Year 9 Learning Log2012

Term Topics covered Page1a Algebra 1 & 2

Number 1Shape, Space and Measures 1

34-56

1b Algebra 3Handling Data 1Project 1

89

2a Shape, Space and Measures 2Number 2Handling Data 2

111213

2b Algebra 4Shape, Space and Measures 3Project 2

1516

3 Revision, assessments, and evaluation

Name:…………………………………………………………………Form:……………………………………..

Teacher(s):…………………………………………………………………………………………………………..

MyMaths.co.uk Login: sirharry Password: …………………………….

Personal login:…………………. Password:………………………........

MangaHigh User ID:…………………………… Password:………………………........

School ID number: 43816

(http://schools.mangahigh.com/sirharry)

1

Sir Harry Smith Community College

Equipment required: PEN

PENCIL

RULER

RUBBER

(PROTRACTOR)

(COMPASSES)

Your own SCIENTIFIC CALCULATOR (e.g. Casio FX83GT)

It is important to get a scientific calculator early on, so that you can get used to where all the buttons are (as they tend to be in different placed on different calculators!)

For each topic you study this year, there is a list of the different learning objectives (by level), and a space where you can note how well you think you understood it.

The numbers next to the objectives refer to the questions you will answer in your Assessment for Learning booklets at the end of each topic.

You will also have a space to set yourself targets, and reflect on your learning for each topic.

There is a grid in the back where you can write down your homework for each week. Some of these will be written homeworks, some will be revision homeworks, and some will be online homeworks, probably on mymaths.co.uk.

2

The most helpful thing that you can do for your maths lessons is to learn your times tables off by heart. It will make every sum that you do easier, and faster too!

Num

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Algebra 1 & 2

Leve

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Got

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1 I can draw the next diagram in a pattern of diagrams. 4

2 I can describe the rule for a sequence. 4

3 I can follow a rule to make a sequence. 4

4 I can find the missing number of a sequence. 5

5 I can plot points to draw a straight line. 5

6 I can use rules written with letters to find the outputs of a function. 5

7 I can generate terms of a sequence using the term-to-term rule. 5

8 I can find the next two numbers in a sequence. 5

9 I can draw a graph from a table of values. 5

10 I can solve problems using travel graphs. 6

11 I can create a table of values for the equation of a graph. 6

12 I can work out the nth term of a sequence. 7

13 I can find the inverse of a linear function. 7

14 I can interpret real life graphs. 7

15 I can construct a graph of a real-life problem. 7

3

Num

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Number 1

Leve

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Got

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1 I know the decimal equivalence of well-known fractions 4

2 I can add whole numbers and decimals. 4

3 I can subtract whole numbers and decimals 4

4 I can multiply two whole numbers together. 4

5 I can round numbers to the nearest 10, 100, 1000 4

6 I can round decimals to the nearest whole number 4

7 I can round decimals to one decimal place 4

8 I can divide by a whole number. 4

9 I can put decimals in order of size (largest to smallest). 4/5

10 I can find equivalent fractions. 5

11 I can add and subtract fractions. 5

12 I can calculate fractions of quantities. 5

13 I can multiply a whole number by a fraction. 5

14 I can divide a whole number by a fraction. 5

15 I can cancel a ratio to its simplest form. 5

16 I can multiply a whole number by a decimal. 5

17 I can divide a whole number by a decimal. 5

18 I can change a decimal to a percentage. 5

19 I can change a fraction to a percentage. 5

20 I can find a percentage of an amount. 5

21 I can multiply fractions. 5

22 I can divide fractions. 5

23 I can cancel common factors before multiplying or dividing fractions. 5

24 I can multiply and divide simple algebraic fractions. 5

4

25 I can estimate and approximate answers to calculations. 5

26I know what happens when a whole number is multiplied or divided by a negative number.

5

27 I can round numbers to 1 or 2 decimal places. 6

28 I can share an amount by a given ratio. 6

29 I can add and subtract simple algebraic fractions. 6

30I can use the unitary method to solve simple word problems involving ratio and direct proportion.

6

31 I can express one number as a percentage of another. 6

32I understand the effects of multiplying and dividing by numbers between 0 and 1.

7

33 I can calculate a percentage change 7

34 I can increase or decrease an amount by a percentage. 7

35 I can calculate reverse percentages. 8

36 I know that a recurring decimal is an exact fraction. 8

5

Num

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Shape, Space and Measures 1

Leve

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Got

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1 I know what a right angle is. 4

2 I know the basic properties of all quadrilaterals. 5

3 I know the sum of the angles in a triangle 5

4 I know the definition of a circle and the names of its parts. 5

5 I can classify quadrilaterals by their geometric properties. 5

6 I know the sum of the angles on a line 5

7 I know the sum of the angles around a point equals 5

8 I know the sum of the angles in a quadrilateral equals 5

9 I can identify alternate angles and corresponding angles. 5

10 I can solve problems involving angles in triangles. 6

11 I can solve problems involving corresponding and alternate angles. 6

12 I can solve problems involving angles at a point. 6

13 I know how to find the interior angles of a regular polygon. 6

14 I know how to find the sum of the interior angles of a polygon. 6

15 I know the sum of the exterior angles of all polygons . 6

16 I can find the locus of a point that moves according to a simple rule. 7

17I can find the locus of a point that moves according to a simple rule (continued)

7

18 I can solve problems using Pythagoras theorem. 7

19 I know the angle between a tangent and the radius of a circle. 8

End of 1a Review6

I am proud of…. I think I need to improve….

Strengths Areas for improvement

7

Target Current

Student Comments:

Teacher Comments:

Num

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Algebra 3

Leve

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Got

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1 I can solve a simple equation. 4

2 I can simplify simple algebraic expressions (3x + 5x, 7a x 4) 4

3 I can solve equations with the unknown on one side. 4

4 I can solve an equation with an integer coefficient. 5

5 I can construct an equation from words. 5

6 I can solve equations with the unknown on both sides. 5

7 I can solve an equation with fractional coefficient. 5

8 I can solve problems by applying algebra to them. 5

9 I can solve more difficult equations using a trial and improvement method. 6

10 I can expand a single bracket. 6

11 I can simplify algebraic expressions with two or more brackets. 6

12 I can solve equations with fractions in them. 6

13 I can solve a pair of simultaneous equations algebraically. 7

14 I can solve a pair of simultaneous equations graphically. 7

8

Num

ber Handling Data 1

Leve

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1 I can collect data using a suitable method, such as a tally sheet 4

2 I can draw a bar chart. 4

3 I know how to find the mean, median, mode and range for a simple data set. 4/5

4 I can decide which data to collect to answer a question. 5

5 I can interpret a pie chart and what each section represents. 5

6 I can design and use two-way tables. 5

7 I can interpret graphs and diagrams. 5

8 I can compare a two way table. 5

9 I know when it is appropriate to use the range, mean, median and mode. 5

10 I can draw a pie chart. 5

11 I can design a survey or an experiment. 5

12 I understand the difference between discrete and continuous data. 6

13 I can construct tables for discrete and continuous data, choosing suitable class intervals. 6

14 I can interpret a scatter diagram. 6

15 I can draw a scatter diagram. 6

16 I can recognise different forms of correlation. 6

17 I can interpret a stem and leaf diagram and use it to find averages. 6

18 I can construct a stem and leaf diagram. 6

19 I know what primary and secondary data is. 6

20I can compare two or more distributions and make inferences, using the shape of the distributions, the range of data and appropriate statistics.

7

21 I can draw a line of best fit. 7

22 I understand what bias means. 7

23 I can determine the sample size and degree of accuracy needed. 7/8

24 I can draw a cumulative frequency diagram. 8

25 I can find the median and quartiles from a cumulative frequency diagram. 8

26 I can draw a frequency polygon. 8

End of 1b Review9

I am proud of…. I think I need to improve….

Strengths Areas for improvement

10

Target Current

Student Comments:

Teacher Comments:

Num

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Shape, Space and Measures 2

Leve

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Got

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1 I can convert between mm, cm, m and km. 5

2 I can convert between g and kg 5

3 I can convert between ml and l 5

4 I understand the link between kilometres and miles. 5

5 I understand the link between kilograms and pounds. 5

6 I understand the link between gallons and litres. 5

7 I understand the link between metres and feet. 5

8 I can read scales accurately 5

9 I know how to find the area of a rectangle. 5

10 I can work out the perimeter of a shape made from rectangles. 5

11 I can work out the area of a shape made from rectangles. 5

12 I can calculate the area of a triangle 5

13 I know how to find the area of a parallelogram. 5

14 I can calculate the area of a trapezium 6

15 I can work out the area of a shape made from triangles. 5

16 I can calculate the surface area of a cube and a cuboid 6

17 I can work out the volume of cubes and cuboids. 6

18 I can work out the volume of shapes made from cuboids. 7

19 I can work out the surface area of shapes made from cuboids. 7

11

Num

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Number 2

Leve

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1 I can order negative numbers. 4

2 I can add and subtract negative numbers. 4

3 I can multiply and divide negative numbers. 4

4 I can add decimals. 4

5 I know the correct order of operations. 5

6 I can use a written method to add numbers. 5

7 I can use a written method to subtract numbers. 5

8 I can use a written method to multiply numbers (as most 3 digit by 2 digit). 5

9 I can use a written method to divide numbers. 5

10 I can multiply and divide by 10, 100, 1000 etc. 5

11 I can multiply by a decimal. 5

12 I can divide by a decimal. 5

13 I can multiply two decimal numbers together. 5

14 I know not to round during intermediate steps of a calculation. 6

15 I can use the power button on a calculator. 6

16I can enter numbers into a calculator and interpret the display in context (e.g. money, time).

6

17I can use a calculator efficiently and appropriately to perform complex calculations with numbers of any size.

7/8

18I can use trial and improvement where a more efficient method is not obvious.

8

19 I can write numbers in standard form. 8

20 I can convert from standard form to an ordinary number. 8

21 I can multiply and divide numbers in standard form. 8

22 I can add and subtract numbers in standard form 8

12

Num

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Handling Data 2

Leve

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Got

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1I understand the words associated with probability (certain, likely, unlikely impossible etc).

5

2 I can identify all the outcomes of an experiment. 5

3 I can work out simple probabilities from problems. 5

4I know that if the probability of an event occurring is p, then the probability of it not occurring is 1- p.

5

5 I know what mutually exclusive outcomes are 6

6 I know that the sum of probabilities of all mutually exclusive outcomes is 1. 6

7I can estimate probabilities from experimental data using relative frequency.

7

8I can compare experimental and theoretical probabilities in a range of contexts.

7

13

End of 2a Review

14

I am proud of…. I think I need to improve….

Strengths Areas for improvement

15

Target Current

Student Comments:

Teacher Comments:

Algebra 4

Leve

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Got

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1 I can find the square root of a number 5

2 I can use Standard index notation for integer powers e.g. (34) 5

3 I can find the prime factor decomposition of a number. 5

4 I can draw a graph from a table of values. 5

5 I can find the Lowest Common Multiple (LCM) of two or more numbers. 6

6 I can find the Highest Common Factor (HCF) of two or more numbers. 6

7 I can create a table of values for the equation of a graph. 6

8 I can draw a curved graph from a table of values. 6

9 I know the index (powers) rule when multiplying 7

10 I know the index (powers) rule when dividing. 7

11 I know the index rule when raising a power by a power. 7

12 I know the basic equation of a straight line graph. 7

13 I can find the gradient and y intercept when given the equation of a straight line. 7

14 I can calculate the gradient and y intercept from a graph. 7

15 I can interpret negative indices. 8

16

Num

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Shape, Space and Measures 3

Leve

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Got

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1 I can see when an object has been reflected. 4

2 I can reflect a shape in a mirror line. 4

3 I can rotate a shape around a point. 4

4 I can see when an object has been translated. 5

5 I can translate a shape. 5

6 I can use combinations of rotations, reflections and translations on a shape. 6

7 I can enlarge a shape accurately with a positive scale factor. 6

8I can figure out what the scale factor of enlargement is if I am given the length of two corresponding sides.

7

9 I realise that angles do not change when you enlarge a shape. 7

10 I can identify symmetry in 3D shapes. 6

11I know that for a shape to be congruent, corresponding angles and sides must be the same.

7

12 I can enlarge a shape with a negative whole number scale factor. 8

17

End of 2b Review

I am proud of…. I think I need to improve….

Strengths Areas for improvement

End of year revision

18

Target Current

Student Comments:

Teacher Comments:

As you get closer to your end of KS3 exam, you will be revising everything you have learned so far. Use the space below to help plan your revision time, by looking at the list of topics for each level, and deciding which ones you need to revise a lot, which you need to revise a little, and which you think you don’t need to revise at all.

The lists are on the next few pages.

I think I’m ok with…..

I need a little revision on…

I need lots of revision on…

19

Level 3 looks like …

Select the mathematics they use in a wider range of classroom activities Try different approaches and find ways of overcoming difficulties that arise when they are solving problems Begin to organise their work and check results Use and interpret mathematical symbols and diagrams Understand a general statement by finding particular examples that match it Review their work and reasoning Understand place value in numbers to 1000 Use place value to make approximations Recognise negative numbers in contexts such as temperature Use simple fractions that are several parts of a whole and recognise when two simple fractions are equivalent Begin to use decimal notation in contexts such as money Derive associated division facts from known multiplication facts Add and subtract two-digit numbers mentally Add and subtract three digit numbers using written method Multiply and divide two digit numbers by 2, 3, 4 or 5 as well as 10 with whole number answers and remainders Use mental recall of addition and subtraction facts to 20 in solving problems involving larger numbers Solve whole number problems including those involving multiplication or division that may give rise to remainders Recognise a wider range of sequences Begin to understand the role of ‘=’ (the ‘equals’ sign) Classify 3-D and 2-D shapes in various ways using mathematical properties such as reflective symmetry for 2-D

shapes Begin to recognise nets of familiar 3-D shapes, e.g. cube, cuboid, triangular prism, square-based pyramid Recognise shapes in different orientations and reflect shapes, presented on a grid, in a vertical or horizontal mirror

line Describe position and movement Use a wider range of measures including non-standard units and standard metric units of length, capacity and mass

in a range of contexts Use standard units of time Gather information Construct bar charts and pictograms, where the symbol represents a group of units Use Venn and Carroll diagrams to record their sorting and classifying of information Extract and interpret information presented in simple tables, lists, bar charts and pictograms

20

Level 4 looks like …

Develop own strategies for solving problems Use their own strategies within mathematics and in applying mathematics to practical contexts Present information and results in a clear and organised way

Search for a solution by trying out ideas of their own

Recognise and describe number patterns Recognise and describe number relationships including multiple, factor and square Use place value to multiply and divide whole numbers by 10 or 100 Recognise approximate proportions of a whole and use simple fractions and percentages to describe these Order decimals to three decimal places

Begin to understand simple ratio

Use a range of mental methods of computation with all operations Recall multiplication facts up to 10 × 10 and quickly derive corresponding division facts Use efficient written methods of addition and subtraction and of short multiplication and division Multiply a simple decimal by a single digit Solve problems with or without a calculator

Check the reasonableness of results with reference to the context or size of numbers

Begin to use simple formulae expressed in words

Use and interpret coordinates in the first quadrant

Use the properties of 2-D and 3-D shapes Make 3-D models by linking given faces or edges and draw common 2-D shapes in different orientations on grids Reflect simple shapes in a mirror line, translate shapes horizontally or vertically and begin to rotate a simple shape or

object about its centre or a vertex Choose and use appropriate units and instruments Interpret, with appropriate accuracy, numbers on a range of measuring instruments

Find perimeters of simple shapes and find areas by counting squares

Collect and record discrete data Group data, where appropriate, in equal class intervals Continue to use Venn and Carroll diagrams to record their sorting and classifying of information Construct and interpret frequency diagrams and simple line graphs

Understand and use the mode and range to describe sets of data

21

Level 5 looks like ...

Identify and obtain necessary information to carry through a task and solve mathematical problems Check results, considering whether these are reasonable Solve word problems and investigations from a range of contexts Show understanding of situations by describing them mathematically using symbols, words and diagrams

Draw simple conclusions of their own and give an explanation of their reasoning

Use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 and 1000 and explain the effect

Round decimals to the nearest decimal place and order negative numbers in context Recognise and use number patterns and relationships Use equivalence between fractions and order fractions and decimals Reduce a fraction to its simplest form by cancelling common factors

Understand simple ratio

Use known facts, place value, knowledge of operations and brackets to calculate including using all four operations with decimals to two places

Use a calculator where appropriate to calculate fractions/percentages of quantities/measurements Understand and use an appropriate non-calculator method for solving problems that involve multiplying and dividing

any three digit number by any two-digit number Solve simple problems involving ordering, adding, subtracting negative numbers in context Solve simple problems involving ratio and direct proportion

Apply inverse operations and approximate to check answers to problems are of the correct magnitude

Construct, express in symbolic form, and use simple formulae involving one or two operations Use and interpret coordinates in all four quadrants Use a wider range of properties of 2-D and 3-D shapes and identify all the symmetries of 2-D shapes Use language associated with angle and know and use the angle sum of a triangle and that of angles at a point Reason about position and movement and transform shapes Measure and draw angles to the nearest degree, when constructing models and drawing or using shapes Read and interpret scales on a range of measuring instruments, explaining what each labelled division represents Solve problems involving the conversion of units and make sensible estimates of a range of measures in relation to

everyday situations

Understand and use the formula for the area of a rectangle and distinguish area from perimeter

Ask questions, plan how to answer them and collect the data required In probability, select methods based on equally likely outcomes and experimental evidence, as appropriate Understand and use the probability scale from 0 to 1 Understand and use the mean of discrete data and compare two simple distributions, using the range and one of

mode, median or mean Understand that different outcomes may result from repeating an experiment Interpret graphs and diagrams, including pie charts, and draw conclusions

Create and interpret line graphs where the intermediate values have meaning.

22

Level 6 looks like ...

Solve problems and carry through substantial tasks by breaking them into smaller, more manageable tasks, using a range of efficient techniques, methods and resources, including ICT; give solutions to an appropriate degree of accuracy.

Interpret, discuss and synthesise information presented in a variety of mathematical forms. Present a concise, reasoned argument, using symbols, diagrams, graphs and related explanatory texts.

Use logical argument to establish the truth of a statement.

Use the equivalence of fractions, decimals and percentages to compare proportions. Calculate percentages and find the outcome of a given percentage increase or decrease. Divide a quantity into two or more parts in a given ratio and solve problems involving ratio and direct proportion. Use proportional reasoning to solve a problem, choosing the correct numbers to take as 100%, or as a whole.

Add and subtract fractions by writing them with a common denominator, calculate fractions of quantities (fraction answers); multiply and divide an integer by a fraction.

Use systematic trial and improvement methods and ICT tools to find approximate solutions to equations such as x3 + x = 20.

Construct and solve linear equations with integer coefficients, using an appropriate method. Generate terms of a sequence using term-to-term and position-to-term definitions of the sequence, on paper and

using ICT; write an expression to describe the nth term of an arithmetic sequence. Plot the graphs of linear functions, where y is given explicitly in terms of x; recognise that equations of the form y =

mx + c correspond to straight-line graphs.

Construct functions arising from real-life problems and plot their corresponding graphs; interpret graphs arising from real situations.

Classify quadrilaterals by their geometric properties. Solve geometrical problems using properties of angles, of parallel & intersecting lines, & of triangles & other

polygons. Identify alternate and corresponding angles; understand a proof that the sum of the angles of a triangle is 180° and

of a quadrilateral is 360°. Devise instructions for a computer to generate and transform shapes and paths. Visualise and use 2-D representations of 3-D objects. Enlarge 2-D shapes, given a centre of enlargement and a positive whole-number scale factor. Know that translations, rotations and reflections preserve length and angle and map objects on to congruent images. Use straight edge & compasses to do standard constructions. Deduce and use formulae for the area of a triangle and parallelogram, and the volume of a cuboid; calculate volumes

and surface areas of cuboids.

Know and use the formulae for the circumference and area of a circle.

Design a survey or experiment to capture the necessary data from one or more sources; design, trial and if necessary refine data collection sheets; construct tables for large discrete and continuous sets of raw data, choosing suitable class intervals; design and use two-way tables.

Select, construct and modify, on paper and using ICT: pie charts for categorical data; bar charts and frequency diagrams for discrete and continuous data; simple time graphs for time series; scatter graphs. Identify which are most useful in the context of the problem.

Find and record all possible mutually exclusive outcomes for single events and two successive events in a systematic way.

Know that the sum of probabilities of all mutually exclusive outcomes is 1 and use this when solving problems.

Communicate interpretations and results of a statistical survey using selected tables, graphs and diagrams in support.

23

Level 7 looks like …

Solve increasingly demanding problems and evaluate solutions; explore connections in mathematics across a range of contexts: number, algebra, shape, space and measures, and handling data; refine or extend the mathematics used to generate fuller solutions.

Give reasons for choice of presentation, explaining selected features and showing insight into the problems structure.

Justify generalisations, arguments or solutions.

Appreciate the difference between mathematical explanation and experimental evidence.

Understand and use proportionality.

Calculate the result of any proportional change using multiplicative methods. Understand the effects of multiplying and dividing by numbers between 0 and 1. Add, subtract, multiply and divide fractions. Make and justify estimates and approximations of calculations; estimate calculations by rounding numbers to one

significant figure and multiplying and dividing mentally.

Use a calculator efficiently and appropriately to perform complex calculations with numbers of any size, knowing not to round during intermediate steps of a calculation.

Square a linear expression, and expand and simplify the product of two linear expressions of the form (x n) and simplify the corresponding quadratic expression.

Use algebraic and graphical methods to solve simultaneous linear equations in two variables. Solve inequalities in one variable and represent the solution set on a number line. Use formulae from mathematics and other subjects; substitute numbers into expressions and formulae; derive a

formula and, in simple cases, change its subject. Find the next term and nth term of quadratic sequences and functions and explore their properties.

Plot graphs of simple quadratic and cubic functions, e.g. y = x2, y = 3x2 + 4, y = x3.

Understand and apply Pythagoras' theorem when solving problems in 2-D. Calculate lengths, areas and volumes in plane shapes and right prisms. Enlarge 2-D shapes, given a centre of enlargement and a fractional scale factor, on paper and using ICT; recognise the

similarity of the resulting shapes. Find the locus of a point that moves according to a given rule, both by reasoning and using ICT. Recognise that measurements given to the nearest whole unit may be inaccurate by up to one half of the unit in

either direction.

Understand and use measures of speed (and other compound measures such as density or pressure) to solve problems.

Suggest a problem to explore using statistical methods, frame questions and raise conjectures; identify possible sources of bias and plan how to minimise it.

Select, construct & modify, on paper and using ICT, suitable graphical representation to progress an enquiry, including frequency polygons and lines of best fit on scatter graphs.

Estimate the mean, median and range of a set of grouped data and determine the modal class, selecting the statistic most appropriate to the line of enquiry.

Compare two or more distributions & make inferences, using the shape of the distributions & measures of average & range

Understand relative frequency as an estimate of probability and use this to compare outcomes of an experiment.

Examine critically the results of a statistical enquiry, and justify the choice of statistical representation in written presentations.

24

Level 8 pupil looks like …

Develop and follow alternative methods and approaches. Reflect on lines of enquiry when exploring mathematical tasks. Select and combine known facts and problem solving strategies to solve problems of increasing complexity. Convey mathematical meaning through precise and consistent use of symbols. Examine generalisations or solutions reached in an activity, commenting constructively on the reasoning and logic or

the process employed, or the results obtained.

Distinguish between practical demonstration and proof; know underlying assumptions, recognising their importance and limitations, and the effect of varying them.

Understand the equivalence between recurring decimals and fractions.

Use fractions or percentages to solve problems involving repeated proportional changes or the calculation of the original quantity given the result of a proportional change.

Solve problems involving calculating with powers, roots and numbers expressed in standard form, checking for correct order of magnitude and using a calculator as appropriate.

Factorise quadratic expressions including the difference of two squares, e.g. x2 – 9 = (x + 3) (x – 3). Manipulate algebraic formulae, equations and expressions, finding common factors and multiplying two linear

expressions. Derive and use more complex formulae and change the subject of a formula. Evaluate algebraic formulae, substituting fractions, decimals and negative numbers. Solve inequalities in two variables and find the solution set. Sketch, identify and interpret graphs of linear, quadratic, cubic and reciprocal functions, and graphs that model real

situations.

Understand the effect on a graph of addition of (or multiplication by) a constant.

Understand and use congruence and mathematical similarity. Understand and use trigonometrical relationships in right-angled triangles, and use these to solve problems,

including those involving bearings. Understand the difference between formulae for perimeter, area and volume in simple contexts by considering

dimensions. Estimate and find the median, quartiles and interquartile range for large data sets, including using a cumulative

frequency diagram. Compare two or more distributions and make inferences, using the shape of the distributions and measures of

average and spread including median and quartiles. Know when to add or multiply two probabilities. Use tree diagrams to calculate probabilities of combinations of independent events.

25

Self-Assessment

Using your end-of-year test that has been completed and marked, go through and tick the skills you think you have achieved on the previous pages of skills by level. For example, if you can see that you correctly answered a question on adding fractions, you would find that skill, and tick it off. You should be able to see where your strengths and weaknesses are by looking at the pattern of things you have ticked off. You should also be able to work out your level, for example: If you have ticked all of level 4 and a small part of level 5, then you are probably a low level 5 at the moment.

The skills are grouped as follows: Problem solving, number, algebra, shape and space, handling data. You should be able to see from your ticks which topics you are better at and which you need more work on.

Use the space below to give yourself an overall KS3 self-assessment of your strengths and areas for development.

I think my strongest areas are…

I know I need more help with…

26

Homework Diary

Your teacher will give you a mixture of written homeworks, revision homeworks, and mymaths homeworks. You can use this grid to record what your homework is each week, and your teacher can use it to monitor whether your

homework was completed on time.

Term 1a & 1b

Week beginnin

g

Homework Completed?

10/9

17/9

24/9

1/10

8/10

15/10

22/10

Half Term5/11

12/11

19/11

26/11

3/12

10/12

17/12

27

Term 2a & 2b

Week beginnin

g

Homework Completed?

9/1

14/1

21/1

28/1

4/2

Half Term18/2

25/2

4/3

11/3

18/3

25/3

28

Term 3a & 3b

Week beginnin

g

Homework Completed?

16/4

22/4

29/4

6/5

13/5

20/5

Half Term3/6

10/6

17/6

24/6

1/7

8/7

15/7

29

30