Year 7 Scheme of Learning Foundation Higher Assessment Schedule

SUMMER 2 3 1 4 5 6 7 HALF TERM 8 9 HALF XMAS TERM 11 10 EASTER 12 13 Foundation – Year 7 2 3 2 Sep 9 Sep 16 Sep 1 23 Sep 30 Sep 7 Oct 14 Oct 21 Oct Statistics Using Numbers and Decimals Perimeter and Area 7 28 Oct 6 4 Nov 4 11 Nov 18 Nov 5 25 Nov 2 Dec 9 Dec 16 Dec Perimeter and Area Ratio and Proportion Assessment Sequences and Algebra HALF TERM 23 Dec 6 Jan 13 Jan 8 9 20 Jan 27 Jan 3 Feb 10 Feb 17 Feb Fractions Percentages Coordinates and Graphs HALF TERM XMAS 24 Feb 2 Mar 10 11 9 Mar 16 Mar 23 Mar 30 Mar 7 Apr 14 Apr Coordinates and Graphs Revision Equations Assessment EASTER 21 Apr 28 Apr 5 May 12 12 May 19 May 26 May 2 Jun 13 9 Jun Equations Angles 2d, 3d shapes and symmetry HALF TERM 16 Jun 23 Jun 1 Jul 8 Jul 15 Jul 22 Jul Angles Start of new academic year SUMMER

Higher – year 7 SUMMER 2 3 1 4 5 7 6 HALF TERM 8 9 HALF TERM XMAS 10 2 Sep 9 Sep 16 Sep 1 23 Sep 30 Sep 7 Oct 14 Oct 21 Oct Statistics Using Numbers and Decimals Perimeter, Area and Volume 4 5 28 Oct 7 4 Nov 11 Nov 18 Nov 25 Nov 2 Dec 6 9 Dec 16 Dec Perimeter, Area and Volume Sequences and Algebra Assessment Ratio and Proportion HALF TERM 23 Dec 8 6 Jan 13 Jan 20 Jan 27 Jan 3 Feb 9 10 Feb 17 Feb Ratio and Proportion Fractions &Percentages Coordinates and Graphs HALF TERM XMAS 24 Feb 2 Mar 10 9 Mar 16 Mar 11 23 Mar 30 Mar 7 Apr 14 Apr Equations Revision Assessment Coordinates and Graphs EASTER 21 Apr 28 Apr 5 May 12 12 May 19 May 26 May 2 Jun 13 9 Jun Equations 2d, 3d shapes and symmetry Angles HALF TERM 16 Jun 23 Jun 1 Jul 8 Jul 15 Jul 22 Jul Angles Start of new academic year SUMMER

COMMON MISCONCEPTIONS: CONTENT RESOURCES Statistics(f) PRE-REQUISITES: Assess through starters etc. Expectation on pupils to plug gaps through independent study Draw basic pie charts and line graphs Calculate simple averages OBJECTIVES: Draw and interpret line graphs, bar charts and pictograms Construct and analyse stem and leaf diagrams Be able to calculate mean, median, mode and range for a set of numbers Use mean, median, mode and range to find missing data values NOTES: KEYWORDS: Frequency, Averages COMMON MISCONCEPTIONS: Discrete data not presented separately (gaps between bars in bar charts Use of consistent scales Mixing up, not labelling axis Incorrect use of a key Confusing stems as only one value instead of the leaves Mixing the averages up Not ordering data for median Not correctly calculating the median for even numbers of data

Statistics(h) CONTENT RESOURCES PRE-REQUISITES: Assess through starters etc. Expectation on pupils to plug gaps through independent study Draw basic pie charts and line graphs Calculate simple averages OBJECTIVES: Draw and interpret line graphs, bar charts and pictograms Construct and analyse stem and leaf diagrams Be able to calculate mean, median, mode and range for a set of numbers Use mean, median, mode and range to find missing data values Create a grouped frequency table raw data Draw and analyse a frequency polygon for both ungrouped and grouped data From a frequency table find: the range, the mode, the median and the mean Make comparisons between data sets using mean, median, mode and range NOTES: KEYWORDS: Frequency, Averages COMMON MISCONCEPTIONS: Discrete data not presented separately (gaps between bars in bar charts Use of consistent scales Mixing up, not labelling axis Incorrect use of a key Confusing stems as only one vale instead of the leaves Mixing the averages up Not ordering data for median Not correctly calculating the median for even numbers of data Use frequency values to calculate averages and range instead of data values Knowing when the multiples of mode values means there is no mode Overlapping class widths Not using midpoints for grouped data Knowing graphs are not always from 0 Understanding what a graph actually represents in comparison to another graph.

Foundation Odd one out What is the question? CONTENT RESOURCES CHECK-IN TEST CHECK-OUT TEST STAR RESOURCES: PROBLEM SOLVING: Simple bar charts Pictograms Bar-Line Graphs Two Examples of Stem and leaf plots Ultra Challenge What is the question? Odd one out

Higher What is the question? Odd one out CONTENT RESOURCES CHECK-IN TEST CHECK-OUT TEST STAR RESOURCES: PROBLEM SOLVING: Lesson on Stem and leaf Two Examples of Stem and leaf plots Two lessons on Frequency Polygons Engage Lesson 1 Frequency polygons Engage Lesson 2 Frequency polygons Ultra Challenge What is the question? Odd one out

Using Numbers and Decimals(f) CONTENT RESOURCES Using Numbers and Decimals(f) PRE-REQUISITES: Assess through starters etc. Expectation on pupils to plug gaps through independent study Order and compare numbers up to 10 000 000 Multiply and divide 4 digit numbers by 2 digit numbers Round any whole number Calculate intervals across zero OBJECTIVES: Understand and use place value for decimals, measures and integers of any size. Order positive and negative values using the number line and inequality statements Use 12 hr and 24 hr time notation, calendars and timetables. Use all four operations of number with integers including negative numbers working with standard units of mass, length, money and other measures, including decimal quantities. Order positive and negative integers using number lines and the symbols = <>≤≥ Order decimals with up to two decimal places Change a decimal into a fraction and percentage Use a calculator and other technologies to calculate results accurately and the interpret them appropriately KEYWORDS: integer, decimal, fraction, inequality NOTES: COMMON MISCONCEPTIONS: Find reading two way tables difficult Partitioning numbers incorrectly in multiplication eg 14x15 (10x10, 4x5) Confusing the order of divisions, reading 4 ÷ 20 as how many 4’s in 20 and visa versa That division ends with a smaller answer Believing 0.75 > 0.8 as there are more numbers behind the decimal point Understanding 0.5 is not 5%, and ⅕ is not 1.5 Don’t round up or down when asked for 1dp Not knowing or understanding the value of each digit depending on its position Writing the number line the wrong way round and counting the wrong way Believes that -7 has more value than -6 or -1 Inequality signs the wrong way around Miscalculating time, calculating 1.5 hrs as 150min or 110min Forget that money has two decimal places

Using Numbers and Decimals(h) CONTENT RESOURCES Using Numbers and Decimals(h) PRE-REQUISITES: Assess through starters etc. Expectation on pupils to plug gaps through independent study Order and compare numbers up to 10 000 000 Multiply and divide 4 digit numbers by 2 digit numbers Round any whole number Calculate intervals across zero OBJECTIVES: Understand and use place value for decimals, measures and integers of any size. Order positive and negative values using the number line and inequality statements Use 12 hr and 24 hr time notation, calendars and timetables. Use all four operations of number with integers including negative numbers working with standard units of mass, length, money and other measures, including decimal quantities. Understand and use place value for decimals, measures and integers of any size Order positive and negative integers using number lines and the symbols = <>≤≥ Order decimals with up to two decimal places Change a decimal into a fraction and percentage Use a calculator and other technologies to calculate results accurately and the interpret them appropriately Order decimals with any number of decimal places Convert and work interchangeably with simple recurring decimals into fractions NOTES: KEYWORDS: integer, decimal, fraction, inequality COMMON MISCONCEPTIONS: Find reading two way tables difficult Partitioning numbers incorrectly in multiplication eg 14x15 (10x10, 4x5) Confusing the order of divisions, reading 4 ÷ 20 as how many 4’s in 20 and visa versa That division ends with a smaller answer Believing 0.75 > 0.8 as there are more numbers behind the decimal point Understanding 0.5 is not 5%, and ⅕ is not 1.5 Don’t round up or down when asked for 1dp Not knowing or understanding the value of each digit depending on its position Writing the number line the wrong way round and counting the wrong way Believes that -7 has more value than -6 or -1 Inequality signs the wrong way around Miscalculating time, calculating 1.5 hrs as 150min or 110min Forget that money has two decimal places

Foundation What is the question? Odd one out CONTENT RESOURCES CHECK-IN TEST CHECK-OUT TEST Writing digital time from analogue clocks s36_slides_use_standard_units_of_time s36_ra_use_standard_units_of_time s36_ws_use_standard_units_of_time Timetables& distance charts Cavendish_Eurostar_Timetable Worksheet Reading a timetable.docx Standards Box: N2 Evaluating statements about number operations Inequalities - representations on number lines STAR RESOURCES: PROBLEM SOLVING: Time mystery Time mystery answers Time Cards Dividing and multiplying decimals codebreaker Inequalities on number lines Tarsia Inequalities on number lines Tarsia solution Equality and Equivalence Representation WRA Directed Number Representation WRA Ultra Challenge What is the question? Odd one out

Higher What is the question? Odd one out CONTENT RESOURCES CHECK-IN TEST CHECK-OUT TEST STAR RESOURCES: PROBLEM SOLVING: Timetables& distance charts Cavendish_Eurostar_Timetable Worksheet Using timetables Worksheet Reading a timetable.docx Multiplying decimals extension Inequalities - representations on number lines Crocodile Tears Inequality Game Inequalities on number lines Tarsia Inequalities on number lines Tarsia solution Dividing and multiplying decimals codebreaker Ultra Challenge Equality and Equivalence Representation WRA Directed Number Representation WRA What is the question? Odd one out Standards Box; N2 Evaluating statements about number operations

COMMON MISCONCEPTIONS: CONTENT RESOURCES Perimeter and Area(f) PRE-REQUISITES: Assess through starters etc. Expectation on pupils to plug gaps through independent study Draw 2D shapes Recognise that shapes with the same areas can have different perimeters and vice versa Calculate the area of parallelograms and triangles OBJECTIVES: Find the perimeter of 2D shapes Derive and apply formulae for the area of the following shapes: Rectangle, Triangle ,Parallelogram, Trapezium Apply knowledge of perimeter in a functional context Determine missing lengths in a compound shape and find the perimeter Use and convert between standard units of length, area KEYWORDS: Rectangle, Triangle, Parallelogram, Trapezium, Perimeter, Area NOTES: COMMON MISCONCEPTIONS: Confusing perimeter and area Realising horizontal or vertical lengths are equal on a compound shape for perimeter. Recognising units (perimeter is a length) Find orientation of shapes confusing Using slanted height instead of vertical height in area and volume Rounding to nearest cm etc instead of keeping accuracy Understanding what the units actually mean on scales

Perimeter, Area and Volume(h) CONTENT RESOURCES Perimeter, Area and Volume(h) PRE-REQUISITES: Assess through starters etc. Expectation on pupils to plug gaps through independent study Draw 2D shapes Recognise that shapes with the same areas can have different perimeters and vice versa Calculate the area of parallelograms and triangles OBJECTIVES: Find the perimeter of 2D shapes and apply knowledge of perimeter in a functional context Determine missing lengths in a compound shape and find the perimeter Derive and apply formulae for the area of the following shapes: Rectangle, Triangle ,Parallelogram, Trapezium Use and convert between standard units of length, area, time and money, including with decimal quantities Calculate the volume and surface area of a cuboid and shapes made from cuboids Calculate the volume and surface area of a prism NOTES: KEYWORDS: Rectangle, Triangle, Parallelogram, Trapezium, Perimeter, Area, Surface Area COMMON MISCONCEPTIONS: Confusing perimeter and area Realising horizontal or vertical lengths are equal on a compound shape for perimeter. Recognising units (perimeter is a length) Find orientation of shapes confusing Using slanted height instead of vertical height in area and volume Rounding to nearest cm etc instead of keeping accuracy Understanding what the units actually mean on scales Only x10 to convert mm² to cm² and x100 converting cm² into m² Confusing volume and surface area

Foundation CONTENT RESOURCES CHECK-IN TEST CHECK-OUT TEST Odd one out STAR RESOURCES: PROBLEM SOLVING: Ultra Challenge Standards Box: SS2 Understanding perimeter and area Odd one out What is the question?

Higher Odd one out CONTENT RESOURCES CHECK-IN TEST CHECK-OUT TEST STAR RESOURCES: PROBLEM SOLVING: Ultra Challenge Odd one out Standards Box: SS2 Understanding perimeter and area What is the Question?

Ratio and Proportion(f) CONTENT RESOURCES Ratio and Proportion(f) PRE-REQUISITES: Assess through starters etc. Expectation on pupils to plug gaps through independent study Solve problems involving similar shapes by using or finding a scale factor OBJECTIVES: Using ratio notation to compare quantities and simplifying ratio, changing freely between related standard units Using ratios to find totals or missing quantities Understand connections between ratios and fractions Given one part, find the whole or other parts Understand what proportion means and list different ways of expressing a proportion State the proportion of something from given information and calculate the proportion of something from a ratio Solve proportion problems using the unitary method and use proportion to evaluate ‘best buy’ problems Use scale factors, scale diagrams and maps including scale drawings NOTES: KEYWORDS: Simplify, Unit(ary) COMMON MISCONCEPTIONS: Confusing the order of a ratio Ratio to fraction 3:5 as ⅗ Confusing the given one part as the whole that needs to be shared When dividing parts by money saying the least amount is better value Not understanding what a scale actually represents

Ratio and Proportion(h) CONTENT RESOURCES Ratio and Proportion(h) PRE-REQUISITES: Assess through starters etc. Expectation on pupils to plug gaps through independent study Solve problems involving similar shapes by using or finding a scale factor OBJECTIVES: Using ratio notation to compare quantities and simplifying ratio and use ratios to find totals or missing quantities changing freely between related standard units Understand connections between ratios and fractions thus given one part, find the whole or other parts Understand what proportion means and list different ways of expressing a proportion State the proportion of something from given information and calculate the proportion of something from a ratio Solve proportion problems using the unitary method and use proportion to evaluate ‘best buy’ problems Using ratios with more than two components Understand that a multiplicative relationship between two quantities can be expressed as a ratio or fraction Draw and measure line segments, interpret scale drawings. Use scale factors, scale diagrams and maps NOTES: KEYWORDS: Simplify, Unit(ary) Confusing the order of a ratio Ratio to fraction 3:5 as ⅗ Confusing the given one part as the whole that needs to be shared When dividing parts by money saying the least amount is better value Not understanding what a scale actually represents COMMON MISCONCEPTIONS:

Ratio Representation WRA CONTENT RESOURCES Foundation CHECK-IN TEST CHECK-OUT TEST STAR RESOURCES: PROBLEM SOLVING: Ratio Representation WRA Ultra Challenge What is the question? Odd one out

Ratio Representation WRA CONTENT RESOURCES Higher CHECK-IN TEST CHECK-OUT TEST STAR RESOURCES: PROBLEM SOLVING: Ratio Representation WRA Ultra Challenge What is the question? Odd one out

Sequences and Algebra(f) CONTENT RESOURCES Sequences and Algebra(f) PRE-REQUISITES: Assess through starters etc. Expectation on pupils to plug gaps through independent study Use simple formulae Generate and describe linear number sequences Find pairs of numbers that satisfy an equation with two unknowns OBJECTIVES: Use function machines with one and two operations, and inversely Use, interpret and apply four operations to algebraic notation, understanding the terms expression, equations, inequalities, terms and factors. Generate terms of a sequence from either a term-to-term or a position-to-term rule Simplify algebraic terms and expressions by collecting like terms Understand that expanding means to multiply and be able to expand a single term over a bracket NOTES: KEYWORDS: Term, Expand, Expression COMMON MISCONCEPTIONS: n is the number of the term you are working out not the term, the number in front of n is the times table that the sequence is based on. The work is not as hard as it seems. When writing the nth term for a linear sequence students often write the common difference as a constant at the end eg difference is +3 >> n+3 instead of 3n Students can give incorrect justifications of why a value does/does not appear later in the sequence eg 83 appearing in 5,9,13….because it’s an odd number Students can often use incorrect algebra notation, with order of operations, when writing expressions from function machines

Sequences and Algebra(h) CONTENT RESOURCES Sequences and Algebra(h) PRE-REQUISITES: Assess through starters etc. Expectation on pupils to plug gaps through independent study Use simple formulae Find pairs of numbers that satisfy an equation with two unknowns Generate and describe linear number sequences OBJECTIVES: Use function machines with one, two and more operations, and inversely. Understanding the terms expression, equations, inequalities, terms and factors. Use, interpret and apply four operations to algebraic notation. Generate terms of a sequence from either a term-to-term or a position-to-term rule Recognise arithmetic sequences and find the nth term, find and use the nth term for problems given as a pattern Substitute positive numerical values into simple expressions with and without a calculator. Substitute any term number into the nth term rule in order to find that term Simplify algebraic terms and expressions by collecting like terms, substitute negative numerical values into simple expressions, substitute into expressions including those with powers and roots with and without a calculator. Understand that expanding means to multiply and be able to expand a single term over a bracket, and simplify expressions containing more than one single bracket. NOTES: KEYWORDS: Term, Expand, Expression Extension: Use algebra with shape problems COMMON MISCONCEPTIONS: n is the number of the term you are working out not the term, the number in front of n is the times table that the sequence is based on. The work is not as hard as it seems. When writing the nth term for a linear sequence students often write the common difference as a constant at the end eg difference is +3 >> n+3 instead of 3n Students can give incorrect justifications of why a value does/does not appear later in the sequence eg 83 appearing in 5,9,13….because it’s an odd number Students can often use incorrect algebra notation, with order of operations, when writing expressions from function machines

Foundation What is the question? Odd one out CONTENT RESOURCES CHECK-IN TEST CHECK-OUT TEST STAR RESOURCES: PROBLEM SOLVING: Sequences Representations - WRA Algebraic Notation Representations - WRA Ultra Challenge What is the question? Odd one out

Higher What is the question? Odd one out CONTENT RESOURCES CHECK-IN TEST CHECK-OUT TEST STAR RESOURCES: PROBLEM SOLVING: Sequences Representations - WRA Algebraic Notation Representations - WRA Ultra Challenge What is the question? Odd one out

COMMON MISCONCEPTIONS: CONTENT RESOURCES Fractions(f) PRE-REQUISITES: Assess through starters etc. Expectation on pupils to plug gaps through independent study Simplify fractions multiply pairs of simple fractions Compare and order fractions convert between fractions and decimals Add and subtract fractions with different denominators OBJECTIVES: Find equivalent fractions and simplify fractions Find fractions of amounts Change an improper fraction into a mixed number and vice versa Use all four operations with fractions Change a fraction into a decimal and percentage and change a percentage into a decimal or fraction NOTES: KEYWORDS: Improper, equivalent COMMON MISCONCEPTIONS: Students don’t always understand that values need to be in the same units Students may forget to find the new numerator if forming equivalent Students may multiply the numerator and denominator when multiplying a fraction by an integer. fractions when adding / subtracting fractions with different denominators. Students may use the multiplier to find the percentage rather than decrease by that percentage Students may mix up the multiplier when increasing by less than 10% eg increase by 8% is 1.8

COMMON MISCONCEPTIONS: CONTENT RESOURCES Percentages(f) PRE-REQUISITES: Assess through starters etc. Expectation on pupils to plug gaps through independent study Simplify fractions multiply pairs of simple fractions Compare and order fractions convert between fractions and decimals Add and subtract fractions with different denominators OBJECTIVES: Calculating percentages of amounts without a calculator. Define percentage as ‘number of parts per hundred’ Calculating percentage increases and decreases with and without a calculator Find one number as a percentage of another number NOTES: KEYWORDS: percentage The focus of this section is to calculate percentages without a calculator COMMON MISCONCEPTIONS: Students don’t always understand that values need to be in the same units Students may forget to find the new numerator if forming equivalent Students may multiply the numerator and denominator when multiplying a fraction by an integer. fractions when adding / subtracting fractions with different denominators. Students may use the multiplier to find the percentage rather than decrease by that percentage Students may mix up the multiplier when increasing by less than 10% eg increase by 8% is 1.8

Fractions and Percentages(h) CONTENT RESOURCES Fractions and Percentages(h) PRE-REQUISITES: Assess through starters etc. Expectation on pupils to plug gaps through independent study Simplify fractions multiply pairs of simple fractions Compare and order fractions convert between fractions and decimals Add and subtract fractions with different denominators OBJECTIVES: Find equivalent fractions and simplify fractions Find fractions of amounts Change an improper fraction into a mixed number and vice versa Use all four operations with fractions and mixed numbers Change a fraction into a decimal and percentage and change a percentage into a decimal or fraction Calculating percentages of amounts without a calculator. Define percentage as ‘number of parts per hundred’ Calculating percentage increases and decreases with and without a calculator. To be able to calculate the multiplier of a percentage increase or decrease Find one number as a percentage of another number NOTES: KEYWORDS: Improper, equivalent, percentage COMMON MISCONCEPTIONS: Students don’t always understand that values need to be in the same units Students may forget to find the new numerator if forming equivalent Students may multiply the numerator and denominator when multiplying a fraction by an integer. fractions when adding / subtracting fractions with different denominators. Students may use the multiplier to find the percentage rather than decrease by that percentage Students may mix up the multiplier when increasing by less than 10% eg increase by 8% is 1.8

Foundation What is the question? Odd one out CONTENT RESOURCES CHECK-IN TEST CHECK-OUT TEST STAR RESOURCES: PROBLEM SOLVING: Fractions and Percentages Representations WRA Equivalent Fraction Puzzles Ultra Challenge Standards Box: N1 Ordering fractions and decimals What is the question? Odd one out

Fractions and Percentages Representations WRA CONTENT RESOURCES Higher CHECK-IN TEST CHECK-OUT TEST STAR RESOURCES: PROBLEM SOLVING: Fractions and Percentages Representations WRA Standards Box: N1 Ordering fractions and decimals N7 Using percentages to increase quantities Ultra Challenge What is the question? Odd one out

COMMON MISCONCEPTIONS: CONTENT RESOURCES Angles(f) PRE-REQUISITES: Assess through starters etc. Expectation on pupils to plug gaps through independent study Recognise angles where they meet at a point, on a straight line, or are vertically opposite OBJECTIVES: Use angle measure; distinguish between and estimate the size of acute, obtuse and reflex angles Know and use the sum of the angles at a point, on a straight line and in a triangle Recognise and use vertically opposite angles Solve geometric problems using side and angle properties of triangles and special quadrilaterals, explaining reasoning with correct vocabulary NOTES: KEYWORDS: COMMON MISCONCEPTIONS: Use the correct words when solving angle problems (not just Z and F angles), only angles adjacent to each other on a straight line add up to 180º.

COMMON MISCONCEPTIONS: CONTENT RESOURCES Angles(h) PRE-REQUISITES: Assess through starters etc. Expectation on pupils to plug gaps through independent study Recognise angles where they meet at a point, on a straight line, or are vertically opposite OBJECTIVES: Use angle measure; distinguish between and estimate the size of acute, obtuse and reflex angles Know and use the sum of the angles at a point, on a straight line and in a triangle Recognise and use vertically opposite angles Identify and use alternate, corresponding angles and co-interior angles Solve geometric problems using side and angle properties of triangles and special quadrilaterals, explaining reasoning with correct vocabulary Derive and use the sum of angles in a triangle. NOTES: KEYWORDS: Corresponding COMMON MISCONCEPTIONS: Use the correct words when solving angle problems (not just Z and F angles), only angles adjacent to each other on a straight line add up to 180º.

Foundation What is the question? Odd one out CONTENT RESOURCES CHECK-IN TEST CHECK-OUT TEST STAR RESOURCES: PROBLEM SOLVING: Angles Representations WRA Ultra Challenge What is the question? Odd one out

Higher What is the question? Odd one out CONTENT RESOURCES CHECK-IN TEST CHECK-OUT TEST STAR RESOURCES: PROBLEM SOLVING: Angles Representations WRA Ultra Challenge What is the question? Odd one out

Coordinates and Graphs(f) CONTENT RESOURCES Coordinates and Graphs(f) PRE-REQUISITES: Assess through starters etc. Expectation on pupils to plug gaps through independent study Describe positions on the full coordinate grid (all four coordinates) Draw and translate simple shapes on the coordinate plane, and reflect them in the axes OBJECTIVES: Be able to mark coordinates in all four quadrants To be able to calculate the midpoint of a line from a graph and coordinates Determine if a given coordinate lies on the graph of a given equation Produce a table of values for a linear equation Draw the graph of a linear equation NOTES: KEYWORDS: Gradient, Straight line COMMON MISCONCEPTIONS: To draw a linear graph you only need to calculate and plot 3 points and extend the line across the axes, when using a calculator with negatives use brackets, -3² ≠ -9, intercept is on the y–axis not the x, gradient is the rate of change. Students will often draw out the axes with incorrect spacing and not use the lines on their books Students can write the co-ordinate as (y,x) not (x,y) Students can confuse the direction of horizontal and vertical lines with the same direction as the axes Students can struggle with substitution, especially with negative values When the equation is not exactly in the form y=mx+c, students can often still read off the co-efficient of x as the gradient Students may misread the intercept as where the line crosses the x-axis Students may count squares, when finding the gradient, instead of looking at the scale of the axes Students may struggle when working with the scale of the time axis, or reading from any other axis in general!

Coordinates and Graphs(h) CONTENT RESOURCES Coordinates and Graphs(h) PRE-REQUISITES: Assess through starters etc. Expectation on pupils to plug gaps through independent study Describe positions on the full coordinate grid (all four coordinates) Draw and translate simple shapes on the coordinate plane, and reflect them in the axes OBJECTIVES: Be able to mark coordinates in all four quadrants To be able to calculate the midpoint of a line from a graph and coordinates To be able to calculate gradient from a graph and determine if a given coordinate lies on the graph of a given equation. Understand y=mx+c and know how ‘m’ and ‘c’ affect the shape of the graph Produce a table of values for a linear equation, draw the graph and find the gradient of the graph Be able to calculate gradient of a line from coordinates and be able to calculate gradient from a range of different graphs Recognise and name graphs parallel and perpendicular to the axes NOTES: KEYWORDS: Gradient, Straight line COMMON MISCONCEPTIONS: To draw a linear graph you only need to calculate and plot 3 points and extend the line across the axes, when using a calculator with negatives use brackets, -3² ≠ -9, intercept is on the y–axis not the x, gradient is the rate of change. Students will often draw out the axes with incorrect spacing and not use the lines on their books Students can write the co-ordinate as (y,x) not (x,y). Students can confuse the direction of horizontal and vertical lines with the same direction as the axes Students can struggle with substitution, especially with negative values. When the equation is not exactly in the form y=mx+c, students can often still read off the co-efficient of x as the gradient. Students may misread the intercept as where the line crosses the x-axis. Students may count squares, when finding the gradient, instead of looking at the scale of the axes. Students may struggle when working with the scale of the time axis, or reading from any other axis in general!

Foundation What is the question? Odd one out CONTENT RESOURCES CHECK-IN TEST CHECK-OUT TEST STAR RESOURCES: PROBLEM SOLVING: Ultra Challenge What is the question? Odd one out

Higher What is the question? Odd one out CONTENT RESOURCES CHECK-IN TEST CHECK-OUT TEST STAR RESOURCES: PROBLEM SOLVING: Ultra Challenge What is the question? Odd one out

2d and 3d Shapes and Symmetry(f) CONTENT RESOURCES 2d and 3d Shapes and Symmetry(f) PRE-REQUISITES: Assess through starters etc. Expectation on pupils to plug gaps through independent study Compare and classify geometric shapes based on their properties and sizes. OBJECTIVES: Use the correct vocabulary, notation and labelling conventions for lines, angles and shapes. Use standard conventions for labelling triangles and know and use criteria for congruence of triangles. Correctly label and identify parallel lines and matching angles. Know and use properties of angles and sides in triangles and quadrilaterals To understand and describe line symmetry of a shape To understand and calculate the rotational symmetry of a 2D shape Reflect in a given mirror line Use the properties of faces, surfaces, edges and vertices of cubes, cuboids and prisms to solve problems in 3d shapes NOTES: KEYWORDS: Polygon COMMON MISCONCEPTIONS: Students may draw an exact copy when reflecting half a shape in a mirror line, rather than its reflection. Students may draw a line that splits a shape in half but is not a line of symmetry. Students may not base their argument on facts given in the problem (eg assuming lines are parallel / perpendicular because “they look like they are”).

2d and 3d Shapes and Symmetry(h) CONTENT RESOURCES 2d and 3d Shapes and Symmetry(h) PRE-REQUISITES: Assess through starters etc. Expectation on pupils to plug gaps through independent study Compare and classify geometric shapes based on their properties and sizes. OBJECTIVES: Use the correct vocabulary, notation and labelling conventions for lines, angles and shapes. Use standard conventions for labelling triangles. Use the properties of faces, surfaces, edges and vertices of cubes, cuboids and prisms to solve problems in 3d shapes Know and use properties of angles and sides in triangles and quadrilaterals To understand and describe line symmetry of a shape To understand and calculate the rotational symmetry of a 2D shape Reflect in a given mirror line including diagonal line NOTES: KEYWORDS: Polygon COMMON MISCONCEPTIONS: Students may draw an exact copy when reflecting half a shape in a mirror line, rather than its reflection. Students may draw a line that splits a shape in half but is not a line of symmetry. Students may not base their argument on facts given in the problem (eg assuming lines are parallel / perpendicular because “they look like they are”).

Geometry Representations WRA CONTENT RESOURCES Foundation CHECK-IN TEST CHECK-OUT TEST STAR RESOURCES: PROBLEM SOLVING: Quadrilateral dot to dot Shape answer grid dot to dot Dot to dot answers Quadrilateral family tree Making shapes from missing coords Geometry Representations WRA Ultra Challenge Standards Box: SS1 Classifying shapes What is the question? Odd one out

Geometry Representations WRA CONTENT RESOURCES Higher CHECK-IN TEST CHECK-OUT TEST STAR RESOURCES: PROBLEM SOLVING: Quadrilateral dot to dot Shape answer grid dot to dot Dot to dot answers Quadrilateral family tree Making shapes from missing coords Geometry Representations WRA Ultra Challenge What is the question? Odd one out Standards Box: SS1 Classifying shapes

COMMON MISCONCEPTIONS: CONTENT RESOURCES Equations(f) PRE-REQUISITES: Assess through starters etc. Expectation on pupils to plug gaps through independent study Know basic algebraic conventions. Understand inverse operations (eg that addition is the inverse of subtraction). OBJECTIVES: To understand what is meant by an expression and to be able to identify between expressions, terms and equations To be able to form expressions and equations from worded questions, using these equations to find solutions To be able to solve one and two step equations To be able to use a worded formulae Model situations or procedures by translating them into algebraic expressions or formulae (Form and solve equations). NOTES: KEYWORDS: Equation, Formula COMMON MISCONCEPTIONS: Students may struggle to collect like terms correctly if there are negative coefficients. Students may confuse ax with xa; or think that if x = 2, then 3x = 32; or that 4x – x = 4 Students may forget to multiply all terms in a bracket when expanding. Students may not select the HCF when factorising a polynomial.

COMMON MISCONCEPTIONS: CONTENT RESOURCES Equations(h) PRE-REQUISITES: Assess through starters etc. Expectation on pupils to plug gaps through independent study Know basic algebraic conventions. Understand inverse operations (eg that addition is the inverse of subtraction). Be able to expand a bracket to form an expression. Be able to solve equations of the form x + a = b, ax = b, a/x = b and ax + b = c. OBJECTIVES: To understand what is meant by an expression and to be able to identify between expressions, terms and equations To be able to form expressions and equations from worded questions, using these equations to find solutions To be able to solve one and two step equations To be able to use a worded formulae Use information to turn an expression into an equation and be able to form and solve equations from pictoral and worded questions eg graphs. Model situations or procedures by translating them into algebraic expressions or formulae and by using graphs. (Form and solve equations). To be able to solve equations with unknowns on both sides and be able to use any formulae Rearrange equations and formulae to change the subject NOTES: KEYWORDS: Equation, Formula COMMON MISCONCEPTIONS: Students may struggle to collect like terms correctly if there are negative coefficients. Students may confuse ax with xa; or think that if x = 2, then 3x = 32; or that 4x – x = 4 Students may forget to multiply all terms in a bracket when expanding. Students may not select the HCF when factorising a polynomial.

Foundation What is the question? Odd one out CONTENT RESOURCES CHECK-IN TEST CHECK-OUT TEST STAR RESOURCES: PROBLEM SOLVING: Standards Box: A2 Creating and solving equations Ultra Challenge What is the question? Odd one out

Higher What is the question? Odd one out CONTENT RESOURCES CHECK-IN TEST CHECK-OUT TEST STAR RESOURCES: PROBLEM SOLVING: Variation Theory on Forming an equation Standards Box: A3 Creating and solving harder equations Ultra Challenge What is the question? Odd one out