The KING’S Medium Term Plan – Mathematics

Year 10 senior programme – Learning cycle two

Module Developing Number

Overarching

Subject

Challenging

question

‘How can we apply knowledge of shape to the real world?’

Lines of

Enquiry

Week 1: How do we use triangles to help with other polygons?

Week 2: How can we use compasses to create technical real life drawings?

Week 3: How do we plan out areas or draw blueprints using loci?

Week 4: How do we apply algebraic expressions to shapes?

Week 5: How can we apply algebraic expressions to solve numerical sequences?

Week 6-7: Revision then assessment followed by gap teaching – from assessment analysis.

Progress

Objectives

By the end of LC1 in Mathematics SWBAT achieve these AQA objectives: Polygons (Geometry) (AQA objectives G3 and G4) Weeks 1-2 (total 5 lessons)

In this number unit pupils will master the following;

Derive and use the sum of angles in a triangle (e.g. to deduce and use the angle sum in any polygon, and to derive

properties of regular polygons)

Derive and apply the properties and definitions:

1) special types of quadrilaterals, including square, rectangle, parallelogram, trapezium, kite and rhombus and

triangles and other plane figures using appropriate language

2) including knowing names and properties of isosceles, equilateral, scalene, right-angled, acute-angled,

obtuse-angled triangles

3) including knowing names and using the polygons: pentagon, hexagon, octagon and decagon

Constructions and Loci (Geometry) (AQA objective G2) Weeks 2-4 (total 6 lessons) In week 3-4 pupils will master these skills (mainly Higher content but key skills can be taught at Foundation);

Use the standard ruler and compass constructions:

o perpendicular bisector of a line segment

o constructing a perpendicular to a given line from / at a given point

o bisecting a given angle

o construct a 60o angle

Know that the perpendicular distance from a point to a line is the shortest distance to the line

Use these to construct given figures and solve loci problems

Algebra recap and extension (AQA objectives A3, A4, A17 and A25) Weeks 4-5 (total 6 lessons) In this unit pupils will develop further mastery in applying knowledge of metric and imperial units and revise key conversions. They will;

Understand and use the concepts and vocabulary of expressions, equations, formulae, identities, inequalities, terms and

factors (review of Year 9)

Simplify and manipulate algebraic expressions (including those involving surds - Higher) by:

o collecting like terms

o multiplying a single term over a bracket

o taking out common factors

Solve linear equations in one unknown algebraically including those with the unknown on both sides of the

equation (review of Year 9 and Higher content), including the use of brackets

Deduce expressions to calculate the nth term of a linear sequence

NOTE: In week 3 there will be a mid LC assessment to check current progress. Weeks 3-6 are designed to be fluid

so that teachers can deliver content appropriately and allow time for mastery in the areas that require extra time.

Assessment at the end of week 6 will be against the above AQA objectives following on from 2 lessons of REACH

and revision.

Gap teaching from analysis of assessments will take place in week 7.

IMPORTANT INFORMATION AND WEEKLY NEEDS

Personalised

Learning and

Reach work

and Mastery

The AQA objectives above cover a wide range of mathematical skills and applications at varying levels of difficulty. Each practitioner has access to sets of exam based questions and activities that are aimed at these different levels of application and will ensure that all pupils are provided with work that will both challenge and support them at their targeted Grade Point as well as pushing them towards the next. All pupils will meet the progress objectives outlined above at a pace that suits them and will be delivered in a way that is personalised to how they learn. The use of iPads will be planned for carefully so that they can maximise learning.

Maths in real

life

Each week, there will be discussion and slides planned in so that pupils can value the relevance of what they are learning, which areas of life or careers that skill may be useful to and lessons will, as much as possible, contain resources where maths has to be applied to real world problems in order to find solutions. Polygons and construction for instance, will be applied to real life architecture, building, drawing and planning. Loci is used widely amongst careers in architecture, design, engineering, NASA and fashion.

Planning for

Feedback

Pupils will receive written feedback each week in the form of teacher marking, peer/self-assessment and small quizzes to check key knowledge. Mark schemes will be provided where appropriate for pupil self-assessment and development. REACH lessons each week will allow time for acting on feedback and making improvements to their work in order to develop further and fill in GAPs.

REACH and

Support

Each week there will opportunities for support with in class intervention, group intervention and after school catch-up. Monday lunch time will provide a time for pupils to REACH by practicing GCSE papers in a club. Friday lunch time will provide pupils in need of homework support, classwork development or just time to practice should they need it.

MEDIUM TERM PLAN

Week 1

4 hours of

lessons plus 1

hour of

homework

each week

Additional

intervention

and reach is

provided

during

lessons and

where

possible

outside of

lessons within

morning

ASPIRE

sessions or

after school.

Line of Enquiry: How do we use triangles to help with other polygons? Here is how each week is broken down;

Hypotheses for the week’s lessons; These will act as the title for the lessons, in which the work done will be reflected upon to either prove or disprove each hypothesis. It may be that 1 hypothesis can last more than 1 lesson yet others are achieved quickly. This depends upon how far the pupils move on from the knowledge section and get through the different success criteria within the main body of the lesson. All hypotheses should be answered to some degree over the course of the week.

Learning Intentions: These are the key objectives laid out by the exam board (as seen above).

Weekly success criteria for completion across 4 lessons (or across 3 for weeks with REACH lessons or

tests);

This is where after teaching the knowledge necessary the pupils will work at their grade point on exam questions in order to achieve the learning intention. Hypothesis 1 – The properties of triangles are needed when calculating missing interior angles Learning intention:

Derive and use the sum of angles in a triangle, including knowing names and properties of isosceles, equilateral,

scalene, right-angled, acute-angled, obtuse-angled triangles

Knowledge: ALL GP = Pupils will revise the types of triangles and their angle facts. GP 4 = Pupils will be taught how to prove the sum of interior angles. GP 5 = Pupils will be taught how to calculate interior and exterior angles of triangles using algebra. Success criteria:

ALL GP = Pupils will label and name triangles using proper notation and symbols. They will need to demonstrate that they

can describe the properties of different triangles and how this effects the sizes of the angles. GP 4 = Pupils will need to show why the angles add up to 180 degrees by applying knowledge of angles on straight lines. They will calculate missing angles in a variety of triangles by applying knowledge of their properties. GP 5 = Pupils will create expressions for the interior angles of the triangle then write as an equation to 180 to solve for the missing angles. Pupils will use algebra to compare angles and determine the type of triangles. Hypothesis 2 – The properties of quadrilaterals are needed when calculating missing interior angles Learning intention:

Derive and apply the properties and definitions: special types of quadrilaterals, including square, rectangle,

parallelogram, trapezium, kite and rhombus and triangles and other plane figures using appropriate language

Knowledge:

ALL GP = Pupils will revise the types of quadrilaterals and their angle facts. GP 4 = Pupils will be taught how to prove the sum of interior angles of quadrilaterals. GP 5 = Pupils will be taught how to calculate interior and exterior angles of quadrilaterals using algebra.

Success criteria:

ALL GP = Pupils will label and name quadrilaterals using proper notation and symbols. They will need to demonstrate that they can describe the properties of different quadrilaterals and how this effects the sizes of the angles. GP 4 = Pupils will need to show why the angles add up to 360 degrees by applying knowledge of angles around a point. They will calculate missing angles in a variety of quadrilaterals by applying knowledge of their properties. They need to be able to explain situations where opposite angles are equal, opposite or adjacent sides/angles are equal and show the correct notation. GP 5 = Pupils will create expressions for the interior angles of the quadrilateral then write as an equation to 360 to solve for the missing angles. Pupils will use algebra to compare angles and determine the type of quadrilateral.

Hypothesis 3 – Angles in triangles are not helpful when calculating interior angles of regular polygons Learning intention:

Derive and use the sum of angles in a triangle (e.g. to deduce and use the angle sum in any REGULAR polygon,

and to derive properties of regular polygons); including knowing names and using the polygons: pentagon,

hexagon, octagon and decagon

Knowledge:

ALL GP = Pupils will revise the names of polygons up to a 12 sided shape.

GP 4-5 = Pupils will be taught how to apply knowledge of angles in triangles to find the sum of interior angles of any

polygon.

GP 6 = Pupils will be taught how to calculate interior and exterior angles of polygons using algebra.

Success criteria:

ALL GP = Quick questions naming different polygons and writing into a table. GP 4 to 5 = Pupils will solve questions finding the interior angles of regular polygons and put into a table. They will create VIFs in their book explaining how the sum of interior angles change each time a polygon gains a side. GP 6 = Pupils will solve problems where the interior angles of regular polygons are algebraic expressions. They will use algebra to prove the interior sums of polygons. Hypothesis 4 – Calculating the missing interior angles of irregular polygons requires multiple steps Learning intention:

Derive and use the sum of angles in a triangle (e.g. to deduce and use the angle sum in any IRREGULAR polygon,

and to derive properties of regular polygons); including knowing names and using the polygons: pentagon,

hexagon, octagon and decagon

Knowledge:

GP 4-5 = Pupils will be taught how to apply knowledge of angles in triangles to find the sum of interior angles of any

irregular polygon.

GP 6 = Pupils will be taught how to calculate interior angles of irregular polygons using algebra.

Success criteria:

GP 4 to 5 = Pupils will solve questions finding the interior angles of irregular polygons and put into a table. GP 6 = Pupils will solve problems where the interior angles of irregular polygons are algebraic expressions. They will use algebra to prove the interior sums of irregular polygons. Home learning: Given Tuesday of each week and due in by Tuesday the following week.

For the first home learning tasks, pupils will do a practice worksheet on calculating missing interior angles in shapes. Questions will be based around all work done this week and will last for 1 hour. Videos and hints are available to support development. This work can be set up to suit their target GP but also challenge them to go beyond.

Week 2

4 1hr lessons

plus 1hr

homework

Line of Enquiry: How can we use compasses to create technical real life drawings? One lesson to be used for REACH development. Pupils will use this lesson to engage with and respond to work marked and done the previous week. They will read through teacher comments and respond by following a given set of criteria. This will allow them to make improvements on their work, carry out corrections, seek help and make further progress before moving to the next unit of work. Hypothesis 1 (completion of angles) – Exterior angles always add up to the same amount Learning intention:

Derive and use the sum of angles in a triangle to deduce and use the EXTERIOR angle sum in any IRREGULAR or

REGULAR polygon

Knowledge:

GP 4-5 = Pupils will be taught how to apply knowledge of angles on a straight line to find the sum of exterior angles of any

regular or irregular polygon.

GP 6 = Pupils will be taught how to calculate exterior angles of regular and irregular polygons using algebra.

Success criteria:

GP 4 to 5 = Pupils will solve questions finding the exterior angles of regular and irregular polygons and put into a table.

GP 6 = Pupils will solve problems where the exterior angles of regular and irregular polygons are algebraic expressions. They will use algebra to prove the exterior sums of regular and irregular polygons. Hypothesis 2 (beginning of constructions unit) – Bisecting a line or angle is a useful skill in real life Learning intention:

Use the standard ruler and compass constructions: (mainly Higher but key skill can be taught to all)

o perpendicular bisector of a line segment

o constructing a perpendicular to a given line from / at a given point

o bisect a given angle

Knowledge:

GP 4 = Pupils will be taught how to use a compass accurately to draw circles and bisect and angle.

GP 5 – 6 = Pupils will be taught how to construct perpendicular bisectors.

Success criteria:

GP 4 = Pupils will practice drawing circles and segments/sectors using a compass and ruler accurately. They will use

radius and diameter. Pupils will then practice how to bisect an angle then use protractors to measure and check the

accuracy.

GP 5 – 6 = pupils will use rulers and compasses to bisect angles, construct perpendicular bisectors and construct a

perpendicular at a given point.

Hypothesis 3 – An equilateral triangle can be drawn without a protractor Learning intention:

Use the standard ruler and compass constructions to construct a 60o angle and equilateral triangle

Knowledge:

GP 4 = Pupils will be shown how a 60 degree angle can be constructed.

GP 5-6 = Pupils will be taught how to use a compass to construct a 60 degree angle and equilateral triangles.

Success criteria:

GP 4 = Pupils will practice drawing and measuring 60 degree angles using ruler and protractor. Pupils will then practice to

construct them using a compass and ruler. Pupils will measure the angles created and compare them for accuracy.

GP 5 – 6 = Pupils will complete technical drawings of 60 degree angles then bisect them to create 45 degree angles.

Pupils will construct triangles with one 60 angles then measure the other 2 to determine the type of triangle they have

created. They will construct equilateral triangles and compare the use of a compass rather to the use of ruler and

protractor.

ALL pupils will construct diagrams to practice the skills developed in the last few lessons.

Home learning: Given Tuesday of each week and due in by Tuesday the following week.

Pupils will be given a GCSE practice booklet that should last 1 hour.

Week 3

4 1hr lessons

plus 1hr

homework

Line of Enquiry: How do we plan out areas or draw blueprints using loci? There will not be a full REACH lesson due to the midterm test being completed, but students will be given the opportunity to respond to feedback and make quick improvements. Hypothesis 1 (completing constructions section) – Construction of triangles is less accurate with a compass Learning intention:

Use the standard ruler and compass constructions to construct triangles of different types

Knowledge:

All GP – All pupils will need to be taught how to use a compass and ruler to construct a variety of triangles. This skills is all

GP 5 and all pupils will need to be able to attempt this as it appears on both foundation and higher GCSE papers now.

Pupils from GP 4 to 7 will need to be able to demonstrate and understanding of this.

Success criteria:

ALL GP = Pupils will practice using ruler, compass and protractor and will need to be able to draw all 4 types of triangle

accurately; scalene, isosceles, equilateral and right angled. They will follow the construction methods below to draw these

different types of triangles accurately:

SSS – triangle with 3 lengths given. (LGP version)

SAS – triangle where they are given 2 sides that are adjacent and the size of the angle in-between. (more difficult)

ASA – triangle where they are given 2 of the angles and the length of the side between them. (more difficult)

Pupils can measure to check accuracy and also measure the interior angles to check accuracy against the 180 degree

rule.

Hypothesis 2 – NASA use loci to help them reach orbit https://www.youtube.com/watch?v=LvS6YpriIw0 This video clip highlights how Loci is used in real life. It is very much a vital part of design, architecture and building, sports and motoring. Discussion point: The path a satellite will take in orbit around the earth or the path any such rocket sent into outer space will take. If we were not able to predict these paths, we could not have landed on the moon or landed the Mars rovers on Mars, or taken any of the close range photography of the other planets which we have taken in our exploration of the solar system. A simple task such as working out if a wardrobe will fit into a room and the doors will have room to open fully is solved using Loci. Learning intention:

Use construction skills in order to solve loci problems (Higher content but some problems could be taught to

foundation); draw the locus of points that satisfy a certain condition (around a fixed point, parallel to an edge,

perpendicular/bisecting etc.)

Knowledge:

GP 4 = Pupils will be given a demonstration of what it means by points that are equidistant from each other (parallel lines)

or from a fixed point (circle). They will be shown what is meant by points that are always equidistant from 2 connecting

lines (an angle). Pupils will be taught that this is called the locus of points (loci).

GP 5 – 6 = Pupils will be taught how to identify the correct construction needed from a given a set of criteria/instructions

and how to draw the locus of points that satisfy the given criteria.

GP 7 = Pupils must be able to show every objective at each GP confidently and be able to apply it to real life scenarios

without difficulty.

Success criteria:

GP 4 = Pupils should be able to identify and describe what happens when points are equidistant from one another, when points are always a set distance from a fixed point or when they are cause an angle to be bisected. They will be able to sketch these scenarios in real life situations and understand their uses in the world. GP 5 - 6 = Pupils will practice applying constructions to draw the locus of points given by sets of criteria. They will demonstrate that they can identify the type of loci needed in order to choose then use the correct method of construction. They will need to be able to combine more than 1 type of construction for multiple loci criteria. Hypothesis 3 – Loci can save us from danger This lesson, the pupils will start an activity (Cognitive Acceleration) where they will apply loci and constructions to solve a ‘Mystical Forest’ problem. They will work in groups and follow instructions. They will have a plan of a forest floor along with ‘safety conditions’. They must use loci and constructions to find a safe path through the forest and avoid dangerous zones! Pupils will have another lesson in which to complete the task in week 4.

Lesson 4 = LEARNING CYCLE 2 MIDTERM

Home learning: Given Tuesday of each week and due in by Tuesday of the following week.

This week pupils will complete a practical task linked to constructions/loci dependent on their KGP target.

Week 4

4 1hr lessons

plus 1hr

homework

Line of Enquiry: How do we apply algebraic expressions to shapes? (This will begin in lesson 3) Lesson 1 – Completing the ‘Mystical Forest’ problem and presentation This is a practical task. So further time will be needed to apply all skills learned regarding shapes, angles, construction and loci to complete it during week 4.

Lesson 2 of the week: REACH lesson – improving my midterm score Pupils will use this lesson to learn from the mistakes made in their LC2 midterm. They will be given tasks that support further practice and development to fill in their knowledge gaps. Pupils will also recall percentage skills as this week will see them applying to real world problems. Hypothesis 1 (Beginning of algebra recap and extension units) – BIDMAS is important when manipulating algebraic expressions Learning intention:

Simplify and manipulate algebraic expressions; o collecting like terms

o substitute values into expressions and formulae

Knowledge:

ALL GP = Pupils will revise how to simplify expressions following the rules of algebra and the 4 operations. Pupils will be

taught how to use algebraic notation when multiplying, dividing, using indices, adding and subtracting.

GP 4-5 = Pupils will be taught how to substitute values into expressions.

GP 6+ = Pupils will be taught how to substitute values into expressions and formulae.

Success criteria:

ALL GP = Pupils should be able to complete questions on collecting like terms. LGP pupils will need to be able to collect terms in expressions such as 3a - 5b – 2a + 7b + 4. HGP pupils should be able to simplify expressions such as 2x2 + 6x – 7y + 3x2 + 10y or those with mixed terms such as 4abc + 3bca – 7bac. GP 4 – 5 = Pupils will apply knowledge of the rules of algebra and simplifying to a variety of substitution questions and real life problems. This will be done using GCSE real life exam questions from the AQA resource bank. GP4 Pupils need to substitute values into expressions such as; if a = 4 what is the value of 2a2 + 4 x 6a? Pupils will need to demonstrate that they can also follow the rules of BIDMAS to solve the problems in the correct order. GP 5 pupils will need to be able to demonstrate this for more difficult expressions with divisions and negative numbers or roots. GP 6 + = Pupils will substitute values into formulae such as F=ma, V=u+at and other similar formulae to find solutions for F and V. To develop and stretch the GP they will need to re-arrange formulae and apply inverses to find solutions for m or t etc.

Hypothesis 2 – Writing expressions can be useful when working with perimeter and angles Learning intention:

Understand and use the concepts and vocabulary of expressions, equations, formulae, identities, inequalities,

terms and factors (review of Year 9)

Apply knowledge to write expressions in order to solve problems

Knowledge:

ALL GP = Pupils will be taught the key differences between expressions, formulae, equations, inequalities and for higher

pupils, identities.

GP 3 = Pupils will be taught how to write simple expressions from worded problems with a single operation.

GP 4 = Pupils will be taught how to write expressions for multiple operations and more than one variable/term.

GP 5 = Pupils will write equations and expressions for real life situations in order to solve a larger problem.

Success criteria:

ALL GP = Pupils should be able to match up the names to the correct definition and provide examples. GP 3 = Pupils need to apply knowledge of the rules of algebra, simplifying and expressions in order to write simple expressions, for example, If I am X years old and my sister is 10 years older, write an expressions for my sister’s age (X+10). Pupils will write expressions for the perimeter of shapes. GP 4 = Pupils need to apply knowledge of the rules of algebra, simplifying and expressions in order to write multiple operation/term expressions, for example, If I am X years old, my sister is 10 years older and my nephew is half our total age, write an expressions for my nephew’s age = (X+10)/2. Pupils will write expressions for the perimeter of shapes. They will have lengths of different terms, negative values, missing lengths and then they will need to write it as a simple equation and solve for the value of the letter. GP 5+ = As above plus pupils need to be able to write expressions for the perimeter of more complex polygons and for the sum of their interior/exterior angles. They will need to recall knowledge from week 1. Home learning: Given Tuesday of each week and due in Tuesday the following week.

This week pupils will complete a booklet with a variety of questions involving algebra.

Week 5

4 1hr lessons

plus 1hr

homework

Line of Enquiry: How can we apply algebraic expressions to solve numerical sequences? This unit will be good for recalling powers of 10 and multiplication and division so that pupils can convert units quickly. Lesson 1 of the week: REACH lesson – improving my applications of algebra Pupils will use this lesson to engage with and respond to work marked and done the previous week. They will read through teacher comments and respond by following a given set of criteria. This will allow them to make improvements on their work, carry out corrections, seek help and make further progress before moving to the next unit of work. To extend their knowledge of the content from the previous week pupils will be given examination type problems from the new GCSE specification at and above their targeted grade point to stretch their comprehension. Prior learning will be ascertained and quizzed on the methods for solving more difficult/longer equations. Hypothesis 1 – Expanding brackets and factorising are the inverse of each other Learning intention:

Simplify and manipulate algebraic expressions; expand brackets (single and double) and factorise expressions with and without indices

Knowledge:

GP 3 = Pupils will be taught how to multiply a single number over a bracket using only positive terms. They will be shown

the grid method.

GP 4 = As above plus negative terms and multiple terms. They will be shown the grid and the normal multiplication

method.

GP 5 = As above plus multiplying a letter (positive and negative) over a bracket. Pupils will be taught the rules of indices.

GP 6 - 7 = Pupils will be taught the rules of indices so that they can be shown how to multiply over a bracket involving

terms with indices. Pupils will multiply double brackets to create quadratic equations.

Success criteria:

GP 3 = Pupils will be able to simplify expressions by expanding a single bracket such as 3(x+7) + 2x or 4(x – 2) etc. GP 4 = Pupils will be able to simplify expressions such as -5(2x – 6) + 7x – 4 or 2a(3b + c).

GP 5 = Pupils will answer questions showing what happens to indices when multiplying and dividing the same number/letter. They will be able to explain that you cannot simplify indices when adding or subtracting without working them out numerically. They will simplify by expanding brackets such as 3a2(4a + 6) or 2a3b(a – 5b) etc. GP 6+ = Pupils will need to write down how to identify quadratic equations and that they are in the form ax2+bx+c where a, b and c are integer or decimal co-efficients. They will see how these are created when expanding double brackets such as (x+3)(x-2) which produces x2+x-6. ALL PUPILS will apply these skills and recall knowledge in writing expression for the area of rectangles or more complex shapes such as the expression for the area of this rectangle is 2(x+1) = 2x+2 cm2.

Hypothesis 2 – Inverse methods are best for solving ALL equations Learning intention:

Solve linear equations with one unknown algebraically including those with the unknown on both sides of the

equation (review of Year 9 and Higher content), including the use of brackets

Knowledge:

GP 3 = Pupils will be taught how to apply inverses to solve 2 step equations with integer solutions.

GP 4 = As above plus solutions that are negative or decimal. Pupils will be shown how to break down an equation that also

has a set of brackets or divisor line. Pupils will be shown how to solve simple versions of equations with an unknown on

both sides with quick steps and positive solutions.

GP 5 = Pupils will be taught both the inverse and balancing methods for solving equations with an x on both sides with

more steps and negative, decimal and fractional solutions.

GP 6-7 = Pupils will be taught how to use factorising or the quadratic formula to solve quadratic equations.

REACH – this will be taught later in year 10 and in year 11 but pupils may be taught how to solve simultaneous equations

should time allow within this unit.

X + 1

2

Success criteria:

GP 3 = Pupils will solve a variety of equations involving 2 steps such as 3x+7=22 by doing the opposite 2 steps. Pupils will begin by solving ‘think of my number’ problems and function machines. GP 4 = Pupils will solve linear equations with one unknown such as 5x-10=-5, 2(x-7)=6, (x+5)/3=10 etc. then move onto double sided equations such as 2x + 5 = x + 9. GP 5 = Pupils will quickly recall solving 2 step equations before moving onto more difficult double sided equations such as 4x – 3 = 6x – 11 or 2(x+5) = 4x – 6. GP 6-7 = As above then pupils will factorise quadratic expressions such as x2+5x+6 to produce (x+2)(x+3). They will then apply this skill to solve quadratic equations such as x2-7x+12=0 which produces (x-3)(x-4)=0 so the 2 solutions of x are 3 and 4. ALL PUPILS will apply knowledge of writing and solving equations to perimeter and area problems which are a common type of GCSE exam question in the AQA syllabus.

Hypothesis 3 – algebraic formulae/expressions are not applicable to numerical sequences

Learning intention:

Deduce expressions to calculate the nth term of a linear sequence

Knowledge:

GP 3 = Pupils will revise how to find and explain the rules of a variety of linear sequences. They will be taught how to find

the nth term for rules with a single simple operation of addition or subtraction.

GP 4 = Pupils will be taught how to explain rules of non-linear sequences and how to write the nth term of simple

sequences with one operation including multiplication or division.

GP 5 = Pupils will be taught how to use multiples to find the nth term of sequences with 2 operations.

GP 6 = As above plus pupils will be taught how to find the nth term of descending linear sequences.

GP 7 = Pupils will be taught how to apply knowledge of algebra and indices to find the nth term of quadratic sequences.

Success criteria:

GP 3 = Pupils will describe in words the rule for ascending and simple descending sequences such as add 3 every time, double every time etc. They will produce flow charts to create and show the sequences. Pupils will then use multiples to help them find the nth term of sequences such as n+2 or n-1 etc. GP 4 = Pupils will also have to write the nth term for sequences such as 2n, 0.5n etc.

GP 5 = Pupils will need to be able to find the nth term of sequences such as 2n+5 etc. The pupils will do this for sequences that also begin in the negative number scale or for decimal sequences. GP 6 = As above plus pupils will draw tables of multiples to help them understand and discover the nth term of sequences such as 7, 4, 1, -2, -5….. etc. GP 7 = As above plus pupils will need to be able to describe what is happening to sequences that are linked to square numbers such as 1, 4, 9, 16, 25… which is n2. These pupils will solve a variety of problems both generating sequences from the nth term and finding the nth term of sequences such as 2, 5, 10, 17, 26 … (n2+1) etc. Home learning: Given Tuesday each week and due in by Tuesday the following week.

This week pupils will have a graded revision booklet on LC1 content which will be worked through and marked with peers at the start of week 6 to help with exams.

Week 6

2 1hr lessons

including end

of term exam (2

hours).

Line of enquiry: Continued from week 5 Final opportunity for REACH work and improvements are to be focused on from home learning tasks.

Lesson 2 will be for revision and lessons 3 and 4 will be for the end of LC2 exam – one calculator and one non-calculator paper spanning 2 hours.

Gap Analysis Reinforcement

Gap

Reinforcement

in week 7

As seen in the lesson activities each week, gap teaching will not just be at the end of the semester after exam analysis has

taken place. Gap teaching is an integral part to each unit of work and will consist of summary sheets, mini-tests and tasks

where gaps can be filled and REACH activities can be delivered.

Extended Learning and links across the curriculum for numeracy.

(This is not part

of the ‘timed’

schedule but is

seen as

Extended learning will in a variety of forms. During home learning pupils may be asked to use the following sites where

they complete quick quizzes, CIMT tasks, GCSE style questions and more open ended tasks.

1) Levelled quizzes

http://www.educationquizzes.com/ks3/maths/

additional

support)

2) Lots of maths online help and activities – as well as mini tests

http://www.bbc.co.uk/schools/websites/11_16/site/maths.shtml

3) http://uk.ixl.com/math/year-7

This link is useful for additional revision and practice on all areas of maths. For semester 4 pupils should click on

the Geometry areas for practice questions.

4) Maths Made Easy provides a large bank of graded GCSE revision tasks, tests, lessons and topic papers.

5) Maths-drills is another website with a rich variety of resources for revision and practice.

Extended learning will also be in lesson plans where links are made to real life.

Pupils can research this at home at the necessary points in LC2.