Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
11-30
1 Mathematical processes and
applications
1.1 Representing
A5.1
11-30
1 Mathematical processes and
applications
1.1 Representing
A5.1
11-30
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
A5.1
11-30
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
A5.1
11-30
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
A5.1
11-30
1 Mathematical processes and
applications
1.4 Interpreting and evaluating
A5.1-1
11
3 Algebra
3.2 Sequences, functions and graphs
A5.1
A5.1-2
A5.1-3
15
18
3 Algebra
3 Algebra
Year 8

represent problems and synthesise
information in algebraic, geometrical
or graphical form

move from one form to another to
gain a different perspective on the
problem

pose questions and make convincing
arguments to justify generalisations
or solutions

make accurate mathematical
diagrams, graphs and constructions
on paper and on screen;

manipulate numbers, algebraic
expressions and equations, and
apply routine algorithms;

justify the mathematical features
drawn from a context and the choice
of approach

generate terms of a sequence using
term-to-term and position-to-term
rules, on paper and using ICT

generate sequences from practical
contexts and write and justify an
expression to describe the nth term
of an arithmetic sequence

generate points and plot graphs of
linear functions, where y is given
implicitly in terms of x (e.g. ay + bx =
0, y + bx + c = 0 ), on paper and
using ICT
3.2 Sequences, functions and graphs
3.2 Sequences, functions and graphs
Tier 5 Lesson Objectives Map
Unit and
lesson
A5.1-4
Class book
page
Strand
Sub-section
20
3 Algebra
3.1 Equations, formulae, expressions and
identities
A5.1-4
20
3 Algebra
3.2 Sequences, functions and graphs
A5.1-4
20
3 Algebra
3.2 Sequences, functions and graphs
Year 8

distinguish the different roles played
by letter symbols in equations,
identities, formulae and functions

generate points and plot graphs of
linear functions, where y is given
implicitly in terms of x (e.g. ay + bx =
0, y + bx + c = 0 ), on paper and
using ICT
find the gradient of lines given by
equations of the form y = mx + c,
given values for m and c


A5.1-5
24
3 Algebra
3.2 Sequences, functions and graphs
A5.1-6
27
3 Algebra
3.2 Sequences, functions and graphs
A5.1-6
27
3 Algebra
3.2 Sequences, functions and graphs
A5.2
95-110
1 Mathematical processes and
applications
1.1 Representing
A5.2
95-110
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
A5.2
95-110
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures



generate points and plot graphs of
linear functions, where y is given
implicitly in terms of x (e.g. ay + bx =
0, y + bx + c = 0 ), on paper and
using ICT
construct functions arising from reallife problems and plot their
corresponding graphs
interpret graphs arising from real
situations, e.g. time series graphs
represent problems and synthesise
information in algebraic, geometrical
or graphical form

manipulate numbers, algebraic
expressions and equations, and
apply routine algorithms;

estimate, approximate and check
working
Tier 5 Lesson Objectives Map
Unit and
lesson
A5.2
A5.2
Class book
page
Strand
95-110
1 Mathematical processes and
applications
95-110
Sub-section
Year 8

generate fuller solutions by
presenting a concise, reasoned
argument using symbols, diagrams,
graphs and related explanations

look for and reflect on other
approaches and build on previous
experience of similar situations and
outcomes

simplify or transform algebraic
expressions by taking out singleterm common factors

simplify or transform algebraic
expressions by taking out singleterm common factors

use formulae from mathematics and
other subjects
substitute numbers into expressions
and formulae
derive a formula and, in simple
cases, change its subject
construct and solve linear equations
with integer coefficients (with and
without brackets, negative signs
anywhere in the equation, positive or
negative solution)
1.4 Interpreting and evaluating
1 Mathematical processes and
applications
1.5 Communicating and reflecting
A5.2-1
95
3 Algebra
3.1 Equations, formulae, expressions and
identities
A5.2-2
97
3 Algebra
3.1 Equations, formulae, expressions and
identities
A5.2-3
99
3 Algebra
A5.2-3
99
3 Algebra
A5.2-4
101
3 Algebra
3.1 Equations, formulae, expressions and
identities
3.1 Equations, formulae, expressions and
identities
3.1 Equations, formulae, expressions and
identities



A5.2-5
104
3 Algebra
3.1 Equations, formulae, expressions and
identities

A5.2-6
104
3 Algebra
3.1 Equations, formulae, expressions and
identities
use systematic trial and
improvement methods and ICT tools
to find approximate solutions to
equations such as x2 + x = 20
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
A5.3
170-185
1 Mathematical processes and
applications
1.1 Representing
A5.3
170-185
1 Mathematical processes and
applications
1.1 Representing
A5.3
170-185
1 Mathematical processes and
applications
1.1 Representing
A5.3
170-185
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
A5.3
170-185
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
A5.3
170-185
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
A5.3
170-185
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
Year 8



move from one form to another to
gain a different perspective on the
problem

pose questions and make convincing
arguments to justify generalisations
or solutions

make accurate mathematical
diagrams, graphs and constructions
on paper and on screen;

manipulate numbers, algebraic
expressions and equations, and
apply routine algorithms;

estimate, approximate and check
working
generate fuller solutions by
presenting a concise, reasoned
argument using symbols, diagrams,
graphs and related explanations

A5.3
170-185
1 Mathematical processes and
applications
1.4 Interpreting and evaluating
A5.3
170-185
1 Mathematical processes and
applications
1.5 Communicating and reflecting
break down substantial tasks to
make them more manageable
represent problems and synthesise
information in algebraic, geometrical
or graphical form

review and refine own findings and
approaches on the basis of
discussions with others
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
Year 8

A5.3-1
170
3 Algebra
3.2 Sequences, functions and graphs
A5.3-2
172
3 Algebra
3.2 Sequences, functions and graphs


A5.3-3
175
3 Algebra
A5.3-4
177
3 Algebra
A5.3-4
177
3 Algebra
A5.3-4
177
3 Algebra
3.2 Sequences, functions and graphs
3.1 Equations, formulae, expressions and
identities
3.1 Equations, formulae, expressions and
identities
3.1 Equations, formulae, expressions and
identities
A5.3-4
177
3 Algebra
3.1 Equations, formulae, expressions and
identities
A5.3-5
180
3 Algebra
3.1 Equations, formulae, expressions and
identities
A5.3-5
180
3 Algebra
3.1 Equations, formulae, expressions and
identities
A5.3-5
A5.3-6
180
183
3 Algebra
3 Algebra
3.2 Sequences, functions and graphs
3.1 Equations, formulae, expressions and



generate points and plot graphs of
linear functions, where y is given
implicitly in terms of x (e.g. ay + bx =
0, y + bx + c = 0 ), on paper and
using ICT
find the gradient of lines given by
equations of the form y = mx + c,
given values for m and c
generate points and plot graphs of
linear functions, where y is given
implicitly in terms of x (e.g. ay + bx =
0, y + bx + c = 0 ), on paper and
using ICT
use algebraic methods to solve
problems involving direct proportion;
relate algebraic solutions to graphs
of the equations;
use ICT as appropriate

explore ways of constructing models
of real-life situations by drawing
graphs and constructing algebraic
equations and inequalities

use ICT as appropriate

explore ways of constructing models
of real-life situations by drawing
graphs and constructing algebraic
equations and inequalities

find the inverse of a linear function
use ICT as appropriate

Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
211-219
1 Mathematical processes and
applications
A5.4
211-219
1 Mathematical processes and
applications
1.1 Representing
A5.4
211-219
1 Mathematical processes and
applications
1.1 Representing
A5.4
211-219
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
A5.4
211-219
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
A5.4
211-219
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
A5.4
211-219
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
211-219
1 Mathematical processes and
applications
Sub-section
Year 8
identities
A5.4
A5.4
1.1 Representing



move from one form to another to
gain a different perspective on the
problem

pose questions and make convincing
arguments to justify generalisations
or solutions

make accurate mathematical
diagrams, graphs and constructions
on paper and on screen;

manipulate numbers, algebraic
expressions and equations, and
apply routine algorithms;

estimate, approximate and check
working
justify the mathematical features
drawn from a context and the choice
of approach

1.4 Interpreting and evaluating

A5.4
211-219
1 Mathematical processes and
applications
1.4 Interpreting and evaluating
break down substantial tasks to
make them more manageable
represent problems and synthesise
information in algebraic, geometrical
or graphical form
generate fuller solutions by
presenting a concise, reasoned
argument using symbols, diagrams,
graphs and related explanations
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
A5.4-1
211
3 Algebra
3.2 Sequences, functions and graphs
A5.4-1
211
3 Algebra
3.2 Sequences, functions and graphs
A5.4-2
214
3 Algebra
A5.4-2
214
3 Algebra
3.1 Equations, formulae, expressions and
identities
3.1 Equations, formulae, expressions and
identities
Year 8

construct functions arising from reallife problems and plot their
corresponding graphs

interpret graphs arising from real
situations, e.g. time series graphs
use formulae from mathematics and
other subjects
substitute numbers into expressions
and formulae
generate points and plot graphs of
linear functions, where y is given
implicitly in terms of x (e.g. ay + bx =
0, y + bx + c = 0 ), on paper and
using ICT
use algebraic methods to solve
problems involving direct proportion;
break down substantial tasks to
make them more manageable
represent problems and synthesise
information in algebraic, geometrical
or graphical form



A5.4-2
214
3 Algebra
3.2 Sequences, functions and graphs
A5.4-3
216
3 Algebra
3.1 Equations, formulae, expressions and
identities
A5.5
272-296
1 Mathematical processes and
applications
1.1 Representing
A5.5
272-296
1 Mathematical processes and
applications
1.1 Representing
A5.5
272-296
1 Mathematical processes and
applications
1.1 Representing
A5.5
272-296
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
272-296
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
A5.5




move from one form to another to
gain a different perspective on the
problem

pose questions and make convincing
arguments to justify generalisations
or solutions

make accurate mathematical
diagrams, graphs and constructions
on paper and on screen;
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
A5.5
272-296
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
A5.5
272-296
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
272-296
1 Mathematical processes and
applications
1.4 Interpreting and evaluating
Year 8

manipulate numbers, algebraic
expressions and equations, and
apply routine algorithms;

estimate, approximate and check
working
generate fuller solutions by
presenting a concise, reasoned
argument using symbols, diagrams,
graphs and related explanations

A5.5
A5.5-1
272
3 Algebra
3.1 Equations, formulae, expressions and
identities
A5.5-2
276
3 Algebra
3.1 Equations, formulae, expressions and
identities
A5.5-2
276
3 Algebra
A5.5-3
279
3 Algebra
A5.5-3
279
3 Algebra

simplify or transform algebraic
expressions by taking out singleterm common factors

add simple algebraic fractions

construct and solve linear equations
with integer coefficients (with and
without brackets, negative signs
anywhere in the equation, positive or
negative solution)

substitute numbers into expressions
and formulae
derive a formula and, in simple
cases, change its subject
distinguish the different roles played
by letter symbols in equations,
identities, formulae and functions
3.1 Equations, formulae, expressions and
identities
3.1 Equations, formulae, expressions and
identities
3.1 Equations, formulae, expressions and
identities
A5.5-4
281
3 Algebra
3.1 Equations, formulae, expressions and
identities
A5.5-4
281
3 Algebra
3.1 Equations, formulae, expressions and
identities



derive a formula and, in simple
cases, change its subject
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
A5.5-4
281
3 Algebra
3.2 Sequences, functions and graphs
A5.5-5
284
3 Algebra
3.1 Equations, formulae, expressions and
identities
A5.5-5
284
3 Algebra
3.2 Sequences, functions and graphs
A5.5-5
284
3 Algebra
3.2 Sequences, functions and graphs
Year 8

interpret the meaning of various
points and sections of straight-line
graphs, including intercepts and
intersection, e.g. solving
simultaneous linear equations

distinguish the different roles played
by letter symbols in equations,
identities, formulae and functions

generate points and plot graphs of
linear functions, where y is given
implicitly in terms of x (e.g. ay + bx =
0, y + bx + c = 0 ), on paper and
using ICT
find the gradient of lines given by
equations of the form y = mx + c,
given values for m and c

A5.5-5
284
3 Algebra
3.2 Sequences, functions and graphs
A5.5-6
287
3 Algebra
3.2 Sequences, functions and graphs

interpret the meaning of various
points and sections of straight-line
graphs, including intercepts and
intersection, e.g. solving
simultaneous linear equations

interpret graphs arising from real
situations, e.g. time series graphs
explore ways of constructing models
of real-life situations by drawing
graphs and constructing algebraic
equations and inequalities

A5.5-7
290
3 Algebra
3.1 Equations, formulae, expressions and
identities

A5.5-7
290
3 Algebra
3.2 Sequences, functions and graphs
construct functions arising from reallife problems and plot their
corresponding graphs
Tier 5 Lesson Objectives Map
Unit and
lesson
A5.5-7
Class book
page
Strand
Sub-section
290
3 Algebra
3.2 Sequences, functions and graphs
Year 8


A5.5-8
292
3 Algebra
3.1 Equations, formulae, expressions and
identities

A5.5-8
292
3 Algebra
3.2 Sequences, functions and graphs

A5.5-8
292
A5.5-8
292
G5.1
33-51
G5.1
33-51
4 Geometry and measures
4 Geometry and measures
4.4 Measures and mensuration
1.2 Analysing – use mathematical
reasoning
1.3 Analysing – use appropriate
mathematical procedures
1.3 Analysing – use appropriate
mathematical procedures
G5.1
33-51
1 Mathematical processes and
applications
G5.1
33-51
1 Mathematical processes and
applications
1.1 Representing
Use ICT to explore the graphical
representation of algebraic
equations and interpret how
properties of the graph are related to
features of the equation, e.g. parallel
and perpendicular lines
interpret and explore combining
measures into rates of change in
everyday contexts (e.g. km per hour,
pence per metre)

use compound measures to
compare in real-life contexts (e.g.
travel graphs and value for money),
using ICT as appropriate

break down substantial tasks to
make them more manageable
recognise the impact of constraints
or assumptions
manipulate numbers, algebraic
expressions and equations, and
apply routine algorithms;
4.4 Measures and mensuration
1 Mathematical processes and
applications
1 Mathematical processes and
applications
interpret graphs arising from real
situations, e.g. time series graphs
use systematic trial and
improvement methods and ICT tools
to find approximate solutions to
equations such as x2 + x = 20



use accurate notation, including
correct syntax when using ICT;
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
G5.1
33-51
G5.1
33-51
Strand
Sub-section
1 Mathematical processes and
applications
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
1.3 Analysing – use appropriate
mathematical procedures
Year 8



G5.1
33-51
1 Mathematical processes and
applications
G5.1-1
33
4 Geometry and measures
4.4 Measures and mensuration
G5.1-2
37
4 Geometry and measures
4.4 Measures and mensuration
G5.1-3
40
4 Geometry and measures
4.4 Measures and mensuration
G5.1-4
42
4 Geometry and measures
4.4 Measures and mensuration
1.4 Interpreting and evaluating





G5.1-5
45
4 Geometry and measures
4.4 Measures and mensuration
G5.1-5
45
4 Geometry and measures
4.4 Measures and mensuration


G5.1-6
48
4 Geometry and measures
4.4 Measures and mensuration
G5.1-6
48
4 Geometry and measures
4.4 Measures and mensuration

record methods, solutions and
conclusions;
estimate, approximate and check
working
justify the mathematical features
drawn from a context and the choice
of approach
solve problems involving
measurements in a variety of
contexts
know and use the formulae for the
circumference and area of a circle
know and use the formulae for the
circumference and area of a circle
know and use the formulae for the
circumference and area of a circle
convert between area measures
(e.g. mm2 to cm2, cm2 to m2, and
vice versa) and between volume
measures (e.g. mm3 to cm3, cm3 to
m3, and vice versa)
calculate the surface area and
volume of right prisms
convert between area measures
(e.g. mm2 to cm2, cm2 to m2, and
vice versa) and between volume
measures (e.g. mm3 to cm3, cm3 to
m3, and vice versa)
calculate the surface area and
volume of right prisms
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
G5.2
114-134
1 Mathematical processes and
applications
1.1 Representing
G5.2
114-134
1 Mathematical processes and
applications
1.1 Representing
G5.2
114-134
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
G5.2
114-134
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
114-134
1 Mathematical processes and
applications
114-134
1 Mathematical processes and
applications
114-134
1 Mathematical processes and
applications
Year 8



pose questions and make convincing
arguments to justify generalisations
or solutions

record methods, solutions and
conclusions;
generate fuller solutions by
presenting a concise, reasoned
argument using symbols, diagrams,
graphs and related explanations

G5.2
G5.2
G5.2
G5.2-1
114
4 Geometry and measures
1.4 Interpreting and evaluating

review and refine own findings and
approaches on the basis of
discussions with others

look for and reflect on other
approaches and build on previous
experience of similar situations and
outcomes

solve problems using properties of
angles, of parallel and intersecting
lines, and of triangles and other
polygons, justifying inferences and
explaining reasoning with diagrams
and text
1.5 Communicating and reflecting
1.5 Communicating and reflecting
4.1 Geometrical reasoning
break down substantial tasks to
make them more manageable
represent problems and synthesise
information in algebraic, geometrical
or graphical form
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
Year 8

G5.2-2
117
4 Geometry and measures
4.1 Geometrical reasoning

G5.2-3
119
4 Geometry and measures
4.1 Geometrical reasoning
G5.2-4
122
4 Geometry and measures
4.1 Geometrical reasoning
G5.2-5
124
4 Geometry and measures
4.1 Geometrical reasoning


G5.2-6
126
4 Geometry and measures
4.1 Geometrical reasoning
G5.2-7
129
4 Geometry and measures
4.4 Measures and mensuration
G5.2-8
132
4 Geometry and measures
4.4 Measures and mensuration
G5.2-8
132
4 Geometry and measures
4.4 Measures and mensuration
G5.3
187-208
1 Mathematical processes and
applications
1.1 Representing
solve problems using properties of
angles, of parallel and intersecting
lines, and of triangles and other
polygons, justifying inferences and
explaining reasoning with diagrams
and text
solve problems using properties of
angles, of parallel and intersecting
lines, and of triangles and other
polygons, justifying inferences and
explaining reasoning with diagrams
and text
visualise and use 2-D
representations of 3-D objects
analyse 3-D shapes through 2-D
projections, including plans and
elevations

analyse 3-D shapes through 2-D
projections, including plans and
elevations

solve problems involving
measurements in a variety of
contexts
calculate the surface area and
volume of right prisms
calculate the surface area and
volume of right prisms
break down substantial tasks to
make them more manageable



Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
187-208
1 Mathematical processes and
applications
1.1 Representing
187-208
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
G5.3
187-208
1 Mathematical processes and
applications
1.4 Interpreting and evaluating
G5.3-1
187
4 Geometry and measures
4.2 Transformations and coordinates
G5.3-2
191
4 Geometry and measures
4.1 Geometrical reasoning
G5.3
G5.3
Year 8

represent problems and synthesise
information in algebraic, geometrical
or graphical form

pose questions and make convincing
arguments to justify generalisations
or solutions

generate fuller solutions by
presenting a concise, reasoned
argument using symbols, diagrams,
graphs and related explanations

identify reflection symmetry in 3-D
shapes
understand congruence and explore
similarity
recognise that translations, rotations
and reflections preserve length and
angle, and map objects on to
congruent images


G5.3-2
191
4 Geometry and measures
4.2 Transformations and coordinates

G5.3-2
191
4 Geometry and measures
4.2 Transformations and coordinates

G5.3-4
195
4 Geometry and measures
4.2 Transformations and coordinates

G5.3-4
195
4 Geometry and measures
4.2 Transformations and coordinates
explore and compare mathematical
representations of combinations of
translations, rotations and reflections
of 2-D shapes, on paper and using
ICT
enlarge 2-D shapes, given a centre
of enlargement and a positive
integer scale factor, on paper and
using ICT
identify the scale factor of an
enlargement as the ratio of the
lengths of any two corresponding
line segments
Tier 5 Lesson Objectives Map
Unit and
lesson
G5.3-4
G5.3-5
Class book
page
195
199
Strand
4 Geometry and measures
4 Geometry and measures
Sub-section
Year 8

recognise that enlargements
preserve angle but not length, and
understand the implications of
enlargement for perimeter

use and interpret maps and scale
drawings in the context of
mathematics and other subjects

recognise that enlargements
preserve angle but not length, and
understand the implications of
enlargement for perimeter

break down substantial tasks to
make them more manageable
represent problems and synthesise
information in algebraic, geometrical
or graphical form
4.2 Transformations and coordinates
4.2 Transformations and coordinates
G5.3-6
203
4 Geometry and measures
4.2 Transformations and coordinates
G5.4
242-270
1 Mathematical processes and
applications
1.1 Representing
G5.4
242-270
1 Mathematical processes and
applications
1.1 Representing
G5.4
242-270
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning

G5.4
242-270
1 Mathematical processes and
applications
1.4 Interpreting and evaluating
G5.4
242-270
1 Mathematical processes and
applications
1.5 Communicating and reflecting

pose questions and make convincing
arguments to justify generalisations
or solutions

generate fuller solutions by
presenting a concise, reasoned
argument using symbols, diagrams,
graphs and related explanations

review and refine own findings and
approaches on the basis of
discussions with others
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
Year 8

G5.4-1
242
4 Geometry and measures
4.1 Geometrical reasoning

G5.4-2
246
4 Geometry and measures
4.1 Geometrical reasoning
G5.4-3
247
4 Geometry and measures
4.1 Geometrical reasoning
G5.4-3
247
4 Geometry and measures
4.1 Geometrical reasoning



G5.4-4
249
4 Geometry and measures
4.1 Geometrical reasoning

G5.4-4
249
4 Geometry and measures
4.1 Geometrical reasoning
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
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
know the definition of a circle and
the names of its parts
explain why inscribed regular
polygons can be constructed by
equal divisions of a circle
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, of parallel and intersecting
lines, and of triangles and other
polygons, justifying inferences and
explaining reasoning with diagrams
and text
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
Year 8

G5.4-5
253
4 Geometry and measures
4.1 Geometrical reasoning
G5.4-5
253
4 Geometry and measures
4.3 Construction and loci
G5.4-6
260
4 Geometry and measures
4.3 Construction and loci
G5.4-7
260
4 Geometry and measures
4.3 Construction and loci
G5.4-8
264
4 Geometry and measures
4.3 Construction and loci

G5.4-9
267
4 Geometry and measures
4.3 Construction and loci
N5.1
1-9
1 Mathematical processes and
applications
1.1 Representing
N5.1
1-9
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
N5.1
1-9
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
solve problems using properties of
angles, of parallel and intersecting
lines, and of triangles and other
polygons, justifying inferences and
explaining reasoning with diagrams
and text
use straight edge and compasses to
construct triangles, given right angle,
hypotenuse and side (RHS)

use straight edge and compasses to
construct triangles, given right angle,
hypotenuse and side (RHS)

use straight edge and compasses to
construct triangles, given right angle,
hypotenuse and side (RHS)

find the locus of a point that moves
according to a simple rule, both by
reasoning and by using ICT

find the locus of a point that moves
according to a simple rule, both by
reasoning and by using ICT

represent problems and synthesise
information in algebraic, geometrical
or graphical form

pose questions and make convincing
arguments to justify generalisations
or solutions

calculate accurately, selecting
mental methods or calculating
devices as appropriate;
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
N5.1
1-9
N5.1
1-9
N5.1
1-9
N5.1-1
1
Strand
Sub-section
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
1.3 Analysing – use appropriate
mathematical procedures
2 Number
2.2 Integers, powers and roots
N5.1-1
1
2 Number
2.2 Integers, powers and roots
N5.1-1
1
3 Algebra
3.1 Equations, formulae, expressions and
identities
N5.1-2
3
2 Number
2.2 Integers, powers and roots
N5.1-3
6
2 Number
2.2 Integers, powers and roots
Year 8





know and use the index laws for
multiplication and division of positive
integer powers

use index notation for integer powers
and simple instances of the index
laws

use ICT to estimate square roots
and cube roots
use the prime factor decomposition
of a number
solve problems mentally


Mental
tests
Tch Bk
10,66,
156,339
2 Number
2.5 Mental calculation methods

Mental
tests
Tch Bk
10, 66,
156, 339
2 Number
use accurate notation, including
correct syntax when using ICT;
record methods, solutions and
conclusions;
estimate, approximate and check
working
use index notation for integer powers
2.5 Mental calculation methods
extend mental methods of
calculation, working with decimals,
fractions, percentages, factors,
powers and roots
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
N5.2
56-73
1 Mathematical processes and
applications
1.1 Representing
N5.2
56-73
1 Mathematical processes and
applications
1.1 Representing
N5.2
56-73
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
N5.2
56-73
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
N5.2
56-73
N5.2
56-73
N5.2
56-73
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
1.3 Analysing – use appropriate
mathematical procedures
N5.2
56-73
1 Mathematical processes and
applications
1.5 Communicating and reflecting
N5.2-1
56
2 Number
2.3 Fractions, decimals, percentages,
ratio and proportion
2 Number
2.3 Fractions, decimals, percentages,
ratio and proportion
Year 8



use connections with related
contexts to improve the analysis of a
situation or problem

calculate accurately, selecting
mental methods or calculating
devices as appropriate;

use accurate notation, including
correct syntax when using ICT;
record methods, solutions and
conclusions;
estimate, approximate and check
working
review and refine own findings and
approaches on the basis of
discussions with others





N5.2-1
56
break down substantial tasks to
make them more manageable
move from one form to another to
gain a different perspective on the
problem
understand the equivalence of
simple algebraic fractions
use efficient methods to add,
subtract, multiply and divide
fractions, interpreting division as a
multiplicative inverse
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
N5.2-2
59
2 Number
2.3 Fractions, decimals, percentages,
ratio and proportion
N5.2-2
59
2 Number
2.3 Fractions, decimals, percentages,
ratio and proportion
Year 8

use efficient methods to add,
subtract, multiply and divide
fractions, interpreting division as a
multiplicative inverse

cancel common factors before
multiplying or dividing
use efficient methods to add,
subtract, multiply and divide
fractions, interpreting division as a
multiplicative inverse

N5.2-3
60
2 Number
2.3 Fractions, decimals, percentages,
ratio and proportion
N5.2-4
62
2 Number
2.3 Fractions, decimals, percentages,
ratio and proportion
N5.2-4
62
2 Number
N5.2-5
65
2 Number
N5.2-6
69
2 Number
N5.2-6
69
2 Number
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

recognise when fractions or
percentages are needed to compare
proportions

solve problems involving percentage
changes
compare two ratios




N5.2-6
69
N5.3
137-153
N5.3
137-153
2 Number
1 Mathematical processes and
applications
1 Mathematical processes and
applications
2.3 Fractions, decimals, percentages,
ratio and proportion
1.1 Representing
1.2 Analysing – use mathematical
reasoning


interpret and use ratio in a range of
contexts
compare two ratios
use proportional reasoning to solve
problems, choosing the correct
numbers to take as 100%, or as a
whole
break down substantial tasks to
make them more manageable
recognise the impact of constraints
or assumptions
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
N5.3
137-153
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
N5.3
137-153
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
N5.3
137-153
1 Mathematical processes and
applications
1.5 Communicating and reflecting
N5.3-1
137
2 Number
2.1 Place value, ordering and rounding
N5.3-1
137
2 Number
2.1 Place value, ordering and rounding
N5.3-1
137
2 Number
2.1 Place value, ordering and rounding
N5.3-1
137
2 Number
2.4 Number operations
N5.3-1
137
2 Number
2.4 Number operations
Year 8

manipulate numbers, algebraic
expressions and equations, and
apply routine algorithms;

record methods, solutions and
conclusions;
look for and reflect on other
approaches and build on previous
experience of similar situations and
outcomes







N5.3-2
139
2 Number
2.1 Place value, ordering and rounding
N5.3-2
139
2 Number
2.3 Fractions, decimals, percentages,
ratio and proportion


N5.3-2
139
2 Number
2.4 Number operations
extend knowledge of integer powers
of 10
recognise the equivalence of 0.1,
1/10 and 10-1
multiply and divide by any integer
power of 10
understand the effects of multiplying
and dividing by numbers between 0
and 1
consolidate use of the rules of
arithmetic and inverse operations
use rounding to make estimates and
to give solutions to problems to an
appropriate degree of accuracy
know that a recurring decimal is an
exact fraction
understand the order of precedence
of operations, including powers
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
N5.3-2
139
2 Number
2.7 Calculator methods
N5.3-3
143
2 Number
2.5 Mental calculation methods
N5.3-4
145
2 Number
2.5 Mental calculation methods
Year 8

use a calculator efficiently and
appropriately to perform complex
calculations with numbers of any
size, knowing not to round during
intermediate steps of a calculation

use known facts to derive unknown
facts
make and justify estimates and
approximations of calculations
use efficient written methods to add
and subtract integers and decimals
of any size, including numbers with
differing numbers of decimal places


N5.3-4
145
2 Number
2.6 Written calculation methods
N5.3-4
145
2 Number
2.6 Written calculation methods
N5.3-4
145
2 Number
2.6 Written calculation methods
N5.3-4
145
2 Number
2.7 Calculator methods
N5.3-5
147
2 Number
2.7 Calculator methods
N5.3-5
147
2 Number
2.7 Calculator methods






N5.3-6
150
2 Number
2.6 Written calculation methods
N5.3-6
150
2 Number
2.6 Written calculation methods
N5.3-6
150
2 Number
2.6 Written calculation methods


multiply by decimals
divide by decimals by transforming
to division by an integer
use the constant, pi and sign change
keys
use the function keys for powers,
roots and fractions
use brackets and the memory
use efficient written methods to add
and subtract integers and decimals
of any size, including numbers with
differing numbers of decimal places
multiply by decimals
divide by decimals by transforming
to division by an integer
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
N5.4
316-327
1 Mathematical processes and
applications
1.1 Representing
N5.4
316-327
1 Mathematical processes and
applications
1.1 Representing
N5.4
316-327
1 Mathematical processes and
applications
1.1 Representing
N5.4
316-327
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
N5.4
316-327
1 Mathematical processes and
applications
1.4 Interpreting and evaluating
316-327
1 Mathematical processes and
applications
1.4 Interpreting and evaluating
N5.4
316-327
1 Mathematical processes and
applications
1.5 Communicating and reflecting
316-327
1 Mathematical processes and
applications
1.5 Communicating and reflecting
2 Number
2.3 Fractions, decimals, percentages,
ratio and proportion
N5.4-5
323


N5.4
N5.4
Year 8
break down substantial tasks to
make them more manageable
represent problems and synthesise
information in algebraic, geometrical
or graphical form

move from one form to another to
gain a different perspective on the
problem

use connections with related
contexts to improve the analysis of a
situation or problem

justify the mathematical features
drawn from a context and the choice
of approach

generate fuller solutions by
presenting a concise, reasoned
argument using symbols, diagrams,
graphs and related explanations

review and refine own findings and
approaches on the basis of
discussions with others

look for and reflect on other
approaches and build on previous
experience of similar situations and
outcomes

use proportional reasoning to solve
problems, choosing the correct
numbers to take as 100%, or as a
whole
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
S5.1
75-93
1 Mathematical processes and
applications
1.1 Representing
S5.1
75-93
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
S5.1
75-93
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
S5.1
75-93
1 Mathematical processes and
applications
1.4 Interpreting and evaluating
75-93
1 Mathematical processes and
applications
75-93
1 Mathematical processes and
applications
S5.1
S5.1
Year 8




generate fuller solutions by
presenting a concise, reasoned
argument using symbols, diagrams,
graphs and related explanations

review and refine own findings and
approaches on the basis of
discussions with others

select, construct and modify, on
paper and using ICT, suitable
graphical representations to
progress an enquiry and identify key
features present in the data. Include:
– line graphs for time series – scatter
graphs to develop further
understanding of correlation
suggest a problem to explore using
statistical methods, frame questions
and raise conjectures
1.5 Communicating and reflecting
75
5 Statistics
5.2 Processing and representing data
S5.1-2
79
5 Statistics
5.1 Specifying a problem, planning and
collecting data
S5.1-3
81
5 Statistics
5.1 Specifying a problem, planning and
collecting data
recognise the impact of constraints
or assumptions
justify the mathematical features
drawn from a context and the choice
of approach

1.4 Interpreting and evaluating
S5.1-1
break down substantial tasks to
make them more manageable
pose questions and make convincing
arguments to justify generalisations
or solutions


discuss how different sets of data
relate to the problem
Tier 5 Lesson Objectives Map
Unit and
lesson
S5.1-4
Class book
page
Strand
Sub-section
83
5 Statistics
5.1 Specifying a problem, planning and
collecting data
5 Statistics
5.1 Specifying a problem, planning and
collecting data
5 Statistics
5.1 Specifying a problem, planning and
collecting data
Year 8


S5.1-4
83

S5.1-5
87

S5.1-5
87
5 Statistics
5.2 Processing and representing data
S5.1-6
90
5 Statistics
5.1 Specifying a problem, planning and
collecting data
S5.2
155-168
1 Mathematical processes and
applications
1.1 Representing
S5.2
155-168
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
S5.2
155-168
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
S5.2
155-168
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures



design, trial and if necessary refine
data collection sheets
construct tables for gathering large
discrete and continuous sets of raw
data, choosing suitable class
intervals
construct tables for gathering large
discrete and continuous sets of raw
data, choosing suitable class
intervals
select, construct and modify, on
paper and using ICT, suitable
graphical representations to
progress an enquiry and identify key
features present in the data. Include:
– line graphs for time series – scatter
graphs to develop further
understanding of correlation
design and use two-way tables
break down substantial tasks to
make them more manageable
pose questions and make convincing
arguments to justify generalisations
or solutions

make accurate mathematical
diagrams, graphs and constructions
on paper and on screen;

record methods, solutions and
conclusions;
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
155-168
1 Mathematical processes and
applications
S5.2
155-168
1 Mathematical processes and
applications
1.5 Communicating and reflecting
S5.2-1
155
5 Statistics
5.4 Probability
S5.2-2
159
5 Statistics
5.4 Probability
S5.2-3
161
5 Statistics
5.4 Probability
S5.2
Sub-section
Year 8

generate fuller solutions by
presenting a concise, reasoned
argument using symbols, diagrams,
graphs and related explanations

review and refine own findings and
approaches on the basis of
discussions with others

identify all the mutually exclusive
outcomes of an experiment
identify all the mutually exclusive
outcomes of an experiment
interpret results involving uncertainty
and prediction
know that the sum of probabilities of
all mutually exclusive outcomes is 1
and use this when solving problems
1.4 Interpreting and evaluating



S5.2-3
161
5 Statistics
5.4 Probability
S5.2-4
163
5 Statistics
5.4 Probability
S5.2-5
166
5 Statistics
5.4 Probability
S5.2-5
166
5 Statistics
5.4 Probability
S5.3
222-239
1 Mathematical processes and
applications
1.1 Representing

compare experimental and
theoretical probabilities in a range of
contexts

compare experimental and
theoretical probabilities in a range of
contexts

appreciate the difference between
mathematical explanation and
experimental evidence

break down substantial tasks to
make them more manageable
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
S5.3
222-239
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
S5.3
222-239
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
S5.3
222-239
1 Mathematical processes and
applications
1.4 Interpreting and evaluating
222-239
1 Mathematical processes and
applications
1.4 Interpreting and evaluating
S5.3
222-239
1 Mathematical processes and
applications
1.5 Communicating and reflecting
S5.3-1
222
5 Statistics
5.2 Processing and representing data
224
5 Statistics

pose questions and make convincing
arguments to justify generalisations
or solutions

recognise the impact of constraints
or assumptions
justify the mathematical features
drawn from a context and the choice
of approach

S5.3
S5.3-2
Year 8
5.2 Processing and representing data

generate fuller solutions by
presenting a concise, reasoned
argument using symbols, diagrams,
graphs and related explanations

review and refine own findings and
approaches on the basis of
discussions with others

calculate statistics and select those
most appropriate to the problem or
which address the questions posed

select, construct and modify, on
paper and using ICT, suitable
graphical representations to
progress an enquiry and identify key
features present in the data. Include:
– line graphs for time series – scatter
graphs to develop further
understanding of correlation
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
Year 8

S5.3-3
227
5 Statistics
5.2 Processing and representing data
S5.3-4
230
5 Statistics
5.1 Specifying a problem, planning and
collecting data
S5.3-4
230
5 Statistics
5.1 Specifying a problem, planning and
collecting data
S5.3-4
230
5 Statistics
5.1 Specifying a problem, planning and
collecting data
S5.3-5
232
5 Statistics
5.1 Specifying a problem, planning and
collecting data
5 Statistics
5.1 Specifying a problem, planning and
collecting data





S5.3-5
232

S5.3-5
232
5 Statistics
5.2 Processing and representing data
select, construct and modify, on
paper and using ICT, suitable
graphical representations to
progress an enquiry and identify key
features present in the data. Include:
– line graphs for time series – scatter
graphs to develop further
understanding of correlation
suggest a problem to explore using
statistical methods, frame questions
and raise conjectures
identify possible primary or
secondary sources
design a survey or experiment to
capture the necessary data from one
or more sources
determine the sample size and most
appropriate degree of accuracy
gather data from specified
secondary sources, including printed
tables and lists, and ICT-based
sources, including the internet
select, construct and modify, on
paper and using ICT, suitable
graphical representations to
progress an enquiry and identify key
features present in the data. Include:
– line graphs for time series – scatter
graphs to develop further
understanding of correlation
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
Year 8

S5.3-6
234
5 Statistics
5.2 Processing and representing data
S5.3-6
234
5 Statistics
5.3 Interpreting and discussing results
S5.3-6
234
5 Statistics
5.3 Interpreting and discussing results



S5.3-6
234
5 Statistics
5.3 Interpreting and discussing results

S5.3-6
234
5 Statistics
5.3 Interpreting and discussing results
S5.3-7
235
5 Statistics
5.3 Interpreting and discussing results


S5.3-7
235
5 Statistics
5.3 Interpreting and discussing results
S5.3-7
235
5 Statistics
5.3 Interpreting and discussing results
S5.4
300-314
1 Mathematical processes and
applications
1.1 Representing


select, construct and modify, on
paper and using ICT, suitable
graphical representations to
progress an enquiry and identify key
features present in the data. Include:
– line graphs for time series – scatter
graphs to develop further
understanding of correlation
interpret graphs and diagrams and
make inferences to support or cast
doubt on initial conjectures
have a basic understanding of
correlation
compare two or more distributions
and make inferences, using the
shape of the distributions and
appropriate statistics
review interpretations and results of
a statistical enquiry on the basis of
discussions
have a basic understanding of
correlation
compare two or more distributions
and make inferences, using the
shape of the distributions and
appropriate statistics
communicate these interpretations
and results using selected tables,
graphs and diagrams
break down substantial tasks to
make them more manageable
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
300-314
1 Mathematical processes and
applications
1.2 Analysing – use mathematical
reasoning
S5.4
300-314
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
S5.4
300-314
1 Mathematical processes and
applications
1.3 Analysing – use appropriate
mathematical procedures
S5.4
Year 8

pose questions and make convincing
arguments to justify generalisations
or solutions

make accurate mathematical
diagrams, graphs and constructions
on paper and on screen;

record methods, solutions and
conclusions;
generate fuller solutions by
presenting a concise, reasoned
argument using symbols, diagrams,
graphs and related explanations

S5.4
300-314
1 Mathematical processes and
applications
1.4 Interpreting and evaluating
S5.4
300-314
1 Mathematical processes and
applications
1.5 Communicating and reflecting
S5.4-1
300
5 Statistics
5.4 Probability
S5.4-1
300
5 Statistics
5.4 Probability
S5.4-2
305
5 Statistics
5.4 Probability

review and refine own findings and
approaches on the basis of
discussions with others

compare experimental and theoretical
probabilities in a range of contexts

appreciate the difference between
mathematical explanation and
experimental evidence

identify all the mutually exclusive
outcomes of an experiment
know that the sum of probabilities of
all mutually exclusive outcomes is 1
and use this when solving problems

S5.4-2
305
5 Statistics
5.4 Probability
S5.4-3
309
5 Statistics
5.4 Probability

know that the sum of probabilities of
all mutually exclusive outcomes is 1
and use this when solving problems
Tier 5 Lesson Objectives Map
Unit and
lesson
Class book
page
Strand
Sub-section
S5.4-3
309
5 Statistics
5.4 Probability
S5.4-4
312
5 Statistics
5.4 Probability
Year 8

compare experimental and theoretical
probabilities in a range of contexts

compare experimental and theoretical
probabilities in a range of contexts