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This is the first unit in the Mr Mathematics long term plan. The lessons included provide students with an introduction to secondary maths. They develop their mental arithmetic and written while getting to know their new scientific calculator. Later on, students develop their problem solving skills with shape and timetables.

This unit takes place in Term 1 of Year 7 and is followed by place value.

- Recall multiplication and division facts for multiplication tables up to 12 × 12
- Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1;
- Solve problems involving multiplying and adding
- Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes
- identify lines of symmetry in 2-D shapes presented in different orientations

- This unit of work is designed to enable the teacher to assess each student’s baseline knowledge of mathematics.
- Students work in pairs or small groups to solve a range of problem solving activities involving timetables, shape, use of a calculator and place value.
- Encourage students to draw on their prior learning by prompting them to consider place value, the order of operations, and knowledge of timetables, reflective symmetry and properties of 2D shapes.

__Develop fluency__

- consolidate their numerical and mathematical capability from key stage 2 and extend their understanding of the number system and place value to include decimals, fractions, powers and roots
- select and use appropriate calculation strategies to solve increasingly complex problems
- use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships
- use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics.

__Reason mathematically__

- extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations
- make and test conjectures about patterns and relationships; look for proofs or counter-examples
- begin to reason deductively in geometry, number and algebra, including using geometrical constructions

__Solve problems__

- develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems
- develop their use of formal mathematical knowledge to interpret and solve problems
- begin to model situations mathematically and express the results using a range of formal mathematical representations
- select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems

__Number__

- use the concepts and vocabulary of prime numbers, factors (or divisors), multiples
- use the four operations, including formal written methods, applied to integers
- use conventional notation for the priority of operations, including brackets, powers, roots and reciprocals
- use integer powers and associated real roots
- use a calculator and other technologies to calculate results accurately and then interpret them appropriately
- use standard units of mass, length, time, money and other measures

__Algebra__

- generate terms of a sequence from either a term-to-term or a position-to-term rule

__Geometry and measures__

- derive and illustrate properties of triangles, quadrilaterals, circles, and other plane figures [for example, equal lengths and angles] using appropriate language and technologies
- identify properties of, and describe the results of, translations, rotations and reflections applied to given figures

April 17, 2019

Demonstrating student progression during a mathematics lesson is about understanding the learning objective and breaking that down into explicit success criteria. Using Success Criteria Take, for example, a lesson on calculating the area of compound rectilinear shapes. The intended learning objective was written on the main whiteboard. Success criteria were used to break down the individual […]

March 26, 2019

Plotting and interpreting conversion graphs requires linking together several mathematical techniques. Recent U.K. examiner reports indicate there are several common misconceptions when plotting and interpreting conversion graphs. These include: drawing non-linear scales on the x or y axis, using the incorrect units when converting between imperial and metric measurements, taking inaccurate readings from either axis not […]

March 10, 2019

When calculating the volume of a pyramid we can substitute the values of the length, width and perpendicular height into the formula V = 1/3 lwh. In my experience this is often provided for the students with little explanation as to why a volume of a pyramid is exactly one third the volume of a […]