Scheme of Work Stage 9 Mathematics

Overview

Term 1 1A Number and Calculation 1B Algebra and Geometry 1C Handling Data and Measure

Term 2 2A Number and Calculation 2B Algebra and Geometry 2C Handling Data and Measure

Term 3 3A Number and Measure 3B Algebra and Geometry 3C Handling Data and Geometry

V1 1Y08

Mathematics Stage 9

Scheme of Work Stage 9 Mathematics

Unit 1A: Number and Calculation
Framework Codes 9Ni1 Learning Objective Activities Resources Comments

Add, subtract, multiply and divide directed numbers. Recognise the equivalence of 0.1 -1 1/10 and 10 multiply and divide whole numbers and decimals by 10 to the power of any positive or negative integer. Round numbers to a given number of decimal places or significant figures; use to give solutions to problems with an appropriate degree of accuracy. Consolidate writing a fraction in its simplest form by cancelling common factors. Add, subtract, multiply and divide fractions, interpreting division as a multiplicative inverse, and cancelling common factor before multiplying or dividing. Extend mental methods of calculation, working with decimals, fractions, percentages and factors, using jottings where appropriate.

Quick mental tests.

Excel -spreadsheets for random number generation. Excel -spreadsheets for random number generation.

9Np1

Quick mental tests and differentiated exercises.

9Np2

Use similar methods for decimal places and sig figs. Given a rounded result convert it back to find a range of possible answers.

News and sport headlines

9Nf1

Review common factors and multiples have lots of graded questions available.

Simple fractions only

9Nf2

Build on the above, but uses skills of spotting common multiples of denominators. Differentiated exercises. Gather different techniques and ways of working from individuals in the class and share them to create a group portfolio of stratagems. Mathematics Stage 9 2

9Nc1

V1 1Y08

Framework Codes 9Nc2

Learning Objective

Activities

Resources

Comments

Solve word problems mentally.

Gather different techniques and ways of working from individuals in the class and share them to create a group portfolio of stratagems.

Pens to highlight important words or data in the question.

V1 1Y08

Mathematics Stage 9

Scheme of Work Stage 9 Mathematics

Unit 1B: Algebra and Geometry
Framework Codes 9Ae1 Learning Objective Activities Resources Comments

Know the origins of the word algebra and its links to the work of the Arab mathematician AlKhwarizmi. Use index notation for positive integer powers; apply the index laws for multiplication and division to simple algebraic expressions. Construct algebraic expressions.

This could be an internet search.

Computers

9Ae2

Develop the index laws from expansion 2 3 5 of 9 x 9 to 9x9x9x9x9 = 9 group work to develop the logic of index division - collate results. Build compound shape from algebraic rectangles and derive expressions for length width perimeter etc. Simplify the results found above. Algebraic rectangles with dimensions such as 2a 3b 2c 5d etc

Need to encourage students who get their own strange rules to check when/why they do not work.

9Ae3

9Ae4

Simplify or transform algebraic expressions by taking out singleterm common factors. Generate terms of a sequence using term-to-term and position-to term rules. Derive an expression to describe the nth term of an arithmetic sequence.

What is the largest number of terms your students can handle?

9As1

Build on previous work to generate examples Pos- term rules used to find the 100th term. Generalising the above results.

9As2

V1 1Y08

Mathematics Stage 9

Framework Codes 9Gs3

Learning Objective

Activities

Resources

Comments

Draw 3D shapes on isometric paper. Analyse 3D shapes through plans and elevations. Identify reflection symmetry in 3D shapes. Tessellate triangles and quadrilaterals and relate to angle sums and half-turn rotations; know which regular polygons tessellate, and explain why others will not. Use the coordinate grid to solve problems involving translations, rotations, reflections and enlargements.

Build your own shape/solid from blocks and then draw them. Develop plans and side views from the above activities. Use the diagrams above to identify plane of symmetry Build symmetrical models. Review angle sum at a point and along a line. Prepared diagrams will help here. so that the focus is on the explanation not the draw of shapes. Develop the above activity onto graph paper.

Unit cubes that attach to each other (unifix). Unit cubes that attach to each other (unifix).

9Gs4

9Gs5

9Gp1

Polygon blocks if available

Define a Tessellation.

9Gp2

Needs knowledge of the equations of symmetry lines y = x x=3 y=3 etc.

V1 1Y08

Mathematics Stage 9

Scheme of Work Stage 9 Mathematics

Unit 1C: Handling Data and Measure
Framework Codes 9Ml1 Learning Objective Activities Resources Comments

Solve problems involving measurements in a variety of contexts. Convert between metric units of 2 2 2 area, e.g. mm and cm , cm2 and m and volume, e.g. mm3 and cm3, cm3 and m3; know and use the relationship 1 cm3 = 1 ml. Suggest a question to explore using statistical methods; identify the sets of data needed, how to collect them, sample sizes and degree of accuracy. Identify primary or secondary sources of suitable data.

Develop practical outdoor activities where possible. Stress the importance of recording results with the units. Follows on from the previous sectionwhat is the in mm? type questions. Moving into 3d and volumes.

Whatever measuring devices you have available - use.

Don't be afraid to set difficult problems - how do we measure the height of a tree?

9Ma1

9Dc1

Generate a Hypothesis, discuss why the survey will be useful if it isn't, don't do. Favourite colour or football team are of little value. Research on the internet can be good so can asking people face to face both have their own problems. Follows on from the above. What makes a good question? All one big activity but not all data collected will be suitable for class intervals so encourage a wide scope of questions. Create a report to draw together all the above work groups to display and talk to their results. Computers, question sheets, group work? Need to know the difference between primary and Secondary data

9Dc2

9Dc3 9Dc4

Design, trial and refine data collection sheets. Collect and tabulate discrete and continuous data, choosing suitable, equal class intervals where appropriate. Calculate statistics and select those most appropriate to the problem.

9Dp1

V1 1Y08

Mathematics Stage 9

Scheme of Work Stage 9 Mathematics

Unit 2A: Number and Calculation
Framework Codes 9Ni2 Learning Objective Activities Resources Comments

Estimate square roots and cube roots. Use positive, negative and zero indices and the index laws for multiplication and division of positive integer powers. Use the order of operations, including brackets and powers. Solve problems involving percentage changes, choosing the correct numbers to take as 100% or as a whole, including simple problems involving personal or household finance, e.g. simple interest, discount, profit, loss and tax.

Explain why the 30 is between 5 and 6 3 or 100 is between 4 and 5. Develop patterns in results to show the effect of negative indices Review and extend index laws from previous work.

Calculators(Scientific)

9Ni3

9Np3

Encourage students to create and share their own questions. Lots of opportunity for real life problem here. Including simulation of running a household which bills, how much, likely wage etc. Explaining a payslip headings. Encourage enterprise.

9Nf3

9Nf4

Recognise when fractions or percentages are needed to compare different quantities. Consolidate use of the rules of arithmetic and inverse operations to simplify calculations.

By direct comparison or an evaluation of previous work.

9Nc3

Throughout the percentage work, manipulation of formula.

V1 1Y08

Mathematics Stage 9

Framework Codes 9Nc4

Learning Objective

Activities

Resources

Comments

Multiply by decimals, understanding where to position the decimal point by considering equivalent calculations; divide by decimals by transforming to division by an integer. Recognise the effects of multiplying and dividing by numbers between 0 and 1.

Also a process of checking results from the correct understanding of place value.

9Nc5

Which is the way we multiplied by 1.05 in earlier percentage problems. But work towards an explanation of the general result.

V1 1Y08

Mathematics Stage 9

Scheme of Work Stage 9 Mathematics

Unit 2B: Algebra and Geometry
Framework Codes 9Ae5 9Ae6 Learning Objective Activities Resources Comments

Add and subtract simple algebraic fractions. Derive formulae and, in simple cases, change the subject; use formulae from mathematics and other subjects. Substitute positive and negative numbers into expressions and formulae. Understand and use inequality signs (<, >, , ,); construct and solve linear inequalities in one variable; represent the solution set on a number line. Find the inverse of a linear function.

Review fraction work and contrast with algebraic fractions. Useful to gather together which formulas students feel familiar with. review skills of solving equations. More revision and developing to negative numbers. Review the arithmetic of negative numbers before bringing in algebra. Ask the class to list all the values of x that make x>3 true - so we need a better method. Need to use equation solving skills and understand the effect of a negative multiplier. Formula sheets from exams to remind students of what they need to learn. Encourage full recall of facts e.g. two minuses do not make a positive Notation of full/open circles

9Ae7

9Ae11

9As3

What will undo the table of results for this function? class discussion and gather ideas.

Define inverse" and "function"

V1 1Y08

Mathematics Stage 9

Framework Codes 9As4

Learning Objective

Activities

Resources

Comments

Construct tables of values and plot the graphs of linear functions, where y is given implicitly in terms of x, rearranging the equation into the form y = mx + c; know the significance of m and find the gradient of a straight line graph.

Graphs can be draw very quickly once the values of M and C are known, demonstrate how. Sheets of pre-drawn graphs for them to find the equations works well.

9As5

Find the approximate solutions of a simple pair of simultaneous linear equations by finding the point of intersection of their graphs.

Here they really need to draw the graphs themselves move onto graph that intersect but do not have nice values there - leads to an algebraic approach. Why do the exterior angles sum to 360? - clear definition of Exterior angle develop from this the angle sum formula. Sum = 180( n-2) for an n sided polygon Need to know Interior and Exterior angles and that their sum is 180

9Gs1

Calculate the interior or exterior angle of any regular polygon; prove and use the formula for the sum of the interior angles of any polygon; prove that the sum of the exterior angles of any polygon is 360. Solve problems using properties of angles, of parallel and intersecting lines, and of triangles, other polygons and circles, justifying inferences and explaining reasoning with diagrams and text. Transform 2D shapes by combinations of rotations, reflections and translations; describe the transformation that maps an object onto its image.

9Gs2

May need to review the properties we will be working with. Students need to be able to explain why. E.g. x= 50 because ..... Encourage this in all written and verbal responses to problems. The important word is combination. Sometimes the order matters sometimes not. Also need to know the notation of A' the image of A etc. Transformation Golf is a good excel program to use here.

9Gp3

V1 1Y08

Mathematics Stage 9

10

Scheme of Work Stage 9 Mathematics

Unit 2C: Handling Data and Measure
Framework Codes 9Dp2 Learning Objective Activities Resources Comments

Select, draw, and interpret diagrams and graphs, including: frequency diagrams for discrete and continuous data line graphs for time series scatter graphs to develop understanding of correlation back to back stem-and-leaf diagrams. Interpret tables, graphs and diagrams and make inferences to support or cast doubt on initial conjectures; have a basic understanding of correlation.

Read values from, decide which is the best to use, and the benefits of each type. Could come from a review - with constructive criticism of the previous display work with graphs. or from new material.

constructive criticism should follow the three good things and one " it would have been even better if....." suggestion model

9Di1

If students present charts of their own data that they feel supports or casts doubt on their original hypothesis does the rest of the groups agree with them? Be able to argue your case based on presented data, deciding on which statistics to use. Decide what the data really shows. Prepared charts using excel for students to pass comments upon.

Understand that correlation does not imply causation

9Di2

Compare two or more distributions; make inferences, using the shape of the distributions and appropriate statistics.

9Di3

Relate results and conclusions to the original question.

Follows on from the above it doesn't really matter if your original hypothesis was right or wrong. as long as you can tell if your collected data supports it ore not.

V1 1Y08

Mathematics Stage 9

11

Framework Codes 9Gp4

Learning Objective

Activities

Resources

Comments

Enlarge 2D shapes, given a centre and positive integer scale factor; identify the scale factor of an enlargement as the ratio of the lengths of any two corresponding line segments. Recognise that translations, rotations and reflections preserve length and angle, and map objects on to congruent images, and that enlargements preserve angle but not length. Know what is needed to give a precise description of a reflection, rotation, translation or enlargement.

This develops previous work on enlargements. Encourage students to work in pairs and swap ideas and questions. This develops previous work on transformations. Encourage students to work in pairs and swap ideas and questions.

Use word to produce enlargements of shapes for centres to be found.

9Gp5

Look at the number of marks for the question in an exam it often give a clear clue to what is wanted Look at the number of marks for the question in an exam it often give a clear clue to what is wanted

9Gp6

Follows from all the above work on transformations.

9Mt1

Solve problems involving average speed.

Review travel graphs and extending them to the solution of problems such as when do they meet and what is his average speed on the journey home? This may have been covered elsewhere in earlier units and may only need review here.

9Ma2

Know that land area is measured in hectares (ha), and that 1 hectare = 10 000 m2; convert between hectares and square metres.

V1 1Y08

Mathematics Stage 9

12

Scheme of Work Stage 9 Mathematics

Unit 3A: Number and Measure
Framework Codes 9As6 Learning Objective Activities Resources Comments Time

Use systematic trial and improvement methods to find approximate solutions of equations such as x 2 + 2x = 20 (1, 2 and 7). Compare two ratios; interpret and use ratio in a range of contexts. Recognise when two quantities are directly proportional; solve problems involving proportionality, e.g. converting between different currencies. Use compound measures to make comparisons in real-life contexts, e.g. travel graphs and value for money. Solve problems involving the circumference and area of circles, including by using the key of a calculator. Calculate lengths, surface areas and volumes in right-angled prisms and cylinders.

Focus on the systematic- showing improvement and evidence of checking accuracy. Differentiated exercises.

9Nf5

Pay increases is always a good real life problem - what is fair? Differentiated exercises - costs of unit items, hire of cars etc. Conversion graphs. For reference use up to date exchange rates from news feeds.

9Nf6

9Mt2

Focus on units vital to understand what you have - is 0.01 kg per $ or $ per kg. Most problems can be solved in a variety of ways. Include reverse exercises e.g. find the diameter of a circle with area 2 50cm . Investigate the max volume for a given surface area and vice versa.

Provide a variety of method to solve the same problem for comparison. Scientific calculators

9Ma3

9Ma4

Packets and tins (empty) an solids

V1 1Y08

Mathematics Stage 9

13

Scheme of Work Stage 9 Mathematics

Unit 3B: Algebra and Geometry
Framework Codes 9Ae8 Learning Objective Activities Resources Comments

Construct and solve linear equations with integer coefficients (with and without brackets, negative signs anywhere in the equation, positive or negative solution); solve a number problem by constructing and solving a linear equation. Solve a simple pair of simultaneous linear equations by eliminating one variable. Expand the product of two linear expressions of the form x n and simplify the corresponding quadratic expression.

Great variety of types; can classify so that the first step correct produces a familiar equation type E.g. type 1 2x + 2 = 8 Type 2 2(x+1) = 10 expansion of type 2 gives a type1 equation. Building confidence before introducing the next "type". Compare with the graphical method used earlier.

Carefully differentiated examples of each "type"

9Ae9

Prepared examples that work easily

Sometimes called substitution

9Ae10

Lots of examples; review multiplication of directed numbers +ve and -ve. Work towards an understanding of the general solution (x +A) (x + B) = 2 x +(A+B)x + AB Link to real life problem in unit 2A - for equations.

Differentiated worksheets

9As7

Construct functions arising from reallife problems; draw and interpret their graphs. Use algebraic methods to solve problems involving direct proportion, relating solutions to graphs of the equations.

Search the internet for problems

9As8

Algebraic method should be faster and more accurate. Graphs are to check solutions so provide them rather than have them drawn by students.

Pre-drawn graphs for checking.

V1 1Y08

Mathematics Stage 9

14

Framework Codes 9Gs6

Learning Objective

Activities

Resources

Comments

Use a straight edge and compasses to: construct the perpendicular from a point to a line and the perpendicular from a point on a line inscribe squares, equilateral triangles, and regular hexagons and octagons by constructing equal divisions of a circle Know and use Pythagoras theorem to solve two-dimensional problems involving right-angled triangles.

Work in pairs to provide a check on method and accuracy. Need to learn methods and choose appropriately each time.

Rulers and Compasses and plain paper where possible.

9Gs7

Make sure that the unknown side is not always the hypotenuse. Change the orientation of triangles - use word problems instead of diagrams.

Scientific calculators with key.

V1 1Y08

Mathematics Stage 9

15

Scheme of Work Stage 9 Mathematics

Unit 3C: Handling Data and Geometry
Framework Codes 9Gp7 Learning Objective Activities Resources Comments

Use bearings (angles measured clockwise from the north) to solve problems involving distance and direction. Make and use scale drawings and interpret maps. Find by reasoning the locus of a point that moves at a given distance from a fixed point, or at a given distance from a fixed straight line. Know that the sum of probabilities of all mutually exclusive outcomes is 1 and use this when solving probability problems. Find and record all outcomes for two successive events in a sample space diagram. Understand relative frequency as an estimate of probability and use this to compare outcomes of experiments in a range of contexts.

Ships and planes time. Provide a map and ask for a journey from point to point- check routes in pairs. Works well with the above topic. Understanding and doing are not the same don't forget both side of a line especially when solving problems. Find an unknown probability or prove that an answer is incorrect.

Old local maps can be useful.

9Gp8 9Gp9

Ruler and Compasses

9Db1

9Db2

Explore outcomes with different sided dice and spinners. Fits well with the above item.

Prepared sample space diagrams for your problems. Poly-dice

9Db3

V1 1Y08

Mathematics Stage 9

16