Scheme of Work: Maths Year Group 7

An exceptional environment for learning and discovery

Length of Enquiry (SOL)

3rd January to 10th March

Synopsis Topic / Overview

Fertile Question

Key Concept/s to be learnt this Enquiry

Curriculum Opportunities

Students should understand the equals sign, understand the structures and relationships that support reasoning about unknowns and learn to express algebra in
different ways (same value different appearance).

Between 7, 9 and 14, whats the same? Whats different?

(Emphasise that they all contain 7. This is key to solving the problem, seeing elements of these numbers being the same, rather than totally different. )

Equivalence,

Reason and Generalise

Identify structure and relationships in order

to solve problems

Inverse relationships

read and interpret algebraic notation

understand and use the concepts and vocabulary of terms, expressions and factors
express known relations, including spatial generalisations, algebraically using accurate notation, including prioritisation of operations
manipulate algebraic expressions to maintain equivalence,
recognise an arithmetic progression, and find the nth term
make and test conjectures about recursive and long-term behaviour of geometric and other sequences that arise within and outside mathematics
recognise, sketch and produce graphs of linear and quadratic functions of one variable with appropriate scaling, using equations in x and y and the
cartesian plane
interpret mathematical relationships both algebraically and graphically
solve linear equations in one variable in a variety of contexts, including subject-based problems, using algebraic methods

SMSC

S Interpreting formulae in recipes - e.g. Cook the bird at 180C for 28 minutes per kg + 108 minutes
M Understanding the concept of fairness when working with unknown values
S How reasoning about the unknown in algebra relate to reasoning on the origin of life
C Changing temperature from Fahrenheit to Celsius using the formula
C = 5/9x (F 32). Understanding the different units of measurements for
temperature, used around the world.

Summative Assessment

Mini assessments from end of week 5 and an end of term test in week 7

Key Vocabulary

Integer, prime number, factor, numerator, denominator, mixed number, proper fraction, improper fraction, equivalent, cancel, lowest terms, simplest form, decimal
number, decimal place, digit, order, tenth, hundredth, thousandth

Literacy opportunities

Most demonstration activities will allow for students to solve problems read and interpret questions

Core Learning Outcomes

change freely between related standard units (for example time, length, area, volume/capacity, mass)
use scale factors, scale diagrams and maps
express one quantity as a fraction of another, where the fraction is less than 1 and greater than 1
solve problems involving direct and inverse proportion, including graphical and algebraic representations
use compound units such as speed, unit pricing and density to solve problems

Scheme of Work: Maths Year Group 7

An exceptional environment for learning and discovery

Pupils recognise proportionality in contexts when the relations between quantities are in the same ratio (e.g. similar shapes, recipes).
Pupils link percentages of 360 to calculating angles of pie charts.
Pupils consolidate their understanding of ratio when comparing quantities, sizes and scale drawings by solving a variety of problems. They might use the
notation a:b to record their work.
Pupils solve problems involving unequal quantities e.g. for every egg you need three spoonful of flour, 35 of the class are boys. These problems are the
foundation for later formal approaches to ratio and proportion

Refer to GEM and Extension

Pupils should occasionally work in groups. Encourage independent learning, encourage the 3 before me

Differentiation strategies

KS3 Maths Progress, Active Teach, Active Learn,

http://www.nationalstemcentre.org.uk/elibrary/resource/5053/interactive-teaching-programs-2 ( web registration needed)
Resources and Texts
For extension activities: coloured rods, several bars of chocolate, analogue clocks, marbles, ribbon/string, tape measures, scissors

Week

Lesson Questions

Learning Objectives

Activation Phase (Learning Activities)

H/W

Extension task

Exam Paper Review

Monday 9th January 20172. Expressions

1.

Demonstration Phase Assessment

(GEM TASK)

1. What is algebra?

1. Use and interpret algebraic

LAPs Able to describe how a
notation, including:
number may multiply an unknown
ab in place of a b
value indicated by a letter.
3y in place of y + y + y and
3y
a2 in place of a a, a3 in
place of a a a; a2b in
place of a a b
a/b in place of a b

LAPS - Eggs are sold in boxes.

A small box holds 6 eggs.

Mymaths
- Simplifying 1

Hina buys x small boxes of eggs.

Write down, in terms of x, the total
number of eggs in these small
boxes.

HAPs Compare the relationship between y HAPS + y + y and 3Y. Understanding the relation
between addition and subtraction.

2. How many
relationships can
you see in this
image?
For example, cb=a

2. Simplify and manipulate algebraic

expressions by collecting like terms

LAPs collect like terms simplifying

expressions with positive operations only.

HAPs Simplify expressions with negative and

positive operations

LAPS - Solve problems such as:

Mymaths

3a + 5a + 4a =
3a + 5a + 4b + 3b =

- Simplifying 2

HAPS - Simplify these expressions:

a. 3a + 2b + 2a b
b. 4x + 7 + 3x 3 x

KM Kangaroo Maths
KM: Pairs in squares. Prove the
results algebraically.
KM: Algebra ordering cards

Scheme of Work: Maths Year Group 7

3. What is an
expression?

3. To multiply algebraic terms

An exceptional environment for learning and discovery

LAPs Multiply investigate and find

LAPS - Pupil to multiply algebraic terms.
relationships between multiplying single digit
numbers and multiplying single algebraic
terms
HAPs Multiply algebraic terms involving
powers.

4. How can you

reduce the
factors?

4. To divide algebraic terms

Monday 16th January 20173. Expanding Brackets, BIDMAS and Formulae

1. Multiplying terms over a single bracket

KM: Maths to Infinity: Brackets

HAPS -

LAPs To understand what a bracket means. LAPS - Simplify these expressions:

c. 3(x + 5)
d. 12 (n 3)
e. m(n p)
f. 4(a + 2b) 2 (2a + b)
g. 3(x 2) 2(4 3x)
h. (n + 1) 2 (n + 1) + 1

Mymaths
- Single brackets

LAPs To understand factorization as a

reverse procedure to expansion

HAPs To learning on writing numbers as a

product of prime factors to factorisation
3. To carry out arithmetic in the correct order LAPs To apply learning on order of
(BIDMAS)
operations to solving problems involving
algebra.

KM: Use number patterns to develop the multiplying

out of brackets
NRICH: Your number is
NRICH: Crossed ends
NRICH: Number pyramids and More number
pyramids

HAPs To understand how to use more than HAPS one method to expand brackets.

2. Why are brackets 2. Factorising into single brackets

necessary?

3. Does addition
really have to
precede subtraction
in the order of
operations?

HAPS -

LAPs Apply learning on cancelling down to LAPS Puils to divide algebraic terms.
divide algebraic terms

HAPs Apply learning on cancelling down

and bidmas to dividing algebraic terms

1. How would you

solve this?
In a class, 18 of
the children are
girls. A quarter of
the children in the
class are boys.
Altogether, how
many children are
there in the class?

KM: Spiders and snakes. See the clouding the

picture approach

LAPS - Factorise:
a. 4a + 10b
b. p2 + 6p
c. 6x2 - 9xy

Mymaths
- Factorising linear

Algebra tiles Method

Area Method for expanding brackets

HAPS -

Mymaths
NRICH: Algebra Match
LAPS - Simplify expressions such as these - Order of operations (easier)
as appropriate to pupil ability:
NRICH: Number Pyramids
(easier)
a. 3a + 2b + 2a b
b. 4x + 7 + 3x 3 x
c.

NRICH: More Number pyramids

(easier)

3(x + 5)

d. 12 (n 3)
e. m(n p)
f.

4(a + 2b) 2 (2a + b)

g. 3(x 2) 2(4 3x)

h. (n + 1) 2 (n + 1) + 1
HAPs To apply learning on order of
operations to solving problems involving
algebra.
4. Who invented
algebra?

4. Using letters to represent unknown

numbers in simple formulae

HAPS -

LAP To understand the differences between LAPS - Answer questions such as:
expressions, equations and formulae.
Eggs are sold in boxes.
A small box holds 6 eggs.
Hina buys x small boxes of eggs.

Mymaths
- rules and formulae

NRICH: Number reversals (very high)

Scheme of Work: Maths Year Group 7

An exceptional environment for learning and discovery

Write down, in terms of x, the total number

of eggs in these small boxes.
HAP To understand the differences between HAPS expressions, equations and formulae.

1. What does it
mean to expand a
bracket?

1. Substitute numerical values into formulae LAPs To substitute accurately in simple

and expressions, including scientific
formulae and expressions.
formulae

LAPS a. P = 3a + 5b
a = 5.8
b = 3.4

Mymaths
-substitution 1
-substitution 2
-function machines
-rearranging 1

NRICH: Mindreader
(very hard

Mymaths
-function machines
-rearranging 1

NRICH: special numbers

(hard)

Work out the value of P.

b. S = 2p + 3q
p=4
q=5

Monday 23rd January 20174. Substitution, Rearranging formulae

(i) Work out the value of S.

T = 2m + 30
T = 40
c.

(ii) Work out the value of m.

P = x2 - 7x
Work out the value of P when x = - 5

HAPs To substitute in scientific formulae

and those involving powers and negative
numbers.
2. What is a
machine? What
does it have to do,
to specifically be
called a machine?

2. Using function machines to help organise LAPs Introduction to function machines

number operations and solve equations

3. Does the inverse

exist for every
mathematical
activity?

3. Rearranging expressions with one

LAPs To rearrange expressions with one
operation using function machines and then operation using function machine
inverse operations

HAPs Be able to investigate the use of

function machines to organise number
operations and solve equations.

HAPS -

LAPS - Pupils to use function machines in

organising number operations and solving
equations.

NRICH: guess my age

(moderate)

HAPS -

LAPS - Flowerbeds
The council wants to create 85 flowerbeds
and surround them with hexagonal paving
slabs according to the pattern shown. In this
example, 18 paving slabs surround four
flowerbeds.

How many paving slabs will the council

need for 85 flowerbeds?

Mymaths
-rearranging 1

NRICH: Arithmagons (moderate)

Scheme of Work: Maths Year Group 7

An exceptional environment for learning and discovery

Try to find a rule or two-stage function

machine that the council can use to decide
the number of paving slabs needed for any
number of flowerbeds.
HAPs
HAPS To rearrange expressions with one operation
and use inverse operation to solving these
problems.

4.

Mini Assessment

Monday 30th January 20175. Solving equations

1.
Are
all 1. Solving equations with one operation
using function machines and then inverse
mathematical
problems essentially operations
equations?

LAPs Review previous learning on function LAPS machines before the mini assessment.
a.
b.
c.
d.

Solve the equation 5x = 30

Solve x + 2x = 12
Solve 2y 1 = 13
Solve 4(x + 3) = 6

Mymaths
- equations 1 one
step

3. What is the same Progressing onto equations with two or

and
different more operations using balance method
between
the
balancing methods
and the use of
function machines?

LAPS - Pupils to solve equations with two or Mymaths

more operations using function machines
-equations 2-multi
and then inverse operations.
step
HAPS -

LAPs LAPS - Pupils to solve equations with two or Mymaths

What is the same and what is different in
more operations using the balance method -equations 3- both
methods used to solve equations learnt to this and able to make comparison with the
sides
point.
methods used previously.
HAPs Compare the use of balancing
HAPS methods and function machines.

4. Are there any real Understanding how to solve equations with LAPs To review solving problems with
life application of
unknowns on both sides.
unknowns on one side

LAPS - Solve equations with unknowns on

both sides using learnt methods. Pupils to
be able to state preference to methods with
reasons.
HAPs To solve equations with unknowns on HAPS both sides using varied methods.

Stage: 3

Think of a number and follow my

instructions. Tell me your answer, and
I'll tell you what you started with! Can
you explain how I know?

HAPs Review previous learning on function HAPS machines before the mini assessment.

2. What is the same Progressing onto equations with two or more LAPs To rearrange expressions with two
and what is different operations using function machines and
operations using function machines
between
an then inverse operations.
expression
and
equation?
HAPs To rearrange expressions with two or
more operations using function machines

Your Number Was...

Mymaths
- equations 1 one
step
-equations 2-multi
step
-equations 3- both
sides

Scheme of Work: Maths Year Group 7

1. Why are brackets Applying skills learned to solve equations
first as a procedure with brackets
on the order of
operations

An exceptional environment for learning and discovery

LAPs Solve simple linear equations

involving single brackets on one side.

HAPs To solve linear equations with

unknowns on one and both sides involving
brackets.

Monday 6th February 20176. Solving equations and inequalities

2. Do you think
Introduce students to worded problems,
algebra applies to
perimeters, etc.
computer designs
and or programming
in any way?

LAPS - Puplls solve problems such as:

Mymaths
- equations 4 Expand and simplify 5(p +3) = 20
brackets
-inequalities and
Expand and simplify 5(3p + 2) 2(5p 3) = intervals
10
-inequations
HAPS -

LAPs To make conjectures around possible

approaches to solving word problems
LAPS - Pupils solve problems such as,
particularly involving perimeters and
differentiated according to the class ability:
geometry.
The perimeter of this triangle is 22 cm.
All lengths on the diagram are in
centimetres.

Seven Up
Stage: 3
The number 27 is special because it is three times the
sum of its digits 27 = 3 (2 + 7). Find some two digit
numbers that are SEVEN times the sum of their digits
(seven-up numbers)?

AP Rectangles
Stage: 3

An AP rectangle is one whose area is

numerically equal to its perimeter. If
you are given the length of a side can
you always find an AP rectangle with
one side the given length?

N.B. The diagram is not drawn accurately

a. Work out the value of t
b. What is the length of the longest
side?
HAPs To make conjectures around solving HAPS word problems particularly those relating to
geometry.
3. What career
choices do
mathematicians
have? Is
mathematics
applicable to the
work place?

Introduce students to the inequality number LAPs Relate learning to SMSC and discuss LAPS - Pupils to describe inequalities and
line
inequalities as applies to todays topic to
be able to represent these on a number line
applications in society.

4. Alli and Balli are Use concepts of solving equations and

twins, they
apply the methods to linear inequalities
weigh the same,
their friend Calli
weighs 3g, how
much do they
weigh
altogether?

HAPs Pupils to use number lines to

describe displayed inequalities.

HAPS -

LAPs Recall learning on solving equations

LAPS - Pupils to solve linear inequalities

using methods previously learnt for solving
linear equations.

HAPs Recall learning on solving linear

equations and investigate relation to linear
inequalities.

HAPS -

Inequalities:
https://nrich.maths.org/626

Nrich: Inequality
http://nrich.maths.org/public/leg.php?code=56

Scheme of Work: Maths Year Group 7

An exceptional environment for learning and discovery

Half - Term
1. Does beauty have creating simple sequences and discovering LAPs Be able to identify pattens in pictures LAPS - Here are some patterns made from Mymaths
Activity B: Sticky Triangles
matchsticks:
-sequences
A puzzle in which match sticks are used to make a
any association with sequences in picture patterns
-geometric sequence different number of triangles. An opportunity to
sequences?
-arithmetic sequences generalise and symbolise.

Pattern number 1

Pattern number 2

Pattern number 3

(i) Draw Pattern number 3 and 4.

HAPs Make conjectures and predictions on HAPS future sequences based on these rules.
Also:
NRICH: Fibonacci sequences
(moderate)

Monday 20th February 20177. Sequences

2. Do flower patterns Describing position to term rules for simple LAPs Use key words in describing position
follow a sequence? sequences (e.g. 2, 4, 6, 8... or -5, -10 ,-15, to term rules.
LAPS - Children should experience activities
-20...)
such as;
A number sequence is made from counters.
There are 7 counters in the third number.

How many counters in the 6th number? the

20th...?

Activity : This Pied Piper of Hamlyn

The Pied Piper of Hamelin is a story you may have
heard or read. This man, who is often dressed in very
bright colours, drives the many rats out of town by his
pipe playing - and the children follow his tune.
The challenge is to investigate how many
children/rats there could be if the number of legs was
600.

Follow this link for a wealth of other NRICH activities

where the focus is on finding all possibilities

Write a formula for the number of counters

in the nth number in the sequence.
HAPs Use key words to describe position to HAPS term rules

3. Are there any root Finding rules for given arithmetic sequences LAPs Describe patterns identified in
words in sequence?
sequences
Would this be the
same root word in
sequel?

HAPs Answer problems applying previous

learning on using unknown values to

LAPS - Complete this table for the pattern

sequence

Pattern number

1 2 3 4 5

Number of
matchsticks

1
4 7
0

1
0
0

(iii) Find, in terms of n, an expression for the

nth term of the sequence
HAPS -

Seven Squares
This is a video showing how three people draw (and
therefore see) this matchstick pattern of seven
squares:
and how different ways of seeing might lead to
different generalisations and formulae for how many
match sticks are needed for 25, 100, n squares.

Scheme of Work: Maths Year Group 7

4. What alternatives 1. To read and plot positive coordinates
are
there
to
coordinates
2. To read and plot coordinates in all four
quadrants

An exceptional environment for learning and discovery

LAPs Discuss the importance and

applications of coordinates in everyday life.

LAPS - Construct complex 2D shapes and

images given a set of coordinates.

HAPs Discuss the use of coordinates in

HAPS everyday life and possible alternatives to the
use of coordinates.

1. Is there any such Plotting graphs understanding that an

thing
as
a
4 equation can represent a line
dimensional shape?

LAPs Use tables to generate coordinates in LAPS - Students plot lines from their
the first quadrant
equations

HAPs Use table of values to generate

coordinates

Monday 27th February 20178. Linear Graphs

2. Can you To be able to recognise the y-intercept

have a 3D graph?

HAPS -

LAPs Use tables to generate coordinates in LAPS - Students recognise that c shows
all quadrants.
where the line crosses the y-axis

Mymaths
-coordinates 1positive
-coordinates 2negative
-plotting graphs 1lines

Mymaths
-plotting graphs 2lines
-gradient and
intercept

HAPs - What effect does changing the value HAPS of c have on the line?

3. Can you use To be able to find the gradient of a line (m)

gradient to describe
the sides of a
parallelogram?

4. Can zig zag lines Finding equations of lines

have
equations
also?

LAPs Identify patterns in comparing linear

equations and their graphs.

LAPS - Students recognise m affects the

steepness

Diamond Collector
Stage: 3

Collect as many diamonds as you can

by drawing three straight lines.

How Steep Is the Slope?

Stage: 3

On the grid provided, we can draw

lines with different gradients. How
many different gradients can you find?
Can you arrange them in order of
steepness?

Mymaths
-gradient and
intercept

Parallel Lines

HAPs . What effect does changing the value HAPS of m have on the line?

Stage: 3

LAPs Understand and be able to define

what a gradient is.

Graphs:

LAPS - Use the general form of a straight

line y=mx+c

How does the position of the line affect

the equation of the line? What can you
say about the equations of parallel
lines?

http://nrich.maths.org/public/leg.php?
code=67
HAPs
HAPS Display to students, sets of lines to write their
equations

Scheme of Work: Maths Year Group 7

9.

An exceptional environment for learning and discovery

Assessment Week