# Year 7 1 Spring Term Homework Schedule

Save this PDF as:

Size: px
Start display at page:

## Transcription

1 Year 7 1 Spring Term Schedule Topics Number 3 Place value Calculations Calculator Measures Number 4 FDPRP methods Multiplications, additions, subtractions & division; round to nearest 10, 100, 1000; round decimals to a whole number and 1 decimal place; round positive numbers to any given power of 10; multiply and division whole numbers and decimals; metric and imperial conversions; BIDMAS; multiplication up to 10 X 10; written method of multiplying HTU X U; U.T X U; TU X TU; U.T X U.T and dividing HTU U; HTU TU and U.T U.T; Improper fractions; equivalent fractions; multiple of 10, 100, 1000; fraction of shapes; cancel fractions; add and subtract fractions; terminating fractions; finding percentages and fraction of amounts /quantities; equivalence of %, decimals and fractions; convert fractions to decimals; order fractions; percentage increase and decrease; multiply fraction by integers; simplify ratios; share amounts into given ratios; direct proportions; use unitary method to solve simple problems involving ratios and direct proportion. Use the equivalence of %, fraction and decimals to compare proportion. Algebra 3 Integers, powers and roots Sequences, functions and graphs Algebra 4 Equations and formulae Multiples; LCM; factors; HCF; special numbers; read & plot coordinates in the 1 st quadrant; simple sequences; n th terms; sequence in practical contexts; generate terms of linear sequences using term-to-term and position-toterm rules; linear graphs; functions and mapping; straight line graphs; prime factors decomposition of a number; positive and negative square roots; algebraic mappings; recognise the equation of a straight line y = mx + c; generate coordinate pair that satisfy a simple linear rule; plot the graphs of simple linear functions; use calculators to square numbers; recognise the first few triangular numbers and square numbers up to 12 X 12 and their corresponding roots. Understand the relationships between the 4 operations and the principles of BIDMAS; use symbols to represent unknown numbers; collect like terms; multiply single term over a bracket; use brackets; construct and solve equations with unknown on one and both sides; know the meaning of the words formulae and functions. 1 Please note that the homework details given above are exemplars and that your child may not receive all of the teaching contents because of settings. Please speak to your child s class teacher for details of specific homework.

2 Shape and Measures 3 Geometrical reasoning: Lines, angles and shapes Construction Statistics 2 Handling Data Reflections; rotations; translations; symmetry properties; recognise where a shape will be after a reflection or translation; angles on a straight line, at a point and in triangles; measure and draw acute and obtuse angles to nearest degree; use angle and symmetry properties of triangles and quadrilaterals to solve geometrical problems; use 2 D to representations of 3 D and deduce key properties; using ruler and protractors construction lines to nearest millimetres and reflex angles; construct SAS, SSS and ASA; use ruler and compasses to construct midpoint and perpendicular bisector of line segments; bisector of an angle; geometrical reasoning. Interpret data in table, graphs, charts and diagrams; design questionnaires to perform simple survey and experiments; construct tally charts, frequency tables and the resulting line graphs and bar charts; draw conclusions on findings; given a problem that can be addressed by statistical methods, suggest possible answers; decide which data would be relevant to an enquiry and possible sources; plan how to collect and organise small sets of data; design a data collection sheet or questionnaire to use in a simple survey; construct frequency tables for discrete data, grouped where appropriate in equal class intervals. Collect small sets of data from surveys and experiments, as planned. Construct, on paper and using ICT, graphs and diagrams to represent data, including: - bar-line graphs; - frequency diagrams for grouped discrete data; - use ICT to generate pie charts. Collect small sets of data from surveys and experiments, as planned; plan how to collect the data, including sample size; construct frequency tables with given equal class intervals for sets of continuous data. Construct on paper and using ICT: pie charts for categorical data. Simple line graphs for time series.

3 Summer Term Schedule Topics Number 5 Place value Calculations, including calculator methods FDPRP Solving problems Statistics 3 Handling data, Probability Algebra 5 Sequences, functions and graphs Equations and formulae Recognise multiples of number up to 10 X 10; know the divisibility test; identify all the factors of 2 digit numbers; extend written method of multiplying HTU X U; U.T X U; TU X TU; U.T X U.T and dividing HTU U; HTU TU and U.T U.T; divide.p by 2 digit number to give.p; consolidate the rapid recall of number facts including positive integers and decimals of 100; derive division facts; make and justify estimations and approximations; recognise the equivalence of simple fractions, decimals and percentages; calculate simple % and use percentages to compare proportions; calculate simple fraction of quantities and measurements giving whole number and fractional answers; multiply a fraction by an integer; multiply and divide an integer by a fraction. Find the mode, mean, median and range for a set of data; represent, extract and interpret data in tables, graphs and charts; identify possible data source and decide which data will be relevant to a statistical enquiry; suggest answers to address statistical problems; decide which data to collect to answer questions; design a data collection sheet or questionnaire; carry out a simple survey; construct frequency tables for discrete data and grouped where appropriate; find the mode, median, range and modal class for grouped data; calculate the mean including from a frequency table; calculate mean using assumed mean; construct graphs and diagrams to represent data including pie charts, simple line graphs for time series, bar charts, frequency diagrams for discrete and continuous data etc; compare two or more distributions using the range and one or two of the averages; write a short report of a statistical enquiry and illustrate conclusions with appropriate diagrams; use correctly a probability scale; calculate probability of events happening; calculate probability of an event not happening; interpret and design a Carroll table for two events and calculate required probabilities; find and record all mutually exclusive outcomes for two successive events; carry out experiments of events to estimates outcomes of probabilities. Read and plot coordinates in all 4 quadrants; construct and solve simple equations with integer coefficients on one or both sides; substitute positive integers in simple linear expressions and formulae from mathematics and other subjects; derive formulae; substitute integers into simple formulae that leads to an equation to solve; substitute positive integers into expressions with small powers; generate and describe simple sequences in practical contexts; express simple functions in words and symbols; use linear expressions to describe the nth term of an arithmetic sequence; represent functions in mapping diagrams; plot linear graphs where x is explicitly given in terms of y; recognise straight lines parallel to the x and y axes;

4 Shape and Measures 4 Transformations Shape and Measures 5 Geometrical reasoning: Lines, angles and shapes Construction Problem Solving Numbers Shape and Measures Statistics including Algebra Recognise reflections and translations; determine where a 2-D shape will be following reflections or translations; know the language associated with reflection, translation and rotation; visualise transformation and symmetry of a 2-D shape; reflect in given mirror and line symmetry; rotate 2-D shape about a given point; recognise rotation symmetry; explore these transformations symmetries using ICT; Transform 2-D shapes by simple combinations of rotations, reflections and translations, on paper and using ICT; identify all the symmetries of 2-D shapes Understand and use the language and notation associated with enlargement; enlarge 2-D shapes, given a centre of enlargement and a positive whole number scale factor. Recognise reflections and translations; determine where a 2-D shape will be following reflections or translations; calculate angles on a straight line, in a triangle and at a point; use ruler and protractors to draw acute, obtuse angles to the nearest degrees; identify and use angle, side and symmetry properties of triangles & quadrilaterals to solve problems; solve geometrical problems using side and angle properties of equilateral, isosceles and rightangled triangles and special quadrilaterals; classify quadrilaterals by their geometrical properties; use ruler, protractors or compass to construct triangles given SSS, ASA and SAS; use a ruler and compass to construct the perpendicular bisector of a straight line, the bisector of an angle; use a ruler and protractor to construct simple nets of 3-D shapes e.g. cube, cuboid, regular tetrahedron, square-based pyramid, triangular prism. Visualise 3-D shapes from 2-D drawings and identify different nets for a closed cube. Solve more demanding problems and investigate in a range of contexts: number and measures; Represent problems mathematically, making correct use of symbols, words, diagrams, tables and graphs. Break a complex calculation into simpler steps, choosing and using appropriate and efficient operations, methods and resources, including ICT. Understand the significance of a counterexample. Understand the relationship between ratio and proportion; Solve simple problems about ratio and proportion using informal strategies. Identify the necessary information to solve a problem; represent problems and interpret solutions in algebraic or graphical form, using correct notation. Solve more complex problems by breaking them into smaller steps or tasks, choosing and using efficient techniques for calculation. Use logical argument to establish the truth of a statement; give solutions to an appropriate degree of accuracy in the context of the problem. Suggest extensions to problems, conjecture and generalise; Identify exceptional cases or counter-examples. Solve increasingly demanding problems and evaluate solutions; explore connections in mathematics across a range of contexts. Present a concise, reasoned argument, using symbols, diagrams and graphs and related explanatory text Use proportional reasoning to solve a problem, choosing the correct numbers to take as 100%, or as a whole; compare two ratios; interpret and use ratio in a range of contexts, including solving word problems.

6 Summer Term Schedule Topics Number 4 Calculations and Measures Algebra 5 Sequences, functions and graphs Equations and formulae Statistics 3 Handling data, Probability Shape & Measures 4 Geometrical reasoning: lines, angles and shapes Transformations Mensuration Mental calculations of decimal, fractions & percentages; multiply & divide whole numbers and decimals; add & subtract fractions and integers; multiply & divide integers; BIDMAS; estimation and approximations; explain the effect of multiplying and dividing by numbers between 0 and 1; convert one metric unit to another; use units of measurement to estimate, calculate and solve problems in everyday contexts. Collect like terms; Construct and solve simple linear equations with integer coefficients (unknown on one side only) using an appropriate method; generate coordinate pairs that satisfy a simple linear rule; recognise straightline graphs parallel to the x-axis or y-axis; multiply a single term over a bracket; construct and solve linear equations with integer coefficients (unknown on either or both sides, without and with brackets); plot the graphs of linear functions, where y is given explicitly in terms of x, on paper and using ICT; construct linear functions arising from real-life problems and plot their corresponding graphs. Simplify or transform algebraic expressions by taking out single term common factors; construct and solve linear equations with integer coefficients (with and without brackets, negative signs anywhere in the equation, positive or negative solution), using an appropriate method. Use systematic trial and improvement methods and ICT tools to find approximate solutions of equations such as x 3 + x = 20; solve problems involving direct proportion using algebraic methods, relating algebraic solutions to graphical representations of the equations; use ICT as appropriate. Plot graphs of linear functions (y given implicitly in terms of x), e.g. ay + bx = 0, y + bx + c = 0, on paper and using ICT. Suggest answers to address statistical problems; decide which data to collect to answer questions; design a data collection sheet or questionnaire; carry out a simple survey; construct frequency tables for discrete data and grouped where appropriate; find the mode, median, range and modal class for grouped data; calculate the mean including from a frequency table; calculate mean using assumed mean; construct graphs and diagrams to represent data including pie charts, simple line graphs for time series, bar charts, frequency diagrams for discrete and continuous data etc; compare two or more distributions using the range and one or two of the averages; write a short report of a statistical enquiry and illustrate conclusions with appropriate diagrams; use correctly a probability scale; calculate probability of events happening; calculate probability of an event not happening; interpret and design a Carroll table for two events and calculate required probabilities. Use 2-D representation to visualise 3-D; deduce key properties; construct simple nets of 3-D shapes; find coordinates of points determine by geometric information; draw lines to the nearest mm and angles to the nearest degrees; use ruler and protractor to construct triangles SAS & ASA; use accurately geometric properties to solve problems; plans and elevations; scale drawing; given coordinates of points A and B, find the midpoint of the line segment AB; use ruler and compass to construct triangles SSS & RHS; find simple loci; use bearing to specify directions; use and interpret maps; calculate surface areas and volumes of right prisms.

7 Solving problem Numbers Shape and Measures Statistics including Algebra Solve more demanding problems and investigate in a range of contexts: number and measures; Represent problems mathematically, making correct use of symbols, words, diagrams, tables and graphs. Break a complex calculation into simpler steps, choosing and using appropriate and efficient operations, methods and resources, including ICT. Understand the significance of a counterexample. Understand the relationship between ratio and proportion; Solve simple problems about ratio and proportion using informal strategies. Identify the necessary information to solve a problem; represent problems and interpret solutions in algebraic or graphical form, using correct notation. Solve more complex problems by breaking them into smaller steps or tasks, choosing and using efficient techniques for calculation. Use logical argument to establish the truth of a statement; give solutions to an appropriate degree of accuracy in the context of the problem. Suggest extensions to problems, conjecture and generalise; Identify exceptional cases or counter-examples. Solve increasingly demanding problems and evaluate solutions; explore connections in mathematics across a range of contexts. Present a concise, reasoned argument, using symbols, diagrams and graphs and related explanatory text Use proportional reasoning to solve a problem, choosing the correct numbers to take as 100%, or as a whole; compare two ratios; interpret and use ratio in a range of contexts, including solving word problems.

### KS3 Maths Learning Objectives (excludes Year 9 extension objectives)

KS3 Maths Learning Objectives (excludes Year 9 extension objectives) blue Year 7 black Year 8 green Year 9 NUMBER N1 Place value and standard form N1.1 Place value N1.2 Powers of ten Framework Objectives

### Ingleby Manor Scheme of Work : Year 7. Objectives Support L3/4 Core L4/5/6 Extension L6/7

Autumn 1 Mathematics Objectives Support L3/4 Core L4/5/6 Extension L6/7 Week 1: Algebra 1 (6 hours) Sequences and functions - Recognize and extend number sequences - Identify the term to term rule - Know

### MATHS LEVEL DESCRIPTORS

MATHS LEVEL DESCRIPTORS Number Level 3 Understand the place value of numbers up to thousands. Order numbers up to 9999. Round numbers to the nearest 10 or 100. Understand the number line below zero, and

### Knowing and Using Number Facts

Knowing and Using Number Facts Use knowledge of place value and Use knowledge of place value and addition and subtraction of two-digit multiplication facts to 10 10 to numbers to derive sums and derive

### Key Topics What will ALL students learn? What will the most able students learn?

2013 2014 Scheme of Work Subject MATHS Year 9 Course/ Year Term 1 Key Topics What will ALL students learn? What will the most able students learn? Number Written methods of calculations Decimals Rounding

### Mathematics programmes of study: key stage 3. National curriculum in England

Mathematics programmes of study: key stage 3 National curriculum in England September 2013 Purpose of study Mathematics is a creative and highly inter-connected discipline that has been developed over

### In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data.

MATHEMATICS: THE LEVEL DESCRIPTIONS In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data. Attainment target

### CAMI Education linked to CAPS: Mathematics

- 1 - TOPIC 1.1 Whole numbers _CAPS curriculum TERM 1 CONTENT Mental calculations Revise: Multiplication of whole numbers to at least 12 12 Ordering and comparing whole numbers Revise prime numbers to

### Curriculum Overview YR 9 MATHS. SUPPORT CORE HIGHER Topics Topics Topics Powers of 10 Powers of 10 Significant figures

Curriculum Overview YR 9 MATHS AUTUMN Thursday 28th August- Friday 19th December SUPPORT CORE HIGHER Topics Topics Topics Powers of 10 Powers of 10 Significant figures Rounding Rounding Upper and lower

### Decide how many topics you wish to revise at a time (let s say 10).

1 Minute Maths for the Higher Exam (grades B, C and D topics*) Too fast for a first-time use but... brilliant for topics you have already understood and want to quickly revise. for the Foundation Exam

### CAMI Education linked to CAPS: Mathematics

- 1 - TOPIC 1.1 Whole numbers _CAPS Curriculum TERM 1 CONTENT Properties of numbers Describe the real number system by recognizing, defining and distinguishing properties of: Natural numbers Whole numbers

### Edexcel Maths Linear Topic list HIGHER Edexcel GCSE Maths Linear Exam Topic List - HIGHER

Edexcel GCSE Maths Linear Exam Topic List - HIGHER NUMBER Add, subtract, multiply, divide Order numbers Factors, multiples and primes Write numbers in words Write numbers from words Add, subtract, multiply,

### Charlesworth School Year Group Maths Targets

Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve

### Introduction. The Aims & Objectives of the Mathematical Portion of the IBA Entry Test

Introduction The career world is competitive. The competition and the opportunities in the career world become a serious problem for students if they do not do well in Mathematics, because then they are

### Level 1 - Maths Targets TARGETS. With support, I can show my work using objects or pictures 12. I can order numbers to 10 3

Ma Data Hling: Interpreting Processing representing Ma Shape, space measures: position shape Written Mental method s Operations relationship s between them Fractio ns Number s the Ma1 Using Str Levels

### Maths Targets Year 1 Addition and Subtraction Measures. N / A in year 1.

Number and place value Maths Targets Year 1 Addition and Subtraction Count to and across 100, forwards and backwards beginning with 0 or 1 or from any given number. Count, read and write numbers to 100

### Section 1: How will you be tested? This section will give you information about the different types of examination papers that are available.

REVISION CHECKLIST for IGCSE Mathematics 0580 A guide for students How to use this guide This guide describes what topics and skills you need to know for your IGCSE Mathematics examination. It will help

### Maths Level Targets. This booklet outlines the maths targets for each sub-level in maths from Level 1 to Level 5.

Maths Level Targets This booklet outlines the maths targets for each sub-level in maths from Level 1 to Level 5. Expected National Curriculum levels for the end of each year group are: Year 1 Year 2 Year

### Numeracy Targets. I can count at least 20 objects

Targets 1c I can read numbers up to 10 I can count up to 10 objects I can say the number names in order up to 20 I can write at least 4 numbers up to 10. When someone gives me a small number of objects

### Mathematics standards

Mathematics standards Grade 6 Summary of students performance by the end of Grade 6 Reasoning and problem solving Students represent and interpret routine and non-routine mathematical problems in a range

### Primary Curriculum 2014

Primary Curriculum 2014 Suggested Key Objectives for Mathematics at Key Stages 1 and 2 Year 1 Maths Key Objectives Taken from the National Curriculum 1 Count to and across 100, forwards and backwards,

### St Ninian s High School. I understand this part of the course = I am unsure of this part of the course =

St Ninian s High School Mathematics Department Curriculum for Excellence TJ Book E Pupil Learning Log I understand this part of the course = I am unsure of this part of the course = I do not understand

### Bridging Documents for Mathematics

Bridging Documents for Mathematics 5 th /6 th Class, Primary Junior Cycle, Post-Primary Primary Post-Primary Card # Strand(s): Number, Measure Number (Strand 3) 2-5 Strand: Shape and Space Geometry and

### NEW MEXICO Grade 6 MATHEMATICS STANDARDS

PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: Problem Solving Build new mathematical

### Utah Core Curriculum for Mathematics

Core Curriculum for Mathematics correlated to correlated to 2005 Chapter 1 (pp. 2 57) Variables, Expressions, and Integers Lesson 1.1 (pp. 5 9) Expressions and Variables 2.2.1 Evaluate algebraic expressions

### FOREWORD. Executive Secretary

FOREWORD The Botswana Examinations Council is pleased to authorise the publication of the revised assessment procedures for the Junior Certificate Examination programme. According to the Revised National

### Mathematics. Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007)

Mathematics Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007 Curriculum

### National Curriculum 2014 Numeracy Objectives Number Number and Place Value Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Number Number and Place Value Pupils should be taught to and backwards, beginning with 0 or 1, or from any given number 0, and in tens from any number, forward and backward 50 and 100; find 10 or 100 more

### Specification September 2007. The right formula for success. GCSE Maths GCSE

Specification September 2007 GCSE Maths The right formula for success GCSE Edexcel GCSE in Mathematics (Linear) (1380) First examination June 2009 First certification June 2009 Edexcel, a Pearson company,

### Key Stage 2 Mathematics Programme of Study

Deeloping numerical reasoning Identify processes and connections Represent and communicate Reiew transfer mathematical to a ariety of contexts and eeryday situations identify the appropriate steps and

### Biggar High School Mathematics Department. National 5 Learning Intentions & Success Criteria: Assessing My Progress

Biggar High School Mathematics Department National 5 Learning Intentions & Success Criteria: Assessing My Progress Expressions & Formulae Topic Learning Intention Success Criteria I understand this Approximation

### Greater Nanticoke Area School District Math Standards: Grade 6

Greater Nanticoke Area School District Math Standards: Grade 6 Standard 2.1 Numbers, Number Systems and Number Relationships CS2.1.8A. Represent and use numbers in equivalent forms 43. Recognize place

### of surface, 569-571, 576-577, 578-581 of triangle, 548 Associative Property of addition, 12, 331 of multiplication, 18, 433

Absolute Value and arithmetic, 730-733 defined, 730 Acute angle, 477 Acute triangle, 497 Addend, 12 Addition associative property of, (see Commutative Property) carrying in, 11, 92 commutative property

### Senior Phase Grade 8 Today Planning Pack MATHEMATICS

M780636110236 Senior Phase Grade 8 Today Planning Pack MATHEMATICS Contents: Work Schedule: Page Grade 8 2 Lesson Plans: Grade 8 4 Rubrics: Rubric 1: Recognising, classifying and representing numbers...22

### Mathematics. GCSE subject content and assessment objectives

Mathematics GCSE subject content and assessment objectives June 2013 Contents Introduction 3 Subject content 4 Assessment objectives 11 Appendix: Mathematical formulae 12 2 Introduction GCSE subject criteria

### Prentice Hall Connected Mathematics 2, 7th Grade Units 2009

Prentice Hall Connected Mathematics 2, 7th Grade Units 2009 Grade 7 C O R R E L A T E D T O from March 2009 Grade 7 Problem Solving Build new mathematical knowledge through problem solving. Solve problems

### Numeracy and mathematics Experiences and outcomes

Numeracy and mathematics Experiences and outcomes My learning in mathematics enables me to: develop a secure understanding of the concepts, principles and processes of mathematics and apply these in different

### Current Standard: Mathematical Concepts and Applications Shape, Space, and Measurement- Primary

Shape, Space, and Measurement- Primary A student shall apply concepts of shape, space, and measurement to solve problems involving two- and three-dimensional shapes by demonstrating an understanding of:

### ASSESSMENT FOCUS APP MATHS NUMBER TRACKER LEVEL 1 1c 1b 1a Using and Applying. * I am beginning to represent my maths work with objects and pictures

ASSESSMENT FOCUS APP MATHS NUMBER TRACKER LEVEL 1 1c 1b 1a Using and Applying Problem solving *I am beginning to understand maths ideas in everyday situations by using them in role play *I am beginning

### 20 Maths Wordsearch Puzzles

20 Maths Wordsearch Puzzles Licence Duncan Keith 2005 (maths@subtangent.com) This document is released under the Creative Commons Attribution-NonCommercial- ShareAlike 1.0 (UK) licence. You can find the

### Number Sense and Operations

Number Sense and Operations representing as they: 6.N.1 6.N.2 6.N.3 6.N.4 6.N.5 6.N.6 6.N.7 6.N.8 6.N.9 6.N.10 6.N.11 6.N.12 6.N.13. 6.N.14 6.N.15 Demonstrate an understanding of positive integer exponents

### Scope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B

Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced

### Glencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 3-3, 5-8 8-4, 8-7 1-6, 4-9

Glencoe correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 STANDARDS 6-8 Number and Operations (NO) Standard I. Understand numbers, ways of representing numbers, relationships among numbers,

### MATHEMATICS - SCHEMES OF WORK

MATHEMATICS - SCHEMES OF WORK For Children Aged 7 to 12 Mathematics Lessons Structure Time Approx. 90 minutes 1. Remind class of last topic area explored and relate to current topic. 2. Discuss and explore

### Curriculum Map Grade: _7 th Basic Math School: _ Middle Date: Oct. 31/2009

August/ September Review basic skills of add, subtract, multiply, and divide whole numbers and fractions. (skill with a # assessed locally.) Students will add, subtract, multiply, and divide positive rational

### Standards and progression point examples

Mathematics Progressing towards Foundation Progression Point 0.5 At 0.5, a student progressing towards the standard at Foundation may, for example: connect number names and numerals with sets of up to

### Chapter 1: Essentials of Geometry

Section Section Title 1.1 Identify Points, Lines, and Planes 1.2 Use Segments and Congruence 1.3 Use Midpoint and Distance Formulas Chapter 1: Essentials of Geometry Learning Targets I Can 1. Identify,

### Math syllabus Kindergarten 1

Math syllabus Kindergarten 1 Number strand: Count forward and backwards to 10 Identify numbers to 10 on a number line Use ordinal numbers first (1 st ) to fifth (5 th ) correctly Recognize and play with

### MINISTRY OF EDUCATION

Republic of Namibia MINISTRY OF EDUCATION NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC) MATHEMATICS SYLLABUS ORDINARY LEVEL SYLLABUS CODE: 4324 GRADES 11-12 FOR IMPLEMENTATION IN 2006 FOR FIRST EXAMINATION

### Oral and Mental calculation

Oral and Mental calculation Read and write any integer and know what each digit represents. Read and write decimal notation for tenths and hundredths and know what each digit represents. Order and compare

### The National Curriculum 2014 Programmes of Study for Mathematics

The National Curriculum 2014 Programmes of Study for Mathematics Information inserted by the Lancashire Mathematics Team to support schools and teachers in identifying elements of the curriculum that have

### Key Stage 3 Mathematics Programme of Study

Deeloping numerical reasoning Identify processes and connections Represent and communicate Reiew transfer mathematical across the curriculum in a ariety of contexts and eeryday situations select, trial

### Vocabulary checklist. Year 7. Applying mathematics and solving problems. Numbers and the number system

Vocabulary checklist Year 7 This list contains the key words used in the Year 7 teaching programme and supplement of examples. Some words will be familiar to pupils in Year 7 from earlier work. For definitions

### Syllabus. Cambridge IGCSE Mathematics

Syllabus Cambridge IGCSE Mathematics 0580 For examination in June and November 2017 and 2018. Also available for examination in March 2017 and 2018 for India only. Cambridge Secondary 2 Version 1 Changes

### Year 1 maths expectations (New Curriculum)

Year 1 maths expectations Counts to and across 100, forwards and backwards, beginning with 0 or one, or from any given number Counts, reads and writes numbers to 100 in numerals; counts in multiples of

### Express a whole number as a product of its prime factors. e.g

Subject OCR 1 Number Operations and Integers 1.01 Calculations with integers 1.01a Four rules Use non-calculator methods to calculate the sum, difference, product and quotient of positive and negative

### WORK SCHEDULE: MATHEMATICS 2007

, K WORK SCHEDULE: MATHEMATICS 00 GRADE MODULE TERM... LO NUMBERS, OPERATIONS AND RELATIONSHIPS able to recognise, represent numbers and their relationships, and to count, estimate, calculate and check

Academic Content Standards Grade Eight and Grade Nine Ohio Algebra 1 2008 Grade Eight STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express

### Math 0980 Chapter Objectives. Chapter 1: Introduction to Algebra: The Integers.

Math 0980 Chapter Objectives Chapter 1: Introduction to Algebra: The Integers. 1. Identify the place value of a digit. 2. Write a number in words or digits. 3. Write positive and negative numbers used

### Mathematics programmes of study: key stage 4. National curriculum in England

Mathematics programmes of study: key stage 4 National curriculum in England July 2014 Contents Purpose of study 3 Aims 3 Information and communication technology (ICT) 4 Spoken language 4 Working mathematically

### SHAPE, SPACE AND MEASURES

SHPE, SPCE ND MESURES Pupils should be taught to: Understand and use the language and notation associated with reflections, translations and rotations s outcomes, Year 7 pupils should, for example: Use,

### The Australian Curriculum Mathematics

The Australian Curriculum Mathematics Mathematics ACARA The Australian Curriculum Number Algebra Number place value Fractions decimals Real numbers Foundation Year Year 1 Year 2 Year 3 Year 4 Year 5 Year

### For examination in June and November 2016. Also available for examination in March 2016 for India only.

SYLLABUS Cambridge IGCSE Mathematics 0580 For examination in June and November 2016. Also available for examination in March 2016 for India only. This syllabus is approved for use in England, Wales and

### My Year 1 Maths Targets

My Year 1 Maths Targets Number number and place value I can count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. I can count in multiples of twos, fives and

### Grade Level Expectations for the Sunshine State Standards

for the Sunshine State Standards Mathematics Grades 6-8 FLORIDA DEPARTMENT OF EDUCATION http://www.myfloridaeducation.com/ Strand A: Number Sense, Concepts, and Operations Standard 1: The student understands

### I know when I have written a number backwards and can correct it when it is pointed out to me I can arrange numbers in order from 1 to 10

Mathematics Targets Moving from Level W and working towards level 1c I can count from 1 to 10 I know and write all my numbers to 10 I know when I have written a number backwards and can correct it when

### numerical place value additional topics rounding off numbers power of numbers negative numbers addition with materials fundamentals

Math Scope & Sequence fundamentals number sense and numeration of the decimal system Count to 10 by units Associate number to numeral (1-10) KN 1 KN 1 KN 2 KN 2 Identify odd and even numbers/numerals and

### A level is a level. Compiled for 2008

Level5opaedia A level is a level Compiled for www.glosmaths.org, 2008 Please note that Using and Applying assessment criteria are not included within the Levelopaedia Numbers and the Number System Use

### Illinois State Standards Alignments Grades Three through Eleven

Illinois State Standards Alignments Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other

### 1. Number 2. Addition and Subtraction 3. Multiplication and Division 4. Fractions

Numeracy assessment guidelines: 1 Name 1. Number 2. Addition and Subtraction 3. Multiplication and Division 4. Fractions 1 Count to and across 100, forwards and backwards, beginning with 0 or 1, or from

### Unit 8 Angles, 2D and 3D shapes, perimeter and area

Unit 8 Angles, 2D and 3D shapes, perimeter and area Five daily lessons Year 6 Spring term Recognise and estimate angles. Use a protractor to measure and draw acute and obtuse angles to Page 111 the nearest

### Mathematics K 6 continuum of key ideas

Mathematics K 6 continuum of key ideas Number and Algebra Count forwards to 30 from a given number Count backwards from a given number in the range 0 to 20 Compare, order, read and represent to at least

### Unit Essential Question: When do we need standard symbols, operations, and rules in mathematics? (CAIU)

Page 1 Whole Numbers Unit Essential : When do we need standard symbols, operations, and rules in mathematics? (CAIU) M6.A.3.2.1 Whole Number Operations Dividing with one digit (showing three forms of answers)

### EVERY DAY COUNTS CALENDAR MATH 2005 correlated to

EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 3-5 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:

### Prentice Hall: Middle School Math, Course 1 2002 Correlated to: New York Mathematics Learning Standards (Intermediate)

New York Mathematics Learning Standards (Intermediate) Mathematical Reasoning Key Idea: Students use MATHEMATICAL REASONING to analyze mathematical situations, make conjectures, gather evidence, and construct

### Prentice Hall Mathematics: Course 1 2008 Correlated to: Arizona Academic Standards for Mathematics (Grades 6)

PO 1. Express fractions as ratios, comparing two whole numbers (e.g., ¾ is equivalent to 3:4 and 3 to 4). Strand 1: Number Sense and Operations Every student should understand and use all concepts and

### Appendix A. Comparison. Number Concepts and Operations. Math knowledge learned not matched by chess

Appendix A Comparison Number Concepts and Operations s s K to 1 s 2 to 3 Recognize, describe, and use numbers from 0 to 100 in a variety of familiar settings. Demonstrate and use a variety of methods to

### Students will understand 1. use numerical bases and the laws of exponents

Grade 8 Expressions and Equations Essential Questions: 1. How do you use patterns to understand mathematics and model situations? 2. What is algebra? 3. How are the horizontal and vertical axes related?

### Specification and Sample Assessment Material. Edexcel International GCSE in Mathematics (Specification A) (4MA0)

Specification and Sample Assessment Material Edexcel International GCSE in Mathematics (Specification A) (4MA0) First examination 2011 Pearson Education Ltd is one of the UK s largest awarding organisations,

### Teaching programme: Reception

Teaching programme: Reception Counting and recognising numbers 2 8 2 2, 3 4, 5 5 6 7 7 8 Counting Say and use the number names in order In familiar contexts such as number rhymes, songs, stories, counting

Geometry Progress Ladder Maths Makes Sense Foundation End-of-year objectives page 2 Maths Makes Sense 1 2 End-of-block objectives page 3 Maths Makes Sense 3 4 End-of-block objectives page 4 Maths Makes

### Tennessee Mathematics Standards 2009-2010 Implementation. Grade Six Mathematics. Standard 1 Mathematical Processes

Tennessee Mathematics Standards 2009-2010 Implementation Grade Six Mathematics Standard 1 Mathematical Processes GLE 0606.1.1 Use mathematical language, symbols, and definitions while developing mathematical

### Primary Years Programme Mathematics Curriculum

Primary Years Programme Mathematics Curriculum The following document seeks to lay out the minimum requirement to be taught in Mathematics for each grade level in each of the areas of Number, Pattern and

### Pre-Algebra 2008. Academic Content Standards Grade Eight Ohio. Number, Number Sense and Operations Standard. Number and Number Systems

Academic Content Standards Grade Eight Ohio Pre-Algebra 2008 STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express large numbers and small

### MyMathLab ecourse for Developmental Mathematics

MyMathLab ecourse for Developmental Mathematics, North Shore Community College, University of New Orleans, Orange Coast College, Normandale Community College Table of Contents Module 1: Whole Numbers and

### North Carolina Math 2

Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4.

### Curriculum Map by Block Geometry Mapping for Math Block Testing 2007-2008. August 20 to August 24 Review concepts from previous grades.

Curriculum Map by Geometry Mapping for Math Testing 2007-2008 Pre- s 1 August 20 to August 24 Review concepts from previous grades. August 27 to September 28 (Assessment to be completed by September 28)

Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation

### Grade 6 Grade-Level Goals. Equivalent names for fractions, decimals, and percents. Comparing and ordering numbers

Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation

### LESSON 4 Missing Numbers in Multiplication Missing Numbers in Division LESSON 5 Order of Operations, Part 1 LESSON 6 Fractional Parts LESSON 7 Lines,

Saxon Math 7/6 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.

### Centroid: The point of intersection of the three medians of a triangle. Centroid

Vocabulary Words Acute Triangles: A triangle with all acute angles. Examples 80 50 50 Angle: A figure formed by two noncollinear rays that have a common endpoint and are not opposite rays. Angle Bisector:

### Common Core Unit Summary Grades 6 to 8

Common Core Unit Summary Grades 6 to 8 Grade 8: Unit 1: Congruence and Similarity- 8G1-8G5 rotations reflections and translations,( RRT=congruence) understand congruence of 2 d figures after RRT Dilations

Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation

### Common Core State Standards for Mathematics Accelerated 7th Grade

A Correlation of 2013 To the to the Introduction This document demonstrates how Mathematics Accelerated Grade 7, 2013, meets the. Correlation references are to the pages within the Student Edition. Meeting

### Mathematics overview: Stage 7

Mathematics overview: Stage 7 Unit Hours Mastery indicators Essential knowledge Numbers and the number system Counting and comparing Calculating Visualising and constructing Investigating properties of

### NCTM Curriculum Focal Points for Grade 5. Everyday Mathematics, Grade 5

NCTM Curriculum Focal Points and, Grade 5 NCTM Curriculum Focal Points for Grade 5 Number and Operations and Algebra: Developing an understanding of and fluency with division of whole numbers Students

### Everyday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration

CCSS EDITION Overview of -6 Grade-Level Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting

### MATHEMATICS LOWER KS2

MATHEMATICS LOWER KS2 The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts