Students will find HCF’s and LCM’s, use powers and roots and find prime factors.

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

Students will measure, draw and calculate angles in polygons and parallel lines. They will explore the properties of quadrilaterals and learn how to accurately construct polygons. Students will translate shapes and enlarge a shape by a given scale factor.

Students will create sample space diagrams in order to calculate probabilities. They will learn how to draw and use Venn diagrams to solve probability problems.

50 minute assessment on T1 topics (Non-calculator)

**Multiplication**

The basic idea of multiplication is repeated addition.

**Division**

Division is splitting into equal parts or groups. It is the result of "fair sharing". We use the ÷ symbol, or sometimes the / symbol to mean divide

**Factor**

Factors are numbers we can multiply together to get another number

**HCF**

The highest number that divides exactly into two or more numbers.

**Multiple**

The result of multiplying a number by an integer (not by a fraction).

**LCM**

The smallest positive number that is a multiple of two or more numbers.

**Power**

The power of a number says how many times to use the number in a multiplication.
It is written as a small number to the right and above the base number.

**Root**

Where a function equals zero

**Prime**

A Prime Number is a number that has two distinct factors, itself and one.

**Parallel**

Always the same distance apart and never touching.

- Spiritual
- Moral
- Social
- Cultural

**Develop the individual:**

When solving mathematical problems students will develop their creative skills. 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 chance. A knowledge of probability will benefit students’ functioning in society as they will understand bias and the chance of an event happening.

**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 how to write one quantity as a percentage of another and how to calculate percentage change.

Students will learn how to recognise congruent shapes and solve geometrical problems using congruent triangles.

Students will find nth terms of more complex sequences and explore the Fibonacci sequence.

Students will learn how to convert between different metric units for both area and volume. They will also calculate the surface area and the volume of a prism.

50 minute assessment on T1 and T2 topics (Calculator)

**Calculation**

To work out an answer, usually by adding, multiplying etc.

**Percentage**

Percent means parts per 100
The symbol is %

**Congruent**

The same shape and size.
Two shapes are congruent when you can Turn, Flip and/or Slide one so it fits exactly on the other.

**Sequence**

A list of numbers or objects in a special order.

**nth term**

A formula that describes the pattern in a linear or quadratic sequence.

**Fibonacci**

The sequence of numbers: 0,1,1,2,3,5,8,13,21,...
Each number equals the sum of the two numbers before it.

**Prism**

A solid object with two identical ends and flat sides.
The shape of the ends give the prism a name, such as "triangular prism"
• The cross section is the same all along its length
• The sides are parallelograms (4-sided shape with opposites sides p

- Spiritual
- Moral
- Social
- Cultural

**Develop the individual:**

Competance with percentages benefits our students’ functioning in society: sales, interest rates, taxes. Students are encouraged to question “why”; they compose proofs and arguments and make assumptions. Students learn geometrical reasoning through knowledge and application of the rules for congruency.

**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 gradients and explore the connection between the equation of a straight line and the gradient. They will explore the properties of a quadratic graph and draw graphs to illustrate real life situations.

Students will multiply and divide negative powers of 10 and round numbers to a given number of significant figures. They will learn to use standard form.

Students will learn to construct and interpret scatter graphs. They will draw and use lines of best fit to understand the idea of correlation.

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

**Graph**

A diagram of values, usually shown as lines or bars.

**Linear**

An equation that makes a straight line when it is graphed.

**Equation**

An equation says that two things are equal.
It will have an equals sign "=" like this:

**Gradient**

How steep a straight line is.
Also called "slope".

**Quadratic**

An equation where the highest exponent of the variable (usually "x") is a square (2).
So it will have something like x2, but not x3 etc.
A Quadratic Equation is usually written ax2 + bx + c = 0

**Power**

The power of a number says how many times to use the number in a multiplication.
It is written as a small number to the right and above the base number.

**Significant Figure**

each of the digits of a number that are used to express it to the required degree of accuracy, starting from the first non-zero digit.

**Standard Form**

Another name for "Scientific Notation", where a number is written in two parts:
• First: just the digits (with the decimal point placed after the first digit),
• Followed by: ×10 to a power that will the decimal point back where it should be.

**Diagram**

A drawing used to describe something.

**Scatter Graph**

A graph of plotted points that show the relationship between two sets of data.

- Spiritual
- Moral
- Social
- Cultural

**Develop the individual:**

Mathematics provides opportunities for students to develop a sense of “awe and wonder”. Standard form promotes “awe and wonder” by providing a way for students to write extremely large and extremely small numbers. Students learn about graphs in real-life situations.

**Create a supportive community:**

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

Students will simplify expressions and expand brackets. They will learn to write algebraic expressions involving powers.

Students will learn how to use ratio to compare lengths, areas and volumes, of 2D and 3D shapes. They will enlarge shapes using fractional and negative scale factors, and use different map scales.

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

**Algebra**

Algebra uses letters (like x or y) or other symbols in place of values, and plays with them using special rules.

**Like Terms**

"Like terms" are terms whose variables (and their exponents such as the 2 in x2) are the same.
In other words, terms that are "like" each other.

**Expanding brackets**

Expand is when we remove the ( )

**Algebraic expression**

Numbers, symbols and operators (such as + and ×) grouped together that show the value of something.

**Index Notation**

The index of a number says how many times to use the number in a multiplication.
It is written as a small number to the right and above the base number.

**Ratio**

A ratio shows the relative sizes of two or more values.
Ratios can be shown in different ways. Using the ":" to separate example values, or as a single number by dividing one value by the total.

**Area**

The size of a surface.
The amount of space inside the boundary of a flat (2-dimensional) object such as a triangle or circle.

**Volume**

The amount of 3-dimensional space an object occupies. Capacity.

**Scale**

The ratio of the length in a drawing (or model) to the length of the real thing

- Spiritual
- Moral
- Social
- Cultural

**Develop the individual:**

The topic of algebra provides opportunities for students to develop a sense of “awe and wonder” by using letters to represent variables. Students develop algebraic fluency throughout the curriculum. Algebra is a uniquely powerful language that enables students to reflect on their experiences in order to describe and model situations. Students will learn about transformations of shapes. They will enlarge shapes by different scale factors.

**Create a supportive community:**

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

Students will add, subtract, multiply and divide fractions, mixed numbers and decimals.

Students will learn how to solve problems involving direct and indirect proportion. They will represent proportions of quantities using graphs and algebra.

Students will identify the parts of a circle. They will calculate the circumference and area of a circle. They will calculate the perimeter and area of semicircles and sectors of circles.

Year 8 examination - Two 50 assessments on all topics taught so far in Year 8 (Paper 1 non-calculator, Paper 2 calculator)

**Fraction**

Part of a whole.

**Integer**

A number with no fractional part.

**Multiplication**

The basic idea of multiplication is repeated addition.
But as well as multiplying by whole numbers, we can also multiply by fractions, decimals and more.

**Division**

Division is splitting into equal parts or groups. It is the result of "fair sharing".
We use the ÷ symbol, or sometime

**Circumference**

The distance around the edge of a circle (or any curvy shape).
It is a type of perimeter

**Formula**

A special type of equation that shows the relationship between different variables.

**Area**

The size of a surface.
The amount of space inside the boundary of a flat (2-dimensional) object such as a triangle or circle.

- Spiritual
- Moral
- Social
- Cultural

**Develop the individual:**

Numerical fluency and an understanding of proportion will benefit students’ functioning in society. For example to be able to convert between units, or state which is the better value for money? All mathematics has a rich history and a cultural context in which it was first discovered or used, for example, students will consider how pi was first discovered. 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. Students develop algebraic fluency throughout the curriculum.

**Create a supportive community:**

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

Students will solve a range of equations involving brackets and fractions and learn how to rearrange formulae.

They will learn how to use graphs to solve equations.

Students will use grouped frequency tables and construct frequency polygons. They will calculate statistics from given data and use this information to compare distributions. Students will learn to recognise misleading graphs.

Students will collect, present and interpret data in order to test a hypothesis.

50 minute assessment on topics taught in Year 8

**Equation**

An equation says that two things are equal.
It will have an equals sign "=" like this:

**Variable**

A symbol for a number we don't know yet. It is usually a letter like x or y.

**Formulae**

A special type of equation that shows the relationship between different variables.

**Frequency**

How often something happens (usually during a period of time).

**Polygon**

A plane shape (two-dimensional) with straight sides.

- Spiritual
- Moral
- Social
- Cultural

**Develop the individual:**

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 society. Students will understand how to interpret graphs and charts.

**Create a supportive community:**

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