Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
A3.1
13-23
A3.1
13-23
A3.1
13-23
A3.1
13-23
A3.1
13-23
A3.1
13-23
1 Mathematical processes and
applications
1.5 Communicating and reflecting
A3.1-1
13
3 Algebra
3.2 Sequences, functions and graphs
A3.1-1
13
3 Algebra
3.2 Sequences, functions and graphs
A3.1-2
15
3 Algebra
3.2 Sequences, functions and graphs
A3.1-3
16
3 Algebra
3.2 Sequences, functions and graphs
A3.1-4
19
3 Algebra
3.2 Sequences, functions and graphs
A3.1-5
21
3 Algebra
3.2 Sequences, functions and graphs
A3.2
126-136
1 Mathematical processes and
applications
1.1 Representing
Strand
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
Sub-section
1.1 Representing
1.2 Analysing – use mathematical
reasoning
1.2 Analysing – use mathematical
reasoning
1.2 Analysing – use mathematical
reasoning
1.2 Analysing – use mathematical
reasoning
Revised Framework objectives Year 7

represent problems, making correct use of
symbols, words, diagrams, tables and graphs 

classify and visualise properties and patterns 

generalise in simple cases by working
logically 

draw simple conclusions and explain
reasoning 

understand the significance of a counterexample 

communicate own findings effectively, orally
and in writing, and discuss and compare
approaches and results with others 

describe integer sequences 

generate terms of a simple sequence, given a
rule (e.g. finding a term from the previous term,
finding a term given its position in the sequence) 

generate terms of a simple sequence, given a
rule (e.g. finding a term from the previous term,
finding a term given its position in the sequence) 

generate sequences from patterns or
practical contexts and describe the general term
in simple cases 

generate sequences from patterns or
practical contexts and describe the general term
in simple cases 

generate terms of a simple sequence, given a
rule (e.g. finding a term from the previous term,
finding a term given its position in the sequence) 

represent problems, making correct use of
symbols, words, diagrams, tables and graphs 
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
A3.2
126-136
A3.2
126-136
A3.2
126-136
1 Mathematical processes and
applications
A3.2-1
126
3 Algebra
A3.2-1
126
3 Algebra
A3.2-1
126
3 Algebra
A3.2-2
128
3 Algebra
A3.2-2
128
3 Algebra
A3.2-2
128
3 Algebra
A3.2-3
129
3 Algebra
A3.2-3
129
3 Algebra
3.1 Equations, formulae, expressions and
identities
A3.2-4
132
3 Algebra
3.1 Equations, formulae, expressions and
identities
A3.2-4
129
3 Algebra
3.1 Equations, formulae, expressions and
identities
Strand
Sub-section
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
1.4 Interpreting and evaluating
1.5 Communicating and reflecting
3.1 Equations, formulae, expressions and
identities
3.1 Equations, formulae, expressions and
identities
3.1 Equations, formulae, expressions and
identities
3.1 Equations, formulae, expressions and
identities
3.1 Equations, formulae, expressions and
identities
3.1 Equations, formulae, expressions and
identities
3.1 Equations, formulae, expressions and
identities
Revised Framework objectives Year 7

manipulate numbers, algebraic expressions
and equations, and apply routine algorithms; 

interpret information from a mathematical
representation or context 

communicate own findings effectively, orally
and in writing, and discuss and compare
approaches and results with others 

use letter symbols to represent unknown
numbers or variables 

know the meanings of the words term,
expression and equation 

simplify linear algebraic expressions by
collecting like terms 

understand that algebraic operations follow
the rules of arithmetic 

simplify linear algebraic expressions by
collecting like terms 

multiply a single term over a bracket (integer
coefficients) 

use simple formulae from mathematics and
other subjects 

substitute positive integers into linear
expressions and formulae and, in simple cases,
derive a formula 

know the meanings of the words term,
expression and equation 

substitute positive integers into linear
expressions and formulae and, in simple cases,
derive a formula 
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
A3.2-5
129
3 Algebra
3.1 Equations, formulae, expressions and
identities
A3.3
149-160
A3.3
149-160
A3.3
149-160
A3.3
149-160
A3.3
149-160
A3.3
149-160
A3.3
149-160
A3.3
149-160
A3.3
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
1.2 Analysing – use mathematical
reasoning
1.2 Analysing – use mathematical
reasoning
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
1.3 Analysing – use appropriate
mathematical procedures
149-160
1 Mathematical processes and
applications
1.5 Communicating and reflecting
A3.3-1
149
3 Algebra
3.2 Sequences, functions and graphs
A3.3-1
149
3 Algebra
3.2 Sequences, functions and graphs
A3.3-2
152
3 Algebra
3.2 Sequences, functions and graphs
A3.3-2
152
4 Geometry and measures
4.2 Transformations and coordinates
1.1 Representing
1.1 Representing
Revised Framework objectives Year 7

substitute positive integers into linear
expressions and formulae and, in simple cases,
derive a formula 

represent problems, making correct use of
symbols, words, diagrams, tables and graphs 

use appropriate procedures and tools,
including ICT 

classify and visualise properties and patterns 

generalise in simple cases by working
logically 

draw simple conclusions and explain
reasoning 

make accurate mathematical diagrams,
graphs and constructions on paper and on
screen;

manipulate numbers, algebraic expressions
and equations, and apply routine algorithms; 

use accurate notation, including correct
syntax when using ICT; 

communicate own findings effectively, orally
and in writing, and discuss and compare
approaches and results with others 

express simple functions in words, then using
symbols 

represent them in mappings 

generate coordinate pairs that satisfy a
simple linear rule 
use conventions and notation for 2-D coordinates
in all four quadrants; find coordinates of points
determined by geometric information
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
A3.3-3
154
3 Algebra
3.2 Sequences, functions and graphs
A3.3-3
154
3 Algebra
3.2 Sequences, functions and graphs
A3.3-4
154
3 Algebra
3.2 Sequences, functions and graphs
A3.3-5
157
3 Algebra
3.2 Sequences, functions and graphs
A3.3-5
157
3 Algebra
3.2 Sequences, functions and graphs
A3.4
232-251
A3.4
232-251
A3.4
232-251
A3.4
Revised Framework objectives Year 7

plot the graphs of simple linear functions,
where y is given explicitly in terms of x, on paper
and using ICT 

recognise straight-line graphs parallel to the
x-axis or y-axis 

plot the graphs of simple linear functions,
where y is given explicitly in terms of x, on paper
and using ICT 

generate terms of a simple sequence, given a
rule (e.g. finding a term from the previous term,
finding a term given its position in the sequence) 

1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
232-251
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
A3.4
232-251
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
A3.4
232-251
1 Mathematical processes and
applications
1.5 Communicating and reflecting
A3.4-1
232
3 Algebra
3.1 Equations, formulae, expressions and
identities
1.1 Representing
1.1 Representing
generate sequences from patterns or
practical contexts and describe the general term
in simple cases 

represent problems, making correct use of
symbols, words, diagrams, tables and graphs 

use appropriate procedures and tools,
including ICT 

classify and visualise properties and patterns 

make accurate mathematical diagrams,
graphs and constructions on paper and on
screen;

manipulate numbers, algebraic expressions
and equations, and apply routine algorithms; 

communicate own findings effectively, orally
and in writing, and discuss and compare
approaches and results with others 

simplify linear algebraic expressions by
collecting like terms 
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
A3.4-1
232
3 Algebra
3.1 Equations, formulae, expressions and
identities
A3.4-2
235
3 Algebra
3.1 Equations, formulae, expressions and
identities
A3.4-3
237
3 Algebra
3.1 Equations, formulae, expressions and
identities
A3.4-4
238
2 Number
2.2 Integers, powers and roots
A3.4-5
240
3 Algebra
3.2 Sequences, functions and graphs
A3.4-6
243
3 Algebra
3.2 Sequences, functions and graphs
A3.4-6
243
3 Algebra
3.2 Sequences, functions and graphs
A3.4-7
247
3 Algebra
3.2 Sequences, functions and graphs
A3.4-7
247
3 Algebra
3.2 Sequences, functions and graphs
A3.4-8
249
3 Algebra
3.2 Sequences, functions and graphs
G3.1
38-49
1 Mathematical processes and
applications
1.1 Representing
Revised Framework objectives Year 7

substitute positive integers into linear
expressions and formulae and, in simple cases,
derive a formula 

construct and solve simple linear equations
with integer coefficients (unknown on one side
only) using an appropriate method (e.g. inverse
operations) 

construct and solve simple linear equations
with integer coefficients (unknown on one side
only) using an appropriate method (e.g. inverse
operations) 

recognise the first few triangular numbers 

generate sequences from patterns or
practical contexts and describe the general term
in simple cases 

plot and interpret the graphs of simple linear
functions arising from real-life situations, e.g.
conversion graphs 

plot the graphs of simple linear functions,
where y is given explicitly in terms of x, on paper
and using ICT 

plot and interpret the graphs of simple linear
functions arising from real-life situations, e.g.
conversion graphs 

plot the graphs of simple linear functions,
where y is given explicitly in terms of x, on paper
and using ICT 

plot the graphs of simple linear functions,
where y is given explicitly in terms of x, on paper
and using ICT 

identify the necessary information to
understand or simplify a context or problem 
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
G3.1
38-49
G3.1
38-49
G3.1
38-49
G3.1
38-49
G3.1
38-49
G3.1
38-49
G3.1
38-49
G3.1
38-49
1 Mathematical processes and
applications
1.5 Communicating and reflecting
G3.1-1
38
4 Geometry and measures
4.4 Measures and mensuration
G3.1-1
38
4 Geometry and measures
4.4 Measures and mensuration
G3.1-2
41
4 Geometry and measures
4.4 Measures and mensuration
G3.1-3
45
4 Geometry and measures
4.4 Measures and mensuration
G3.1-4
47
4 Geometry and measures
4.1 Geometrical reasoning
G3.2
83-94
1 Mathematical processes and
applications
1.1 Representing
Strand
Sub-section
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
1.1 Representing
1.1 Representing
1.4 Interpreting and evaluating
1.4 Interpreting and evaluating
Revised Framework objectives Year 7

represent problems, making correct use of
symbols, words, diagrams, tables and graphs 

use appropriate procedures and tools,
including ICT 

classify and visualise properties and patterns 

make accurate mathematical diagrams,
graphs and constructions on paper and on
screen;

calculate accurately, selecting mental
methods or calculating devices as appropriate; 

check the accuracy of the solution 


compare and evaluate approaches 
communicate own findings effectively, orally
and in writing, and discuss and compare
approaches and results with others 

choose and use units of measurement to
measure, estimate, calculate and solve problems
in everyday contexts 

know and use the formula for the area of a
rectangle 

calculate the perimeter and area of shapes
made from rectangles

calculate the surface area of cubes and
cuboids

use 2-D representations to visualise 3-D
shapes and deduce some of their properties 

identify the necessary information to
understand or simplify a context or problem 
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
G3.2
83-94
G3.2
83-94
G3.2
83-94
G3.2
83-94
G3.2
Strand
Sub-section
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
1.2 Analysing – use mathematical
reasoning
83-94
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
G3.2
83-94
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
G3.2
83-94
1 Mathematical processes and
applications
1.5 Communicating and reflecting
G3.2-1
83
4 Geometry and measures
4.1 Geometrical reasoning
G3.2-1
83
4 Geometry and measures
4.3 Construction and loci
G3.2-1
83
4 Geometry and measures
4.4 Measures and mensuration
G3.2-2
88
4 Geometry and measures
4.1 Geometrical reasoning
G3.2-3
91
4 Geometry and measures
4.1 Geometrical reasoning
G3.3
162-175
1 Mathematical processes and
applications
1.1 Representing
1.1 Representing
1.1 Representing
Revised Framework objectives Year 7

represent problems, making correct use of
symbols, words, diagrams, tables and graphs 

use appropriate procedures and tools,
including ICT 

generalise in simple cases by working
logically 

draw simple conclusions and explain
reasoning 

make accurate mathematical diagrams,
graphs and constructions on paper and on
screen;

use accurate notation, including correct
syntax when using ICT; 

communicate own findings effectively, orally
and in writing, and discuss and compare
approaches and results with others 

use correctly the vocabulary, notation and
labelling conventions for lines, angles and
shapes
 use a ruler and protractor to

measure and draw lines to the nearest
millimetre and angles, including reflex
angles, to the nearest degree 

distinguish between and estimate the size of
acute, obtuse and reflex angles

know the sum of angles at a point, on a
straight line and in a triangle 

know the sum of angles at a point, on a
straight line and in a triangle 

identify the necessary information to
understand or simplify a context or problem 
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
G3.3
162-175
G3.3
162-175
G3.3
162-175
G3.3
162-175
G3.3
162-175
G3.3
Strand
Sub-section
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
1.2 Analysing – use mathematical
reasoning
1.2 Analysing – use mathematical
reasoning
162-175
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
G3.3
162-175
1 Mathematical processes and
applications
1.5 Communicating and reflecting
G3.3-1
162
4 Geometry and measures
4.2 Transformations and coordinates
G3.3-1
162
4 Geometry and measures
4.2 Transformations and coordinates
G3.3-2
164
4 Geometry and measures
4.2 Transformations and coordinates
G3.3-2
164
4 Geometry and measures
4.2 Transformations and coordinates
G3.3-2
164
4 Geometry and measures
4.2 Transformations and coordinates
G3.3-3
167
4 Geometry and measures
4.2 Transformations and coordinates
1.1 Representing
1.1 Representing
Revised Framework objectives Year 7

represent problems, making correct use of
symbols, words, diagrams, tables and graphs 

use appropriate procedures and tools,
including ICT 

classify and visualise properties and patterns 

generalise in simple cases by working
logically 

take account of feedback and learn from
mistakes 

make accurate mathematical diagrams,
graphs and constructions on paper and on
screen;

communicate own findings effectively, orally
and in writing, and discuss and compare
approaches and results with others 

recognise and visualise the symmetries of a
2-D shape

explore these transformations and
symmetries using ICT

understand and use the language and
notation associated with reflections, translations
and rotations
transform 2-D shapes by:
 reflecting in given mirror lines
 rotating about a given point
 translating
explore these transformations and symmetries
using ICT
recognise and visualise the symmetries of a 2-D
shape
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
G3.3-3
167
4 Geometry and measures
4.2 Transformations and coordinates
G3.3-4
170
4 Geometry and measures
4.2 Transformations and coordinates
G3.3-4
170
4 Geometry and measures
4.2 Transformations and coordinates
G3.3-4
170
4 Geometry and measures
4.2 Transformations and coordinates
G3.3-5
173
4 Geometry and measures
4.2 Transformations and coordinates
G3.3-5
173
4 Geometry and measures
4.2 Transformations and coordinates
G3.3-5
173
4 Geometry and measures
4.2 Transformations and coordinates
G3.4
191-201
G3.4
191-201
G3.4
191-201
G3.4
191-201
G3.4
191-201
G3.4
191-201
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
1.1 Representing
1.1 Representing
1.2 Analysing – use mathematical
reasoning
1.2 Analysing – use mathematical
reasoning
1.2 Analysing – use mathematical
reasoning
1.2 Analysing – use mathematical
Revised Framework objectives Year 7
explore these transformations and symmetries
using ICT
understand and use the language and notation
associated with reflections, translations and
rotations
transform 2-D shapes by:
 reflecting in given mirror lines
 rotating about a given point
 translating
explore these transformations and symmetries
using ICT
understand and use the language and notation
associated with reflections, translations and
rotations
transform 2-D shapes by:
 reflecting in given mirror lines
 rotating about a given point
 translating
explore these transformations and symmetries
using ICT

identify the necessary information to
understand or simplify a context or problem 

represent problems, making correct use of
symbols, words, diagrams, tables and graphs 

classify and visualise properties and patterns 

generalise in simple cases by working
logically 

draw simple conclusions and explain
reasoning 

understand the significance of a counter-
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
Revised Framework objectives Year 7
applications
reasoning
example 

communicate own findings effectively, orally
and in writing, and discuss and compare
approaches and results with others 

use correctly the vocabulary, notation and
labelling conventions for lines, angles and
shapes

identify parallel and perpendicular lines 

identify and use angle, side and symmetry
properties of triangles and quadrilaterals 

identify and use angle, side and symmetry
properties of triangles and quadrilaterals 

explore geometrical problems involving these
properties, explaining reasoning orally, using
step-by-step deduction supported by diagrams
G3.4
191-201
1 Mathematical processes and
applications
1.5 Communicating and reflecting
G3.4-1
191
4 Geometry and measures
4.1 Geometrical reasoning
G3.4-1
191
4 Geometry and measures
4.1 Geometrical reasoning
G3.4-2
193
4 Geometry and measures
4.1 Geometrical reasoning
G3.4-3
196
4 Geometry and measures
4.1 Geometrical reasoning
G3.4-4
197
4 Geometry and measures
4.1 Geometrical reasoning
G3.4-5
198
4 Geometry and measures
4.1 Geometrical reasoning

recognise vertically opposite angles 
explore geometrical problems involving these
properties, explaining reasoning orally, using
step-by-step deduction supported by diagrams

G3.4-5
198
4 Geometry and measures
4.1 Geometrical reasoning
G3.4-5
198
4 Geometry and measures
4.1 Geometrical reasoning
G3.4-6
200
4 Geometry and measures
4.1 Geometrical reasoning
G3.5
217-230
G3.5
217-230
G3.5
217-230
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1.1 Representing
1.1 Representing
1.2 Analysing – use mathematical
reasoning

know the sum of angles at a point, on a
straight line and in a triangle 

explore geometrical problems involving these
properties, explaining reasoning orally, using
step-by-step deduction supported by diagrams

identify the necessary information to
understand or simplify a context or problem 

use appropriate procedures and tools,
including ICT 

classify and visualise properties and patterns 
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
G3.5
217-230
G3.5
217-230
G3.5
217-230
1 Mathematical processes and
applications
1.5 Communicating and reflecting
G3.5
217-230
1 Mathematical processes and
applications
1.5 Communicating and reflecting
Strand
Sub-section
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
1.4 Interpreting and evaluating
Revised Framework objectives Year 7

generalise in simple cases by working
logically 

compare and evaluate approaches 

communicate own findings effectively, orally
and in writing, and discuss and compare
approaches and results with others 

recognise equivalent approaches 

G3.5-1
217
4 Geometry and measures
4.3 Construction and loci

G3.5-2
220
4 Geometry and measures
4.3 Construction and loci
G3.5-2
220
4 Geometry and measures
4.3 Construction and loci


G3.5-3
221
4 Geometry and measures
4.3 Construction and loci
G3.5-3
221
4 Geometry and measures
4.3 Construction and loci


G3.5-4
224
4 Geometry and measures
4.3 Construction and loci
G3.5-4
224
4 Geometry and measures
4.3 Construction and loci

use a ruler and protractor to

measure and draw lines to the
nearest millimetre and angles,
including reflex angles, to the nearest
degree
use a ruler and protractor to

measure and draw lines to the
nearest millimetre and angles,
including reflex angles, to the nearest
degree 
use ICT to explore constructions 
use a ruler and protractor to

measure and draw lines to the
nearest millimetre and angles,
including reflex angles, to the nearest
degree 
use ICT to explore constructions 
use a ruler and protractor to

construct a triangle, given two sides
and the included angle (SAS) or two
angles and the included side (ASA)
use ICT to explore constructions 
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
G3.5-5
226
4 Geometry and measures
4.1 Geometrical reasoning
G3.5-5
226
4 Geometry and measures
4.3 Construction and loci
G3.5-6
228
4 Geometry and measures
4.1 Geometrical reasoning
G3.5-6
228
4 Geometry and measures
4.3 Construction and loci
N3.1
1-12
N3.1
1-12
N3.1
1-12
N3.1
1-12
N3.1
1-12
N3.1
1-12
N3.1
1-12
N3.1
1-12
N3.1
1-12
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1.1 Representing
1.1 Representing
1.2 Analysing – use mathematical
reasoning
1.2 Analysing – use mathematical
reasoning
1.2 Analysing – use mathematical
reasoning
1.2 Analysing – use mathematical
reasoning
1.3 Analysing – use appropriate
mathematical procedures
1.4 Interpreting and evaluating
Revised Framework objectives Year 7

use 2-D representations to visualise 3-D
shapes and deduce some of their properties 

use ruler and protractor to construct simple
nets of 3-D shapes, e.g. cuboid, regular
tetrahedron, square-based pyramid, triangular
prism 

use 2-D representations to visualise 3-D
shapes and deduce some of their properties 

use ruler and protractor to construct simple
nets of 3-D shapes, e.g. cuboid, regular
tetrahedron, square-based pyramid, triangular
prism 

identify the necessary information to
understand or simplify a context or problem 

represent problems, making correct use of
symbols, words, diagrams, tables and graphs 

classify and visualise properties and patterns 

generalise in simple cases by working
logically 

draw simple conclusions and explain
reasoning 

understand the significance of a counterexample 

calculate accurately, selecting mental
methods or calculating devices as appropriate; 

explain and justify methods and conclusions 

1.5 Communicating and reflecting
communicate own findings effectively, orally
and in writing, and discuss and compare
approaches and results with others 
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
N3.1-1
1
2 Number
2.2 Integers, powers and roots
N3.1-2
4
2 Number
2.2 Integers, powers and roots
N3.1-2
4
2 Number
2.4 Number operations
N3.1-3
5
2 Number
2.4 Number operations
N3.1-4
6
2 Number
2.2 Integers, powers and roots
N3.1-4
6
2 Number
2.2 Integers, powers and roots
N3.1-4
6
2 Number
2.2 Integers, powers and roots
N3.1-5
8
2 Number
2.2 Integers, powers and roots
N3.2
25-37
N3.2
25-37
N3.2
25-37
N3.2
25-37
N3.2
25-37
N3.2
25-37
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1.1 Representing
1.3 Analysing – use appropriate
mathematical procedures
1.3 Analysing – use appropriate
mathematical procedures
1.4 Interpreting and evaluating
1.4 Interpreting and evaluating
Revised Framework objectives Year 7

understand negative numbers as positions on
a number line 

order, add and subtract integers in context 

use the order of operations, including
brackets

use the order of operations, including
brackets

recognise the squares of numbers to at least
12 × 12 and the corresponding roots 

use simple tests of divisibility 

recognise and use multiples, factors, primes
(less than 100), common factors, highest
common factors and lowest common multiples in
simple cases 

recognise and use multiples, factors, primes
(less than 100), common factors, highest
common factors and lowest common multiples in
simple cases 

identify the necessary information to
understand or simplify a context or problem 

calculate accurately, selecting mental
methods or calculating devices as appropriate; 

manipulate numbers, algebraic expressions
and equations, and apply routine algorithms; 

check the accuracy of the solution 


1.5 Communicating and reflecting
compare and evaluate approaches 
communicate own findings effectively, orally
and in writing, and discuss and compare
approaches and results with others 
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
N3.2-1
25
2 Number
2.1 Place value, ordering and rounding
N3.2-1
25
2 Number
2.1 Place value, ordering and rounding
N3.2-1
25
2 Number
2.5 Mental calculation methods
N3.2-2
27
2 Number
2.1 Place value, ordering and rounding
N3.2-2
27
2 Number
2.1 Place value, ordering and rounding
N3.2-2
27
2 Number
2.1 Place value, ordering and rounding
Revised Framework objectives Year 7

understand and use decimal notation and
place value 

multiply and divide integers and decimals by
10, 100, 1000, and explain the effect 

recall number facts, including positive integer
complements to 100 and multiplication facts to
10 × 10, and quickly derive associated division
facts

compare and order decimals in different
contexts 

know that when comparing measurements
the units must be the same 

round positive whole numbers to the nearest
10, 100 or 1000, and decimals to the nearest
whole number or one decimal place 

N3.2-3
29
2 Number
2.5 Mental calculation methods
N3.2-3
29
2 Number
2.5 Mental calculation methods
N3.2-4
30
2 Number
2.5 Mental calculation methods
N3.2-4
30
2 Number
2.6 Written calculation methods
N3.2-5
33
2 Number
2.8 Checking results
N3.2-6
35
2 Number
2.8 Checking results
strengthen and extend mental methods of
calculation to include decimals, fractions and
percentages, accompanied where appropriate by
suitable jottings 

solve simple problems mentally

make and justify estimates and
approximations of calculations 

use efficient written methods to add and
subtract whole numbers and decimals with up to
two places

check results by considering whether they are
of the right order of magnitude and by working
problems backwards 

check results by considering whether they are
of the right order of magnitude and by working
problems backwards 
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
N3.3
51-66
N3.3
51-66
N3.3
51-66
N3.3
51-66
N3.3
51-66
N3.3
51-66
1 Mathematical processes and
applications
1.5 Communicating and reflecting
N3.3
51-66
1 Mathematical processes and
applications
1.5 Communicating and reflecting
N3.3.1
51
2 Number
N3.3-1
51
2 Number
N3.3-2
54
2 Number
N3.3-3
56
2 Number
N3.3-4
58
2 Number
N3.3-4
58
2 Number
N3.3-4
58
2 Number
Strand
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
Sub-section
1.1 Representing
1.1 Representing
1.3 Analysing – use appropriate
mathematical procedures
1.3 Analysing – use appropriate
mathematical procedures
1.4 Interpreting and evaluating
Revised Framework objectives Year 7

identify the necessary information to
understand or simplify a context or problem 

represent problems, making correct use of
symbols, words, diagrams, tables and graphs 

calculate accurately, selecting mental
methods or calculating devices as appropriate; 

use accurate notation, including correct
syntax when using ICT; 

check the accuracy of the solution 

2.3 Fractions, decimals, percentages, ratio
and proportion
2.3 Fractions, decimals, percentages, ratio
and proportion
2.3 Fractions, decimals, percentages, ratio
and proportion
2.3 Fractions, decimals, percentages, ratio
and proportion
2.3 Fractions, decimals, percentages, ratio
and proportion
2.3 Fractions, decimals, percentages, ratio
and proportion
2.3 Fractions, decimals, percentages, ratio
and proportion
communicate own findings effectively, orally
and in writing, and discuss and compare
approaches and results with others 

recognise equivalent approaches 

use diagrams to compare two or more simple
fractions 

express a smaller whole number as a fraction
of a larger one 

simplify fractions by cancelling all common
factors and identify equivalent fractions 

convert terminating decimals to fractions, e.g.
0.23 = 23/100

understand percentage as the 'number of
parts per 100' 

calculate simple percentages and use
percentages to compare simple proportions

recognise the equivalence of percentages,
fractions and decimals
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
N3.3-5
59
2 Number
N3.3-6
62
2 Number
N3.3-6
62
2 Number
N3.3-7
64
2 Number
N3.4
106-124
N3.4
106-124
N3.4
106-124
N3.4
106-124
N3.4
106-124
N3.4
106-124
N3.4
Sub-section
2.3 Fractions, decimals, percentages, ratio
and proportion
2.3 Fractions, decimals, percentages, ratio
and proportion
2.3 Fractions, decimals, percentages, ratio
and proportion
2.3 Fractions, decimals, percentages, ratio
and proportion
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
1.3 Analysing – use appropriate
mathematical procedures
106-124
1 Mathematical processes and
applications
1.5 Communicating and reflecting
N3.4-1
106
4 Geometry and measures
4.4 Measures and mensuration
N3.4-1
106
4 Geometry and measures
4.4 Measures and mensuration
N3.4-2
109
4 Geometry and measures
4.4 Measures and mensuration
1.1 Representing
1.1 Representing
1.4 Interpreting and evaluating
1.4 Interpreting and evaluating
Revised Framework objectives Year 7

add and subtract simple fractions and those
with common denominators 

calculate simple fractions of quantities and
measurements (whole-number answers) 

multiply a fraction by an integer 

calculate simple percentages and use
percentages to compare simple proportions

identify the necessary information to
understand or simplify a context or problem 

represent problems, making correct use of
symbols, words, diagrams, tables and graphs 

calculate accurately, selecting mental
methods or calculating devices as appropriate; 

manipulate numbers, algebraic expressions
and equations, and apply routine algorithms; 

check the accuracy of the solution 


compare and evaluate approaches 
communicate own findings effectively, orally
and in writing, and discuss and compare
approaches and results with others 

choose and use units of measurement to
measure, estimate, calculate and solve problems
in everyday contexts 

convert one metric unit to another, e.g. grams
to kilograms 

read and interpret scales on a range of
measuring instruments
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
N3.4-3
112
2 Number
2.8 Checking results
N3.4-4
115
4 Geometry and measures
4.4 Measures and mensuration
N3.4-5
119
2 Number
2.4 Number operations
N3.4-5
119
2 Number
2.6 Written calculation methods
N3.4-5
119
2 Number
2.6 Written calculation methods
N3.4-5
119
2 Number
2.8 Checking results
N3.4-6
121
2 Number
2.7 Calculator methods
N3.4-6
121
2 Number
2.7 Calculator methods
N3.5
179
N3.5
179
N3.5
179
N3.5
179
Revised Framework objectives Year 7

1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1.1 Representing
1.1 Representing
1.3 Analysing – use appropriate
mathematical procedures
1.3 Analysing – use appropriate
mathematical procedures
check results by considering whether they are
of the right order of magnitude and by working
problems backwards 

choose and use units of measurement to
measure, estimate, calculate and solve problems
in everyday contexts 

understand and use the rules of arithmetic
and inverse operations in the context of positive
integers and decimals

multiply and divide three-digit by two-digit
whole numbers 

extend to multiplying and dividing decimals
with one or two places by single-digit whole
numbers

check results by considering whether they are
of the right order of magnitude and by working
problems backwards 
carry out calculations with more than one step
using brackets and the memory; use the square
root and sign change keys

enter numbers and interpret the display in
different contexts (decimals, percentages,
money, metric measures)

identify the necessary information to
understand or simplify a context or problem 

represent problems, making correct use of
symbols, words, diagrams, tables and graphs 

calculate accurately, selecting mental
methods or calculating devices as appropriate; 

use accurate notation, including correct
syntax when using ICT; 
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
N3.5
179
N3.5
179
N3.5
179
1 Mathematical processes and
applications
N3.5-1
179
2 Number
N3.5-1
179
2 Number
N3.5-2
181
2 Number
N3.5-3
182
2 Number
N3.5-3
182
2 Number
N3.5-3
182
2 Number
N3.5-4
185
2 Number
N3.5-4
185
2 Number
N3.5-4
185
2 Number
N3.5-5
187
3 Algebra
3.2 Sequences, functions and graphs
N3.6
263-275
1 Mathematical processes and
applications
1.1 Representing
Strand
1 Mathematical processes and
applications
1 Mathematical processes and
applications
Sub-section
1.4 Interpreting and evaluating
1.4 Interpreting and evaluating
Revised Framework objectives Year 7

check the accuracy of the solution 

compare and evaluate approaches 

1.5 Communicating and reflecting
2.3 Fractions, decimals, percentages, ratio
and proportion
2.3 Fractions, decimals, percentages, ratio
and proportion
2.3 Fractions, decimals, percentages, ratio
and proportion
2.3 Fractions, decimals, percentages, ratio
and proportion
2.3 Fractions, decimals, percentages, ratio
and proportion
2.3 Fractions, decimals, percentages, ratio
and proportion
2.3 Fractions, decimals, percentages, ratio
and proportion
2.3 Fractions, decimals, percentages, ratio
and proportion
2.3 Fractions, decimals, percentages, ratio
and proportion
communicate own findings effectively, orally
and in writing, and discuss and compare
approaches and results with others 

express a smaller whole number as a fraction
of a larger one 

recognise the equivalence of percentages,
fractions and decimals

calculate simple percentages and use
percentages to compare simple proportions

understand the relationship between ratio and
proportion 

use ratio notation, simplify ratios and divide a
quantity into two parts in a given ratio 

solve simple problems involving ratio and
proportion using informal strategies

understand the relationship between ratio and
proportion 

use direct proportion in simple contexts 

solve simple problems involving ratio and
proportion using informal strategies

plot and interpret the graphs of simple linear
functions arising from real-life situations, e.g.
conversion graphs 

identify the necessary information to
understand or simplify a context or problem 
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
N3.6
263-275
N3.6
263-275
N3.6
263-275
N3.6
263-275
N3.6
263-275
N3.6
263-275
N3.6
263-275
N3.6
263-275
N3.6
263-275
N3.6
263-275
N3.6-1
263
2 Number
N3.6-2
265
2 Number
N3.6-3
267
2 Number
N3.6-4
270
2 Number
Strand
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
Sub-section
1.1 Representing
1.1 Representing
1.2 Analysing – use mathematical
reasoning
1.2 Analysing – use mathematical
reasoning
1.3 Analysing – use appropriate
mathematical procedures
1.3 Analysing – use appropriate
mathematical procedures
1.3 Analysing – use appropriate
mathematical procedures
1.4 Interpreting and evaluating
1.4 Interpreting and evaluating
1.5 Communicating and reflecting
Revised Framework objectives Year 7

represent problems, making correct use of
symbols, words, diagrams, tables and graphs 

use appropriate procedures and tools,
including ICT 

generalise in simple cases by working
logically 

draw simple conclusions and explain
reasoning 

calculate accurately, selecting mental
methods or calculating devices as appropriate; 

use accurate notation, including correct
syntax when using ICT; 

estimate, approximate and check working 

check the accuracy of the solution 

compare and evaluate approaches 

recognise equivalent approaches 

2.8 Checking results
2.3 Fractions, decimals, percentages, ratio
and proportion
2.3 Fractions, decimals, percentages, ratio
and proportion
2.3 Fractions, decimals, percentages, ratio
and proportion
check results by considering whether they are
of the right order of magnitude and by working
problems backwards 

recognise the equivalence of percentages,
fractions and decimals

recognise the equivalence of percentages,
fractions and decimals

understand the relationship between ratio and
proportion 
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
N3.6-4
270
2 Number
N3.6-5
272
2 Number
N3.6-5
272
2 Number
S3.1
68-79
S3.1
68-79
S3.1
68-79
S3.1
68-79
S3.1
68-79
S3.1
Sub-section
2.3 Fractions, decimals, percentages, ratio
and proportion
2.3 Fractions, decimals, percentages, ratio
and proportion
2.3 Fractions, decimals, percentages, ratio
and proportion
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
68-79
1 Mathematical processes and
applications
1.5 Communicating and reflecting
S3.1-1
68
5 Statistics
5.2 Processing and representing data
S3.1-2
71
5 Statistics
5.2 Processing and representing data
1.1 Representing
1.1 Representing
1.4 Interpreting and evaluating
1.4 Interpreting and evaluating
Revised Framework objectives Year 7

solve simple problems involving ratio and
proportion using informal strategies

understand the relationship between ratio and
proportion 

solve simple problems involving ratio and
proportion using informal strategies

identify the necessary information to
understand or simplify a context or problem 

represent problems, making correct use of
symbols, words, diagrams, tables and graphs 

draw simple conclusions and explain
reasoning 

relate findings to the original context 


compare and evaluate approaches 
communicate own findings effectively, orally
and in writing, and discuss and compare
approaches and results with others 

construct, on paper and using ICT, graphs
and diagrams to represent data, including:
 bar-line graphs
 frequency diagrams for grouped
discrete data 
 simple pie charts

calculate statistics for small sets of discrete
data:
 find the mode, median and range, and
the modal class for grouped data
 calculate the mean, including from a
simple frequency table, using a
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
Revised Framework objectives Year 7
calculator for a larger number of items

S3.1-3
75
5 Statistics
5.3 Interpreting and discussing results
S3.2
96-104
S3.2
96-104
S3.2
96-104
S3.2
96-104
S3.2
96-104
S3.2
96-104
S3.2
96-104
1 Mathematical processes and
applications
1.5 Communicating and reflecting
S3.2-1
96
5 Statistics
5.4 Probability
S3.2-1
96
5 Statistics
5.4 Probability
S3.2-1
96
5 Statistics
5.4 Probability
S3.2-2
99
5 Statistics
5.4 Probability
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
1.2 Analysing – use mathematical
reasoning
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1.1 Representing
1.4 Interpreting and evaluating
1.4 Interpreting and evaluating
interpret diagrams and graphs (including pie
charts), and draw simple conclusions based on
the shape of graphs and simple statistics for a
single distribution

represent problems, making correct use of
symbols, words, diagrams, tables and graphs 

generalise in simple cases by working
logically 

draw simple conclusions and explain
reasoning 

make accurate mathematical diagrams,
graphs and constructions on paper and on
screen;

interpret information from a mathematical
representation or context 

compare and evaluate approaches 

communicate own findings effectively, orally
and in writing, and discuss and compare
approaches and results with others 

use vocabulary and ideas of probability,
drawing on experience

understand and use the probability scale from
0 to 1 

identify all the possible mutually exclusive
outcomes of a single event

find and justify probabilities based on equally
likely outcomes in simple contexts 
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
S3.2-3
101
5 Statistics
5.4 Probability
S3.2-3
101
5 Statistics
5.4 Probability
S3.3
138-147
1.2 Analysing – use mathematical
reasoning
S3.3
138-147
S3.3
138-147
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
S3.3
138-147
1 Mathematical processes and
applications
S3.3-1
138
5 Statistics
S3.3-1
138
5 Statistics
S3.3-2
139
5 Statistics
5.1 Specifying a problem, planning and
collecting data
S3.3-2
139
5 Statistics
5.1 Specifying a problem, planning and
collecting data
Revised Framework objectives Year 7

1.4 Interpreting and evaluating
1.4 Interpreting and evaluating
estimate probabilities by collecting data from
a simple experiment and recording it in a
frequency table 

compare experimental and theoretical
probabilities in simple contexts

draw simple conclusions and explain
reasoning 

relate findings to the original context 


1.5 Communicating and reflecting
5.1 Specifying a problem, planning and
collecting data
5.1 Specifying a problem, planning and
collecting data
compare and evaluate approaches 
communicate own findings effectively, orally
and in writing, and discuss and compare
approaches and results with others 

suggest possible answers, given a question
that can be addressed by statistical methods 

decide which data would be relevant to an
enquiry and possible sources

plan how to collect and organise small sets of
data from surveys and experiments:
 design data collection sheets or
questionnaires to use in a simple
survey
 construct frequency tables for
gathering discrete data, grouped
where appropriate in equal class
intervals

collect small sets of data from surveys and
experiments, as planned
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
Revised Framework objectives Year 7

S3.3-3
140
5 Statistics
5.2 Processing and representing data
S3.3-5
145
5 Statistics
5.1 Specifying a problem, planning and
collecting data
S3.3-5
145
5 Statistics
5.3 Interpreting and discussing results
S3.4
205-215
S3.4
205-215
S3.4
205-215
S3.4
205-215
S3.4
205-215
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1.1 Representing
1.2 Analysing – use mathematical
reasoning
1.4 Interpreting and evaluating
1.4 Interpreting and evaluating
construct, on paper and using ICT, graphs
and diagrams to represent data, including:
 bar-line graphs
 frequency diagrams for grouped
discrete data 
 simple pie charts

plan how to collect and organise small sets of
data from surveys and experiments:
 design data collection sheets or
questionnaires to use in a simple
survey
 construct frequency tables for
gathering discrete data, grouped
where appropriate in equal class
intervals

interpret diagrams and graphs (including pie
charts), and draw simple conclusions based on
the shape of graphs and simple statistics for a
single distribution

represent problems, making correct use of
symbols, words, diagrams, tables and graphs 

draw simple conclusions and explain
reasoning 

relate findings to the original context 


1.5 Communicating and reflecting
compare and evaluate approaches 
communicate own findings effectively, orally
and in writing, and discuss and compare
approaches and results with others 
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
Revised Framework objectives Year 7

S3.4-1
205
5 Statistics
5.1 Specifying a problem, planning and
collecting data
S3.4-2
207
5 Statistics
5.2 Processing and representing data
S3.4-3
210
5 Statistics
5.3 Interpreting and discussing results
S3.4-4
212
5 Statistics
5.1 Specifying a problem, planning and
collecting data
S3.4-4
212
5 Statistics
5.2 Processing and representing data
S3.4-5
213
5 Statistics
5.1 Specifying a problem, planning and
collecting data
S3.4-5
213
5 Statistics
5.3 Interpreting and discussing results
plan how to collect and organise small sets of
data from surveys and experiments:
 design data collection sheets or
questionnaires to use in a simple
survey
 construct frequency tables for
gathering discrete data, grouped
where appropriate in equal class
intervals

calculate statistics for small sets of discrete
data:
 find the mode, median and range, and
the modal class for grouped data
 calculate the mean, including from a
simple frequency table, using a
calculator for a larger number of items

compare two simple distributions using the
range and one of the mode, median or mean

suggest possible answers, given a question
that can be addressed by statistical methods 

construct, on paper and using ICT, graphs
and diagrams to represent data, including:
 bar-line graphs
 frequency diagrams for grouped
discrete data 
 simple pie charts

suggest possible answers, given a question
that can be addressed by statistical methods 

interpret diagrams and graphs (including pie
charts), and draw simple conclusions based on
the shape of graphs and simple statistics for a
single distribution
Tier 3 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
S3.4-5
213
5 Statistics
5.3 Interpreting and discussing results
S3.4-5
213
5 Statistics
1 Mathematical processes and
applications
1 Mathematical processes and
applications
5.3 Interpreting and discussing results
1.2 Analysing – use mathematical
reasoning
1.2 Analysing – use mathematical
reasoning
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
Revised Framework objectives Year 7

S3.5
253-261
S3.5
253-261
S3.5
253-261
S3.5
253-261
S3.5
253-261
S3.5
253-261
1 Mathematical processes and
applications
1.5 Communicating and reflecting
S3.5-1
253
5 Statistics
5.4 Probability
S3.5-2
256
5 Statistics
5.4 Probability
S3.5-3
259
5 Statistics
5.4 Probability
1.4 Interpreting and evaluating
write a short report of a statistical enquiry,
including appropriate diagrams, graphs and
charts, using ICT as appropriate 

justify the choice of presentation
generalise in simple cases by working
logically 

draw simple conclusions and explain
reasoning 

make accurate mathematical diagrams,
graphs and constructions on paper and on
screen;

record methods, solutions and conclusions; 


interpret information from a mathematical
representation or context 

communicate own findings effectively, orally
and in writing, and discuss and compare
approaches and results with others 

find and justify probabilities based on equally
likely outcomes in simple contexts 

estimate probabilities by collecting data from
a simple experiment and recording it in a
frequency table 

compare experimental and theoretical
probabilities in simple contexts