Y10 and Y11 Higher AUT 2 SOL Mathematics

City Heights E-ACT Academy SOL/MTP - Mathematics
Subject: Mathematics Year: 10/11

Why and why now ideas  Reasoning Overview:
 Why this structure of interleaving and mixing is to be able to link and
attribute all factors needed for success on the higher specification for Week 1
Intent of curriculum KS4 which stands as below. The reason for interleaving is to mix skills  Lesson 1 Ratio and fractions /
and their applications to be able to problem solve and apply these skills Comparing quantities as a ratio / Division of a
in life and exam setting. quantity as a ratio / Problems involving ratio /
Ratio Sharing
 Specification for all students in units and intent  Lesson 2 Ratio and fractions /
Comparing quantities as a ratio / Division of a
UNIT 1: Powers, decimals, HCF and LCM, positive and negative, roots, quantity as a ratio / Problems involving ratio /
rounding, reciprocals, standard form, indices and surds Ratio Sharing
 Lesson 3 Proportion and ratio /
 N2 apply the four operations, including formal written methods, to Interpret Proportion
integers, decimals ... both positive and negative; understand and use  Lesson 4 Solve Proportion Problems /
place value (e.g. working with very large or very small numbers, and Interpret Proportion
when calculating with decimals)  Lesson 5 Solve Proportion Problems /
 N3 recognise and use relationships between operations, including Direct and inverse proportion
inverse operations (e.g. cancellation to simplify calculations and  Lesson 6 Direct and inverse proportion /
expressions); use conventional notation for priority of operations, DIRT
including brackets, powers, roots and reciprocals
 N4 use the concepts and vocabulary of prime numbers, factors Week 2
(divisors), multiples, common factors, common multiples, highest  Lesson 1 Express one quantity as a % of
common factor, lowest common multiple, prime factorisation, another / Percentage / Percentage change
including using product notation and the unique factorisation theorem  Lesson 2 Express one quantity as a % of
 N5 apply systematic listing strategies including use of the product rule another / Percentage / Percentage change
for counting (i.e. if there are m ways of doing one task and for each of  Lesson 3 Simple Interest and Financial
these, there are n ways of doing another task, then the total number of Maths / compound interest and depreciation
ways the two tasks can be done is m × n ways)  Lesson 4 Simple Interest and Financial
 N6 use positive integer powers and associated real roots (square, cube Maths / compound interest and depreciation
and higher), recognise powers of 2, 3, 4, 5; estimate powers and roots  Lesson 5 compound interest and
of any given positive number depreciation / repeated percentage change
 N7 calculate with roots and with integer and fractional indices  Lesson 6 compound interest and
 N8 calculate exactly with ... surds; ... simplify surd expressions involving depreciation / repeated percentage change
squares(e.g. √12 = √(4 × 3) = √4 × √3 = 2√3)
 N9 calculate with and interpret standard form A x 10n, where 1 ≤ A <
10 and n is an integer.
 N14 estimate answers; check calculations using approximation and Week 3
estimation, including answers obtained using technology  Lesson 1 Multiples and factors / LCM
 N15 round numbers and measures to an appropriate degree of and HCF / Product of prime factors
accuracy (e.g. to a specified number of decimal places or significant  Lesson 2 Index Laws / Powers / Index
figures); ... Laws (negative and fractional) / Standard Form
/ Simplify indices
UNIT 2: Expressions, substituting into simple formulae, expanding and  Lesson 3 Index Laws / Powers / Index
factorising, equations, sequences and inequalities, simple proof Laws (negative and fractional) / Standard Form
/ Simplify indices
 N1 ...use the symbols=,≠,<,>,≤,≥  Lesson 4 Index Laws / Powers / Index
 N3 recognise and use relationships between operations, including Laws (negative and fractional) / Standard Form
inverse operations (e.g. cancellation to simplify calculations and / Simplify indices
expressions); use conventional notation for priority of operations,  Lesson 5 Powers and Roots / Surds /
including brackets, powers, roots and reciprocals Simplify surds
 N8 calculate exactly with fractions ...  Lesson 6 Powers and Roots / Surds /
 N9 calculate with and interpret standard form A × 10n, where 1 ≤ A < Simplify surds / DIRT
10 and n is an integer.
 A1 use and interpret algebraic notation Week 4
 coefficients written as fractions rather than as decimals brackets  Lesson 1 Combined transformations /
 A2 substitute numerical values into formulae and expressions, Enlargements and negative SF
including scientific formulae  Lesson 2 Combined transformations /
 A3 understand and use the concepts and vocabulary of expressions, Enlargements and negative SF
equations, formulae, identities, inequalities, terms and factors  Lesson 3 Simultaneous equations
 A4 simplify and manipulate algebraic expressions ... by: collecting like (linear) / Simultaneous equations graphical
terms multiplying a single term over a bracket taking out common  Lesson 4 Simultaneous equations
factors expanding products of two ... binomials factorising quadratic (linear) / Simultaneous equations graphical
expressions of the form x2 + bx + c, including the difference of two  Lesson 5 Graphs of quadratic functions
squares; ...simplifying expressions involving sums, products and plotting and sketching / Quadratic equations
powers, including the laws of indices (graphical methods) / Quadratic graphs /
 A5 understand and use standard mathematical formulae; rearrange solutions and turning point from graphs
formulae to change the subject  Lesson 6 Graphs of quadratic functions
 A6 know the difference between an equation and an identity; argue plotting and sketching / Quadratic equations
mathematically to show algebraic expressions are equivalent, and use (graphical methods) / Quadratic graphs /
algebra to support and construct arguments and proofs solutions and turning point from graphs
 A7 where appropriate, interpret simple expressions as functions with
inputs and outputs; ... Week 5

 A17 solve linear equations in one unknown algebraically ...;  Lesson 1 Averages from frequency
 A20 find approximate solutions to equations numerically using iteration tables
 A21 translate simple situations or procedures into algebraic  Lesson 2 Averages from frequency
expressions or formulae; derive an equation ..., solve the equation and tables
interpret the solution  Lesson 3 Scatter graphs
 A23 generate terms of a sequence from either a term-to-term or a  Lesson 4 Scatter graphs
position-to-term rule  Lesson 5 Functional mathematics
 A24 recognise and use sequences of triangular, square and cube questions lesson (problem solving)
numbers, simple arithmetic progressions, Fibonacci type sequences  Lesson 6 Functional mathematics
and simple geometric progressions (rn where n is an integer, and r is a questions lesson (problem solving) / DIRT
rational number > 0), recognise and use other sequences or a surd)
 A25 deduce expressions to calculate the nth term of linear sequences. Week 6
 Lesson 1 Area of a circle / Circle
UNIT 3: Averages and range, collecting data, representing data terminology / Circumference of a circle / Arc
lengths and sectors / Using Pi
 G14 use standard units of measure and related concepts (length, area,  Lesson 2 Area of a circle / Circle
volume/capacity, mass, time, money, etc.) terminology / Circumference of a circle / Arc
 S1 infer properties of populations or distributions from a sample, while lengths and sectors / Using Pi
knowing the limitations of sampling  Lesson 3 Areas of triangles, trapezia and
 S2 interpret and construct tables, charts and diagrams, including parallelograms / Areas of composite shapes
frequency tables, bar charts, pie charts and pictograms for categorical  Lesson 4 Areas of triangles, trapezia and
data, vertical line charts for ungrouped discrete numerical data, tables parallelograms / Areas of composite shapes
and line graphs for time series data and know their appropriate use  Lesson 5 Volume of prisms / Surface
 S3 construct and interpret diagrams for grouped discrete data and Area / Volume
continuous data i.e. histograms with equal and unequal class  Lesson 6 Volume of prisms / Surface
intervals ... Area / Volume
 S4 interpret, analyse and compare the distributions of data sets from
univariate empirical distributions through appropriate graphical
representation involving discrete, continuous and grouped data ... •
appropriate measures of central tendency (median, mode and modal
class) and spread (range, including consideration of outliers) ...
 S5 apply statistics to describe a population
 S6 use and interpret scatter graphs of bivariate data; recognise
correlation and know that it does not indicate causation; draw
estimated lines of best fit; make predictions; interpolate and
extrapolate apparent trends whilst knowing the dangers of so doing Week 7

 Lesson 1 Quadratic equations
UNIT 4: Fractions, percentages, ratio and proportion (quadratic formula)
 Lesson 2 Quadratic equations
 N2 apply the four operations, including formal written methods, to (quadratic formula)
integers, decimals and simple fractions (proper and improper), and  Lesson 3 Inverse and composite
mixed numbers – all both positive and negative; ... functions
 N3 recognise and use relationships between operations, including  Lesson 4 Inverse and composite
inverse operations (e.g. cancellation to simplify calculations and functions
expressions); use conventional notation for priority of operations,  Lesson 5 Iteration
including brackets, powers, roots and reciprocals  Lesson 6 Iteration / DIRT
 N8 calculate exactly with fractions ...
 N10 work interchangeably with terminating decimals and their
corresponding fractions (such as 7, 3, 28 as 3.5 and or 0.375 and);
change recurring decimals into their corresponding fractions and vice
versa
 N11 identify and work with fractions in ratio problems
 N12 interpret fractions and percentages as operators
 N13 use standard units of mass, length, time, money and other
measures (including standard compound measures) using decimal
quantities where appropriate
 R3 express one quantity as a fraction of another, where the fraction is
less than 1 or greater than 1
 R4 use ratio notation, including reduction to simplest form
 R5 divide a given quantity into two parts in a given part:part or
whole:part ratio; express the division of a quantity into two parts as a
ratio; apply ratio to real contexts and problems (such as those involving
conversion, comparison, scaling, mixing, concentrations)
 R6 express a multiplicative relationship between two quantities as a
ratio or a fraction
 R7 understand and use proportion as equality of ratios
 R8 relate ratios to fractions and to linear functions
 R9 define percentage as ‘number of parts per hundred’; interpret
percentages and percentage changes as a fraction or a decimal, and
interpret these multiplicatively; express one quantity as a percentage
of another; compare two quantities using percentages; work with
percentages greater than 100%; solve problems involving percentage

change, including percentage increase/decrease, and original value
problems and simple interest including in financial mathematics
 R10 solve problems involving direct proportion; ...
UNIT 5: Angles, polygons, parallel lines; Right-angled triangles: Pythagoras

and trigonometry
 N7 Calculate with roots and with integer and fractional indices

 N8 calculate exactly with fractions and surds ...
 N15 round numbers and measures to an appropriate degree of
accuracy (e.g. to a specified number of decimal places or significant
figures); ...
 A4 simplify and manipulate algebraic expressions (including those
involving surds) by collecting like terms ...
 G1 use conventional terms and notations: points, lines, vertices, edges,
planes, parallel lines, perpendicular lines, right angles, polygons,
regular polygons and polygons with reflection and/or rotation
symmetries; ...
 G3 ... understand and use alternate and corresponding angles on
parallel lines; derive and use the sum of angles in a triangle (e.g. to
deduce and use the angle sum in any polygon, and to derive properties
of regular polygons)
 G4 derive and apply the properties and definitions of special types of
quadrilaterals, including square, rectangle, parallelogram, trapezium,
kite and rhombus; ...
 G6 apply angle facts, triangle congruence, similarity and properties of
quadrilaterals to conjecture and derive results about angles and sides,
including Pythagoras’ theorem and the fact that the base angles of an
isosceles triangle are equal, and use known results to obtain simple
proofs
 G11 solve geometrical problems on coordinate axes
 G20 know the formulae for: Pythagoras’ theorem a2 + b2 = c2, and the
trigonometric ratios sine, cosine and tan; apply them to find angles and
lengths in right-angled triangles ...and in two dimensional figures
 G21 know the exact values of sin θ and cos θ for θ = 0°, 30°, 45°, 60°
and 90°; know the exact value of tan θ for θ = 0°, 30°, 45° and 60°
UNIT 6: Real-life and algebraic linear graphs, quadratic and cubic graphs, the
equation of a circle, plus rates of change and area under graphs made from
straight lines
figures); ...
 A8 work with coordinates in all four quadrants
 A9 plot graphs of equations that correspond to straight-line graphs in
the coordinate plane; use the form y = mx + c to identify parallel and
perpendicular lines; find the equation of the line through two given
points, or through one point with a given gradient
 A10 identify and interpret gradients and intercepts of linear functions
graphically and algebraically
 A11 identify and interpret roots, intercepts, turning points of quadratic
functions graphically; ...
 A12 recognise, sketch and interpret graphs of linear functions,
quadratic functions, simple cubic functions, the reciprocal function
 A14 plot and interpret ... graphs of non-standard functions in real
contexts to find approximate solutions to problems such as simple
kinematic problems involving distance, speed and acceleration
 A15 calculate or estimate gradients of graphs and areas under graphs
(including quadratic and non-linear graphs) and interpret results in
cases such as distance–time graphs, velocity–time graphs ... (this does
not include calculus)
 A16 recognise and use the equation of a circle with centre at the origin;
find the equation of a tangent to a circle at a given point
 A17 solve linear equations in one unknown ... (including those with the
unknown on both sides of the equation); find approximate solutions
using a graph
 R1 change freely between related standard units (e.g. time, length,

area, volume/capacity, mass) and compound units (e.g. speed, rates of
pay, prices, density, pressure) in numerical and algebraic contexts
 R8 relate ratios to fractions and to linear functions
 R10 solve problems involving direct...proportion, including
graphical...representations
 R11 use compound units such as speed, unit pricing, ...
UNIT 7: Perimeter, area and volume, plane shapes and prisms, circles,
cylinders, spheres, cones; Accuracy and bounds
 N8 calculate exactly with ... multiples of π; ...

 N14 estimate answers; check calculations using approximation and
estimation, including answers obtained using technology
figures); use inequality notation to specify simple error intervals due to
truncation or rounding
 N16 apply and interpret limits of accuracy, including upper and lower
bounds
area, volume/capacity, mass) ... in numerical and algebraic contexts
 G1 use conventional terms and notations: points, lines, vertices, edges,
planes, parallel lines, perpendicular lines, right angles, polygons,
regular polygons and polygons with reflection and/or rotation
symmetries; ...
 G9 identify and apply circle definitions and properties, including centre,
radius, chord, diameter, circumference, tangent, arc, sector and
segment
 G12 identify properties of the faces, surfaces, edges and vertices of
cubes, cuboids, prisms, cylinders, pyramids, cones and spheres
 G13 constructandinterpretplansandelevationsof3Dshapes.
 G14 use standard units of measure and related concepts (length, area,
volume/capacity, mass, time, money, etc)
 G16 know and apply formulae to calculate area of triangles,
parallelograms, trapezia; volume of cuboids and other right prisms
(including cylinders)
 G17 know the formulae: circumference of a circle = 2πr = πd, area of a
circle = πr2; calculate perimeters of 2D shapes, including circles; areas
of circles and composite shapes; surface area and volume of spheres,
pyramids, cones and composite solids
 G18 calculate arc lengths, angles and areas of sectors of circles
UNIT 8: Transformations; Constructions: triangles, nets, plan and elevation,

loci, scale drawings and bearings
 R2 use scale factors, scale diagrams and maps

ratio or a fraction
 G1 ... draw diagrams from written description
 G2 use the standard ruler and compass constructions (perpendicular
bisector of a line segment, constructing a perpendicular to a given line
from/at a given point, bisecting a given angle); use these to construct
given figures and solve loci problems; know that the perpendicular
distance from a point to a line is the shortest distance to the line
 G3 apply the properties of angles at a point, angles at a point on a
straight line, vertically opposite angles; understand and use alternate
and corresponding angles on parallel lines; derive and use the sum of
angles in a triangle (e.g. to deduce and use the angle sum in any
polygon, and to derive properties of regular polygons)
 G5 use the basic congruence criteria for triangles (SSS, SAS, ASA, RHS)
quadrilaterals to conjecture and derive results about angles and
sides, ...
 G7 identify, describe and construct congruent and similar shapes,
including on a coordinate axis, by considering rotation, reflection,
translation and enlargement (including fractional and negative scale
factors)
 G8 describe the changes and invariance achieved by combinations of
rotations, reflections and translations

 G12 identify properties of the faces, surfaces, edges and vertices of
cubes, cuboids, prisms, cylinders, pyramids, cones and spheres
 G13 constructandinterpretplansandelevationsof3Dshapes
 G15 measure line segments and angles in geometric figures, including
interpreting maps and scale drawings and use of bearings
 G19 apply the concepts of congruence and similarity, including the
relationships between lengths ... in similar figures
 G24 describetranslationsas2Dvectors
 G25 apply addition and subtraction of vectors, multiplication of vectors
by a scalar, and diagrammatic and column representations of
vectors; ...
UNIT 9: Algebra: Solving quadratic equations and inequalities, solving

simultaneous equations algebraically
 N1 order positive and negative integers, decimals and fractions; use the
symbols =, ≠, <, >, ≤, ≥
 N8 calculate exactly with ... surds; ... simplify surd expressions involving
squares (e.g. √12 = √(4 × 3) = √4 × √3 = 2√3)
involving surds ...) by: ...factorising quadratic expressions of the form
ax2 + bx + c
 A9 ... find the equation of the line through two given points, or through
one point with a given gradient
 A11 identify and interpret roots ... of quadratic functions
algebraically ...
 A18 solve quadratic equations (including those that require
rearrangement) algebraically by factorising, by completing the square
and by using the quadratic formula; ...
 A19 solve two simultaneous equations in two variables (linear/linear or
linear/quadratic) algebraically; find approximate solutions using a
graph
 A21 ... derive an equation (or two simultaneous equations), solve the
equation(s) and interpret the solution.
 A22 solve linear inequalities in one or two variable(s), and quadratic
inequalities in one variable; represent the solution set on a number

line, using set notation and on a graph
UNIT 10: Probability

 N5 apply systematic listing strategies, including use of the product rule
for counting ...
 P1 record, describe and analyse the frequency of outcomes of
probability experiments using tables and frequency trees
 P2 apply ideas of randomness, fairness and equally likely events to
calculate expected outcomes of multiple future experiments
 P3 relate relative expected frequencies to theoretical probability, using
appropriate language and the 0–1 probability scale
 P4 apply the property that the probabilities of an exhaustive set of
outcomes sum to one; apply the property that the probabilities of an
exhaustive set of mutually exclusive events sum to one
 P5 understand that empirical unbiased samples tend towards
theoretical probability distributions, with increasing sample size
 P6 enumerate sets and combinations of sets systematically, using
tables, grids, Venn diagrams and tree diagrams
 P7 construct theoretical possibility spaces for single and combined
experiments with equally likely outcomes and use these to calculate
theoretical probabilities
 P8 calculate the probability of independent and dependent combined
events, including using tree diagrams and other representations, and
know the underlying assumptions
 P9 calculate and interpret conditional probabilities through
representation using expected frequencies with two-way tables, tree
diagrams and Venn diagrams
UNIT 11: Multiplicative reasoning: direct and inverse proportion, relating to

graph form for direct, compound measures, repeated proportional change
 N3 recognise and use relationships between operations, including

inverse operations (e.g. cancellation to simplify calculations and
expressions); ...
 N12 interpret fractions and percentages as operators
area, volume/capacity, mass) and compound units (e.g. speed, rates of
pay, prices, density, pressure) in numerical and algebraic contexts
ratio or a fraction
 R10 solve problems involving direct and inverse proportion, including
graphical and algebraic representations
 R11 use compound units such as speed, rates of pay, unit pricing,
density and pressure
 R14 ...recogniseandinterpretgraphsthatillustratedirectandinversepropo
rtion
 R16 set up, solve and interpret the answers in growth and decay
problems, including compound interest and work with general iterative
processes
UNIT 12: Similarity and congruence in 2D and 3D

ratio or a fraction
 R12 compare lengths, areas and volumes using ratio notation; make
links to similarity (including trigonometric ratios) and scale factors
 G5 use the basic congruence criteria for triangles (SSS, SAS, ASA, RHS)
quadrilaterals to conjecture and derive results about angles and sides,
including ... the fact that the base angles of an isosceles triangle are
equal, and use known results to obtain simple proofs
 G17...calculate surface area and volume of spheres, pyramids, cones
and composite solids
 G19 apply the concepts of congruence and similarity, including the
relationships between lengths, areas and volumes in similar figures
UNIT 13: Sine and cosine rules, Theorem in 3D, trigonometric graphs, and
accuracy and bounds 1 /2 ab sin C, trigonometry and Pythagoras’
 N16 apply and interpret limits of accuracy, including upper and lower
bounds
 A8 work with coordinates in all four quadrants
 A12 recognise, sketch and interpret graphs of linear functions,
quadratic functions, simple with x ≠ 0, exponential, functions y = kx for
positive values of k, and the trigonometric functions (with arguments in
degrees) y = sin x, y = cos x and y = tan x for angles of any size
 A13 sketch translations and reflections of a given function
 G11 solve geometrical problems on coordinate axes
 G20 know the formulae for: Pythagoras’ Theorem a2 + b2 = c2 and the
trigonometric ratios, sine, cosine and tan; apply them to find angles
and lengths in right-angled triangles and, where possible, general
triangles in two- and three-dimensional figures
 G21 know the exact values of sinθ and cosθ forθ=0°,30°,45°,60°and90°;
know the exact value of tan θ for θ = 0°, 30°, 45° and 60° abc cubic
functions, the reciprocal function
 G22 know and apply the sine rule a2 = b2 + c2 – 2bc cos A, to find
unknown lengths and angle
 G23 know and apply Area = triangle
UNIT 14: Statistics and sampling, cumulative frequency and histograms
 S1 infer properties of populations or distributions from a sample, whilst

knowing the limitations of sampling apply statistics to describe a
population
 S3 interpret and construct diagrams for grouped discrete data and
continuous data, i.e. histograms with equal and unequal class intervals
and cumulative frequency graphs, and know their appropriate use
 S4 interpret, analyse and compare the distributions of data sets from
univariate empirical distributions through:
o Appropriate graphical representation involving discrete,
continuous and grouped data, including box plots
o appropriate measures of central tendency (median, mean,
mode and modal class) and spread (range, including

consideration of outliers, quartiles and inter-quartile range)
UNIT 15: Quadratics, expanding more than two brackets, sketching graphs,
graphs of circles, cubes and quadratics
 N8 Calculate exactly with ... surds ...

 A4 simplify and manipulate algebraic expressions ... by expanding
products of two or more binomials
 A11 identify and interpret roots, intercepts, turning points of quadratic
functions graphically; ... identify turning points by completing the
square
 A12 recognise, sketch and interpret graphs of ... quadratic functions,
simple cubic functions ...
rearrangement) ...; find approximate solutions using a graph
 A19 solve two simultaneous equations in two variables (linear/linear or
linear/quadratic) algebraically; find approximate solutions using a
graph
 A20 find approximate solutions to equations numerically using iteration
 A21 ... derive an equation (or two simultaneous equations), solve the
equation(s) and interpret the solution.
 A22 solve linear inequalities in one or two variable(s), and quadratic
inequalities in one variable; represent the solution set on a number
line, using set notation and on a graph
 UNIT 16: Circle theorems and circle geometry
 A16 recognise and use the equation of a circle with centre at the origin;
find the equation of a tangent to a circle at a given point
 G9 identify and apply circle definitions and properties, including centre,
radius, chord, diameter, circumference, tangent, arc, sector and
segment
 G10 apply and prove the standard circle theorems concerning angles,
radii, tangents and chords, and use them to prove related results
UNIT 17: Changing the subject of formulae (more complex), algebraic

fractions, solving equations arising from algebraic fractions, rationalising
surds, proof
 N8 ... simplify surd expressions involving squares (e.g. √12 = √(4 × 3) =

√4 × √3 = 2√3) and rationalise denominators
involving surds and algebraic fractions) by:
o collecting like terms
o multiplying a single term over a bracket
o taking out common factors
o expanding products of two or more binomials
o factorising quadratic expressions of the form x2 + bx + c,
including the difference of
 two squares; factorising quadratic expressions of the form ax2 + bx + c
o simplifying expressions involving sums, products and powers,
including the laws of indices
 A5 ... rearrange formulae to change the subject
 A6 ... argue mathematically to show algebraic expressions are
equivalent, and use algebra to support and construct arguments and
proofs
inputs and outputs; interpret the reverse process as the ‘inverse
function’; interpret the succession of two functions as a ‘composite
function’ (the use of formal function notation is expected)
rearrangement) algebraically by factorising, ...
UNIT 18: Vectors and geometric proof
 G25 apply addition and subtraction of vectors, multiplication of vectors

by a scalar, and diagrammatic and column representations of vectors;
use vectors to construct geometric arguments and proof
 UNIT 19: Direct and indirect proportion: using statements of

proportionality, reciprocal and exponential graphs, rates of change in
graphs, functions, transformations of graphs

inputs and outputs; ...
 A12 recognise, sketch and interpret graphs of the reciprocal function
exponential functions y = kx for positive values of k ...y=x with x ≠ 0,1
 A14 plot and interpret reciprocal graphs and exponential graphs ...
(including quadratic and other non-linear graphs) and interpret results
in cases such distance–time graphs, velocity–time graphs and graphs in
financial contexts (this does not include calculus)
 R13 understand that X is inversely proportional to Y is equivalent to X is
proportional to construct and interpret equations that describe direct
and inverse proportion
 R14 interpret the gradient of a straight-line graph as a rate of change;
recognise and interpret graphs that illustrate direct and inverse
proportion
 R15 interpret the gradient at a point on a curve as the instantaneous
rate of change; apply the concepts of average and instantaneous rate
of change (gradients of chords and tangents) in numerical, algebraic
and graphical contexts (this does not include calculus
 R16 setup, solve and interpret the answers in grow than decay
problems...
UNIT 19: Direct and indirect proportion: using statements of proportionality,

reciprocal and exponential graphs, rates of change in graphs, functions,
transformations of graphs

inputs and outputs; ...
 A12 recognise, sketch and interpret graphs of the reciprocal function
exponential functions y = kx for positive values of k ...y=x with x ≠ 0,1

 A14 plot and interpret reciprocal graphs and exponential graphs ...
(including
 quadratic and other non-linear graphs) and interpret results in cases
such distance–time graphs, velocity–time graphs and graphs in financial
contexts (this does not include calculus)
 R13 understand that X is inversely proportional to Y is equivalent to X is
proportional to construct and interpret equations that describe direct
and inverse proportion
 R14 interpret the gradient of a straight-line graph as a rate of change;
recognise and interpret graphs that illustrate direct and inverse
proportion
 R15 interpret the gradient at a point on a curve as the instantaneous
rate of change; apply the concepts of average and instantaneous rate
of change (gradients of chords and tangents) in numerical, algebraic
and graphical contexts (this does not include calculus
 R16 setup, solve and interpret the answers in growth and decay
problems...
Subject methods and resources - RPC PPT with core substantive knowledge and key questions identified.
- ICT suite/chrome books
- Knowledge organisers
- Use of video clips
- Interactive animations
- Modelling
Assessment of components and - There will be a set of core questions that students must be able to answer.
summative assessment of - These questions will be revisited within each component and in following components.
unit/topic/ - Low stakes will be used at the start of each phase of new learning to recap prior learning and new knowledge acquired most recently. This will be used
for regular retrieval practice.
- Subsequently at the end of each composite, students will complete a summative assessment which will consist of:
1. Recall questions (AO1)
2. Application questions (AO2)
3. Evaluation questions (AO3) including practical skills
Number of lessons per topic/unit 1-2 lessons on average depending on teacher judgment Some exceptions are 3 lessons Reteach based on baseline assessment due to
COVID
Substantive knowledge Disciplinary knowledge
 UNIT 1: Powers, decimals, HCF and LCM, positive and negative, roots, rounding, UNIT 1: Powers, decimals, HCF and LCM, positive and negative,
reciprocals, standard form, indices and surds roots, rounding, reciprocals, standard form, indices and surds
 UNIT 2: Expressions, substituting into simple formulae, expanding and factorising,
equations, sequences and inequalities, simple proof  It is essential that students have a firm grasp of place
 UNIT 3: Averages and range, collecting data, representing data value and be able to order integers and decimals and use
 UNIT 4: Fractions, percentages, ratio and proportion the four operations.
 UNIT 5: Angles, polygons, parallel lines; Right-angled triangles: Pythagoras and  Students should have knowledge of integer
trigonometry complements to 10 and to 100, multiplication facts to 10
 UNIT 6: Real-life and algebraic linear graphs, quadratic and cubic graphs, the × 10, strategies for multiplying and dividing by 10, 100
equation of a circle, plus rates of change and area under graphs made from straight and 1000.
lines  Students will have encountered squares, square roots,
 UNIT 7: Perimeter, area and volume, plane shapes and prisms, circles, cylinders, cubes and cube roots and have knowledge of classifying
spheres, cones; Accuracy and bounds integers.
 UNIT 8: Transformations; Constructions: triangles, nets, plan and elevation, loci, scale
UNIT 2: Expressions, substituting into simple formulae,
drawings and bearings
expanding and factorising, equations, sequences and
 UNIT 9: Algebra: Solving quadratic equations and inequalities, solving simultaneous
inequalities, simple proof
equations algebraically
 UNIT 10: Probability  Students should have prior knowledge of some of these
 UNIT 11: Multiplicative reasoning: direct and inverse proportion, relating to graph topics, as they are encountered at Key Stage 3:
form for direct, compound measures, repeated proportional change • the ability to use negative numbers with the
 UNIT 12: Similarity and congruence in 2D and 3D four operations and recall and use hierarchy of
 UNIT 13: Sine and cosine rules, Theorem in 3D, trigonometric graphs, and accuracy  operations and understand inverse operations;
and bounds 1 /2 ab sin C, trigonometry and Pythagoras’ • dealing with decimals and negatives on a
 UNIT 14: Statistics and sampling, cumulative frequency and histograms calculator;
 UNIT 15: Quadratics, expanding more than two brackets, sketching graphs, graphs of • using index laws numerically.
circles, cubes and quadratics
 UNIT 16: Circle theorems and circle geometry UNIT 3: Averages and range, collecting data, representing data
 UNIT 17: Changing the subject of formulae (more complex), algebraic fractions,  Students should be able to read scales on graphs, draw
solving equations arising from algebraic fractions, rationalising surds, proof circles, measure angles and plot coordinates in the first
 UNIT 18: Vectors and geometric proof quadrant.
 UNIT 19: Direct and indirect proportion: using statements of proportionality,  Students should have experience of tally charts.
reciprocal and exponential graphs, rates of change in graphs, functions,  Students will have used inequality notation.
transformations of graphs  Students must be able to find midpoint of two numbers.
Specific topic skills map: UNIT 4: Fractions, percentages, ratio and proportion
Overview and skills map  Students should know the four operations of number.
 Ratio and fractions / Comparing quantities as a ratio / Division of a quantity as a  Students should be able to find common factors.
ratio / Problems involving ratio / Ratio Sharing  Students should have a basic understanding of fractions
 Proportion and ratio / Interpret Proportion as being ‘parts of a whole’. Students can define
 Solve Proportion Problems / Interpret Proportion percentage as ‘number of parts per hundred’.
 Solve Proportion Problems / Direct and inverse proportion  Students are aware that percentages are used in
 Direct and inverse proportion
everyday life.
 Express one quantity as a % of another / Percentage / Percentage change
 Simple Interest and Financial Maths / compound interest and depreciation
UNIT 5: Angles, polygons, parallel lines; Right-angled triangles:
 compound interest and depreciation / repeated percentage change
Pythagoras and trigonometry
 Multiples and factors / LCM and HCF / Product of prime factors
 Index Laws / Powers / Index Laws (negative and fractional) / Standard Form /  Students should be able to rearrange simple formulae
Simplify indices and equations, as preparation for rearranging trig
 Powers and Roots / Surds / Simplify surds formulae.
 Combined transformations / Enlargements and negative SF
 Students should recall basic angle facts.
 Simultaneous equations (linear) / Simultaneous equations graphical
 Students should understand that fractions are more
 Graphs of quadratic functions plotting and sketching / Quadratic equations
(graphical methods) / Quadratic graphs / solutions and turning point from graphs accurate in calculations than rounded percentage or
 Averages from frequency tables decimal equivalents.
 Scatter graphs
 Functional mathematics questions lesson (problem solving) UNIT 6: Real-life and algebraic linear graphs, quadratic and cubic
 Area of a circle / Circle terminology / Circumference of a circle / Arc lengths and graphs, the equation of a circle, plus rates of change and area
sectors / Using Pi under graphs made from straight lines
 Areas of triangles, trapezia and parallelograms / Areas of composite shapes
 Students can identify coordinates of given points in the
 Volume of prisms / Surface Area / Volume
first quadrant or all four quadrants. Students can use
 Quadratic equations (quadratic formula)
 Inverse and composite functions Pythagoras’ Theorem and calculate the area of
 Iteration compound shapes. Students can use and draw
conversion graphs for these units.
 Students can use function machines and inverse
operations.
UNIT 7: Perimeter, area and volume, plane shapes and prisms,

circles, cylinders, spheres, cones; Accuracy and bounds
 Students should know the names and properties of 3D

forms.
 The concept of perimeter and area by measuring lengths
of sides will be familiar to students. Students should be
able to substitute numbers into an equation and give
answers to an appropriate degree of accuracy.
 Students should know the various metric units.
UNIT 8: Transformations; Constructions: triangles, nets, plan and

elevation, loci, scale drawings and bearings
 Students should be able to recognise 2D shapes.

 Students should be able to plot coordinates in four
quadrants and linear equations parallel to the
coordinate axes.
UNIT 9: Algebra: Solving quadratic equations and inequalities,

solving simultaneous equations algebraically
 Students should understand the ≥ and ≤ symbols.

 Students can substitute into, solve and rearrange linear
equations. Students should be able to factorise simple
quadratic expressions. Students should be able to
recognise the equation of a circle.
 Students should understand that a probability is a

number between 0 and 1, and distinguish between
events which are impossible, unlikely, even chance,
likely, and certain to occur. Students should be able to
mark events and/or probabilities on a probability scale
of 0 to 1. Students should know how to add and multiply
fractions and decimals.
 Students should have experience of expressing one
number as a fraction of another number.
UNIT 11: Multiplicative reasoning: direct and inverse proportion,

relating to graph form for direct, compound measures, repeated
proportional change
 Students should be able to find a percentage of an

amount and relate percentages to decimals. Students
should be able to rearrange equations and use these to

solve problems.
 Knowledge of speed = distance/time, density =
mass/volume.
 Students should be able to recognise and enlarge shapes

and calculate scale factors.
 Students should have knowledge of how to calculate
area and volume in various metric measures.
 Students should be able to measure lines and angles,
and use compasses, ruler and protractor to construct
standard constructions.
UNIT 13: Sine and cosine rules, Theorem in 3D, trigonometric

graphs, and accuracy and bounds 1 /2 ab sin C, trigonometry and
Pythagoras’
 Students should be able to use axes and coordinates to

specify points in all four quadrants. Students should be
able to recall and apply Pythagoras’ Theorem and
trigonometric ratios. Students should be able to
substitute into formulae.
UNIT 14: Statistics and sampling, cumulative frequency and

histograms
 Students should understand the different types of data:

discrete/continuous. Students should have experience of
inequality notation.
 Students should be able to multiply a fraction by a
number.
 Students should understand the data handling cycle.
UNIT 15: Quadratics, expanding more than two brackets,

sketching graphs, graphs of circles, cubes and quadratics
 Students should be able to solve quadratics and linear

equations. Students should be able to solve
simultaneous equations algebraically.
UNIT 16: Circle theorems and circle geometry
 Students should have practical experience of drawing

circles with compasses.
 Students should recall the words, centre, radius,
diameter and circumference.
 Students should recall the relationship of the gradient
between two perpendicular lines. Students should be
able to find the equation of the straight line, given a
gradient and a coordinate.
UNIT 17: Changing the subject of formulae (more complex),

algebraic fractions, solving equations arising from algebraic
fractions, rationalising surds, proof
 Students should be able to simplify surds.

 Students should be able to use negative numbers with
all four operations. Students should be able to recall and
use the hierarchy of operations.
 Students will have used vectors to describe translations

and will have knowledge of Pythagoras’ Theorem and
the properties of triangles and quadrilaterals.
UNIT 19: Direct and indirect proportion: using statements of

proportionality, reciprocal and exponential graphs, rates of
change in graphs, functions, transformations of graphs
 Students should be able to draw linear and quadratic

graphs.
 Students should be able to calculate the gradient of a
linear function between two points. Students should
recall transformations of trigonometric functions.
 Students should have knowledge of writing statements
of direct proportion and forming an equation to find
values.
Keywords UNIT 1: Powers, decimals, HCF and LCM, positive and negative, roots, rounding, reciprocals,
standard form, indices and surds
 Integer, number, digit, negative, decimal, addition, subtraction, multiplication, division,

remainder, operation, estimate, power, roots, factor, multiple, primes, square, cube,
even, odd, surd, rational, irrational standard form, simplify
UNIT 2: Expressions, substituting into simple formulae, expanding and factorising, equations,
sequences and inequalities, simple proof
 Expression, identity, equation, formula, substitute, term, ‘like’ terms, index, power,
negative and fractional indices, collect, substitute, expand, bracket, factor, factorise,
quadratic, linear, simplify, approximate, arithmetic, geometric, function, sequence, nth
term, derive
UNIT 3: Averages and range, collecting data, representing data
 Mean, median, mode, range, average, discrete, continuous, qualitative, quantitative,

data, scatter graph, line of best fit, correlation, positive, negative, sample, population,
stem and leaf, frequency, table, sort, pie chart, estimate
UNIT 4: Fractions, percentages, ratio and proportion
 Addition, subtraction, multiplication, division, fractions, mixed, improper, recurring,

reciprocal, integer, decimal, termination, percentage, VAT, increase, decrease,
multiplier, profit, loss, ratio, proportion, share, parts
UNIT 5: Angles, polygons, parallel lines; Right-angled triangles: Pythagoras and trigonometry
 Quadrilateral, angle, polygon, interior, exterior, proof, tessellation, symmetry, parallel,

corresponding, alternate, co-interior, vertices, edge, face, sides, Pythagoras’ Theorem,
sine, cosine, tan, trigonometry, opposite, hypotenuse, adjacent, ratio, elevation,
depression, segment, length
UNIT 6: Real-life and algebraic linear graphs, quadratic and cubic graphs, the equation of a
circle, plus rates of change and area under graphs made from straight lines
 Coordinate, axes, 3D, Pythagoras, graph, speed, distance, time, velocity, quadratic,
solution, root, function, linear, circle, cubic, approximate, gradient, perpendicular,
parallel, equation
UNIT 7: Perimeter, area and volume, plane shapes and prisms, circles, cylinders, spheres, cones;
Accuracy and bounds
 Triangle, rectangle, parallelogram, trapezium, area, perimeter, formula, length, width,

prism, compound, measurement, polygon, cuboid, volume, nets, isometric, symmetry,
vertices, edge, face, circle, segment, arc, sector, cylinder, circumference, radius,
diameter, pi, composite, sphere, cone, capacity, hemisphere, segment, frustum,
bounds, accuracy, surface area
UNIT 8: Transformations; Constructions: triangles, nets, plan and elevation, loci, scale drawings
and bearings
 Rotation, reflection, translation, transformation, enlargement, scale factor, vector,

centre, angle, direction, mirror line, centre of enlargement, describe, distance,
congruence, similar, combinations, single, corresponding, constructions, compasses,
protractor, bisector, bisect, line segment, perpendicular, loci, bearing
UNIT 9: Algebra: Solving quadratic equations and inequalities, solving simultaneous equations
algebraically
 Quadratic, solution, root, linear, solve, simultaneous, inequality, completing the square,
factorise, rearrange, surd, function, solve, circle, sets, union, intersection
 Probability, mutually exclusive, conditional, tree diagrams, sample space, outcomes,

theoretical, relative frequency, Venn diagram, fairness, experimental
UNIT 11: Multiplicative reasoning: direct and inverse proportion, relating to graph form for
direct, compound measures, repeated proportional change
 Ration, proportion, best value, unitary, proportional change, compound measure,

density, mass, volume, speed, distance, time, density, mass, volume, pressure,
acceleration, velocity, inverse, direct, constant of proportionality
 Congruence, side, angle, compass, construction, shape, volume, length, area, volume,
scale factor, enlargement, similar, perimeter, frustum
UNIT 13: Sine and cosine rules, Theorem in 3D, trigonometric graphs, and accuracy and bounds
1 /2 ab sin C, trigonometry and Pythagoras’
 Axes, coordinates, sine, cosine, tan, angle, graph, transformations, side, angle, inverse,
square root, 2D, 3D, diagonal, plane, cuboid
UNIT 14: Statistics and sampling, cumulative frequency and histograms
 Sample, population, fraction, decimal, percentage, bias, stratified sample, random,

cumulative frequency, box plot, histogram, frequency density, frequency, mean,
median, mode, range, lower quartile, upper quartile, interquartile range, spread,
comparison, outlier
UNIT 15: Quadratics, expanding more than two brackets, sketching graphs, graphs of circles,
cubes and quadratics
 Sketch, estimate, quadratic, cubic, function, factorising, simultaneous equation,

graphical, algebraic
UNIT 16: Circle theorems and circle geometry
 Radius, centre, tangent, circumference, diameter, gradient, perpendicular, reciprocal,

coordinate, equation, substitution, chord, triangle, isosceles, angles, degrees, cyclic
quadrilateral, alternate, segment, semicircle, arc, theorem
UNIT 17: Changing the subject of formulae (more complex), algebraic fractions, solving
equations arising from algebraic fractions, rationalising surds, proof
 Rationalise, denominator, surd, rational, irrational, fraction, equation, rearrange,

subject, proof, function notation, inverse, evaluate
 Vector, direction, magnitude, scalar, multiple, parallel, collinear, proof, ratio, column
vector
UNIT 19: Direct and indirect proportion: using statements of proportionality, reciprocal and
exponential graphs, rates of change in graphs, functions, transformations of graphs
 Reciprocal, linear, gradient, quadratic, exponential, functions, direct, indirect,

proportion, estimate, area, rate of change, distance, time, velocity, transformations,
cubic, transformation, constant of proportionality
Misconceptions Possible and common misconceptions and solutions: Guidance to address misconceptions:
Calculations, checking and rounding
 The expectation for Higher tier is that much of
this work will be reinforced throughout the
- Significant figure and decimal place rounding are often confused. Some
course.
pupils may think 35 934 = 36 to two significant figures
Algebra: the basics, setting up, rearranging and solving  Particular emphasis should be given to the
- When expanding two linear expressions, poor number skills involving importance of clear presentation of work.
negatives and times tables will become evident.  Formal written methods of addition,
Hierarchy of operations applied in the wrong order when changing the subtraction and multiplication work from right
subject of a formula. to left, whilst formal division works from left
a0 = 0. to right.
- 3xy and 5yx are different “types of term” and cannot be “collected”  Any correct method of multiplication will still
when simplifying expressions. gain full marks, for example, the grid method,
The square and cube operations on a calculator may not be similar on the traditional method, Napier’s bones.
all makes.  Encourage the exploration of different
Not using brackets with negative numbers on a calculator. calculation methods.
- Not writing down all the digits on the display.  Amounts of money should always be rounded
to the nearest penny.
 Make sure students are absolutely clear about
Fractions and percentages the difference between significant figures and
- The larger the denominator, the larger the fraction. decimal places.
- Incorrect links between fractions and decimals, such as thinking that 4%
= 0.4, etc. Algebra: the basics, setting up, rearranging and solving
- It is not possible to have a percentage greater than 100%.  Some of this will be a reminder from Key
Ratio and proportion Stage 3 and could be introduced through
- Students often identify a ratio-style problem and then divide by the investigative material such as handshake,
number given in the question, without fully understanding the question. frogs etc.
Polygons, angles and parallel lines Practise factorisation where more than one
variable is involved. NB More complex
- Some students will think that all trapezia are isosceles, or a square is
quadratics are covered in a later unit.
only square if ‘horizontal’, or a ‘non-horizontal’ square is called a
 Plenty of practice should be given for
diamond.
factorising and reinforce the message that
- Pupils may believe, incorrectly, that:
making mistakes with negatives and times
• perpendicular lines have to be horizontal/vertical;
tables is a different skill to that being
• all triangles have rotational symmetry of order 3;
developed. Encourage students to expand
• all polygons are regular.
linear sequences prior to simplifying when
- Incorrectly identifying the ‘base angles’ (i.e. the equal angles) of an
dealing with “double brackets”. Emphasise
isosceles triangle when not drawn horizontally. good use of notation. students need to realise
Accuracy and bounds that not all linear equations can be solved by
 Students readily accept the rounding for lower bounds but take some observation or trial and improvement, and
convincing in relation to upper bounds. hence the use of a formal method is
Probability important.
 Probability without replacement is best illustrated visually and by Students can leave their answer in fraction
initially working out probability ‘with’ replacement. form where appropriate. Emphasise that
 Not using fractions or decimals when working with probability trees. fractions are more accurate in calculations
Collecting data than rounded percentage or decimal
 Emphasise the difference between primary and secondary sources and equivalents.
remind students about the difference between discrete and continuous  Use examples involving formulae for circles,
data. spheres, cones and kinematics when changing
Discuss sample size and mention that a census is the whole population the subject of a formula.
(the UK census takes place every 10 years in a year ending with a 1 – For substitution use the distance–time–speed
the next one is due in 2021). formula and include speed of light given in
 Specifying the problem and planning for data collection is not included standard form.
in the programme of study, but is a prerequisite to understanding the  Students should be encouraged to use their
context of the topic. calculator effectively by using the replay and
Writing a questionnaire is also not included in the programme of study, ANS/EXE functions; reinforce the use of
but remains a good topic for demonstrating bias and ways to reduce brackets and only rounding their final answer
bias in terms of timing, location and question types. with trial and improvement.
Cumulative frequency, box plots and histograms Fractions and percentages
 Labelling axes incorrectly in terms of the scales, and also using  Ensure that you include fractions where only
‘Frequency’ instead of ‘Frequency Density’ or ‘Cumulative Frequency’. one of the denominators needs to be
 Students often confuse the methods involved with cumulative changed, in addition to where both need to be
frequency, estimating the mean and histograms when dealing with data changed for addition and subtraction.
tables.  Include multiplying and dividing integers by
fractions.
 Use a calculator for changing fractions into
decimals and look for patterns.
 Recognise that every terminating decimal has
its fraction with a 2 and/or 5 as a common
factor in the denominator.
 Use long division to illustrate recurring
decimals.
 Amounts of money should always be rounded
to the nearest penny.

 Encourage use of the fraction button.
 Students should be reminded of basic
percentages.
 Amounts of money should always be rounded
to the nearest penny, except where successive
calculations are done (i.e. compound interest,
which is covered in a later unit).
 Emphasise the use of percentages in real-life
situations.
Ratio and proportion
 Three-part ratios are usually difficult for
students to understand.
Also include using decimals to find quantities.
Use a variety of measures in ratio and
proportion problems.
Include metric to imperial and vice versa, but
give them the conversion factor, e.g. 5 miles =
8 km, 1 inch = 2.4 cm – these aren’t
specifically in the programme of study but are
still useful.
Polygons, angles and parallel lines
 Demonstrate that two-line segments that do

not meet could be perpendicular – if they are
extended and they would meet at right angles.
 Students must be encouraged to use
geometrical language appropriately, ‘quote’
the appropriate reasons for angle calculations
and show step-by-step deduction when
solving multi-step problems.
 Emphasise that diagrams in examinations are
seldom drawn accurately.
 Use tracing paper to show which angles in
parallel lines are equal.
 Students must use co-interior, not
supplementary, to describe paired angles
inside parallel lines. (NB Supplementary angles

are any angles that add to 180, not specifically
those in parallel lines.)
 Use triangles to find angle sums of polygons;
this could be explored algebraically as an
investigation.
Accuracy and bounds

 Students should use ‘half a unit above’ and
‘half a unit below’ to find upper and lower
bounds. Encourage use a number line when
introducing the concept.
Probability
 Encourage students to work ‘across’ the
branches, working out the probability of each
successive event. The probability of the
combinations of outcomes should = 1.
 Use problems involving ratio and percentage,
similar to:
• A bag contains balls in the ratio 2 : 3 :
4. A ball is taken at random. Work out
the probability that the ball will be ... ;
• In a group of students 55% are boys,
65% prefer to watch film A, 10% are
girls who prefer to watch film B. One
student picked at random. Find the
probability that this is a boy who
prefers to watch film A (P6).
 Emphasise that, were an experiment
repeated, it will usually lead to different
outcomes, and that increasing sample size

generally leads to better estimates of
probability and population characteristics.
Collecting data
 Emphasise the difference between primary
and secondary sources and remind students
about the difference between discrete and
continuous data.
Discuss sample size and mention that a census
is the whole population (the UK census takes
place every 10 years in a year ending with a 1
– the next one is due in 2021).
 Specifying the problem and planning for data
collection is not included in the programme of
study, but is a prerequisite to understanding
the context of the topic.
Writing a questionnaire is also not included in
the programme of study, but remains a good
topic for demonstrating bias and ways to
reduce bias in terms of timing, location and
question types.
Cumulative frequency, box plots and histograms
 Ensure that axes are clearly labelled.
 As a way to introduce measures of spread, it
may be useful to find mode, median, range
and interquartile range from stem and leaf
diagrams (including back-to-back) to compare
two data sets.
 As an extension, use the formula for
identifying an outlier, (i.e. if data point is
below LQ – 1.5 × IQR or above UQ + 1.5 × IQR,
it is an outlier). Get them to identify outliers in
the data and give bounds for data.
Scaffolding  Knowledge organiser provided at the start of the new topic (chunking of information)
 Keywords and definitions provided at the start of the new topic.
 Criteria checklist for answering questions including sentence structures.
 Modelling
 Worked examples
 Direct instruction
Scaffolding and support (Simplify/Chunk):
• Staff will be given a shared work folder to adapt lessons

• Lessons will be pre planned for staff to adapt
• Weekly CPD to discuss mathematical strategies used.
Approach (suggested for teachers to adapt to their class needs)
• Students will learn key number concepts essential for obtaining a grade 5 in mathematics at GCSE level
• They will robustly practice and be assessed on these.
• They will be shown the hinterland of these thresholds concepts and how one links to another and how they are articulated to make problem solving
scenarios, and how to break this down.
• They will develop new skills, personalised methods and far more depth on each threshold concept taught by practising these and being aware of what
to anticipate and what differs between AO1, AO2 and AO3 questions based on the same threshold concept, and what makes each type of question what it is.
• To check this, they will be given a 3-phase assessment, in the form of a yellow sheet or actual assessment paper.
• This will be modelled to rectify misconceptions and definitely establish all links once again.
• Students will be set tasks independently on Hegarty maths and manually to be completed, assessed and tracked monitoring progress.
• Class macro modelling of these tasks will then be executed closing the gap on learning.
• This will finally allow the chance to enhance mathematical skill according to the stage of mathematics of the student rather than age expanding
through mastery to GCSE
• Students will be provided with list of topics on show my homework and this is to guide them to using Hegarty maths and maths genie videos and task
to enrich their knowledge and apply this using packs given, and student workbooks provided online.
Assessment  Prior knowledge check
 Whole class questioning using MWB/RAG planners
 Low stakes tests
 Hinge questions
 Exit tickets
 Pre-assessment (Review):
 Substantive based (peer assessed)
 Regular formative assessments (Review/Chew):
 Week 2 and 4 DIRT
 Assessment (Review/Chew):
 Skills
 Parallel assessment (Review/Chew):
 Skills
 Pre-assessment:
• Checking knowledge using a shortened 3 phase test is vital to determine gaps in skill, knowledge and schema of pupils. This usually a baseline test
which could be broken into threshold concepts baseline test, testing only what will be covered in the 8 weeks coming.
• This is to be done not only using an assessment but via various types of questions, do now’s, demonstrate imparts and mini plenaries in general.
• Homework on these topics is also to be set at one instance at large sum on Hegarty maths, to allow tracking of what students know independently.
Regular formative assessments:

• At the end of each week where students have completed a threshold concept, they will receive a mini assessment in the form of a yellow sheet.
• This will incorporate all main skills, their links (hinterland) and examination like questions.
• This will allow teacher to determine where pupils are regarding this concept and its hinterland, allowing precise re-teach lessons to occur closing the
loop and progressing learning.
Parallel assessment:
• All types of GCSE questions present on threshold concepts taught.
Homework (see HW plan for HW will consist of mastery question packs, extended response questions and online assessments through Exam-pro, GCSE Prepper and Diagnostic questions
more details and resources) online platforms.
Units of learning (specific): Key substantive knowledge Deepening learning

HPA
Understand and use all skills in the following units and their applications: - Problems that include
providing reasons as to
 UNIT 1: Powers, decimals, HCF and LCM, positive and negative, roots, rounding, reciprocals, standard whether an answer is an
form, indices and surds
overestimate or
 UNIT 2: Expressions, substituting into simple formulae, expanding and factorising, equations, sequences
underestimate.
and inequalities, simple proof
- Missing digits in calculations
 UNIT 3: Averages and range, collecting data, representing data
involving the four operations.
 UNIT 4: Fractions, percentages, ratio and proportion
 UNIT 7: Perimeter, area and volume, plane shapes and prisms, circles, cylinders, spheres, cones; Accuracy
- Questions such as: Phil states
and bounds 3.44 × 10 = 34.4, and Chris
 UNIT 9: Algebra: Solving quadratic equations and inequalities, solving simultaneous equations states 3.44 × 10 = 34.40. Who
algebraically is correct?
 UNIT 10: Probability - Show me another number
with 3, 4, 5, 6, 7 digits that
 UNIT 17: Changing the subject of formulae (more complex), algebraic fractions, solving equations arising includes a 6 with the same
from algebraic fractions, rationalising surds, proof value as the “6” in the
following number 36 754.
Algebra: the basics, setting up, rearranging

and solving
- Forming and solving equations
involving algebra and other
areas of mathematics such as
area and perimeter.
- Evaluate statements and
justify which answer is correct
by providing a counter-
argument by way of a correct
solution.
Fractions and percentages

- Many of these topics provide
opportunities for reasoning in
real-life contexts, particularly
percentages:
- Calculate original values and
evaluate statements in
relation to this value justifying
which statement is correct.
Ratio and proportion

- Problems involving sharing in a
ratio that include percentages
rather than specific numbers
such can provide links with

other areas of Mathematics:
- In a youth club the ratio of the
number of boys to the number
of girls is 3 : 2 . 30% of the
boys are under the age of 14
and 60% of the girls are under
the age of 14. What
percentage of the youth club is
under the age of 14?
Polygons, angles and parallel lines

- Multi-step “angle chasing”-
style problems that involve
justifying how students have
found a specific angle will
provide opportunities to
develop a chain of reasoning.
- Geometrical problems
involving algebra whereby
equations can be formed and
solved allow students the
opportunity to make and use
connections with different
parts of mathematics.
Accuracy and bounds

- This sub-unit provides many
opportunities for students to
evaluate their answers and
provide counterarguments in
mathematical and real-life
contexts, in addition to
requiring them to understand
the implications of rounding
their answers.
Probability
- Students should be given the

opportunity to justify the
probability of events
happening or not happening in
real-life and abstract contexts.
Collecting data
- When using a sample of a
population to solve contextual
problem, students should be
able to justify why the sample
may not be representative the
whole population.
Cumulative frequency, box plots and

histograms
- Interpret two or more data
sets from box plots and relate
the key measures in the
context of the data.
Given the size of a sample and
its box plot calculate the
proportion above/below a
specified value.
Re-teach, formative and summative

assessment (3 Weeks):
• This is where concepts from
previous weeks is re-taught as a revision
session directed at micro misconceptions of
pupils and macro misconceptions of classes
and cohort.
• This is a process guided by DIRT
lessons to identify general and individual
misconceptions' and monitor progress.
• Assessments happen per term
where QLAs, marking and moderation occur
prior to these assessments' progress could
be tracked, and re-teach lessons are more

refined and intervention is purposeful.
• Homework and independent work
lessons facilitated by teacher using Hegarty
Maths allows monitoring and independent
progress which can also be monitored and
tracked
• Walk and talk mock walk through
lessons along with assessment DIRT lessons
which allow students to carry out self-peer
assessment maximising progress and
monitoring this through QLAs designed for
this.
November mock assessment re- Substantive knowledge will be based on the knowledge acquisition of each class teacher and will be taught on
teach an individual class basis.
Teachers will plan lessons according the specification for each qualification.

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City Heights E-ACT Academy SOL/MTP - Mathematics

Subject: Mathematics Year: 10/11

inputs and outputs; ... Week 5

extrapolate apparent trends whilst knowing the dangers of so doing Week 7

percentages greater than 100%; solve problems involving percentage

UNIT 5: Angles, polygons, parallel lines; Right-angled triangles: Pythagoras

 N7 Calculate with roots and with integer and fractional indices

 R1 change freely between related standard units (e.g. time, length,

 N8 calculate exactly with ... multiples of π; ...

UNIT 8: Transformations; Constructions: triangles, nets, plan and elevation,

 R2 use scale factors, scale diagrams and maps

rotations, reflections and translations

UNIT 9: Algebra: Solving quadratic equations and inequalities, solving

inequalities in one variable; represent the solution set on a number

UNIT 10: Probability

UNIT 11: Multiplicative reasoning: direct and inverse proportion, relating to

 N3 recognise and use relationships between operations, including

UNIT 12: Similarity and congruence in 2D and 3D

 R6 express a multiplicative relationship between two quantities as a

UNIT 14: Statistics and sampling, cumulative frequency and histograms

 S1 infer properties of populations or distributions from a sample, whilst

mode and modal class) and spread (range, including

 N8 Calculate exactly with ... surds ...

 UNIT 16: Circle theorems and circle geometry

UNIT 17: Changing the subject of formulae (more complex), algebraic

 N8 ... simplify surd expressions involving squares (e.g. √12 = √(4 × 3) =

UNIT 18: Vectors and geometric proof

 G25 apply addition and subtraction of vectors, multiplication of vectors

 UNIT 19: Direct and indirect proportion: using statements of

graphs, functions, transformations of graphs

 A7 where appropriate, interpret simple expressions as functions with

UNIT 19: Direct and indirect proportion: using statements of proportionality,

 A7 where appropriate, interpret simple expressions as functions with

 A13 sketch translations and reflections of a given function

Substantive knowledge Disciplinary knowledge

UNIT 7: Perimeter, area and volume, plane shapes and prisms,

 Students should know the names and properties of 3D

 Students should know the various metric units.

UNIT 8: Transformations; Constructions: triangles, nets, plan and

 Students should be able to recognise 2D shapes.

UNIT 9: Algebra: Solving quadratic equations and inequalities,

 Students should understand the ≥ and ≤ symbols.

UNIT 10: Probability

 Students should understand that a probability is a

UNIT 11: Multiplicative reasoning: direct and inverse proportion,

 Students should be able to find a percentage of an

should be able to rearrange equations and use these to

UNIT 12: Similarity and congruence in 2D and 3D

 Students should be able to recognise and enlarge shapes

UNIT 13: Sine and cosine rules, Theorem in 3D, trigonometric

 Students should be able to use axes and coordinates to

UNIT 14: Statistics and sampling, cumulative frequency and

 Students should understand the different types of data:

UNIT 15: Quadratics, expanding more than two brackets,

 Students should be able to solve quadratics and linear

simultaneous equations algebraically.

UNIT 16: Circle theorems and circle geometry

 Students should have practical experience of drawing

UNIT 17: Changing the subject of formulae (more complex),

 Students should be able to simplify surds.