Year 7 Mathematics

Curriculum Intents

Across our Mathematics curriculum we aim for students to become fluent in the core concepts of mathematics and reason mathematically in order to solve problems. With spaced retrieval and interleaving topics, students are encouraged to explore and deepen their knowledge of connections between topics. It is our aim to equip students with the mathematical skills they will need beyond school and to pique their interest in the subject in the hope they continue to study mathematics further.

How

Mathematics is an integral part of the curriculum where students can learn a number of logic skills and the ability to approach problems in numerous ways. The topics within mathematics are closely linked and our curriculum requires constant interweaving with careful sequencing to allow students to progress through their journey studying mathematics. Our mathematics curriculum allows students to build on the core concepts of mathematics:

– Number
– Algebra
– Ratio, Proportion and Rates of Change
– Geometry & Measure
– Statistics & Probability

So that they can appreciate the interlinking of topics in mathematical problems and the complexity of the subject. Students are encouraged to try a range of problems and challenge themselves through the curriculum. Our subject is one that confidence is key in and we encourage students to be positive about it and explore how mathematics can open doors to many varied careers.

Why

Our curriculum is designed to build on core concepts of mathematics in Year 7 & 8 in order to give students the foundation to build up their declarative knowledge. Our worked examples & use of ‘your turn, my turn’ allowed students to apply their declarative knowledge (facts & formula) and focus on the procedural element of mathematics. Misconceptions are regularly addressed through the use of diagnostic questions in class & homework. Across the curriculum there is interleaving of topics to ensure students are learning new concepts where prior knowledge of these has been recently revisited in the scheme of learning. Topics are covered in depth to allow time for students to also focus on problem solving. Students are therefore given the ‘tools’ they need to approach multi-step problems in order to demonstrate their conditional knowledge. There is ample time for spaced retrieval and all classes complete regular low stakes quizzes to promote recall and revision of topics. Regular mid stakes & summative assessments take place to check students progress and identify any gaps in knowledge which need addressing.

Autumn Term 1

Ratio, Proportion, Time

Grammar

Students learn about the language of time and conversion of times to compare. They investigate what ratio means and the language involved, including that a multiplicative relationship between two quantities can be expressed as a ratio or a fraction and how the 2 are interlinked. They will also explore proportional relationships and use percentages including increasing and decreasing and working interchangeable with terminating decimals, fractions and percentages.

Dialectic

Students develop their knowledge of time and apply this to problem solving, they look at ratio and proportion and the links between these and the language within. They will develop their use of percentages including increasing and decreasing. They will understand the multiplicative relationships and how values can be expressed as decimal, fractions and percentages and learn when each is most helpful to use.

Rhetoric

Students will work peer to peer and peer to class to share ideas and examples of their working. They will be assessed using low stakes quizzes, progress checks, homework and diagnostic questioning.

In school...
How can I support this unit at home...

They will have knowledge of analogue and digital time and convert between units of time and calculate timings given different scenarios, for example cooking. Students will use problem solving skills to solve ratio problems including sharing in a ratio, finding a whole given a difference, and finding a part given a whole. They will use percentages and think about where these are seen outside of the classroom and become confident with finding percentages of amounts and increasing and decreasing to find new values. . They will look for proportional relationships in “real life” including use in recipes and apply these to answer more complex questions.

Talk about time in digital and analogue from. Use situations such as watching TV, travelling and cooking to help with time problems.

Use ratio in the home to look at relationships and aspects of ratio (photograph size/screen sizes). When shopping look at prices/offers that use percentages and work out the savings.

When cooking use recipes to scale up or down a recipe, if it is for 4 people how much do you need of each ingredient for 8? If it is for 6 how will I know how much of each ingredient for 4 people?

Autumn Term 2

Area and Perimeter

Grammar

Students learn about the language of shape including properties of 2D and 3D shapes. They learn about area and perimeter including composite shapes. They use the four operations in calculations and within in this using decimals and integers. They will learn about converting units and changing between these.

Dialectic

Students will explore the difference between perimeter and area and solve problems within this. They will explore the four operations and the application with decimals and different units of measure.

Rhetoric

Students will work peer to peer and peer to class to share ideas and examples of their working. They will be assessed using low stakes quizzes, progress checks, homework and diagnostic questioning.

In school...
How can I support this unit at home...

Students will have knowledge of shapes and their properties, including the difference between 3D and 2D properties and the correct descriptive language. They will use their knowledge of area and perimeter to solve problems, including the use of different units of measure and converting between these. They will use all four calculations throughout including with decimal and integer values.

Discuss distances when out travelling, including converting between units (km, m, cm mm), discuss properties of shapes when you see these in “real-life situations” such as boxes, car park markings, shopping. Practice use of decimals in calculations for example adding up shopping values, calculating how much for multiple purchases of an item. Estimating perimeter of outdoor space using “pacing” and discussing the difference between area being a multiplicative calculation and perimeter being an addition.

Spring Term 1

Algebra 1

Grammar

Students learn about the language of algebra. They will learn about algebraic manipulation and understand and use standard mathematical formulae. They will use and understand the priority of the order of operations and incorporate squares, square roots and fractions within this.

Dialectic

Students will explore the context and vocabulary of expressions, equations, inequalities, terms and factors. They will manipulate algebraic expressions and equations to simplify, rearrange, expand, factorise and solve.

Rhetoric

Students will work peer to peer and peer to class to share ideas and examples of their working. They will be assessed using low stakes quizzes, progress checks, homework and diagnostic questioning.

In school...
How can I support this unit at home...

Students will have knowledge of algebraic vocabulary and skills and being to use these in manipulation of expressions, solving and understanding formulae. They will use their knowledge to solve and understand problems and become fluent in the correct terminology. They will use fractional and decimal values throughout.

Talk about algebra in simple terms, of replacing an unknown value with a letter and practice this in terms of a + 2 = b, and replace a with different values to increase the exposure to this form of expression so “algebra” is less threatening. Practice using fractions and decimals in calculations, looking at money and fractions when sharing out.

Spring Term 2

Probability

Grammar

Students will learn about the language of probability and describe events using words and numerical values. They will learn about mutually exclusive events, the sum of outcomes equalling 1, or 100% and produce sample spaces and Venn diagrams to analyse events.

Dialectic

Students will explore mathematical experiments to compare theoretical probability with actual outcomes and discuss why these may vary and what conditions affect it. They will use sample spaces to outline all outcomes of events and use this to make statements on the probabilities of events occurring. They will use Venn diagrams to sort data and compare sets and events.

Rhetoric

Students will work peer to peer and peer to class to share ideas and examples of their working. They will be assessed using low stakes quizzes, progress checks, homeworks and diagnostic questioning.

In school...
How can I support this unit at home...

Students will have knowledge of how to describe the probability of an event using correct vocabulary as well as numerical representations. Students will discuss outcomes and experiments and how expected and actual probability of events may differ and the conditions for this. Students will explore mutually exclusive outcomes and the probability of more than 1 event happening.

When “chance” is mentioned discuss what this could mean and what may affect it. Look for articles and programmes that discuss probability and explore the meanings and analyse the data. Conduct simple experiments and home such as rolling a die and recording the scores and compare results to what you would expect “theoretically”.

Summer Term 1

Algebra 2

Grammar

Students continue to develop their algebra skills but learning about substitution into word problems, formulae, including scientific formulae, using positive and negative integers and fractional values to develop fluency. They will learn about using algebra in problem solving involving area and volume.

Dialectic

Students will explore more complex formulae and develop their substitution and evaluation of mathematical expressions and equations. The will transfer their skills to applying for problem solving involving volume and area of 2D and 3D shapes.

Rhetoric

Students will work peer to peer and peer to class to share ideas and examples of their working. They will be assessed using low stakes quizzes, progress checks, homeworks and diagnostic questioning.

In school...
How can I support this unit at home...

Students will have knowledge of algebraic vocabulary and substitution skills. They will develop these into more complex expressions and formulae, including scientific formulae. They will use positive and negative integers and fractional values within this. They will use their algebra skills in geometric problem solving and reasoning.

Discuss substitution, expressions, equations and their similarities and differences. Look at mathematical and scientific formulae and pick a range of integers and fractional values to substitute in and see how many answers you can get.

Summer Term 2

Angles and Shapes

Grammar

Students will learn about the language of angles and shape properties. They will learn correct notation and properties of different angles and shapes. Students will reason with angles and shape properties and use this to problem solve. They will look at coordinates and sketching shapes in four quadrant grids. They will explore bearings in terms of compass points and angles.

Dialectic

Students will explore mathematical notation for angle labelling and measure and draw accurately angles and shapes. They will make correct mathematical statements on angle reasoning including around a point, adjacent angles on a straight line, alternate and corresponding angles and sum of angles in polygons. They will problem solve when their are multi-step solutions.

Rhetoric

Students will work peer to peer and peer to class to share ideas and examples of their working. They will be assessed using low stakes quizzes, progress checks, homework and diagnostic questioning.

In school...
How can I support this unit at home...

Students will develop their angle knowledge and language to include polygons and angles in parallel lines. They will use correct descriptive language to describe shape and angle properties and combine these in multi-step problem solving questions. They will learn and explore compass points and bearings.

Look for angles around the house and when you are out. Discuss if they are acute, obtuse or reflex and discuss “estimations” for them to develop understanding of the properties of each. Find shapes around the house and when out and discuss the properties of these. When travelling talk about compass direction, look at maps and measure bearings of where you are to where you are going.

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