicative methods
·
justify generalisations,
arguments or solutions
·
produce simple proofs
6-7
N6.2-5
4.4 Measures and
mensuration
4.4 Measures and
mensuration
6-7
A6.1-3
17
3 Algebra
3.1 Equations, formulae,
expressions and identities
A6.1-3
17
3 Algebra
3.1 Equations, formulae,
expressions and identities
A6.1-4
19
2 Number
2.8 Checking results
·
solve linear equations in one
unknown with integer and fractional
coefficients
·
expand the product of two
linear expressions of the form x ± n
and simplify the corresponding
quadratic expression
·
solve linear equations that
require prior simplification of brackets,
including those with negative signs
anywhere in the equation
·
check results using appropriate
methods
6-7
6-7
6-7
6-7
6-7
6-7
6-7
Term
Unit
Strand
Sub-section
A6.1-4
Classb
ook
page
19
3 Algebra
3.1 Equations, formulae,
expressions and identities
A6.1-5
21
2 Number
2.8 Checking results
A6.1-5
21
3 Algebra
A6.1-5
21
3 Algebra
A6.2
98-116
1 Mathematical processes
and applications
3.1 Equations, formulae,
expressions and identities
3.1 Equations, formulae,
expressions and identities
1.2 Analysing – use
mathematical reasoning
A6.2
98-116
A6.2
98-116
1 Mathematical processes
and applications
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
1.5 Communicating and
reflecting
A6.2
98-116
1.1 Representing
A6.2-1
98
1 Mathematical processes
and applications
3 Algebra
3.2 Sequences, functions
and graphs
Year 10
Year 11
NC
level
·
factorise
quadratic expressions,
including the
difference of two
squares, e.g. x2 − 9 =
(x + 3)(x − 3) cancel
common factors in
rational expressions,
e.g. 2(x + 1)2 (x + 1)
6-7
·
check results using appropriate
methods
·
establish identities such as a2 −
b2 = (a + b)(a − b)
·
square a linear expression
6-7
·
explore the effects of varying
values and look for invariance and
covariance in models and
representations
·
justify generalisations,
arguments or solutions
·
review findings and look for
equivalence to different problems with
similar structure
·
compare and evaluate
representations
·
understand that equations in
the form y = mx + c represent a
straight line and that m is the gradient
and c is the value of the y -intercept
6-7
6-7
6-7
6-7
6-7
6-7
6-7
Term
Unit
Strand
Sub-section
Year 10
A6.2-2
Classb
ook
page
101
3 Algebra
A6.2-3
104
3 Algebra
3.2 Sequences, functions
and graphs
3.2 Sequences, functions
and graphs
A6.2-4
106
3 Algebra
3.1 Equations, formulae,
expressions and identities
A6.2-4
106
3 Algebra
3.1 Equations, formulae,
expressions and identities
A6.2-5
110
3 Algebra
3.1 Equations, formulae,
expressions and identities
A6.2-6
114
3 Algebra
3.1 Equations, formulae,
expressions and identities
A6.2-6
114
3 Algebra
A6.2-6
114
3 Algebra
A6.2-6
114
3 Algebra
G6.1
75-95
G6.1
75-95
1 Mathematical processes
and applications
1 Mathematical processes
and applications
3.1 Equations, formulae,
expressions and identities
3.1 Equations, formulae,
expressions and identities
3.1 Equations, formulae,
expressions and identities
1.4 Interpreting and
evaluating
1.2 Analysing – use
mathematical reasoning
·
plot the graph of the inverse of a
linear function
·
investigate the gradients of
parallel lines and lines perpendicular
to these lines
·
consider cases that have no
solution or an infinite number of
solutions
·
link a graph of an equation or a
pair of equations to the algebraic
solution
·
solve a pair of simultaneous
linear equations by eliminating one
variable
·
change the subject of a
formula, including cases where a
power of the subject appears in the
question or solution, e.g. find r given
that A = πr2
·
represent the solution set on a
number line
·
derive and use more complex
formulae
·
solve linear inequalities in one
variable
·
justify generalisations,
arguments or solutions
·
produce simple proofs
Year 11
NC
level
6-7
6-7
6-7
6-7
6-7
6-7
6-7
6-7
6-7
6-7
6-7
Term
Unit
Strand
Sub-section
Year 10
G6.1
Classb
ook
page
75-95
Year 11
NC
level
1 Mathematical processes
and applications
1.2 Analysing – use
mathematical reasoning
·
identify a range of strategies
and appreciate that more than one
approach may be necessary
6-7
G6.1
75-95
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
6-7
G6.1
75-95
1 Mathematical processes
and applications
1.5 Communicating and
reflecting
G6.1-2
78
4 Geometry and measures
4.1 Geometrical
reasoning
·
make sense of, and judge the
value of, own findings and those
presented by others
·
use a range of forms to
communicate findings effectively to
different audiences
·
distinguish between practical
demonstration and proof in a
geometrical context
G6.1-3
81
4 Geometry and measures
4.3 Construction and loci
6-7
G6.1-4
84
4 Geometry and measures
4.1 Geometrical
reasoning
G6.1-4
84
4 Geometry and measures
4.1 Geometrical
reasoning
·
understand from experience of
constructing them that triangles given
SSS, SAS, ASA or RHS are unique,
but that triangles given SSA or AAA
are not
·
explain why the perpendicular
from the centre to the chord bisects
the chord
·
know that the tangent at any
point on a circle is perpendicular to
the radius at that point
G6.1-5
88
4 Geometry and measures
4.1 Geometrical
reasoning
·
understand from this that any
two circles and any two squares are
mathematically similar while in
general any two rectangles are not
6-7
G6.1-5
88
4 Geometry and measures
4.1 Geometrical
reasoning
·
know that if two 2-D shapes are
similar, corresponding angles are
equal and corresponding sides are in
the same ratio
6-7
6-7
6-7
6-7
6-7
Term
Unit
Classb
ook
page
92
Strand
Sub-section
Year 10
4 Geometry and measures
4.1 Geometrical
reasoning
·
solve multi-step problems using
properties of angles, of parallel lines,
and of triangles and other polygons,
justifying inferences and explaining
reasoning with diagrams and text
6-7
G6.2
119130
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
6-7
G6.2
119130
119130
1 Mathematical processes
and applications
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
1.2 Analysing – use
mathematical reasoning
·
judge the strength of empirical
evidence and distinguish between
evidence and proof
·
justify generalisations,
arguments or solutions
·
identify a range of strategies
and appreciate that more than one
approach may be necessary
G6.2
119130
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
6-7
G6.2-1
119
4 Geometry and measures
4.1 Geometrical
reasoning
G6.2-3
124
2 Number
2.7 Calculator methods
·
make sense of, and judge the
value of, own findings and those
presented by others
·
understand and apply
Pythagoras’ theorem when solving
problems in 2-D and simple problems
in 3-D
·
use an extended range of
function keys, including the reciprocal
and trigonometric functions
G6.2-3
124
4 Geometry and measures
4.1 Geometrical
reasoning
6-7
S6.1
52-74
1 Mathematical processes
and applications
1.1 Representing
·
understand and apply
Pythagoras’ theorem when solving
problems in 2-D and simple problems
in 3-D
·
explain the features selected
and justify the choice of
representation in relation to the
context
G6.1-6
G6.2
Year 11
NC
level
6-7
6-7
6-7
6-7
6-7
Term
Unit
S6.1
Classb
ook
page
52-74
Strand
Sub-section
Year 10
1 Mathematical processes
and applications
1 Mathematical processes
and applications
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
1.1 Representing
·
justify generalisations,
arguments or solutions
·
compare and evaluate
representations
·
use a range of forms to
communicate findings effectively to
different audiences
·
break a task down into an
appropriate series of key statements
(hypotheses), and decide upon the
best methods for testing these
6-7
S6.1
52-74
S6.1
52-74
S6.1-1
52
5 Statistics
5.1 Specifying a
problem, planning and
collecting data
S6.1-1
52
5 Statistics
5.1 Specifying a
problem, planning and
collecting data
·
identify possible sources of bias
and plan how to minimise it
6-7
S6.1-1
52
5 Statistics
5.1 Specifying a
problem, planning and
collecting data
·
independently devise a suitable
plan for a substantial statistical project
and justify the decisions made
6-7
S6.1-2
55
5 Statistics
5.2 Processing and
representing data
6-7
S6.1-3
59
5 Statistics
5.2 Processing and
representing data
S6.1-3
59
5 Statistics
5.2 Processing and
representing data
S6.1-4
62
5 Statistics
5.2 Processing and
representing data
·
use an appropriate range of
statistical methods to explore and
summarise data
·
including estimating and finding
the mean, median, quartiles and
interquartile range for large data sets
(by calculation or using a cumulative
frequency diagram)
·
use an appropriate range of
statistical methods to explore and
summarise data
·
use an appropriate range of
statistical methods to explore and
summarise data
1.5 Communicating and
reflecting
Year 11
NC
level
6-7
6-7
6-7
6-7
6-7
6-7
Spring term 30
lessons
Term
Unit
Strand
Sub-section
Year 10
S6.1-5
Classb
ook
page
64
5 Statistics
5.2 Processing and
representing data
S6.1-6
68
S6.1-6
68
1 Mathematical processes
and applications
5 Statistics
1.2 Analysing – use
mathematical reasoning
5.3 Interpreting and
discussing results
S6.1-6
68
5 Statistics
5.2 Processing and
representing data
S6.1-6
68
5 Statistics
5.2 Processing and
representing data
S6.1-6
68
5 Statistics
5.3 Interpreting and
discussing results
N6.3
178193
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
N6.3
178193
1 Mathematical processes
and applications
1.5 Communicating and
reflecting
N6.3
178193
1 Mathematical processes
and applications
1.1 Representing
·
use an appropriate range of
statistical methods to explore and
summarise data
·
examine and refine arguments,
conclusions and generalisations
·
analyse data to find patterns
and exceptions, and try to explain
anomalies
·
select, construct and modify, on
paper and using ICT, suitable
graphical representation to progress
an enquiry and identify key features
present in the data. Include: –
cumulative frequency tables and
diagrams – box plots – scatter graphs
and lines of best fit (by eye)
·
use an appropriate range of
statistical methods to explore and
summarise data
·
examine critically the results of
a statistical enquiry; justify choice of
statistical representations and relate
summarised data to the questions
being explored
·
judge the strength of empirical
evidence and distinguish between
evidence and proof
·
review findings and look for
equivalence to different problems with
similar structure
·
compare and evaluate
representations
Year 11
NC
level
6-7
6-7
6-7
6-7
6-7
6-7
6-7
6-7
6-7
Term
Unit
Classb
ook
page
178193
Strand
Sub-section
Year 10
1 Mathematical processes
and applications
1.2 Analysing – use
mathematical reasoning
·
identify a range of strategies
and appreciate that more than one
approach may be necessary
6-7
N6.3
178193
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
6-7
N6.3
178193
1 Mathematical processes
and applications
1.5 Communicating and
reflecting
N6.3-1
178
2 Number
2.3 Fractions, decimals,
percentages, ratio and
proportion
N6.3-2
180
2 Number
2.1 Place value, ordering
and rounding
·
make sense of, and judge the
value of, own findings and those
presented by others
·
use a range of forms to
communicate findings effectively to
different audiences
·
distinguish between fractions
with denominators that have only
prime factors 2 or 5 (terminating
decimals), and other fractions
(recurring decimals)
·
use significant figures to
approximate answers when
multiplying or dividing large numbers
N6.3-2
180
2 Number
186
2 Number
A6.3
133152
1 Mathematical processes
and applications
1.2 Analysing – use
mathematical reasoning
A6.3
133152
133152
1 Mathematical processes
and applications
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
1.5 Communicating and
reflecting
133152
1 Mathematical processes
and applications
1.1 Representing
·
round to a given number of
significant figures
·
check results using appropriate
methods
·
explore the effects of varying
values and look for invariance and
covariance in models and
representations
·
justify generalisations,
arguments or solutions
·
review findings and look for
equivalence to different problems with
similar structure
·
compare and evaluate
representations
6-7
N6.3-4
2.1 Place value, ordering
and rounding
2.8 Checking results
N6.3
A6.3
A6.3
Year 11
NC
level
6-7
6-7
6-7
6-7
6-7
6-7
6-7
6-7
Term
Unit
Strand
Sub-section
Year 10
A6.3-1
Classb
ook
page
133
3 Algebra
3.2 Sequences, functions
and graphs
A6.3-3
139
2 Number
2.8 Checking results
A6.3-4
141
2 Number
2.8 Checking results
A6.3-6
145
3 Algebra
3.2 Sequences, functions
and graphs
·
understand that the point of
intersection of two different lines in
the same two variables that
simultaneously describe a real
situation is the solution to the
simultaneous equations represented
by the lines
·
check results using appropriate
methods
·
check results using appropriate
methods
·
deduce properties of the
sequences of triangular and square
numbers from spatial patterns
A6.3-7
148
3 Algebra
3.2 Sequences, functions
and graphs
A6.3-7
148
3 Algebra
G6.3
155175
1 Mathematical processes
and applications
3.2 Sequences, functions
and graphs
1.2 Analysing – use
mathematical reasoning
G6.3
155175
155175
1 Mathematical processes
and applications
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
1.5 Communicating and
reflecting
G6.3
Year 11
6-7
6-7
6-7
6-7
·
find approximate
solutions of a
quadratic equation
from the graph of the
corresponding
quadratic function
·
explore simple properties of
quadratic functions
·
explore the effects of varying
values and look for invariance and
covariance in models and
representations
·
justify generalisations,
arguments or solutions
·
use a range of forms to
communicate findings effectively to
different audiences
NC
level
6-7
6-7
6-7
6-7
6-7
Term
Unit
Strand
Sub-section
Year 10
G6.3-1
Classb
ook
page
155
Year 11
NC
level
4 Geometry and measures
4.1 Geometrical
reasoning
6-7
G6.3-2
157
4 Geometry and measures
4.2 Transformations and
coordinates
G6.3-2
157
4 Geometry and measures
4.2 Transformations and
coordinates
·
understand and apply
Pythagoras’ theorem when solving
problems in 2-D and simple problems
in 3-D
·
calculate the length of AB,
given the coordinates of points A and
B
·
find the points that divide a line
in a given ratio, using the properties
of similar triangles
G6.3-3
160
4 Geometry and measures
160
4 Geometry and measures
G6.3-3
160
4 Geometry and measures
·
recognise the similarity of the
resulting shapes
·
understand and use the effects
of enlargement on perimeter
·
enlarge 2-D shapes using
positive, fractional and negative scale
factors, on paper and using ICT
6-7
G6.3-3
4.2 Transformations and
coordinates
4.2 Transformations and
coordinates
4.2 Transformations and
coordinates
G6.3-4
163
4 Geometry and measures
163
4 Geometry and measures
G6.3-5
166
4 Geometry and measures
·
measure the angle of rotation,
using fractions of a turn or degrees
·
use any point as the centre of
rotation
·
use congruence to show that
translations, rotations and reflections
preserve length and angle
6-7
G6.3-4
4.2 Transformations and
coordinates
4.2 Transformations and
coordinates
4.2 Transformations and
coordinates
G6.3-5
166
4 Geometry and measures
4.2 Transformations and
coordinates
·
transform 2-D shapes by
combinations of translations, rotations
and reflections, on paper and using
ICT
6-7
6-7
6-7
6-7
6-7
6-7
6-7
Term
Unit
Strand
Sub-section
Year 10
G6.3-6
Classb
ook
page
170
4 Geometry and measures
4.3 Construction and loci
6-7
G6.3-7
172
4 Geometry and measures
4.3 Construction and loci
G6.4
218233
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
G6.4
218233
218233
1 Mathematical processes
and applications
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
1.2 Analysing – use
mathematical reasoning
·
find the locus of a point that
moves according to a more complex
rule, both by reasoning and by using
ICT
·
find the locus of a point that
moves according to a more complex
rule, both by reasoning and by using
ICT
·
judge the strength of empirical
evidence and distinguish between
evidence and proof
·
justify generalisations,
arguments or solutions
·
identify a range of strategies
and appreciate that more than one
approach may be necessary
G6.4
218233
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
·
make sense of, and judge the
value of, own findings and those
presented by others
6-7
G6.4-1
218
4 Geometry and measures
4.4 Measures and
mensuration
G6.4-1
218
4 Geometry and measures
4.4 Measures and
mensuration
G6.4-2
220
4 Geometry and measures
4.4 Measures and
mensuration
G6.4
Year 11
NC
level
6-7
6-7
6-7
6-7
·
understand and
use the formulae for
the length of a circular
arc and area and
perimeter of a sector
·
solve problems involving
lengths of circular arcs and areas of
sectors
6-7
6-7
·
understand and
use the formulae for
the length of a circular
arc and area and
perimeter of a sector
6-7
Term
Unit
Classb
ook
page
223
Strand
Sub-section
Year 10
4 Geometry and measures
4.4 Measures and
mensuration
S6.2
196215
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
S6.2
196215
196215
1 Mathematical processes
and applications
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
1.5 Communicating and
reflecting
S6.2-1
196
5 Statistics
5.4 Probability
S6.2-1
196
5 Statistics
5.2 Processing and
representing data
S6.2-2
200
5 Statistics
5.2 Processing and
representing data
S6.2-2
200
5 Statistics
5.4 Probability
·
solve problems involving
surface areas and volumes of
cylinders
·
judge the strength of empirical
evidence and distinguish between
evidence and proof
·
justify generalisations,
arguments or solutions
·
use a range of forms to
communicate findings effectively to
different audiences
·
understand relative frequency
as an estimate of probability and use
this to compare outcomes of
experiments
·
use an appropriate range of
statistical methods to explore and
summarise data
·
select, construct and modify, on
paper and using ICT, suitable
graphical representation to progress
an enquiry and identify key features
present in the data. Include: –
cumulative frequency tables and
diagrams – box plots – scatter graphs
and lines of best fit (by eye)
·
understand relative frequency
as an estimate of probability and use
this to compare outcomes of
experiments
G6.4-3
S6.2
Year 11
NC
level
6-7
6-7
6-7
6-7
6-7
6-7
6-7
6-7
Term
Unit
Strand
Sub-section
Year 10
S6.2-2
Classb
ook
page
200
Year 11
NC
level
5 Statistics
5.2 Processing and
representing data
6-7
S6.2-3
204
5 Statistics
5.4 Probability
S6.2-3
204
5 Statistics
5.4 Probability
·
use an appropriate range of
statistical methods to explore and
summarise data
·
know when to add or multiply
two probabilities: if A and B are
mutually exclusive, then the
probability of A or B occurring is P(A)
+ P(B), whereas if A and B are
independent events, the probability of
A and B occurring is P(A) × P(B)
·
use tree diagrams to represent
outcomes of two or more events and
to calculate probabilities of
combinations of independent events
S6.2-4
207
5 Statistics
5.4 Probability
6-7
S6.2-4
207
5 Statistics
5.2 Processing and
representing data
S6.2-4
207
5 Statistics
5.4 Probability
·
know when to add or multiply
two probabilities: if A and B are
mutually exclusive, then the
probability of A or B occurring is P(A)
+ P(B), whereas if A and B are
independent events, the probability of
A and B occurring is P(A) × P(B)
·
use an appropriate range of
statistical methods to explore and
summarise data
·
use tree diagrams to represent
outcomes of two or more events and
to calculate probabilities of
combinations of independent events
S6.2-5
211
1 Mathematical processes
and applications
1.2 Analysing – use
mathematical reasoning
·
examine and refine arguments,
conclusions and generalisations
6-7
6-7
6-7
6-7
6-7
Summer term 33 lessons
Term
Unit
Strand
Sub-section
Year 10
S6.2-5
Classb
ook
page
211
5 Statistics
5.2 Processing and
representing data
6-7
S6.2-5
211
5 Statistics
5.4 Probability
N6.4
335345
335345
335345
1 Mathematical processes
and applications
1 Mathematical processes
and applications
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
1.2 Analysing – use
mathematical reasoning
1.5 Communicating and
reflecting
·
use an appropriate range of
statistical methods to explore and
summarise data
·
know when to add or multiply
two probabilities: if A and B are
mutually exclusive, then the
probability of A or B occurring is P(A)
+ P(B), whereas if A and B are
independent events, the probability of
A and B occurring is P(A) × P(B)
·
justify generalisations,
arguments or solutions
·
produce simple proofs
6-7
A6.4
290312
1 Mathematical processes
and applications
1.2 Analysing – use
mathematical reasoning
A6.4
290312
290312
1 Mathematical processes
and applications
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
1.5 Communicating and
reflecting
290312
1 Mathematical processes
and applications
1.1 Representing
·
use a range of forms to
communicate findings effectively to
different audiences
·
explore the effects of varying
values and look for invariance and
covariance in models and
representations
·
justify generalisations,
arguments or solutions
·
review findings and look for
equivalence to different problems with
similar structure
·
compare and evaluate
representations
N6.4
N6.4
A6.4
A6.4
Year 11
NC
level
6-7
6-7
6-7
6-7
6-7
6-7
6-7
Term
Unit
Strand
Sub-section
A6.4-3
Classb
ook
page
294
3 Algebra
3.2 Sequences, functions
and graphs
A6.4-3
294
3 Algebra
3.2 Sequences, functions
and graphs
A6.4-3
294
3 Algebra
3.2 Sequences, functions
and graphs
·
plot graphs of simple quadratic
and cubic functions, e.g. y = x2 , y =
3x2 + 4, y = x3
6-7
A6.4-4
296
3 Algebra
3.2 Sequences, functions
and graphs
·
plot graphs of simple quadratic
and cubic functions, e.g. y = x2 , y =
3x2 + 4, y = x3
6-7
A6.4-6
301
2 Number
2.8 Checking results
6-7
A6.4-8
307
2 Number
2.8 Checking results
A6.4-8
307
3 Algebra
3.2 Sequences, functions
and graphs
·
check results using appropriate
methods
·
check results using appropriate
methods
·
find the next term and the nth
term of quadratic sequences and
explore their properties
G6.5
265287
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
6-7
G6.5
265287
265287
1 Mathematical processes
and applications
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
1.2 Analysing – use
mathematical reasoning
·
judge the strength of empirical
evidence and distinguish between
evidence and proof
·
justify generalisations,
arguments or solutions
·
identify a range of strategies
and appreciate that more than one
approach may be necessary
G6.5
Year 10
Year 11
NC
level
·
find the gradient
and equation of a
straight-line graph that
is perpendicular to a
given line
·
identify the
equations of straightline graphs that are
parallel
6-7
6-7
6-7
6-7
6-7
6-7
Term
Unit
Classb
ook
page
265287
Strand
Sub-section
Year 10
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
G6.5-1
265
4 Geometry and measures
4.1 Geometrical
reasoning
G6.5-2
268
4 Geometry and measures
4.1 Geometrical
reasoning
G6.5-3
271
4 Geometry and measures
4.1 Geometrical
reasoning
G6.5-3
271
4 Geometry and measures
4.1 Geometrical
reasoning
G6.5-4
272
4 Geometry and measures
4.1 Geometrical
reasoning
G6.5-5
275
4 Geometry and measures
4.1 Geometrical
reasoning
·
make sense of, and judge the
value of, own findings and those
presented by others
·
understand and apply
Pythagoras’ theorem when solving
problems in 2-D and simple problems
in 3-D
·
understand and apply
Pythagoras’ theorem when solving
problems in 2-D and simple problems
in 3-D
·
understand and apply
Pythagoras’ theorem when solving
problems in 2-D and simple problems
in 3-D
·
understand and use
trigonometric relationships in rightangled triangles, and use these to
solve problems, including those
involving bearings
·
understand and use
trigonometric relationships in rightangled triangles, and use these to
solve problems, including those
involving bearings
·
understand and use
trigonometric relationships in rightangled triangles, and use these to
solve problems, including those
involving bearings
G6.5
Year 11
NC
level
6-7
6-7
6-7
6-7
6-7
6-7
6-7
Term
Unit
Strand
Sub-section
Year 10
G6.5-6
Classb
ook
page
277
4 Geometry and measures
4.1 Geometrical
reasoning
G6.5-6
277
4 Geometry and measures
4.1 Geometrical
reasoning
G6.5-7
280
4 Geometry and measures
4.1 Geometrical
reasoning
G6.5-8
282
4 Geometry and measures
4.1 Geometrical
reasoning
G6.5-8
282
4 Geometry and measures
4.1 Geometrical
reasoning
S6.3
236264
1 Mathematical processes
and applications
1.1 Representing
S6.3
236264
236264
1 Mathematical processes
and applications
1 Mathematical processes
and applications
1.1 Representing
·
understand and apply
Pythagoras’ theorem when solving
problems in 2-D and simple problems
in 3-D
·
understand and use
trigonometric relationships in rightangled triangles, and use these to
solve problems, including those
involving bearings
·
understand and use
trigonometric relationships in rightangled triangles, and use these to
solve problems, including those
involving bearings
·
understand and apply
Pythagoras’ theorem when solving
problems in 2-D and simple problems
in 3-D
·
understand and use
trigonometric relationships in rightangled triangles, and use these to
solve problems, including those
involving bearings
·
explain the features selected
and justify the choice of
representation in relation to the
context
·
compare and evaluate
representations
·
use a range of forms to
communicate findings effectively to
different audiences
S6.3
1.5 Communicating and
reflecting
Year 11
NC
level
6-7
6-7
6-7
6-7
6-7
6-7
6-7
6-7
Term
Unit
Strand
Sub-section
Year 10
S6.3-1
Classb
ook
page
236
Year 11
NC
level
5 Statistics
5.1 Specifying a
problem, planning and
collecting data
·
identify possible sources of bias
and plan how to minimise it
6-7
S6.3-2
239
5 Statistics
5.1 Specifying a
problem, planning and
collecting data
·
identify possible sources of bias
and plan how to minimise it
6-7
S6.3-3
244
5 Statistics
5.2 Processing and
representing data
6-7
S6.3-4
247
5 Statistics
5.2 Processing and
representing data
S6.3-5
251
5 Statistics
5.2 Processing and
representing data
S6.3-6
253
5 Statistics
5.3 Interpreting and
discussing results
S6.3-6
253
5 Statistics
5.3 Interpreting and
discussing results
S6.3-6
253
5 Statistics
5.3 Interpreting and
discussing results
·
use an appropriate range of
statistical methods to explore and
summarise data
·
use an appropriate range of
statistical methods to explore and
summarise data
·
use an appropriate range of
statistical methods to explore and
summarise data
·
distinguish between positive,
negative and zero correlation, using
lines of best fit
·
analyse data to find patterns
and exceptions, and try to explain
anomalies
·
appreciate that correlation is a
measure of the strength of
association between two variables
S6.3-6
253
5 Statistics
5.2 Processing and
representing data
·
select, construct and modify, on
paper and using ICT, suitable
graphical representation to progress
an enquiry and identify key features
present in the data. Include: –
cumulative frequency tables and
diagrams – box plots – scatter graphs
and lines of best fit (by eye)
6-7
6-7
6-7
6-7
6-7
6-7
Term
Unit
Strand
Sub-section
Year 10
S6.3-6
Classb
ook
page
253
5 Statistics
5.2 Processing and
representing data
6-7
S6.3-7
258
S6.3-7
258
1 Mathematical processes
and applications
5 Statistics
1.2 Analysing – use
mathematical reasoning
5.1 Specifying a
problem, planning and
collecting data
·
use an appropriate range of
statistical methods to explore and
summarise data
·
examine and refine arguments,
conclusions and generalisations
·
break a task down into an
appropriate series of key statements
(hypotheses), and decide upon the
best methods for testing these
S6.3-7
258
5 Statistics
5.1 Specifying a
problem, planning and
collecting data
·
gather data from primary and
secondary sources, using ICT and
other methods, including data from
observation, controlled experiment,
data logging, printed tables and lists
6-7
S6.3-7
258
5 Statistics
5.3 Interpreting and
discussing results
6-7
S6.4
313334
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
S6.4
313334
313334
1 Mathematical processes
and applications
1 Mathematical processes
and applications
1.4 Interpreting and
evaluating
1.5 Communicating and
reflecting
·
examine critically the results of
a statistical enquiry; justify choice of
statistical representations and relate
summarised data to the questions
being explored
·
judge the strength of empirical
evidence and distinguish between
evidence and proof
·
justify generalisations,
arguments or solutions
·
use a range of forms to
communicate findings effectively to
different audiences
S6.4
Year 11
NC
level
6-7
6-7
6-7
6-7
6-7
Term
Unit
Strand
Sub-section
Year 10
S6.4-1
Classb
ook
page
313
Year 11
NC
level
5 Statistics
5.4 Probability
6-7
S6.4-1
313
5 Statistics
5.2 Processing and
representing data
S6.4-1
313
5 Statistics
5.4 Probability
·
know when to add or multiply
two probabilities: if A and B are
mutually exclusive, then the
probability of A or B occurring is P(A)
+ P(B), whereas if A and B are
independent events, the probability of
A and B occurring is P(A) × P(B)
·
use an appropriate range of
statistical methods to explore and
summarise data
·
use tree diagrams to represent
outcomes of two or more events and
to calculate probabilities of
combinations of independent events
S6.4-2
318
5 Statistics
5.4 Probability
6-7
S6.4-2
318
5 Statistics
5.2 Processing and
representing data
S6.4-2
318
5 Statistics
5.4 Probability
·
know when to add or multiply
two probabilities: if A and B are
mutually exclusive, then the
probability of A or B occurring is P(A)
+ P(B), whereas if A and B are
independent events, the probability of
A and B occurring is P(A) × P(B)
·
use an appropriate range of
statistical methods to explore and
summarise data
·
use tree diagrams to represent
outcomes of two or more events and
to calculate probabilities of
combinations of independent events
6-7
6-7
6-7
6-7
Term
Unit
Strand
Sub-section
Year 10
S6.4-3
Classb
ook
page
324
Year 11
NC
level
5 Statistics
5.4 Probability
6-7
S6.4-3
324
5 Statistics
5.2 Processing and
representing data
S6.4-3
324
5 Statistics
5.4 Probability
·
know when to add or multiply
two probabilities: if A and B are
mutually exclusive, then the
probability of A or B occurring is P(A)
+ P(B), whereas if A and B are
independent events, the probability of
A and B occurring is P(A) × P(B)
·
use an appropriate range of
statistical methods to explore and
summarise data
·
use tree diagrams to represent
outcomes of two or more events and
to calculate probabilities of
combinations of independent events
S6.4-4
328
328
1.2 Analysing – use
mathematical reasoning
5.2 Processing and
representing data
S6.4-4
328
5 Statistics
5.4 Probability
S6.4-4
328
5 Statistics
5.2 Processing and
representing data
·
examine and refine arguments,
conclusions and generalisations
·
select, construct and modify, on
paper and using ICT, suitable
graphical representation to progress
an enquiry and identify key features
present in the data. Include: –
cumulative frequency tables and
diagrams – box plots – scatter graphs
and lines of best fit (by eye)
·
understand relative frequency
as an estimate of probability and use
this to compare outcomes of
experiments
·
use an appropriate range of
statistical methods to explore and
summarise data
6-7
S6.4-4
1 Mathematical processes
and applications
5 Statistics
6-7
6-7
6-7
6-7
6-7