This topic will involve students in learning the rules of algebra. They will learn how to write algebraic expressions, simplify expressions and substitute values into formulae.

Students will learn about negative numbers in real life and carry out calculations incorporating positive and negative numbers.

Students will find the area of rectangles, triangles, parallelograms, trapeziums and compound shapes. Students will calculate the surface area and volume of cubes and cuboids.

50 minute assessment on T1 topics (Non calculator)

**Expression**

An algebraic expression is a mathematical phrase that can contain ordinary numbers, variables (like x or y) and operators (like add, subtract, multiply, and divide). ... In the above expression the "/" means divide. The "3x" means multiply the variable x

**Substitution**

To change one thing for another. You might be asked to substitute a number into an expression. For example , what is the value of 4p3 when p = 2? We know that 4p3 means 4 × p × p × p, so when p = 2 we substitute this into the expression: 4 × 2 × 2 × 2 (or

**Simplify**

To make simpler. One of the big jobs we do in Algebra is simplification. You will often be asked to put something "in simplest form".

**Formula**

A formula is a special type of equation that shows the relationship between different variables. A variable is a symbol like x or V that stands in for a number we don't know yet.

**Financial**

Connected to money matters.

**Arithmetic**

Arithmetic or arithmetics (from the Greek ἀριθμός arithmos, "number") is the oldest and most elementary branch of mathematics. It consists of the study of numbers, especially the properties of the traditional operations between them—addition, subtraction,

**Negative number**

A number lower than zero e.g. -1, -2

**Multiply**

Multiplication (often denoted by the cross symbol "×", by a point " · ", by the absence of symbol, or, on computers, by an asterisk "∗") is one of the four elementary, mathematical operations of arithmetic; with the others being addition, subtraction and

**Perimeter**

The perimeter is the length of the outline of a shape. To find the perimeter of a rectangle or square you have to add the lengths of all the four sides. x is in this case the length of the rectangle while y is the width of the rectangle.

**Area**

The area of a shape is a measure of the 2 dimensional space that it covers. Area is measured in squares - e.g. square cm, square metres and square km.

**Compound shape**

In maths, a compound shape consists of two or more simple shapes, such as triangles, squares, circles and rectangles. Another name for a compound shape is a composite shape. An example of this concept is a triangle placed on top of a square.

**2D**

'2D' stands for 2-dimensional. A 2D shape is any shape that has two dimensions. Think about what it means to have two dimensions for a moment. If we had only one dimension to work with, we could only move backwards or forwards in a line. A line is one-dim

**Volume**

The amount of space that a substance or object occupies, or that is enclosed within a container.

**Cuboid**

a solid which has six rectangular faces at right angles to each other.2.ANATOMY

- Spiritual
- Moral
- Social
- Cultural

**Develop the individual:**

Students develop algebraic fluency throughout the curriculum. Algebra is a uniquely powerful language that enables students to describe and model situations. The topic of algebra provides opportunities for students to develop a sense of “awe and wonder” by using letters to represent variables. Learning about negative numbers benefits our students’ functioning in society through bank balances and temperatures. When solving mathematical problems students will develop their creative skills. Students enjoy solving real life problems involving area and perimeter.

**Create a supportive community:**

Students own social development is widened through paired work where students discuss mathematical concepts and solve unfamiliar problems.. .

Students will find equivalent fractions, compare and order fractions, and add and subtract fractions. They will convert between mixed numbers and improper fractions.

Students will use square numbers and square roots, round numbers using decimal places and significant figures, and carryout non-calculator methods of multiplication and division to solve problems.

Students will find and interpret the mean, median, mode and range. They will use discrete and continuous data and read and interpret statistical diagrams, including grouped frequency tables.

50 minute assessment on T1 and T2 topics (Non-calculator)

**Equivalent fraction**

Equivalent fractions are fractions that look different but show exactly the same amount. You can make equivalent fractions by multiplying or dividing the numerator and denominator by the same number. You can simplify fractions by dividing the numerator an

**Fraction**

A numerical quantity that is not a whole number (e.g. 1/2, 0.5).

**Mixed numbers**

A number like 1 and 1/2 is a mixed number because it is a mix of a whole number and a fraction.

**Improper fraction**

Improper Fractions: The numerator is greater than (or equal to) the denominator. Examples: 4/3, 11/4, 7/7. Mixed Fractions: A whole number and proper fraction together.

**Calculation**

A mathematical determination of the amount or number of something.

**Square number**

The product of a number multiplied by itself, e.g. 1, 4, 9, 16.

**Square root**

A number which produces a specified quantity when multiplied by itself.

**Rounding**

Alter (a number) to one less exact but more convenient for calculations.

**Mode**

The "mode" is the value that occurs most often. If no number is repeated, then there is no mode for the list.

**Median**

To find the median, your numbers have to be listed in numerical order, so you may have to rewrite your list first.

**Statistic**

A fact or piece of data obtained from a study of a large quantity of numerical data.

**Discrete data**

Discrete data can be numeric -- like numbers of apples -- but it can also be categorical -- like red or blue, or male or female, or good or bad.

**Continuous data**

Continuous data are not restricted to defined separate values, but can occupy any value over a continuous range.

- Spiritual
- Moral
- Social
- Cultural

**Develop the individual:**

Skills such as confidence with numeracy and rounding benefit our students’ functioning in society. Student’s understanding of statistics is developed to a depth that will equip them to identify when statistics are meaningful or when they are being used inappropriately (eg in newspapers or on social media).

**Create a supportive community:**

Students own social development is widened through paired work where students discuss mathematical concepts and solve unfamiliar problems.. .

Students will explore sequences and rules, find missing terms and nth terms, and use functions and mappings.

Students will learn more about decimals; they will order decimals and complete calculations involving decimals. They will learn how to estimate calculations.

Students will delve deeper into geometrical reasoning: they will measure and draw angles, calculate angles in different types of triangles and quadrilaterals and explore angles in parallel lines. They will use geometrical reasoning to solve problems.

50 minute assessment on T1, T2 and T3 topics (Non-calculator)

**Function machine**

Function Machine is a fun and flexible way to encourage communication and algebraic thinking. It also provides a context for introducing and using some of the tools of algebra, such as T-charts.

**Sequence**

A particular order in which related things follow each other.

**Rules**

A number less than zero.

**Missing term**

A close guess of the actual value, usually with some thought or calculation involved.

**nth term**

One of a set of explicit or understood regulations or principles governing conduct or procedure within a particular area of activity.

**Decimal**

Relating to or denoting a system of numbers and arithmetic based on the number ten, tenth parts, and powers of ten.

**Estimate**

Roughly calculate or judge the value, number, quantity, or extent of.

**Angle**

The space (usually measured in degrees) between two intersecting lines or surfaces at or close to the point where they meet.

**Triangle**

A plane figure with three straight sides and three angles.

**Quadrilateral**

A four-sided figure.

- Spiritual
- Moral
- Social
- Cultural

**Develop the individual:**

Mathematics provides opportunities for students to develop a sense of “awe and wonder”. Mathematical investigations produce beautiful elegance in their surprising symmetries, patterns or results. Students enjoy exploring patterns and sequences, making predictions and generalisations. Numerical fluency and estimation skills will benefit students’ functioning in society. What does my shopping cost? Which is the better value for money? Approximately how long will it take to get to another location? . Students are encouraged to question “why”; they compose proofs and arguments and make assumptions. Students learn geometrical reasoning through knowledge and application of angle rules. The topic of angles provides opportunities for students to develop a sense of “awe and wonder” when they explore the relationships between angles in quadrilaterals and parallel lines.

**Create a supportive community:**

Students own social development is widened through paired work where students discuss mathematical concepts and solve unfamiliar problems.. .

Students will plot co-ordinates in all four quadrants and draw graphs from given equations. They will use graphs that represent real life situations.

Students will convert between fractions, decimals and percentages. They will calculate percentages with and without a calculator and find percentage increases and decreases.

Students will use probability scales, find the probability of combined events and calculate experimental probability.

50 minute assessment on T1, T2, T3 and T4 topics (Non-calculator)

**Co-ordinate**

Coordinate Graphing. ... A coordinate grid has two perpendicular lines, or axes, labelled like number lines. The horizontal axis is called the x-axis. The vertical axis is called the y-axis. The point where the x-axis and y-axis intersect is called the or

**Quadrant**

The four regions of a coordinate plane.

**Graph**

A graphical/visual representation of data.

**Prediction**

A prediction is a reasonable guess as to what will happen.

**Fraction**

A fraction is a part of a whole, for example 1/2. Equivalent fractions are fractions that look different but show the same amount. Improper fractions have numerators that are higher than the denominator, while mixed fractions contain whole numbers and fra

**Decimal**

A decimal is any number in our base-ten number system. Specifically, we will be using numbers that have one or more digits to the right of the decimal point in this unit of lessons. The decimal point is used to separate the ones place from the tenths plac

**Percentage**

A percentage is a fraction whose denominator (bottom) is 100. So if we say 50%, we mean 50/100 = 1/2 (after cancelling). So 50% means ½.

**Increase**

Mathematics. (of a function) having the property that for any two points in the domain such that one is larger than the other, the image of the larger point is greater than or equal to the image of the smaller point; non-decreasing.

**Decrease**

For any two points, one is smaller than the other.

**Probability**

the total number of possible outcomes. For example, the probability of flipping a coin and it being heads is ½, because there is 1 way of getting a head and the total number of possible outcomes is 2 (a head or tail). We write P(heads) = ½ . The probabili

- Spiritual
- Moral
- Social
- Cultural

**Develop the individual:**

Competance with percentages benefits our students’ functioning in society: sales, interest rates, taxe? Competance with percentages benefits our students’ functioning in societ? The topic of probability provides opportunities for students to consider whether situations are fair or biased and discuss gambling, betting, lotteries, raffles and games of chanc? A knowledge of probability will benefit students’ functioning in society as they will understand bias and the chance of an event happenin?

**Create a supportive community:**

Students own social development is widened through paired work where students discuss mathematical concepts and solve unfamiliar problems.. .

Students will learn about line symmetry and rotational symmetry. They will reflect, rotate shapes and tessellate shapes.

Students will solve simple and more complex equations. They will learn to form equations in order to solve problems.

Students will use charts and diagrams to interpret data, including the use of pie charts. They will analyse sets of data by comparing averages.

50 minute assessment on T1, T2, T3, T4 and T5 topics (Non-calculator)

**Symmetry**

Symmetry is when one shape becomes exactly like another if you flip, slide or turn it. The simplest type of Symmetry is "Reflection" (or "Mirror")

**Rotation**

The mathematical notation for rotation is usually written like this. R (centre, rotation), where the centre is the point of rotation and the rotation is given in degrees. Often, rotations are written using coordinate notation, which means that their coord

**Reflection**

If you look in a mirror, you see your own image. You (the object) and your image appear to be the same distance from the mirror. An object and its image are always the same perpendicular distance from the mirror line. (Perpendicular means 'at right-angles

**Tessellation**

A tessellation is created when a shape is repeated over and over again covering a plane without any gaps or overlaps. Another word for a tessellation is a tiling.

**Equation**

An equation says that two things are equal. It will have an equals sign "=" like this: 7 + 2 = 10 − 1. That equation says: what is on the left (7 + 2) is equal to what is on the right (10 − 1) So an equation is like a statement "this equals that"

**Pie Chart**

A pie chart (or a circle chart) is a circular statistical graphic, which is divided into slices to illustrate numerical proportion. In a pie chart, the arc length of each slice (and consequently its central angle and area), is proportional to the quantity

**Range**

The difference between the lowest and highest values. In {4, 6, 9, 3, 7} the lowest value is 3, and the highest is 9, so the range is 9 − 3 = 6. Range can also mean all the output values of a function.

**Average**

Mean, median, and mode are three kinds of "averages". ... The "mean" is the "average" you're used to, where you add up all the numbers and then divide by the number of numbers. The "median" is the "middle" value in the list of numbers.

**Statistical survey**

Mathematical statistics is the application of mathematics to statistics, which was originally conceived as the science of the state — the collection and analysis of facts about a country: its economy, land, military, population, and so forth.

- Spiritual
- Moral
- Social
- Cultural

**Develop the individual:**

Mathematics provides opportunities for students to develop a sense of “awe and wonder? Mathematical investigations produce beautiful elegance in their surprising symmetries, patterns or result? Students will learn about line symmetry and rotational symmetr? They will reflect, rotate shapes and tessellate shape? Students develop algebraic fluency throughout the curriculu? Algebra is a uniquely powerful language that enables students to describe and model situation? Student’s understanding of statistics is developed to a depth that will equip them to identify when statistics are meaningful or when they are being used inappropriately (eg in newspapers or on social media? The skill of interpreting data will benefit students’ functioning in societ? Students will understand how to interpret graphs and chart?

**Create a supportive community:**

Students own social development is widened through paired work where students discuss mathematical concepts and solve unfamiliar problems.. .

Students will draw and construct 2D representations of 3D solids using isometric dotty paper. They will create nets of 3D solids and explore the relationship between faces, edges and vertices.

Students will learn to use ratio notation. They will simplify ratios, share a quantity into a given ratio, and solve problems involving ratios.

They will convert between ratios and fractions.

End of year examination - two 50 minute assessments on all topics taught in year 7 (Paper 1 non calculator, Paper 2 calculator)

**3D**

An object that has height, width and depth, like any object in the real world. Example: your body is three-dimensional.

**Shape**

The form of an object - how it is laid out in space (not what it is made of, or where it is). Common two dimensional (2D) shapes are: Circles, squares, triangles, etc. Common three dimensional (3D) shapes are: Spheres, cubes, pyramids, etc.

**Investigation**

Mathematical investigation refers to the sustained exploration of a mathematical situation. It distinguishes itself from problem solving because it is open-ended.

**Ratio**

A ratio is a statement of how two numbers compare. It is a comparison of the size of one number to the size of another number.

**Simplify**

To make simpler. One of the big jobs we do in Algebra is simplification. You will often be asked to put something "in simplest form"

**Problem**

A mathematical problem is a problem that is amenable to being represented, analysed, and possibly solved, with the methods of mathematics. This can be a real-world problem, such as computing the orbits of the planets in the solar system, or a problem of a

- Spiritual
- Moral
- Social
- Cultural

**Develop the individual:**

When solving mathematical problems students will develop their creative skills. Students enjoy solving real life problems involving 3D ratios. Students will draw and construct 2D representations of 3D solids using isometric dotty paper. They will create nets of 3D solids. When solving mathematical problems students will develop their creative skills. Students enjoy solving real life problems involving 3D shapes.

**Create a supportive community:**

Students own social development is widened through paired work where students discuss mathematical concepts and solve unfamiliar problems.. .