Students will learn to calculate simple interest, percentage increases and decreases, reverse percentages, repeated percentage change and compound interest.

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 an hypothesis.

Students will explore the properties of polygons, find internal and external angles of regular polygons and learn why some polygons tessellate and some do not.

50 minute assessment on T1 topics (Calculator)

**Operation**

A mathematical process.
The most common are add, subtract, multiply and divide (+, −, ×, ÷).
But there are many more, such as squaring, square root, etc.
If it isn't a number it is probably an operation.
Example: In 25 + 6 = 31, the operation

**Fraction**

Part of a whole.
• the top number (the numerator) says how many parts we have.
• the bottom number (the denominator) says how many parts the whole is divided int

**Expanding**

Expand is when we remove the ( )

**Linear equation**

An equation that makes a straight line when it is graphed.
Often written in the form: y = mx+c

**Factorising**

Finding what to multiply to get an expression.

**Compound Interest**

Where interest is calculated on both the amount borrowed and any previous interest. Usually calculated one or more times per year.

**Volume**

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

**Metric**

A system of measuring based on:
· The meter for length
· The kilogram for mass
· The second for time

- Spiritual
- Moral
- Social
- Cultural

**Develop the individual:**

Competence 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 when analysing a problem. For example, 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. 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.

**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 scatter graphs and correlation. Draw and interpret cumulative frequency diagrams and estimate the mean from grouped data. They will use two-way tables to solve problems.

Students will learn about distance/time graphs and exponential growth.

Students will discover Pythagoras’ Theorem and use it to find missing sides in a right-angled triangle. They will use Pythagoras’ Theorem to solve problems.

50 minute assessment on T1 and T2 topics (Calculator)

**Simplest form**

In general, an expression is in simplest form when it is easiest to use.

**Operation**

A mathematical process.
The most common are add, subtract, multiply and divide (+, −, ×, ÷).
But there are many more, such as squaring, square root, etc.

**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.

**Linear equation**

An equation that makes a straight line when it is graphed.
Often written in the form: y = mx+c

**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

**Geometric sequence**

A sequence made by multiplying by some value each time.

**Arithmetic**

The basic calculations we make in everyday life: addition, subtraction, multiplication and division.

**Percentage**

Percent means parts per 100
The symbol is %

- 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. When solving mathematical problems students will develop their creative skills. All mathematics has a rich history and a cultural context in which it was first discovered or used. The opportunity to consider the lives of specific mathematicians is promoted when studying Pythagoras’ Theorem.

**Create a supportive community:**

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

Students will review addition, subtraction, multiplication and division of fractions and mixed numbers. They use this knowledge and understanding to complete calculations using simple algebraic fractions.

Students will learn how to expand the product of two and more brackets, factorise quadratic expressions and find the difference of two squares.

Students will learn how to write numbers in standard form, and complete calculations involving standard form.

They will learn how to calculate upper and lower bounds.

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

**Angle**

The amount of turn between two straight lines that have a common end point (the vertex).

**Triangle**

A 3-sided polygon (a flat shape with straight sides).

**polygon**

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

**Corresponding angles**

When two lines are crossed by another line (which is called the Transversal), the angles in matching corners are called corresponding angles.

**Supplementary angles**

Two Angles are Supplementary when they add up to 180 degrees.

**Bisector**

The line that divides something into two equal parts.
You can bisect line segments, angles, and more.

**Pythagoras Theorem**

In a right angled triangle the square of the long side is equal to the sum of the squares of the other two sides.

- Spiritual
- Moral
- Social
- Cultural

**Develop the individual:**

Students are encouraged to question “why”; they will explore the links between area and algebra. 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 experiences in order to describe and model situations. 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.

**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 find the surface area and volume of a cylinder and of composite solids involving cylinders.

Students will learn how to plot straight line graphs with and without a table. They will use graphs to solve simultaneous equations, quadratic equations and cubic equations.

50 minute assessment on T1, T2, T3 and T4 topics (Calculator)

**Ratio**

the quantitative relation between two amounts showing the number of times one value contains or is contained within the other.

**Similar**

having the same shape, with the same angles and proportions, though of different sizes.

**Surd**

(of a number) irrational.

**Rationalise**

convert (a function or expression) to a rational form.

**Denominator**

The bottom number in a fraction

**Angle**

The amount of turn between two straight lines that have a common end point (the vertex).

- 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.

**Create a supportive community:**

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

Students will calculate measures of speed, distance, time, density, mass and volume.

Students will learn how to find trigonometric ratios. They will use trigonometric ratios to find missing angles and lengths in right-angled triangles. They will use trigonometry to solve problems.

50 minute assessment on T1, T2, T3, T4 and T5 topics (Calculator)

**Union**

the set that comprises all the elements (and no others) contained in any of two or more given sets.

**Venn diagram**

a diagram representing mathematical or logical sets pictorially as circles or closed curves within an enclosing rectangle (the universal set), common elements of the sets being represented by intersections of the circles

**Probability**

the quality or state of being probable; the extent to which something is likely to happen or be the case.

**Tree diagram**

a diagram with a structure of branching connecting lines, representing different processes and relationships.

**Theoretical**

based on or calculated through theory rather than experience or practice.

**Scatter diagram**

a graph in which the values of two variables are plotted along two axes, the pattern of the resulting points revealing any correlation present.

- Spiritual
- Moral
- Social
- Cultural

**Develop the individual:**

Understanding compound units will benefit students’ functioning in society, as they will be able to calculate speeds, distances, times etc. When solving mathematical problems students will develop their creative skills.

**Create a supportive community:**

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

Students will use Venn diagrams and frequency trees to solve problems.

Students will learn how to find nth terms of quadratic sequences and those involving fractions and indices. Students will explore and generalise Fibonacci type sequences.

Students will convert between fractions, ratios and percentages. They will be able to find the proportion of a shape that is shaded and solve problems involving proportion.

Some students will explore the circle theorems and use these theorems to solve problems.

End of year examination - two 50 minute assessments on all topics taught in Year 9 (Paper 1 non-calculator, Paper 2 calculator)

**Expression**

a collection of symbols that jointly express a quantity.

**Inequality**

the relation between two expressions that are not equal, employing a sign such as ≠ ‘not equal to’, > ‘greater than’, or < ‘less than’.

**Simultaneous equation**

equations involving two or more unknowns that are to have the same values in each equation

**Quadratic**

involving the second and no higher power of an unknown quantity or variable.
"a quadratic equation"

**Exponentials**

(of an increase) becoming more and more rapid.

**Reciprocals**

(of a quantity or function) related to another so that their product is unity.

- Spiritual
- Moral
- Social
- Cultural

**Develop the individual:**

When solving mathematical problems students will develop their creative skills.

**Create a supportive community:**

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