Unit 1 Number/Algebra 1 (Special Numbers & Sequences)
Date:
SUPPORT TEACHING OBJECTIVES
From the Y7 teaching programme (Level 4/5)
KS3 Framework
reference
Targeted activities for the introduction
or plenary part of the lesson
Activity Ref:


Pages 48 - 51
Pages 52 - 55
Use partitioning to multiply, e.g. 13  6.
Order, add, subtract, multiply and divide
integers.
Number cards at front of room
Doubling and halving.
Whiteboards. Loop Cards.
Pages 56 - 59
Multiply and divide a two-digit number by a one
digit number.
Badger 7
Know and use squares, positive square roots,
cubes of numbers 1 to 5.
Badger 8, 9



Add and subtract integers.
Recognise and use multiples, factors (divisors), common factor,
highest common factor, and primes; find the prime factor
decomposition of numbers <100 (e.g. 30 = 2 x 3 x 5).
Use squares, positive square roots, cubes, and index notation for
squares and cubes.
Generate and describe integer sequences.
Generate terms of a linear sequence using term-to-term and simple
position-to-term definitions (2n +1) of the sequence, on paper and
using a spreadsheet or graphical calculator.
Key vocabulary
Pages 144 - 147
Pages 148 - 151
6 HRS
Special numbers: (integer, negative, positive, sign, square, squared, square root, cube, factors, prime factors, HCF, multiples
Sequences: (sequence, term, nth term, consecutive, predict, rule, generate, continue, ascending, descending, symbol, algebra, index)
Expected outcomes by the end of each lesson:
Eg 1: Order integers position on a number line.
Eg 2: Use number line leading to +/- patterns.
Eg 3: Number pyramids.
Eg 4: The answer is –8; what was the question?
(Use context, eg: Temperature, Sea level).
Resources:
Lesson 4
Lesson 1
To be able to add and subtract negative numbers.
Eg 1: Find all the pairs of factors of non-prime numbers.
Eg 2: Use prime factor trees to find all prime factors
as in 24 = 2 x 2 x 2 x 3.
2. To be able to find HCF of two numbers (< 60)
Eg 1: The first term is 4 and each term is 7 more than before
Eg 2: Describe this sequence: 7, 13, 19, 25, …
Eg 3: Use simple flow diagram to generate sequences.
To be able to generate a sequence given a rule for finding
each term from its position in the sequence:
Lesson 5
Lesson 2
1. To be able to find factors and prime factors of
numbers.
To be able to generate and describe integer sequences
given a simple term-to-term rule, or sequence:
Eg: The nth term of a sequence is 2n + 4. Write the first
five terms.
To be able to find squares, square roots and cubes, and use
appropriate notation.
Eg 1: Number square with squares up to 144.
Eg 2: Practise estimating square roots from whole number
squares. Repeat with cubes.
Eg 3: Use calculator to experiment with squares and cubes.
MATHEMATICS DEPARTMENT
Lesson 6
Lesson 3
(Extend to use of prime factors for this).
To be able to generate sequences from simple practical
contexts.
Eg: Find the first few terms of the sequence.
Describe how it continues with reference to the context.
Begin to describe the general term using words, then
using symbols, justify the generalisation by referring to
the context.
AUTUMN TERM ( FIRST HALF)
YEAR 8 SUPPORT
Resources:
Unit 2
SSM 1 (Angle Rules & Constructions)
Date:
6 HRS
SUPPORT TEACHING OBJECTIVES
From the Y7 teaching programme (Level 4/5)
KS3 Framework
reference
Targeted activities for the introduction
or plenary part of the lesson
 Know the sum of angles at a point, on a straight line and in a
triangle & quadrilateral. Recognise vertically opposite angles.
Pages 178 - 83
Estimate and order acute, obtuse and reflex
angles.
 Solve geometrical problems using side and angle properties of
equilateral, isosceles and right-angled triangles and special
quadrilaterals, explaining reasoning with diagrams & text; classify
quadrilaterals by their geometric properties.
 Use straight edge and angles measurer to construct: triangles, given
(ASA) or (SAS). Use a straight edge and a compass to construct an
equilateral and isosceles triangle.
 Investigate in a range of contexts: shape and space.
Pages 184 - 189
Discuss and interpret graphs.
Pages 220 - 223
Know or derive complements of 0.1, 1, 10, 50,
100, 1000.
Key vocabulary
Activity Ref:
Visualise, describe and sketch 2-D shapes.
Angles: (angles at a point, angles on a straight line, base angles, interior); triangles: (equilateral, isosceles, right-angled, scalene);
Quadrilaterals: (quadrilateral, square, rectangle, rhombus, parallelogram, arrowhead, kite, edge, face, vertex, vertices congruent, tessellate) ;
Constructions: (construct, draw, measure, protractor, compasses, ruler).
Eg: Given sufficient information, calculate angles in a
straight line, and at a point. Use protractor to measure
angles accurately.
1. To be able to show that sum of angles in a ∆ is 180°:
2. … and that the sum of angles in a quadrilateral is 360°:
Resources:
OHP,
protractors.
Cut-out
triangles.
Eg: - Paste Δ samples into books, measure angles; cut angles
to show they fit on a straight line
- make & paste quadrilaterals from adjoining
congruent Δs.
- measure angles & compare results.
Lesson 4
To be able to identify angles on a straight line, angles at
point and vertically opposite angles.
scalene Δs. Use in problems.
b) Solve angle problems in quadrilaterals.
MATHEMATICS DEPARTMENT
Eg: Introduce special quadrilaterals (parallelogram, kite,
rhombus, trapezium, arrowhead); classify, and solve
related angle problems.
Eg: Use compasses and protractor to show construction on
board, and ask students to carry out similar
constructions.
Ask students to measure lines and missing angles.
To be able to construct Δs to solve problems.
Lesson 6
Lesson 3
To be able to solve problems about Δs & quadrilaterals, as
in:
a) Explain angle & side properties of equilateral, isosceles, &
To be able to solve angle problems in special
quadrilaterals.
1. To be able to construct a Δ (ASA and SAS).
Lesson 5
Lesson 2
Lesson 1
Expected outcomes by the end of each lesson:
Eg 1: How many different triangles can you construct where
2 sides are of length 4 cm and 7 cm & one angle equal
to 25°
Eg 2: Islamic patterns (download from internet); worksheets.
AUTUMN TERM ( FIRST HALF)
YEAR 8 SUPPORT
Resources:
Board
compasses,
board
protractor.
Compasses,
Protractors.
Compasses,
protractors.
Unit 3
Number 2a (Fractions, Decimals, Percentages)
Date:
3 HRS
SUPPORT TEACHING OBJECTIVES
From the Y7 teaching programme (Level 4/5)
KS3 Framework
reference
Targeted activities for the introduction
or plenary part of the lesson
 Use fraction notation to 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, and fractions to decimals.
 Add and subtract fractions with common denominators; calculate
fractions of quantities (whole-number answers); multiply a fraction by
an integer.
Pages 60 - 64
Convert between fractions, decimals and
percentages.
Pages 66 - 69
Multiply and divide decimals by 10, 100, 1000.
Activity Ref:
Calculate using knowledge of multiplication and
division facts and place value,
e.g. 432  0.01.
Key vocabulary
Fraction, numerator, denominator, proper fraction, improper fraction, mixed fraction, equivalent, cancel, cancellation, convert, simplest form.
Expected outcomes by the end of each lesson:
Lesson 1
1.
To be able to describe one number as a fraction of a larger number and simplify fractions in easy cases.
Resources:
OHP shapes.
Eg 1: What fraction is shaded in this shape?
Eg 2: What fraction of 1 metre is 40 cm? of 1 hr is 20 mins?
Eg 3: 42/56 = 6/8 = 2/3.
2.
To be able to convert decimals (up to 2 d.p.) to fractions, and vice versa.
Eg 1: 0.8 = 8/10 = 4/5; 4.45 = 4 45/100 = 4 9/20.
Eg 2: 2/5 = 4/10 = 0.4; 3/20 = 15/100 = 0.15
Lesson 2
To be able to add & subtract fractions (same denominator), using diagrams initially.
Eg 1: Use common fractions – 1/2, 1/3, 1/4, 1/5, 1/8, 1/10.
Eg 2: Know addition facts of simple fractions: 1/2 + 1/4 = 3/4.
Lesson 3
To be able to multiply an integer by a fraction, & in context:
Eg 1: 1/3 of 12 = 1/3 x 12 = 12  3 = 4 (i.e. x 1/3 is same as  3).
Eg 2: one eighth of 40kg = 1/8 x 40 = 40  8 = 5kg.
Eg 3: Also use simple complex fractions, such as ¾ of 20.
MATHEMATICS DEPARTMENT
AUTUMN TERM ( FIRST HALF)
YEAR 8 SUPPORT
Unit 4
Handling Data 1 (Probability)
Date:
6HRS
SUPPORT TEACHING OBJECTIVES
From the Y7 teaching programme (Level 4/5)
KS3 Framework
reference
Targeted activities for the introduction
or plenary part of the lesson
 Use the vocabulary of probability when interpreting the results of an
experiment; appreciate that random processes are unpredictable.
Page 277
Know or derive complements of 0.1, 1, 10, 50,
100, 1000.
 Understand and use the probability scale from 0 to 1; find and
justify probabilities based on equally likely outcomes in simple
contexts.
Page 278
 Know that if the probability of an event occurring is P then the
probability of it not occurring is 1 – P.
Page 279
Consolidate and extend mental methods of
calculation, working with decimals, fractions
and percentages. Solve word problems
mentally.
Solve word problem mentally.
 Collect data from a simple experiment and record in a frequency table;
estimate probabilities based on this data.
Page 283
 Compare experimental and theoretical probabilities in different
contexts
Pages 284 - 285
Key vocabulary
Activity Ref:
Multiply and divide a two-digit number by a
one-digit number.
Description: (fair, certain, likely, unlikely, impossible, good chance, poor chance, even chance, fifty-fifty chance);
Probability: (chance, likelihood, risk, doubt, probability, Experiments: (experimental probability, theoretical probability, random, outcome).
To be able to use the vocabulary of probability (eg: likely).
in the context of a probability scale from 0 – 1.
To be able to estimate probability from an experiment,
and compare with theoretical probability:
Eg 1: On a probability line, what is probability:
- of doing maths homework,
- that next year there will be less than 52 Fridays,
Eg 2: P(3) on a dice, etc.
Fwk, page 281
Lesson 4 & 5
To be able to state probability of an event happening as a
fraction:



10 Different coloured cubes (or counters) in a bag; take
one out record and replace; repeat 10 times, and then
20 times; estimate the probability for each colour and
how many of each in the bag.
Compare with theoretical probability.
Have bags with 2, 3 and 4 colours in.
Eg: Coloured counters on OHP - 6 red, 4 blue,
What is P( red)? P(blue)? ( check totals = 1);
P(green) = 0; why?
(Use dice and cards for further examples)
To be able to state the probability of an event not
happening:
- Develop work on P(events happening) and then consider
the other outcomes,
Eg: P(1 or 2) with a dice, what is P(not 1 or 2)?
Or P(3,4,5,6) etc.
MATHEMATICS DEPARTMENT
Lesson 6
Lesson 3
Lesson 2
Lesson 1
Expected outcomes by the end of each lesson:
To be able to compare experimental and theoretical
probabilities in other contexts, (see Fwk, page 284).
AUTUMN TERM ( FIRST HALF)
YEAR 8 SUPPORT
Fwk, page 284