Maths Frameworking

TEACHERS PACK 1 YEAR 7
HarperCollinsPublishers Ltd 2002

Oral and mental starter
Simple tests of divisibility
G Start with, say, the number 105 and ask who knows which whole
numbers (integers) divide exactly into this number. Many will offer the
answer 5. Ask them why. Bring out the fact that any number ending in 5
or 0 will divide exactly by 5. It is divisible by 5.
G Then ask for other numbers divisible by 5.
G Next, ask if the class know any number that will divide exactly into 106.
Lead them to 2.
G Request some more numbers that are divisible by 2. Ask what is common
to these numbers, bringing out the fact that any number ending in an
even number or 0 is divisible by 2.
G Finish by holding up some number cards and asking which numbers are
divisible by 5 or 2, or both.
Main lesson activity
G Ask the class for the next numbers in the sequence (on the board)
2, 5, 8, 11, 14,
G You should get some correct answers of 17, 20, 23, etc.
G Ask how they could tell. Get from the class the idea that there is a rule
here of adding on 3 each time. You could introduce the term difference
here.
G Ask whether this rule always gives the same sequence. It does not, since
if we change the starting number, we will get a different sequence.
G Get someone to suggest a rule. Keep it simple and accept only add or
multiply to start with. Subtraction and division are a little trickier and
will be left till later (unless you feel like introducing them here).
G With the same rule, ask for some different starting points and get the class
to tell you what the different sequences are.
G Do a few of these, making sure that you choose a variety of additions and
multiplications. But do keep the numbers within the scope of the class.
G Write 1 and 2 on the board and ask: What comes next?
G Get some answers and rules from the class, or prompt them. Examples
are:
1, 2, 3, 4, Add on 1 each time
1, 2, 4, 8, Double the number each time
1, 2, 4, 7, Add on 1, then 2, then 3,
G The same starts can lead to different sequences with different rules.
2 HarperCollinsPublishers Ltd 2002
Algebra 1
CHAPTER
1
LESSON
1.1
Framework objectives Sequences and rules
Generate and describe simple integer sequences.
Maths Frameworking Year 7 Teachers Pack 1 ISBN 0 00 713862 8
G Write 1, , 10 on the board and ask: What sequence of numbers can go
in between?
G Get some answers from the class, or prompt them. Examples are:
1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Add on 1 each time
1, 4, 7, 10 Add on 3 each time
1, 5, 10 Add on 4 then 5
G The class can now do Exercise 1A from Pupil Book 1.
Plenary
G Write on the board the sequence O, T, T, F, F, . Ask for the next two
letters in the sequence. They are S, S (One, Two, Three, Four, ).
G Finish by reminding the class that there are very many different
sequences found within nature and life in general, and that part of
mathematics is to help find these patterns.
Extension Answers
1 Answers depend on the two sequences chosen
2 Answers depend on the sequences chosen
HarperCollinsPublishers Ltd 2002 3
Exercise 1A Answers
1 a 2, 5, 8, 11 b 1, 3, 9, 27 c 4, 9, 14, 19 d 2, 20, 200, 2000 e 6, 15, 24, 33
f 2, 10, 50, 250 g 3, 10, 17, 24 h 5, 10, 20, 40
2 a 8, 10, add 2 b 12, 15, add 3 c 1000, 10 000, multiply by 10
d 250, 1250, multiply by 5 e 21, 28, add 7 f 19, 24, add 5 g 36, 45, add 9
h 48, 60, add 12
3 a 2, 5, 8, 11, 14, 17, 20 b 1, 6, 11, 16, 21, 26 c 1, 10, 100, 1000, 10 000
d 5, 7, 9, 11, 13, 15 e 9, 14, 19, 24, 29, 34 f 3, 6, 12, 24, 48, 96
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Write the next two terms in each of these sequences. Describe the term-to-term rule you have used.
a 3, 7, 11, b 5, 10, 20, c 30, 25, 20, d 2, 4, 8, e 1, 8, 15,
f 7, 9, 11, g 5, 14, 23, h 7, 13, 19, i 13, 26, 39,
a 15, 19, add 4 b 40, 80, multiply by 2 c 15, 10, subtract 5 d 16, 32, multiply by 2 e 22, 29, add 7
f 13, 15, add 2 g 32, 41, add 9 h 25, 31, add 6 i 52, 65, add 13
I integer
I sequence
I term
I rule
I starting point
I difference
Key Words
Double then multiply by 4
G Possible starter: I was on holiday in Tango Land, where to find the price
of things in pence, I had to double their dollar prices.
G So, for example, a plain ice cream costs $24. What is the price in pence?
Give some more examples of easy doubles. For example, Mars Bar $32,
Rolos $25, Coke $43, morning paper $35.
G Then introduce a more difficult one. For example, a lolly costs $17. What
is its price in pence?
G Show a possible strategy on the board:
Double 17 = 2 10 + 2 7 = 20 + 14 = 34
Get the students to share other strategies for doubling such numbers.
Make up some more prices and get them doubled.
G At some point, move this on to 4 by doubling and doubling again. Give
some examples and then ask the class to give answers to your numbers
multiplied by 4.
G The local park is having a new path laid to look like this:
It will have black slabs when complete.
G How many white slabs will be needed to go with them to
complete the pattern?
G Lets break down the pattern.
Number of black slabs 1 2 3 4
Number of white slabs 4 7 10 13
G Look at the differences. We add on 3 white slabs each time. Notice how
many 3s we add on each time.
For 2 black slabs, we add on 1 three.
For 3 black slabs, we add on 2 threes.
For 4 black slabs, we add on 3 threes, and so on.
Hence, for 10 black slabs, we add on (10 1) threes = 9 threes to
the first term of 4.
That is, the number of white slabs to go with 10 black slabs is
4 + (10 1) 3 = 4 + 27 = 31
G Ask the class: If we have a sequence, say, 7, 12, 17, 22, , how do we
find out what the 10th term is?
G Talk about the terms: 1st term is 7, 2nd term is 12, 3rd term is 17, etc.
G We again look at the differences. Here it is 5 each time. To get to the
10th term, we will need to add on (10 1) fives to the first term of 7.
This gives
9 5 + 7 = 45 + 7 = 52
LESSON
1.2
Framework objectives Finding missing terms
Generate terms of a simple sequence, given a rule. (For example, find a term from
the previous term; find a term given its position in the sequence.)
G The class can now do Exercise 1B from Pupil Book 1.
Plenary
G Ask the class to explain the words term, difference.
G Remind the class that today they have been looking at simple sequences,
but there are many other different sequences that they will meet.
G Put a sequence on the board, say, 8, 10, 12, 14,
G Ask them: What is the 10th term? What is the 21st term? What is the 51st
term? What is the 101st term, the 100th term, ?
Extension Answers
54 and 549
Exercise 1B Answers
1 a 12, 22 b 21, 46 c 31, 66 d 17, 32 e 17, 37 f 34, 74 g 60, 110
h 46, 91 i 27, 57
2 a 7, 25 b 3, 48 c 7, 43 d 5, 86
3 Sequence A 9, 11, 13, 15, 17, 19, 21, 23, and 27
Sequence B 4, 9, 14, 19, 24, 29, 34, 39, and 49
Sequence C 2, 9, 16, 23, 30, 37, 44, 51, and 65
Sequence D 5, 15, 25, 35, 45, 55, 65, 75, and 95
Sequence E 2, 5, 8, 11, 14, 17, 20, 23, and 29
Sequence F 8, 10, 12, 14, 16, 18, 20, 22, and 26
4 101
5 125
6 274
7 544
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In each of the following sequences, find the missing terms and the 10th term.
Term 1st 2nd 3rd 4th 5th 6th 7th 8th 10th
Sequence A 14 16 18 20
Sequence B 9 19 29 39
Sequence C 18 26 42 50
Sequence D 25 47 80
Sequence E 11 23 41
Sequence A 6, 8, 10, 12, 14, 16, 18, 20, and 24
Sequence B 4, 9, 14, 19, 24, 29, 34, 39, and 49
Sequence C 2, 10, 18, 26, 34, 42, 50, 58, and 74
Sequence D 3, 14, 25, 36, 47, 58, 69, 80, and 102
Sequence E 5, 11, 17, 23, 29, 35, 41, 47, and 59
I sequence
I term
I difference
Key Words
Half of
G Tell the story: Last week I went shopping at . One shop that was closing
down was having a half-price sale. They were selling shirts that usually
cost 8 at the new price of ? Get the students to give you the answer, 4.
Continue with other examples, such as suits at 60, trainers at 24, books
at 4.
G They were easy to do, but what about some pictures at 7? What is half
of that? Continue with a few similar problems. For example, tapes at
15, DVDs at 21.
G Discuss strategy with the class. How did they work out half of 21?
Probably of 20 added to of 1, which is 10 + 50p = 10.50.
G Ask for some more halves: half of 27, 45, 89.
G Then what about half of 38? How do we work this out? (Be ready for
lots of different strategies.) We could work out of 30, which is 15,
and add it to of 8, which is 4, giving us 19.
G Try a few more halves: half of 32, 54, 56, 94.
G You could then extend this to half of amounts such as 37:
of 30 + of 7 = 15 + 3.50 = 18.50
G Show on the board the rule
G Explain that today we are looking at functions. A function is a rule which
gives a unique result for each different starting number or input.
G We can think of this as a machine a function machine, which has an
input number and an output number.
G If 2 goes into this machine, we say the input is 2. What comes out is
2 + 3, so the output is 5.
Show this on the diagram, so that it looks like this:
G Ask for the outputs from some other input numbers and add them to the
diagram. Create a list under Input and Output.
G Demonstrate that we can go backwards. Ask: What input is needed to
get 12 as the output? Extend the function diagram, illustrating that we
can work from either side.
G The class can now do Exercise 1C from Pupil Book 1.
1
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2
1
2
1
2
1
2
1
2
LESSON
1.3
Framework objectives Function machines
Express simple functions in words, then using symbols. Represent them in
mappings.
+ 3
input 2 + 3 5 output
Plenary
G What is a function?
G Can someone give me a simple function? Put it on the board.
G Can someone give me an input? What is the output?
G Ask for an output. What is the input?
G Then ask what would be the function that took outputs and created inputs?
G Tell the class that this is called the inverse function.
Exercise 1C Answers
1 a output {7, 8, 11, 14} b output {2, 3, 6}, input 11 c output {20, 25, 55}, input 8
d output {10, 8, 6}, input 50
2 a add 2 b multiply by 3 c divide by 2 (or halve) d multiply by 8
3 a {3, 5, 9}, 19 b {3, 6, 9}, 20 c input {5, 10}, output {12, 16}
d input {1, 3, 10}, output 32
Extension Answers
Variety of answers depending on the starting inputs
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Draw a diagram to show each of the following functions.
a b
c d
Answers will depend on the starting inputs
I function
I input
I output
Key Words
add 5 multiply by 4
multiply by 3 add 11
Mental and oral starter
Multiply by 5
G Ask for a few numbers from the five times table. Remind the class that
they can use their hands to help them.
G Notice that all the products end in either 5 or 0.
G Ask for the answer to 14 5.
G Discuss the different strategies for this, such as 5 10 + 5 4 or
(twice 5) (14 2).
G Put a number grid on the board, such as that on the right. Start by asking
for five times those numbers that start with 2, 4, 6 and 8, since they will
halve easily.
G Then ask for the other multiples of 5.
G Remind the class about functions.
G Ask about the rule
Start with some inputs and some outputs.
G Then show a combined function or double function, for example:
G Go through the input to the output with say {2, 3, 4 and 5} to give the
following diagram:
G Go through another example, such as:
G The class can now do Exercise 1D from Pupil Book 1.
LESSON
1.4
Framework objectives Double function machines
Express simple functions in words, then using symbols. Represent them in
mappings.
24 62 18 70
48 12 36 86
54 28 72 66
30 44 58 82
5
2 + 3
2 + 3
+ 4 2
2
3
4
5
2 2 + 3
3 2 + 3
4 2 + 3
5 2 + 3
7
9
11
13
Plenary
G Ask: Can you think of a double function that would keep the numbers as
they are? (For example, 3 3.)
G Talk about their suggestions such as:
Exercise 1D Answers
1 a 9, 11, 13, 15 b 7, 13, 19, 25 c 9, 12, 15, 18 d 18, 20, 22, 24
2 A variety of diagrams depending on the starting inputs
3 a multiply by 2; 18, 20 b subtract 1; 14, 17 c subtract 1; 15, 19
d multiply by 4; 7,8
4 a multiply by 2 add 1 b multiply by 3 subtract 1 c multiply by 5 add 2
d add 3 multiply by 2 or multiply by 2 add 6
e add 1 multiply by 3 or multiply by 3 add 3
f add 2 multiply by 5 or multiply by 5 add 10
I function
I input
I output
Key Words
Extension Answers
a {1, 3, 4, 7} b {2, 3, 5, 8} c {3, 5, 9, 10}
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Draw a diagram to show each of the following functions.
a b
c d
A variety of diagrams depending on the starting inputs
multiply by 4 add 5
multiply by 3 add 1
multiply by 4 add 5
multiply by 3 add 1
+ 2 2
1 1
Figures and words
G Write a large number on the board, say 1572384, and ask who knows
what the number is. Talk about large numbers and how we separate the
hundreds, thousands and millions. We used to separate them by commas
(that is, 1,572,384), now we separate them with spaces.
G Group the class into pairs, and give them orally four or five numbers in
the thousands to write down in numerals. For example:
two thousand and twenty three thousand, seven hundred
four and a half thousand
G Then ask them, still working in pairs, to compare what each has written.
Next, see how the whole class has got on. Repeat this for the millions.
G Talk about mathematics needing to use letters to represent numbers in
order to show number patterns, sequences and functions.
G Remind the students of the function with the rule ADD 6. With the
students help, draw a mapping diagram to illustrate this.
G The starting numbers in the mapping can be any set of numbers, but we
choose convenient ones to show this calculation. For example:
The rule is ADD 6. We could shorten this to + 6.
To put this into algebraic terms, we use the form
n + 6.
This says: start with a number, n, and add 6 to that
number.
G At this stage someone may ask: Why n?. This is a good question, and of
course we could use any letter or even a symbol such as a star or a
box. But it is convenient to use a letter which we can easily recognise.
The letter n is often chosen because it is the first letter of number.
G Back to the function n + 6. For more complicated functions, such as
those with combined rules, this form is straightforward to use. For
example:
Think of the function DOUBLE, then ADD 5.
We start with a number lets call it n. We double it, which we write as 2n.
Then we add 5 to this to give
2n + 5
Hence, we can write the rule as
2n + 5
Draw an appropriate mapping diagram for this function.
G The class can now do Exercise 1E from Pupil Book 1.
2 8
3 9
4 10
5 11
LESSON
1.5
Framework objectives Using letter symbols
Use letter symbols to represent unknown numbers or variables
Plenary
G Give the students some starting numbers and finishing numbers (inputs
and outputs). Ask if anyone can write on the board a function that will
map the first number onto the second.
For any pair there are a number of different functions available, but only
two obvious ones. For example, for an input and output of 2 6,
possible functions include n + 4 and 3 n.
Extension Answers
Variety of answers depending on the starting point
Exercise 1E Answers
1 a {7, 8, 12, 15} b {12, 15, 24, 33} c {12, 24, 30, 42} d {2, 6, 11, 17}
2 a n + 5 b n 2 c n 2 d n 8
3 a n + 7 b n 5 c n 1 d n 4 e n 3 f n + 5 g n 10 h n 3
4 Diagrams will depend on their starting numbers. Encourage the students to use
simple but different starting sets
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Draw a mapping diagram to show each function.
a n + 8 b n 6 c n 5 d n 2
Diagrams will depend on their starting numbers
I function
I mapping
Key Words
Complements of 100
G You could use a number grid here. For example:
G Explain that the complements of 100 are any two numbers which add
together to give 100.
G For example, the complement of 27 is (100 27), which is 73.
G Get the students to explain their different strategies for doing this. Then
you can use the number grid to point to numbers at random in order to
ask them for the complements. They need to be encouraged to find a
strategy which enables them to do this quickly in their heads.
(These grids can easily be made and used throughout the department.
They allow you to have quick questions ready for all sorts of problem,
not just complements.)
G The activity in Pupil Book 1 needs introducing as it is an investigation.
G Explain what is meant by a two-digit whole number with examples. The
students will gladly give you many more.
G Then introduce this function
Illustrate how it works using the examples given in Pupil Book 1.
G Go through the example in Pupil Book 1 of how to create a chain, or
choose any other number.
G This is an investigation with some suggested structure, but should a
student suddenly ask What if ?, take this idea and encourage him/her
to pursue it after he/she has seen some pattern in the main starting
activity. Numbers starting or ending with nine always repeat themselves
and go on for ever. The chain either repeats or stops after no more than
six links. Since there is a lot of arithmetic for some students, do check
whether any students have chains that seem to go on for more than six
links. If so, they have the wrong function or have made mistakes in the
arithmetic or have continued on an infinite loop where they should have
stopped.
G Use of a calculator could help some of the weaker students.
G Question 6 is where the students are encouraged to ask their own What
if ? questions.
G This is a good activity for creating display material.
58 92 71 43 26
37 19 64 85 29
17 34 62 73 91
88 67 46 39 24
LESSON
1.6
Framework objectives A function investigation
Suggest extensions to problems by asking What if ? Begin to generalise and to
understand the significance of a counter example.
multiply the two digits add the result to the sum of the two digits
Plenary
G Get students to explain verbally what it is they have discovered and to
suggest other similar functions that they could try.
SATs Answers
1 30, 25, 20
2 a double b 1 5 25 125 625 (multiply by 5),
1 5 9 13 17 (add 4)
1 5 10 16 23 (add 4, then 5, then 6, )
There will be many other answers. Check that the rules work
3 a 5400 b 5.4
Activity Answers
2 They should complete at least six chains
3 All numbers starting or ending with 9 go on for ever, as well as 34, 43, 45, 47, 54,
57, 64, 74, 75 and 84
4 3 is the most common stop number
5 6 is the longest chain: 66, 67, 76 and 77
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Try the investigation with some three-digit numbers and see what happens.
I complement
I two-digit number
I three-digit
number
I chain
Key Words
G Use a number line drawn on the board or a counting stick with 10
segments marked on it. State that one end is the number 0 and the other
end is the number 10. Mark 0 and 10.
G Ask students to identify the middle number then fill in the rest, not
necessarily in order.
G As a group or with an individual student, do some counting-on activities.
For example, start at 0 and count on in steps of 2. The positions can be
pointed out on the line or the stick until 10 is reached. Then the students
have to continue without prompts.
G Start at 10 and count down in steps of 1.
G Repeat the activity with the line marked with 10 segments but ending at 1.
G Discuss what each decimal place means, using the term tenths.
G This can be done with students working in groups or
individually. Calculators will be needed: one per individual,
or one/two per group.
G Ask one member of the class to choose a number, or start
with 52, say.
G Write the number in the middle of the board and either
ask students to give you the answers or get one student to
work them out using an OHP calculator. Using a spider
diagram, show what happens when you multiply or divide
by 1 and 10.
G Now ask the students, either working alone or in groups, to repeat the
activity in their books or on sheets with the following numbers (or other
similar numbers):
7 78 0.2 341 203 0.056
G After this is done, ask for the rules when multiplying or dividing by
1 or 10.
(1 has been included as it is an important concept that is often missed.
100 could be included if appropriate.)
0 1
0 10
52
1
52
10
520
10
1
52
5.2
Number 1
CHAPTER
2
LESSON
2.1
Framework objectives Decimals
Understand and use decimal notation and place value. Multiply and divide integers
by 10 and 100.
G Students are likely to talk about moving the decimal point, but they
should be encouraged to think of the digits moving to the left or right.
The chart on the right will prove helpful, particularly when doing
Exercise 2A.
Plenary
G Write numbers on the board (or have prepared cards available), such as
34 and 340, 0.72 and 7.2, 0.05 and 0.5. Ask the students to put them
together with a multiplier or divisor. For example:
34 10 = 340
G Make sure that both the multiplier and divisor are identified.
G Ask the students if they can explain the connection. Make it clear that
multiplication is the inverse operation to division.
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1 Without using a calculator, write down the answers to:
a 57 10 b 32 10 c 1.9 10 d 1.3 10
e 0.2 10 f 2.37 10 g 2.37 10 h 6.09 10
2 Fill in the missing operation in each case.
a

b

c

d

3 Find the missing number in each case.
a 6 10 = b 6 = 60 c 6 10 =
d 6 = 0.6 e 0.6 10 = f 0.6 = 6
40 400 62.3 6.23
34.5 345 77 7.7
1 a 570 b 3.2 c 19 d 0.13 e 0.02 f 23.7 g 0.237 h 60.9
2 a 10 b 10 c 10 d 10
3 a 60 b 10 c 0.6 d 10 e 6 f 10
I decimal number
I decimal place
I digit
I order
I place value
I tenth
I zero place holder
I inverse operation
Key Words
Exercise 2A Answers
1 40, 20, 50, 110, 10, 500, 370, 690
2 a 340 b 45 c 6 d 890 e 53 f 0.3 g 40 h 58 i 3.4 j 0.45
k 0.06 l 8.9
3 a x 10 b 10 c x 10 d 10
4 a 30 b 10 c 0.3 d 10 e 3 f 10 g 0.03 h 10 i 0.3 j 300
k 3000 l 30
5 Chews 0.30, mints 2.30, pop 9.90, total 12.50
6 800, 1200, 600, 6200, 300, 4000, 1000, 250000
52 10
52 10
5 2 G
5 G 2
5 2 0 G
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G Use a target board such as the one shown on the right. Randomly select
students and ask them to double the number pointed at.
G Discuss the strategies for doubling. For example:
2 38 = 2 30 + 2 8
2 28 = 2 30 2 2
G Randomly select students and ask them to halve the number pointed at.
G Discuss the strategies for halving. For example:
half of 26 = half of 20 + half of 6
G Ask students to pick out pairs on the board that are half of or double each
other. Make them say the relationship in full. For example:
Eight is half of sixteen Fifty-two is double twenty-six
G Pairs on the target board above are:
(22, 44) (15, 30) (8, 16) (26, 52) (16, 32) (14, 28) (12, 24)
G Draw on the board (or an OHT) the table on the right.
G Write on the board (or have prepared cards available) the following (or
similar) numbers:
320 7 40 78 4 325 44
G Ask students to come to the board, select a number and put it in the
table, using the appropriate place-value columns.
G Alternatively, ask each student to select the biggest (or smallest) number
and fill in on the top line and continue to select the next biggest (or
smallest) as appropriate.
G When the table is completely filled in, discuss how we can decide which
number is biggest.
G When comparing numbers, ensure that the concept of working from the
left until the largest digit is encountered is understood.
G Repeat with:
345 342 35 3 39 307 38
G Introduce the symbols < and > and discuss what they mean.
G Which symbol should come between 35 and 347?
G Which symbol should come between 4111 and 4118?
G How can we tell easily? Discuss places values.
G What does this mathematical expression mean: 318 < 325 < 340?
G This can be read as 318 is less than 325, which is less than 340; or as
325 is between 318 and 340.
LESSON
2.2
Framework objectives Ordering numbers
Compare and order numbers in different contexts.
26 38 8 20 22
8 28 14 25 44
30 52 16 6 18
32 15 12 24 34
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Plenary
G Write numbers on the board (or have prepared cards available), such as
340 and 345, 72 and 70, 50 and 45. Ask the students to put them
together with a greater than or less than sign. For example:
340 < 345
Exercise 2B Answers
1 b 4, 5, 45, 405, 450, 457, 4057
2 a 29, 47, 69, 70, 75 b 92, 98, 203, 302, 907
3 a 450, 403, 400, 54, 45 b 2531, 513, 315, 153, 135
4 Edinburgh (by 178 miles)
5 Fort William (by 82 miles)
6 a Nottingham b 5 miles
7 a Joe Bloggs b Fred Davies
8 a < b > c > d < e < f >
9 a 0.07, 56p, 0.60, 1.25, 130p b 0.04, 35p, 0.37, 101p, 1.04
Extension Answers
1 25 min, 0.5 h, 1 h 10min, 1.25 h
2 0.32, 0.34, 2.69, 2.70, 6.25m
3 0.055, 0.056, 0.467, 0.500, 1.260 kg
4 a Three point one-four is between three point one and three point one four two
b Seven pence is less than thirty-two pence, which is less than fifty-six pence
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1 Using a table with place-value headings, fill in the following numbers. Then
use your table to write the numbers in order from smallest to largest.
65 70 56 602 622 60 8
2 Write each of the following sets of numbers in order from the smallest to the largest.
a 205 190 210 223 199 b 56 50 62 502 60
3 Put the correct sign, > or <, between each pair of numbers.
a 45 40 b 132 140 c 80 78
1 8, 56, 60, 65, 70, 602, 622
2 a 190, 199, 205, 210, 223 b 50, 56, 60, 62, 502
3 45 > 40 b 132 < 140 c 80 > 78
I less than
I greater than
I between
I order
I compare
I most
I least
I significant
I digit
Key Words
G This is best done using a number hoop, but can also be done using a
number line marked with 10 segments drawn on board, or a counting
stick marked with 10 segments.
G Point at one marker on the hoop and say: This is 20. Point at the next
marker and say: This is 18. The class can then count down in steps of 2
until some students get it wrong. (This can also be done individually.)
G Repeat with different starting numbers and different jumps, but always
count into the negative integers.
G Draw on the board (horizontally or vertically) a number line and mark 21
divisions on it. Then, starting at the mid-point, number the right (or top)
half of the line from 0 to 10.
G Ask the class how we could use the number line to calculate 7 3.
Establish that we start at zero and move first in the positive direction for 7,
and then in the negative direction for 3. Mark the number line as below.
G Repeat if necessary with other similar examples but make sure that in
each case the students will obtain a positive answer.
G Now ask the students how we could use the same idea to find the answer
to 3 7.
G Using the same procedures, the students will quickly grasp the idea of
extending the line in the negative direction.
G Repeat with other examples and encourage the mental (or actual) use of
the number line.
9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10 10
0 1 2 3 4 5 6 7 8 9 10
0 1 2 3 4 5 6 7 8 9 10
LESSON
2.3
Framework objectives Directed numbers
Understand negative numbers as positions on a number line. Order, add and
subtract positive and negative numbers in context.
Plenary
G Draw a blank number line on the board. Mark it with zero and divisions
for positive and negative numbers.
G Give the class some mental questions on directed numbers. For example:
2 + 5, 4 9, 2 3 + 4
G Answers can be written on white boards or held up on number fans,
although the latter do not usually include the minus sign.
G Encourage the visualisation of the process as counting on or back,
starting at zero, by drawing sketches after each answer. For example:
2 + 5 2 3 + 4
1 0
+4
2 3
2 5 0 +3
+5
2
Exercise 2C Answers
1 a Circle 1, 2, 3, 4, 5, 6 b Circle 3, 2, 1, 0, 1
2 a T b T c F d F e T
3 a < b < c > d > e = f >
4 a < b > c > d <
5 a 5 b 1.5 c 5
6 a 3 b 5 c 2 d 0 e 3 f 10 g 5 h 7 i 1 j 2 k 6 l 4
7 a 4 b +3 c +4 d +6 e +7 f +12 g +7 h +6 i 7 j 0 k 2 l 6
8 a 25 m b 10
9 a b
2 9 4
7 5 3
6 1 8
7 0 8
6 5 4
2 10 3
Extension Answers
a 20 b 10 c 0 d 5
five times table
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1 Work out:
a 4 + 5 7 b +7 2 8 c 2 3 + 5
d 4 + 5 6 e 2 + 7 + 2 f 6 8 + 6
2 Find each missing number.
a +6 = 2 b 3 = 6 c +8 = 2 d + = 0
3 Complete this magic square.
6
+2 8
5
1 a 6 b 3 c 0 d 5 e +7 f 8 2 a +8 b 3 c 6 d any pair 3
6 2 1
+2 3 8
5 4 0
I directed number
I integer
I positive
I negative
I plus
I minus
I negative number
Key Words
G Using a target board like the one shown on the right, point at a number
and ask a student picked at random to give the complement to 100. For
example, if 63 is pointed at, the answer is 37.
G After all numbers on the target board have been exhausted, carry on
giving numbers verbally.
G Repeat with complements to 50. (Note: some answers will be negative.)
G Draw a number line on the board and mark it with 12 segments.
Number them as shown.
G Ask the students to mark on the approximate positions of the following
numbers:
155 123 178 102
For example:
G Then invite the students to give the value of each number to the nearest
10. For example:
102 100 123 120 155 160 178 180
G Discuss the rules, particularly rounding up a number that is halfway, such
as 155.
G Also introduce the symbol which means is approximately equal to
(or is about).
G Now round off the numbers to the nearest 100. For example:
102 100 123 100 155 200 178 200
G Repeat with a number line marked from 0 to 10 and with decimal
numbers such as 2.5, 3.7, 8.1, 9.9.
G Round off these to the nearest whole number. For example:
2.5 3 3.7 4 8.1 8 9.9 10
G Ask the students how to get an approximate answer to 39 x 51.
G Discuss rounding off to the nearest 10 to get 40 50 = 2000.
G Repeat with 32 19, 59 38, .
100 200
102 123 155 178
100 200
LESSON
2.4
Framework objectives Estimates
Make estimates of numbers and round off numbers.
25 37 7 61 73
81 19 54 26 45
29 63 76 92 18
32 15 62 75 84
Plenary
G Write on the board some numbers such as 23, 456, 549, 802, 71, 65.
G Ask the students to round them off to the nearest 10, then the nearest 100.
G Recall the rules.
G Discuss how to estimate answers to calculations such as 38 62
40 60 = 2400.
G Do some examples.
Exercise 2D Answers
1 Alf 11, 10; Bert 16, 20; Charles 18, 20; Don 2, 0; Ethel 6, 10; Fred 1, 0;
George 9, 10; Helen 15, 20; Ian 7, 10; Jane 12, 10
2 a 400 b 440
3 a 300 b 280
4 a 500 b 450 c 470
5 a 18 600, 19 000 b 33 400, 33 000 c 35 900, 36 000 d 17 600, 18 000
e 13 100, 13 000 f 8500, 8000 g 26 800, 27 000 h 7600, 8000
6 a 3 b 7 c 2 d 10 e 4 f 7
7 b 5139
8 a 20 40 is simplest, but d gives closest value
9 d 55 11
10 a 18.7 b 5.5 c 0.5
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1 Round off each of these to the nearest 10.
a 42 b 167 c 59 d 98 e 65
a 431 b 167 c 804 d 98 e 150
a 5420 b 9876 c 2013 d 6999 e 2500
1 a 40 b 170 c 60 d 100 e 70
2 a 400 b 200 c 800 d 100 e 200
3 a 5000 b 10 000 c 2000 d 7000 e 3000
I inverse operation
I guess
I estimate
I approximate
I roughly
I nearly
Key Words
G This starter is best done when there is work for the
students to get on with, as they will finish at different
times. Alternatively, introduce the main lesson activity
and take a mental break halfway through the lesson.
G Ask the class to draw a 10 10 grid and have one
prepared on an OHT.
G Get one student to give you the numbers from 1 to 10 in
any order. Write these across the top of the grid.
G Get another student to give you the numbers from 1 to 10
in any order. Write these down the side of the grid.
G Get the class to help you fill in the top row of products in
the grid on the OHT.
G At a given signal, the students fill in the remainder of the
multiplication grid.
G The time taken to do this should be recorded.
G Some will finish in a couple of minutes, others will take much longer. It is
best to fix a time limit (10 minutes, say).
G The aim is to improve on the time (or number of answers filled in) next
time the activity is given.
G The grid shown on the right could be used, as this will provide points for
discussion during the plenary.
G Ask the class how they would work out 12 + 36 mentally.
G Some students may be able to do this in their heads, but should be
encouraged to mentally view a blank number line.
Repeat with 47 + 126:
Repeat with 76 49:
Repeat with 810 273:
G Now introduce the need to formalise the process.
Repeat the problems above using the column method.
G Emphasise the need to align corresponding place values. Remind the
class of the use of carry digits.
7
8
10
1
1
0
2 73
5 37
6
7
1
6
4 9
2 7
47
+ 126
173
1
12
+ 36
48
540 610
3 200
537 810
70
36 76
9
27
40
147 167
+100 +6
47 173
+20
LESSON
2.5
Framework objectives Column method
Use standard column procedures to add and subtract whole numbers.
2 4 7 8 1 9 5 6 3 10
3
2
4
8
10
9
7
5
6
1
42 48
+30 +6
12
Plenary
G Using the multiplication square from the starter activity, discuss strategies
for filling it in quickly. For example:
First do the 1 times table (across and down), then the 10 times table,
then the 5 times table, then the 2 times table, possibly the 9 times
table. Look for columns (or rows) where the neighbouring column
(or row) is easy to calculate. For example, 6 next to 3 , so it is
double the previous entry; or 4 next to 2 , so it is double the
previous entry.
Exercise 2E Answers
1 a
b
c
d
2 a 61 b 798 c 28 d 454
3 a 513 b 1899 c 1137 d 1032 e 599 f 824 g 809 h 11390
4 a 229 b 169 c 219 d 892 e 467 f 392 g 5 h 10 174
5 9.80
6 a 5.50 b 6.01 c 2.99 d 9.60
460 540
6
454
80
940
400
34 84
6
28
50
753 793
+700
53
+40
798
+5
54 61
+30
24
+7
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1 By means of a drawing, show how you would use a number line to work out the following.
a 48 + 56 b 73 39
2 Using column methods, work out the following. Show all your working clearly.
a 432 + 167 b 679 + 540 c 3023 + 792 + 9
3 Using column methods, work out the following. Show all your working clearly.
a 432 167 b 679 540 c 3023 792 9
1 a b
2 a 599 b 1219 c 3824
3 a 265 b 139 c 2222
43 73
9
34
30
98 104
+50
48
+6
I difference
I decimal point
I decimal place
I columns
I units
I tens
I number line
I addition
I subtraction
Key Words
G A mental test covering previous work and all the work in this chapter.
1 Add together 12 and 34.
2 A bar of chocolate costs 23p. How many bars of chocolate can you
buy for 2.30?
3 Round off 245 to the nearest 10.
4 Write down the answer to +7 9.
5 Write down a number that is divisible exactly by 100.
6 Write down an estimate of the number marked with an arrow.
8 Subtract 23 from 68.
9 What is the value of the digit 6 in 263?
10 Ten pens cost 4.30. How much does one pen cost?
Answers 1 46 2 10 3 250 4 2 5 any number ending with 00 6 104
7 700 8 45 9 60 or 6 tens 10 43p or 0.43
G This is essentially a consolidation lesson. The students can be asked to
work in groups to solve each of the following problems and to report
their findings to the class; or each problem can be given to a different
group; or the problems can be introduced from the board and discussed
with the class.
Problem 1 Copy the diagram.
By putting the digits 1 to 9 in the boxes make all the four
calculations true. (Answers are included here but leave the
bold boxes blank for the students.)
Problem 2 One adult and one child pay 7.00 to go to the theatre.
Two adults and one child pay 11.00 to go to the theatre.
How much is a childs ticket to the theatre?
Problem 3 On a farm there are only hens and rabbits. Altogether, there
are 13 animals with 36 legs between them. How many hens
and how many rabbits are there?
G Discuss the strategies and processes used to solve the problems. That is, the
best method for problem 1 is to fill in the top line and right column, then fit
the four remaining digits to make it work. In problem 2, it is fairly easy to
find that one adult pays 4 but there is an extra step in finding the cost for a
child (3.00). Problem 3 can be done methodically by considering
13 rabbits = 52 legs, 12 rabbits and 1 hen = 50 legs, 11 rabbits and 2 hens
= 48 legs, and so on, leading to 5 rabbits and 8 hens.
G The class can now do Exercise 2F from Pupil Book 1.
100 120
LESSON
2.6
Framework objectives Solving problems
Solve word problems and investigate in a range of contexts, particularly number.
9 5 =
=
4
6 3 = 2
7 + 1 = 8
Plenary
G There is no plenary to this lesson. If desired, one or more solutions to the
problems in Exercise 2F could be discussed.
Exercise 2F Answers
1 2.70
2 5
3 a 70 cm b 130 cm
4 a 820 b 720 c 595
5 356 litres
6 45
7 a 135 b 44 c 279 d 679
8 a 260 b 155 c 205 d 355
9 a 7650 b 0567
10 a 2 + 3 = 1 + 4 b 3 4 = 12 c 12 3 = 4 or 12 4 = 3
SATs Answers
1 a 312, 22, 12 b 12 22, 11 24
2 a 60, 10 or 30, 40 b 60, 6, 4 c 100, 30 d 10, 40
3 a 65, 13, 36, 7, 1725, 569 b 43 c 14
4 a 0, 3140 b 425, 4250
5 a 97, 90, 10, 180 b 28 2 + 31 = 45
6 a 3, 13, steps of 4 b 7.9, 8.0, 8.1, steps of 0.1
7 a 275 b 368 c 16
8 a 27 b 7 c 100 d 1
9 10 65 + 6 65 = 650 + 390 = 1040
10 a 5C b 11C
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1 Joan had 70 in her bank. She drew out 45. How much did she have left?
2 Fred gets 3.15 a week pocket money. On Saturday, he cut the grass. His mother gave him 2.00 as
well as his pocket money. How much did she give him?
3 Jacks mother is three times as old as he is. Jack is 15 years old. How old is his mother?
4 Dave earned 68. He gave 30 to his mother for his keep. How much did he have left?
1 25
2 5.15
3 45 years
4 38
I trial and
improvement
I reason
I solution
I solve
I true
I false
I explore
I investigate
Key Words
G Show the class a metre rule.
G Ask: How many centimetres in 1m, 2m, 3m, ?
G Then invite the students to estimate heights and lengths, in metres, of
various objects. For example, the classroom, a desk, the school hall, a
double-decker bus, a football pitch.
G Class to work in pairs or groups
G Ask them to write down all the different units they know to measure
length.
G Divide the board into two sections metric and imperial.
G Write all their responses in the correct section.
G Discuss the different units used and get suggestions for when each might
be appropriate.
G Metric units in common use: millimetre, centimetre, metre and
kilometre
G Ask the students to measure the lengths of various objects. For example,
a book, a pen, a hand-span.
G Explain ways of measuring length. For example, 7.2cm or 7cm 2mm or
72mm. (Millimetres are used mainly in subjects such as Technology and
Science.)
G Explain that area is measured in square centimetres, which is written as cm
2
.
G Draw a large rectangle divided into unit squares.
G Explain how to find the perimeter and area of the rectangle.
The perimeter is the distance around the rectangle.
The area is the number of squares inside the rectangle.
G Show the class how to find the perimeter and area of a shape such as:
Shape, Space and Measures 1
CHAPTER
3
LESSON
3.1
Framework objectives Length, perimeter and area
Measure and draw lines to the nearest millimetre.
Measure and calculate the perimeters of rectangles and regular polygons.
Understand that area is measured in square centimetres (cm
2
).
Plenary
G Draw or show rectangles having different lengths and different widths.
G Ask the students to explain how to find the perimeter and area of each one.
Exercise 3A Answers
1 a 50 mm b 62 mm c 7cm 5 mm, 75mm d 8cm 9 mm, 89mm
e 9.4 cm, 9 cm 4 mm
2 a 2cm b 5cm c 8cm d 10 cm e 12 cm
3 a 4cm b 5.5 cm c 7.1 cm d 8cm e 11.8 cm
5 a 16 cm b 15 cm c 12 cm
6 a 12 cm, 9cm
2
b 16 cm, 12 cm
2
c 18 cm, 10 cm
2
d 22 cm, 14 cm
2
e 20 cm, 11cm
2
Extension Answers
1 2cm, 2.6cm, 1.7 cm, 2.4cm, 2.2 cm
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1 Copy each of the following and write in the missing numbers.
a 2cm = ______ mm b 4.2cm = 4 cm ______ mm = ______ mm
c 5.8cm = ______ cm ______ mm = ______ mm d 9.1cm = ______ cm ______ mm = ______ mm
2 Draw straight lines with these measurements.
a 3cm b 4cm 7mm c 5.5cm d 7.3cm
3 Find the perimeter and area of each of these rectangles. Each square represents one square
centimetre.
a b c d
4 Find the perimeter and area of each of these shapes Each square represents one square centimetre.
a b
1 a 20 mm b 4cm 2 mm = 42 mm c 5cm 8 mm = 58mm d 9cm 1 mm = 91mm
3 a 8cm, 3 cm
2
b 10 cm, 6cm
2
c 12 cm, 9cm
2
d 14 cm, 12 cm
2
4 a 14 cm, 10cm
2
b 18 cm, 12 cm
2
I area
I square
centimetre
I length
I millimetre
I centimetre
I metre
I kilometre
I width
I perimeter
Key Words
G Draw on the board various squares and rectangles.
G Ask the students to explain how they would find the area and perimeter
of each one.
G Ask the class to write down the different metric units used to measure
length and area.
G Draw four different rectangles on a square grid on the board.
Ask which one has the greatest perimeter and which one the greatest area.
Explain that we need a rule to find the perimeter and a rule to find the
area of a rectangle when we know the measurements but the diagram is
not accurate.
G Show that the rule to find the perimeter of a rectangle is:
Perimeter = 2 lengths + 2 widths
G Show that the rule to find the area of a rectangle is:
Area = Length Width
G Work out two examples, one with length = 6cm and width = 4cm, and
the other with length = 5cm and width = 5cm.
LESSON
3.2
Framework objectives Perimeter and area of rectangles
Use names and abbreviations of units of measurement to measure, calculate and
solve problems in everyday contexts involving length and area.
Know and use the formula for the area of a rectangle.
Solve word problems and investigate in a range of contexts: length, perimeter and
area.
Length
Width
Exercise 3B Answers
1 a 20 cm b 18 cm c 30 m d 54 mm
2 a 34 m b 12
3 280 cm
4 350 m
5 a 16 cm
2
b 48 cm
2
c 60 cm
2
d 96 cm
2
6 9
7 a 12 cm, 8cm
2
b 22 cm, 30 cm
2
c 24 cm, 32 cm
2
d 38 cm, 90 cm
2
e 18 cm, 8cm
2
f 18 cm, 14 cm
2
8 20 cm
9 a 80 cm
2
b 120 cm
2
c 40 cm
2
Extension Answers
1 1cm by 9 cm, 2cm by 8cm, 3 cm by 7 cm, 6cm by 4 cm, 5 cm by 5cm
2 1cm by 24cm, 2 cm by 12 cm, 3cm by 8 cm, 4 cm by 6 cm
3
Plenary
G Draw a rectangle. Ask the class to write down the rules to find its
perimeter and its area.
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1 Find the perimeter of each of these rectangles.
a b c d
2 Find the area of each of these rectangles.
a b c d
3 A rectangle has a length of 5cm. The perimeter of the rectangle is 16cm. What is the width of the
rectangle?
4 A rectangle has a width of 4cm. The length of the rectangle is twice its width. What is the area of
the rectangle?
10 cm
8 cm
6 cm
4 cm
4 cm
5 cm
3 cm
2 cm
12 mm
9 mm
5 m
6 m
10 cm
4 cm
4 cm
3 cm
1 a 14 cm b 28 cm c 22 m d 42 mm
2 a 6cm
2
b 20 cm
2
c 24 cm
2
d 80 cm
2
3 3cm
4 32 cm
2
I length
I width
I perimeter
I area
I millimetre
I centimetre
I metre
I square
centimetre
I rectangle
I square
Key Words
G Ask the class how many mathematical names they know for 3-D shapes
or solids.
G Write them on the board and ask the class to write them in their books.
Stress the importance of correct spelling.
G Show the class various everyday objects. For example, a book, a dice,
different shaped boxes.
G Draw a table in which to write down the mathematical name for each
object.
G For the lesson it is useful to have the following solids available: a cube,
a cuboid, a square-based pyramid, a tetrahedron, a triangular prism.
The class will require squared paper, scissors and glue.
Practical activity
G Draw on the board the basic net for an open cube.
G Ask the students to copy the shape onto squared paper.
G Let them explain where the tabs need to go before they cut it out to make
an open cube.
G In pairs or groups, ask them to draw different nets that will make an open
cube.
G Make a display of all the different nets that they find.
Show the class various 3-D shapes
G Explain the terms face, vertex and edge.
G Define a prism: a solid shape that has the same 2-D shape (cross-section)
all the way through it.
G Explain the term triangular prism, and that a cuboid is an example of a
prism.
Multi-link cubes are required for this activity
G Working in pairs or groups, let the students make different solids from six
cubes. How many different solids can they make?
Plenary
G Ask the class to write down all the mathematical names for the solids
they have met during the lesson.
G Ask them to explain how to draw a net for an open cube.
G Then invite the class to explain the terms face, vertex and edge.
LESSON
3.3
Framework objectives 3-D shapes
Use 2-D representations to visualise 3-D shapes and deduce some of their
properties.
Identify different nets for an open cube.
I edge
I face
I vertex
I net
I 3-D shape
I cube
I cuboid
I prism
I pyramid
I tetrahedron
Key Words
Extension Answers
2 6, 8, 12; 5, 5, 8; 5, 6, 9; 4, 4, 6; 8, 12, 18; 8, 6, 12; Faces + Vertices = Edges + 2
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1 a 12 b 10 c 9 d 15
2 a, b and d
3 a tetrahedron b triangular prism c square-based pyramid
4 6, 8, 12
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1 Find the number of cubes in each of these 3-D shapes.
a b c d
2 Which of the following nets will fold up to make an open cube?
a b c d
3 The nets below are for three solids. Write down the name of each one.
a b c
4 How many faces, vertices and edges does this prism have?
Exercise 3C Answers
1 a 16 b 15 c 14 d 14
2 a and e, b and f, c and d
3 a 5, 5, 8 b 5, 6, 9 c 4, 4, 6
4
G Draw on the board squares of various dimensions. Use suitable numbers
to test mental arithmetic.
G Ask the class to find the area of each one.
G Ensure that they know the correct unit is the square centimetre.
G Work either with the whole class or with groups.
G Using a cubic box, ask the class how to find the total surface area of the
card used to make the box (ignoring any tabs).
G Open out the box to show the net.
G The box is composed of six squares. Draw the net on the board to show
this.
G Explain that the total surface area is calculated by finding the total of the
areas of the six squares.
G Stress that this means adding the areas of the six squares, as some
students will want to multiply.
G To find the surface area of a cube:
Surface area = 6 Area of one of the square faces
G Some students may find it helpful to build larger cubes out of small unit
(centimetre) cubes.
3
1
4
2
5 6
LESSON
3.4
Framework objectives Surface area of cubes
Know and use the formula for the area of a square.
Solve word problems and investigate area in a range of contexts.
Calculate the surface area of cubes.
Plenary
G Draw a cube on the board. Ask the class to write down how to find its
surface area.
Exercise 3D Answers
1 a 96 cm
2
b 216 cm
2
c 384 cm
2
d 486 cm
2
2 6cm
2
3 a 24 cm
2
b 150 cm
2
c 600 cm
2
d 864 cm
2
4 a 16 cm
2
b 4cm
5 50 000 cm
2
6 a 26 cm
2
b 22 cm
2
c 26 cm
2
Extension Answers
1 a 280 cm
2
b 132 cm
2
c 310 cm
2
d 92 cm
2
2 1cm by 1 cm by 12cm (50 cm
2
), 1 cm by 2 cm by 6 cm (40cm
2
),
1cm by 3 cm by 4cm (38 cm
2
), 2 cm by 2cm by 3 cm (32cm
2
);
greatest surface area given by 12 unit cubes arranged in a straight line
SATs Answers
1 a 1 cm, 5 cm b arrows at 4 cm and 11 cm
2 a 260 mm b 227mm c 208 mm d 260 mm e 208 mm
3 22
4 a 5cm
2
, 12cm
5 a 9 b 4 c 4, 14
1
2
1
2
1
2
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1 a 6cm
2
b 54 cm
2
c 150 cm
2
d 294 cm
2
2 2cm
3 a 8 b 36 c 54
I cube
I square
I surface area
Key Words
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1 Find the surface area of each of these cubes.
a b c d
2 A cube has a surface area of 24cm
2
. Find the length of an edge
of the cube.
3 The squares on the outside of a large cube with edge length 5cm
are painted dark grey, light grey and white, as shown on the
diagram on the right.
a How many small cubes are coloured dark grey?
b How many small cubes are coloured light grey?
c How many small cubes are coloured white?
7 cm
7 cm
7 cm
5 cm
5 cm
5 cm
3 cm
3 cm
3 cm
1 cm
1 cm
1 cm
G Using a target board such as the one shown on the right, recall strategies
for doubling and halving.
G How can we extend this to multiplying by 4 and dividing by 4? Answer:
Double and double again.
Halve and halve again.
G Randomly select students and ask them to times by 4 the number
pointed at. Discuss the strategies again. For example:
2 38 = 2 30 + 2 8 = 60 + 16 = 76
2 76 = 140 + 12 = 152
G Randomly select students and ask them to divide by 4 the number
pointed at.
G Discuss the strategies for dividing by 4. For example:
half of 26 = half of 20 + half of 6 = 13
half of 13 = half of 10 + half of 3 = 6
G Ask the students to pick out pairs on the target board that are four times
or a quarter of each other. Make them say the relationship in full. For
example:
Eight is a quarter of thirty-two.
Twenty-eight is four times seven.
G Pairs on the board above are (7, 28), (13, 52), (8, 32), (12, 48), (15, 60).
G Use a number line drawn on the board or a counting stick with eight
segments marked on. State that one end is the number 0 and the other
end is the number 1. Mark 0 and 1.
G Ask the students to identify the first mark as a fraction.
G Then ask, in order, for other marks as fractions. It is likely that they may
call the second mark a quarter. If so, ask for any other ways to identify it.
Do this with all the marks and end up with a diagram like this:
G Make sure the class is familiar with these terms: numerator, denominator,
equivalent fraction, proper fraction, fraction in its simplest form (lowest
terms).
0
1
8
2
8
3
8
4
8
5
8
6
8
7
8
8
8
0
1
4
2
4
3
4
4
4
0
1
2
2
2
0 1
1
2
Number 2
CHAPTER
4
LESSON
4.1
Framework objectives Fractions
Use fraction notation to describe parts of shapes and to express a smaller whole
number as a fraction of a larger one. Simplify fractions by cancelling all common
factors and identify equivalent fractions.
28 38 7 22 60
8 16 14 26 48
30 52 36 9 13
32 15 12 24 34
G Now ask for the missing numbers in = = = = .
G How can these be found?
G What is the connection between the numerator and the denominator?
G What are the missing numbers in = = ?
G What is the connection between the numerator and the denominator?
Plenary
G Write a lot of fractions on the board in random order, such as , , , , ,
, , , , , , . (This is three versions of four fractions.) Ask the class to
identify the proper fractions and then group the fractions together in sets of
equivalent fractions. Discuss how they know that fractions are equivalent.
G Put these four fractions (or similar) on the board: , , , . Ask the
students to cancel them down, explaining the process as they do so.
G Why is the last one different? Briefly introduce the idea of a top-heavy
fraction.
25
15
14
20
9
12
24
30
12
15
6
9
7
14
15
20
15
30
2
3
6
8
20
25
4
5
12
18
3
4
1
2
3
10
1
5
10
2
24
1
2
Exercise 4A Answers
Extension Answers
1 a b 1 c d
2 a b c d e f
7
8
5
8
3
8
3
8
3
4
3
4
1
8
1
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1
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1 Find the missing number in each of these equivalent fractions.
a = b = c = d =
2 Cancel each of these fractions to its lowest terms.
a b c d e f
5
30
4
24
15
45
12
24
5
35
3
12
12
3
7
25
2
5
40
1
8
36
1
6
1 a 6 b 5 c 10 d 28
2 a b c d e f
1
6
1
6
1
3
1
2
1
7
1
4
I numerator
I denominator
I equivalent
I cancel
I lowest terms
I simplest form
Key Words
1 a b c = d =
3 a = = = = = b = = = = =
4 a Numerator is half of denominator b , , , , , , , , ,
5 a , , , , , , , , , b , , , , , , , , ,
6 a , , , , , , , , , b , , , , , , , ,
c , , , , , , , d , , , , , , ,
7 a 6 b 6 c 15 d 6 e 12 f 16 g 5 h 77 i 45
16
80
20
100
12
60
60
300
4
20
3
15
2
10
1
5
12
48
100
400
22
88
15
60
3
12
60
240
2
8
1
4
5
15
25
75
14
42
3
9
7
21
8
24
30
90
15
45
1
3
35
70
27
54
22
44
50
100
24
48
4
8
16
32
45
90
10
20
1
2
15
60
5
20
3
12
11
44
9
36
25
100
6
24
20
80
4
16
10
40
3
9
30
90
8
24
40
120
13
39
11
33
8
24
20
60
4
12
10
30
7
14
25
50
5
10
120
240
11
22
40
80
8
16
24
48
6
12
10
20
120
160
30
40
12
16
9
12
6
8
3
4
75
150
10
20
8
16
3
6
2
4
1
2
1
3
2
6
1
4
3
12
7
8
5
16
G Use a number line drawn on the board or a counting stick divided into
ten segments. State that one end is 0, the second division is 10.
G Ask the class to identify the rest of the marks on the line or stick.
G As a group or with an individual student, count on in fives.
G The positions can be pointed out to them on the line or stick until the
end is reached. Then they have to continue without prompts.
G Repeat, possibly with an individual, to establish a class record.
G Repeat the activity with the line or stick marked with 0 and 1, as shown,
counting on in halves.
G When identifying the other points, use fractions rather than decimals.
(Although the opportunity to link the equivalent fractions and decimals
should be taken.)
G Ask for the connection between this counting-on activity and the last one.
G Repeat with the line or the stick marked as
G Repeat with the line or the stick marked as
G Establish the connection between these two counting-on activities.
G Following on from the mental and oral starter.
G Ask the students to identify the divisions on this number line.
G Now ask them to identify the divisions on this number line.
G Recall column headings for whole numbers and extend this to fractional
values.
Hundreds Tens tenths hundredths
0 7
0 1 3
0 0.1
0 1
0
1
4
0 25
0 1
0 10
LESSON
4.2
Framework objectives Fractions and decimals
Convert terminating decimals to fractions. For example 0.23 = . Use a diagram to
compare two or more simple fractions.
23
100
G Demonstrate, by filling in the table, that 0.7 = and that 0.13 = .
G Repeat with more examples.
G Similarly show that = 0.8 and that 2 = 2.07.
G Repeat with yet more examples.
G Ask the students to identify the divisions on this number line, both as
fractions and decimals.
G Use this to show that 3.5 = 3 , 4 = 4.25, 7.75 = 7 , .
G Again give more examples.
Plenary
G Write fractions and decimals on the board (or have prepared cards) with
tenths, hundredths, halves, quarters, and three-quarters.
G Ask the class to convert them to fractions or decimals as appropriate.
Discuss the rules.
G Particularly focus on and . One third is an important fraction but is
difficult to convert according to the rules above.
G The students may know the equivalent decimal, but if not can be
written as 0.33 and as 0.66 or 0.67. The actual values of 0.333333
and 0.666666 are obviously more accurate but in the real world !
2
3
1
3
2
3
1
3
3
4
1
4
1
2
0 1
7
100
8
10
13
100
7
10
Extension Answers
a > b > c = d < e = f > g < h < i > j = k < l =
Exercise 4B Answers
1 a 0.1 b 0.7 c 2.1 d 2.6 e 0.9 f 4.7
2 a b 1 c 3 d e 9 f
3 a 0.07 b 0.61 c 2.17 d 2.01 e 0.01 f 4.27
4 a b 2 c 3 d e 5 f 9
5 0.3 = , 0.9 = , 0.75 = , 0.03 = , 0.22 = , 0.08 = , 0.8 = , 0.4 = ,
0.09 =
6 a 6 b 7 c 1 d 8.5 e 2.5 f 11.5
7 a 3 b 1 c 6 d 7.25 e 2.25 f 11.25
8 a 1 b 6 c 4 d 5.75 e 2.75 f 3.75
3
4
3
4
3
4
1
4
1
4
1
4
1
2
1
2
1
2
9
100
4
10
8
10
8
100
22
100
3
100
75
100
9
10
3
10
2
100
18
100
6
100
67
100
21
100
8
100
4
10
3
10
9
10
7
10
2
10
5
10
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1 Convert each of the following decimals to a fraction.
a 0.3 b 0.1 c 0.38 d 0.75 e 0.85
2 Convert each of the following fractions to a decimal.
a b c d e
1
4
72
100
11
100
7
10
3
10
1 a b c d e
2 a 0.3 b 0.7 c 0.11 d 0.72 e 0.25
85
100
3
4
38
100
1
10
3
10
I top-heavy
fraction
I cancelling
I factor
I mixed number
I decimal
I place value
I tenth
I hundredth
Key Words
G Relate to the previous oral and mental starter (on page 36). The last
activity was counting on in quarters.
G Ask the class to count on using Figure 1. Fill in to get Figure 2.
G Ask them to study it for a few moments. Cover up the grid. Have
prepared cards or OHTs of diagrams like those shown in Figure 3,
which are fragments of the whole grid. The students need to fill these
in with the missing numbers. This can be done by copying into their
books or coming to the board to fill in. Finally, reveal the grid to check
the answers.
Figure 1 Figure 2 Figure 3
G This can be repeated with other grids, such as
G The grids from the oral and mental starter will be useful for this.
G What is + ? How can we use the grids to do this?
G It is also possible to use a number line or a ruler marked in eighths of an
inch.
G What about + ? Other examples are:
1 + = 2 2 + = 3
1 = 2 = 1
G Make sure the students can count up and down a number line or use the
fraction chart above. This is reproduced in Pupil Book 1, page 44.
G Look at the diagram. What does this show?
+ =
+ = 1
G Can you find the missing number in this statement?
+ = 1
7
11
5
7
2
7
5
8
3
4
3
8
3
8
7
8
1
4
3
8
3
4
5
8
1
8
7
8
1
4
3
8
1
2
1 0
1
8
1
4
3
8
1
2
5
8
3
4
7
8
1
8 1
1
4 1
3
8 1
1
2 1
3
8
1
8
1
2
3
8
5
8
3
4
7
8
5
8 1
3
4 1
7
8 1
5
8 2
3
4 2
7
8 2
5
8 7
3
4 7
7
8 7
3
8
1
2
3
8 1
1
2 1
3
8 2
1
2 2
3
8 7
1
2 7
1
4
1
4 1
1
4 2
1
4 7
1
8
1
8 1
1
8 2
1
8 7
1
4
1
2
3
4 1
1
4 1
1
2 1
3
4 1 2
1
4 2
1
2 2
3
4 2 3
1
4 3
1
2 3
3
4 3 4
1
4 4
1
2 4
3
4 4 5
1
2 1
1
4 3
4
3
4 3
1
4 1
3
4 1
1
2 3
5
LESSON
4.3
Framework objectives Adding and subtracting fractions
Begin to add and subtract simple fractions and those with common denominators.
G Is there an easy way of doing this?
G Discuss the method and do more examples, such as
+ = 1 + = 1
G The idea of a top-heavy fraction, such as , has been met before. Recall
the methods for changing this to a mixed number (3 ).
G Do other examples:
(= 2 = 2 ) (= 1 )
G Reverse the process. For example, change 3 to a top-heavy fraction (= ).
G Repeat with other examples:
1 (= ) 4 (= )
Plenary
G Using the fraction charts or the number lines from the start of the lesson,
ask the students to explain how they would solve addition and
subtraction problems such as:
1 + 2 2 1 + 1
G Discuss methods and rules.
G What about + ? How could we do this? Discuss the method.
2
9
1
9
2
9
3
10
7
10
3
4
3
8
3
8
3
4
31
7
3
7
20
11
9
11
18
5
3
5
2
5
7
5
1
2
3
6
15
6
1
4
13
4
4
9
2
5
Extension Answers
1 a b c d e f g h 1
2 a 45 b 72
3 1, 2, 3, 4, 5, 6, 8, 9, 10, 12, 15, 18, 20, 24, 30, 36, 40, 45, 60, 72, 90, 120, 180, 360
4 40 9 = 360, so 40 = of a full turn.
1
9
1
4
1
72
1
10
1
8
1
12
1
2
1
18
1
6
Exercise 4C Answers
1 a 1 b 1 c 1 d 2 e 2 f 2 g 2 h 1
2 a b c d e 1 f g h
3 a 1 b c d e f g h
4 a b c d 4 e f g h i j k l 1
5 a 2 b 2 c 1 d 1 e 1 f 3 g 3 h 4 i 2 j 2 k 3 l 4
6 a b c d e f g h i j k l
11
9
19
9
9
8
15
8
17
8
11
5
13
5
19
6
11
4
8
3
9
5
7
4
1
5
2
5
5
6
4
5
2
3
1
3
1
2
1
7
2
3
1
4
1
3
1
4
6
7
7
8
3
4
4
5
3
4
7
8
3
5
1
8
2
3
2
7
7
12
3
16
5
12
1
6
9
10
3
8
3
7
2
5
3
8
5
8
5
8
3
8
5
8
3
4
1
2
1
8
5
8
3
4
1
8
3
8
3
8
7
8
1
2
1
8
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1 Work out each of these. Convert to mixed numbers or cancel down to lowest terms if necessary.
a 1 + b + 1 c 1 d 2 1
2 Find the missing fraction.
a + = 1 b + = 1 c + = 1 d 1 =
4
9
2
13
3
5
2
7
1
2
3
8
7
8
3
4
1
4
3
8
1
2
3
4
1 a 2 b 1 c d
2 a b c d
5
9
11
13
2
5
5
7
7
8
7
8
5
8
1
4
I denominator
I numerator
I fraction
I cancelling
I lowest terms
I simplest form
I top-heavy
fraction
I mixed number
Key Words
G Use a target board, such as one shown on the right, two cards marked
with and and three cards marked with 10, 100 and 1000.
G Select a student, an operation, a power of 10 and a number.
G Ask the student for the result of the number multiplied (or divided) by 10,
100 or 1000. Repeat with other numbers.
G Recall the rules for multiplying and dividing by powers of 10.
G Ask the class to give as many equivalent fractions,
decimals and percentages as they know. They should at
least come up with
50% = = 0.5 25% = = 0.25 10% = = 0.1
G Now create a spider diagram based on 10%, showing
equivalence and linked values, which should include
those given on the right.
G Use these to complete the following equivalence chart.
Percentage 0% 5% 10% 15% 20% 25% 30% 33.3% 35% 40% 45% 50%
Decimal 0.0 0.05 0.1 0.15 0.2 0.25 0.3 0.333 0.35 0.4 0.45 0.5
Fraction 0
Some students may need to be reminded about 33%.
G Discuss how to find other equivalences, such as 60%, 65%, 66%, 75%,
80%, etc.
G Leave the chart on the board for the plenary.
1
2
9
20
2
5
7
20
1
3
3
10
1
4
1
5
3
20
1
10
1
20
1
10
1
4
1
2
1000 100 10

LESSON
4.4
Framework objectives Equivalences
Understand percentage as the number of parts per 100. Recognise the
equivalence of percentages, fractions and decimals.
28 38 7 22 60
8 16 14 26 48
30 52 36 9 13
32 15 12 24 34
20% = 0.2 = =
1
5
2
10
25% = 0.25 =
1
4
10% = 0.1 =
1
10
5% = 0.05 =
1
20
75% = 0.75 =
3
4
50% = 0.5 =
1
2
Exercise 4D Answers
1 a 30%, b 40%, c 65%, d 80%, e 75%, f 20%, g 5%,
h 15%, i 95%, j 25%,
2 a 0.35, b 0.7, c 0.45, d 0.4, e 0.65, f 0.3, g 0.05,
h 0.75, i 0.2, j 1.1, 1
3 a 15%, 0.15 b 70%, 0.7 c 90%, 0.9 d 85%, 0.85 e 25%, 0.25
f 60%, 0.6 g 20%, 0.2, h 175%, 1.75 i 10%, 0.1 j 95%, 0.95
4 a 33.3%, 0.333 b 66.6%, 0.666
1
10
1
5
3
4
1
20
3
10
13
20
4
10
9
20
7
10
7
20
1
4
19
20
3
20
1
20
1
5
3
4
4
5
13
20
2
5
3
10
Plenary
G Have a set of Follow me cards (30 are suggested below) that use
equivalent fractions, percentages and decimals. Record the time taken to
complete. Later, revisit the activity as an oral and mental starter to see if
this time can be beaten.
1 START. You are as a decimal 2 I am 0.4. You are 0.6 as a percentage
3 I am 60%. You are 0.5 as a percentage 4 I am 50%. You are 80% as a fraction
5 I am . You are 75% as a fraction 6 I am . You are 95% as a decimal
7 I am 0.95. You are 0.45 as a fraction 8 I am . You are 0.3 as a fraction
9 I am . You are 0.2 as a percentage 10 I am 20%. You are 20% as a fraction
11 I am . You are as a decimal 12 I am 0.25. You are as a percentage
13 I am 33.3%. You are 0.25 as a percentage 14 I am 25%. You are 35% as a fraction
15 I am . You are 0.05 as a fraction 16 I am . You are 0.1 as a fraction
17 I am . You are 0.1 as a percentage 18 I am 10%. You are 15% as a fraction
19 I am . You are 0.50 as a fraction 20 I am . You are 85% as a decimal
21 I am 0.85. You are 0.666 as a fraction 22 I am . You are 40% as a fraction
23 I am . You are 65% as a fraction 24 I am . You are as a decimal
25 I am 0.35. You are as a percentage 26 I am 70%. You are 70% as a decimal
27 I am 0.7. You are 0.6 as a fraction 28 I am . You are 100% as a decimal
29 I am 1. You are 0.8 as a percentage 30 I am 80%. END
3
5
7
10
7
20
13
20
2
5
2
3
1
2
3
20
1
10
1
20
7
20
1
3
1
4
1
5
3
10
9
20
3
4
4
5
2
5
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1 Work out the equivalent percentage and fraction to each of the following decimals.
a 0.5 b 0.6 c 0.95 d 0.8 e 0.33
2 Work out the equivalent decimal and fraction to each of the following percentages.
a 45% b 90% c 30% d 20% e 5%
3 Work out the equivalent percentage and decimal to each of the following fractions.
a b c d e
3
4
1
2
3
10
2
5
7
10
1 a 50%, b 60%, c 95%, d 80%, e 33%,
2 a 0.45, b 0.9, c 0.3, d 0.20, e 0.05,
3 a 70%, 0.7 b 40%, 0.4 c 30%, 0.3 d 50%, 0.5 e 75%, 0.75
1
20
1
5
3
10
9
10
9
20
1
3
4
5
19
20
3
5
1
2
I equivalence
I decimal
I fraction
I percentage
I denominator
I factor
Key Words
Extension Answers
1 a 12%. 0.12 b 36%, 0.36 c 48%, 0.48 d 18%, 0.18 e 34%, 0.34
f 82%, 0.82
2 a 0.64, b 0.28, c 0.84, d 0.22, e 0.62, f 0.86,
3 a 16%, b 44%, c 32%, d 38%, e 66%, f 94%,
47
50
33
50
19
50
8
25
11
25
4
25
43
50
31
50
11
50
21
25
7
25
16
25
G A mental test covering previous work and all work in this chapter.
1 Convert to a mixed number.
2 How many quarters are there in 1 ?
3 Write down any fraction that is equivalent to .
4 Write down as a decimal.
5 Write down as a percentage.
6 Write down 75% as a decimal.
7 Write down 25% as a fraction.
8 Write down 10% as a fraction.
9 Put the fractions , and in order, smallest first.
10 12cm of a plant is below the ground. This is of the length of the
whole plant. How tall is the plant altogether?
Answers 1 1 2 7 3 Any fraction, other than , where the numerator is half of the denominator 4 0.33(33)
5 20% 6 0.75 7 8 9 , , 10 36 cm
G How can we calculate of 75m?
First find of 75 = 25. So, of 75 = 2 25 = 50m.
G Give other examples, such as
Find of 30. (5 5 = 25)
Find of 45kg. (3 4.5 = 13.5kg)
G How can we calculate 5 ? This is the same as
+ + + + = = (cancel by 5)
G Find a simple percentage. Base it on 10% and show how to use this to
find other percentages that are multiples of 5 and 10. For example:
35% of 700 (245) 5% of 68 (3.4) 15% of 24 (3.6)
G Extend these ideas to simple increase/decrease problems.
Problem 1 The price of a jacket is reduced by 20% in a sale. The
original price of the jacket is 45. How much will the jacket
cost after the price reduction?
20% = 9 so new price is 36
Problem 2 Freds sports shop is selling some Airflow trainers for 48 but
is offering a off. Berts sports shop is selling the same Airflow
trainers for 44 but is offering a off. Which shop is selling
the cheaper trainers?
of 48 = 12 so Freds cost 36.00
of 44 = 8.80 so Berts cost 35.20
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2
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15
2
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LESSON
4.5
Calculate simple percentages.
Plenary
G Explain that as a decimal, a fraction and a percentage are all different
ways of writing the same thing, we can sometimes make a calculation
easier by using one of them instead of the other.
Example 1 20% of 35. As 20% is , this is the same as 35 = 7.
Example 2 0.3 340. As 0.3 is 30%, this the same as 30% of 340.
10% of 340 is 34. So, 30% of 340 is 3 34 = 102.
Example 3 of 40. As is 0.12, this is the same as 0.12 40 = 4.8.
G Ask the class to rewrite each of the following, using an alternative to the
percentage, decimal or fraction given. Then work out the answer.
a 20% of 75 b of 60 c 25% of 19 d 60% of 550
e of 90 f 0.125 64 g of 7
3
5
3
20
2
25
3
25
3
25
1
5
1
5
SATs Answers
1 a 1.06, 3.94 b 16p
2 a 120 b 11.60 c 2.90 d 5 boxes
3 a 1 , 123, 54, 108 b any pair that work, e.g. 3 9, 2 13.5; 54 2, 270 10
4 a 3.20 b 102 c 14 packets
5 a 30% b 4 triangles shaded, 40%
6 a Tuesday, Friday b 0.25 cm c 1.5 cm 15 mm
7 b 1, 4, 48
1
3
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2
5
6
0 1
3
10
1
2
Exercise 4E Answers
1 a 6 b 18 c 5 d 35 e 1 f 20
2 a 3 b 9 c 8 d 16 e 10 f 30
3 500 g
4 600 pupils
5 80 pages
6 a 20 b 12 c 3.50 d 10p e 4 f 75
7 a 14.40 b 54 p c 5.22 d 48.60 e 24.66 f 18.72
8 a 12 b 12 c 11 d 3 e 7 f 5
9 a 24 m b 33p c 15 d 28 kg e 15 cm f 18 km g 16 mm h 20
10 a 24 b 161 c 90 d 12.8 e 81 f 19 g 144 h 3.5
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1 Find a of 34 b 25% of 44 c 10% of 6
2 Which of these is the greater? a of 35 or of 20 b of 108 or of 70
3 Which of these shops is giving the better value?
Dereks Fashions: Armani suits reduced by from 650
Marys Modes: Armani suits reduced by from 680
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1 a 17 b 11 c 60p
2 a of 20 b of 70
3 Dereks 520, Marys 510
3
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I increase
I decrease
I percentage
I equivalence
Key Words
G Write a list of positive numbers on the board. For example:
7, 3, 9, 2, 10, 8, 5, 4, 14, 12
G Ask the students to put them in numerical order with the smallest first.
Ask them if they have any strategy for doing this.
G Repeat for another list of numbers. For example:
34, 67, 38, 19, 44, 57, 24, 31, 62, 20
G What about any strategies now? Identify the tens column first?
G Write a list of positive and negative numbers on the board. For example:
2, 3, 1, 4, 4, 0, 5, 2
G Ask the students to put them in numerical order with the smallest first.
G What about any strategies now? Remind the class of the number line.
G Explain the term average by giving everyday examples where the word is
used. For example, average rainfall, average examination mark, average
height.
Ask the class to give their own examples.
An average is a single value that represents a set of data.
G Explain how to find the mode for a set of data.
The mode is the value that occurs most often in a set of data. For example:
5, 6, 8, 2, 4, 5, 3, 5
The mode is 5. Explain that for some sets of data there is no mode
because either all the values are different, or no single value occurs more
often than other values.
G Explain how to find the range for a set of data.
The range is the largest value minus the smallest value.
Explain that range is not an average. It shows how data is spread out.
A small range shows that the values in a set of data are similar in size.
A large range shows that the values in a set of data differ considerably.
5 4 3 2 1 0 1 2 3 4 5
Handling Data 1
CHAPTER
5
LESSON
5.1
Framework objectives Mode and range
Find the mode and range, and the modal class for grouped data.
Plenary
G On the board, write two short lists of numbers. Ask the class to explain
how to find the mode and the range for each set of data.
G Ask the class if they know of another average. Explain that the mean is
the most common average used and will be discussed in a later lesson.
Exercise 5A Answers
1 a red b sun c E d n
2 a 5 b 34 c 13 d 101
3 a 19 b 6 c 27 d 14
4 a 1.80, 2.40 b no mode, 14kg c 132 cm, 19 cm d 32, 6
5 a 2.20 b 1.60
6 a 2 b 3
7 a 5, 10, 11, 7 b 6180 c 79
8 a For example: 7, 8, 9, 10, 10, 10, 19 b For example: 7, 8, 9, 10, 10, 10, 12, 17
c For example: 4, 5, 6, 10, 12, 12, 12, 12, 12, 12
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1 a 12, 3 b 78, 15 c 1, 1 d 24, 15
2 a 300 g b 410 g c 320 g
3 a 14 b 161 cm c 39 kg d Anna, closest to all three modes
I average
I data
I mode
I modal class
I range
Key Words
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1 Find the mode and range of each of the following sets of data.
a 11, 12, 13, 12, 14, 11, 12 b 66, 72, 78, 75, 78, 68, 63 c 1, 0, 1, 0, 1, 0, 1, 0, 1, 1
d 21, 24, 26, 29, 34, 32, 27, 25, 24, 19
2 David is taking part in a fishing competition. At the end of the competition, the weight of each fish
in his keep net is as follows: 300g, 450g, 620g, 300g, 550g, 300g, 410g.
a Find the modal weight of the fish. b Find the range for the weight of the fish.
3 Given below are the age, height and weight of each of seven girls in a netball team.
Anna Claire Chloe Beth Lauren Martha Sarah
Age (yr) 14 16 13 14 12 16 14
Height (cm) 160 164 161 157 153 161 168
Weight (kg) 39 41 36 31 39 41 39
a Find the modal age of the team.
b Find the modal height of the team.
c Find the modal weight of the team.
d Who would you choose as the average player in the team? Give a reason for your answer.
G Write the following numbers on the board:
3 7 4 6 9 1 8 2
Ask the class to find the total of these numbers.
G What strategy did they use? Notice the numbers are in four pairs that
each sum to 10, giving a total of 40.
G Repeat for the following sets of numbers:
16 13 4 18 2 14 7 6 (Total 80)
14 12 16 9 13 15 11 10 (Total 100)
G Explain that data can be shown in various ways, such as lists, tables and
charts.
G Ask the class to give examples of the different ways this can be done. For
example:
shopping lists
menus
TV programme times in newspapers
calendars
bus and train timetables
mileage charts
football results
Write all their suggestions on the board.
G It is important to be able to read and interpret the data correctly from
tables and charts. For example, many people find it difficult to read bus
and train timetables.
G Show the class a selection of calendars, bus timetables, tables of sporting
results, TV listings of programmes from newspapers and magazines.
Students may wish to cut out some of them and make a display of the
different ways data can be represented.
G Discuss with the class what each one shows and the importance of being
able to read them correctly.
LESSON
5.2
Framework objectives Reading data tables and charts
Solve a problem by representing, extracting and interpreting data in tables, graphs,
charts and diagrams.
Exercise 5B Answers
1 a Saturday b 13 October c 18 d Tuesday
2 a 17 b Newcastle and Southampton c i 34 ii Manchester United
iii Leicester
3 a 198 miles b 68 miles c London and York d 139 miles
4 a 3 b 15 c 32 d 8
5 a frequencies: 7, 5, 4, 3, 6, 5 b 1 c 5
Plenary
G Ask the class to give examples of all the different types of table and chart
that can be used to represent data.
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1 The timetable shows the times that trains
depart in the morning from Kings Cross station
in London and the times they are due to arrive
in Doncaster and York.
Kings Cross Doncaster York
Depart Arrive Arrive
0700 0855
0730 0902 0925
0800 0951
0830 1013 1037
0900 1051
0930 1106 1130
a i At what time does the 0830 train from
Kings Cross arrive in York?
ii How long does the journey take?
b How many trains in the timetable do not
stop at Doncaster?
c Stephen lives in London and wants to be in
Doncaster before 10.30am. Which is the
latest train he can catch?
d Which train from Kings Cross to York takes
the shortest time?
2 The two-way table shows the average daily
temperature in C for four months in five cities.
January April July October
Athens 10 16 28 19
London 4 9 18 11
Los Angeles 13 15 22 18
Madras 24 30 31 28
Tokyo 3 13 25 17
a What is the daily average temperature in Los
Angeles in July?
b Which city has the highest daily average
temperature in October?
c What is the difference in the daily average
temperature in Athens and Tokyo in April?
3 Peter asks some of his friends how many
brothers and sisters they have. He writes down
their answers in a list as follows.
1 3 1 0 2 4 0 2
0 1 1 2 3 2 1 1
1 2 0 1 0 0 3 4
a Copy and complete the survey sheet below
for his data.
No. of brothers Tally Frequency
and sisters
0
1
2
3
4
Total
b How many friends did Peter ask?
c What is the mode for the number of brothers
and sisters his friends have?
d Draw a line graph for his data.
1 a i 10 37 ii 2 hours 7 minutes b 3 c 08 30 d 08 00 or 09 00
2 a 22 C b Madras c 3C
3 a frequencies: 6, 8, 5, 3, 2 b 24 c 1
I chart
I frequency
I line graph
I survey sheet
I table
I tally
I two-way table
Key Words
G Ask the students to explain the following statistics terms:
mode, range, modal class
G Ask them to make up their own small sets of data and find the mode,
range and modal class for each.
G Explain that data is often displayed on diagrams to make it easier to
understand and interpret. Introduce the following three types of statistical
diagram.
G Pictogram Used for visual impact particularly in advertising and
where there is a need for data to be easily understood. A pictogram is
essentially a frequency table in which the frequency is represented by a
repeating symbol. The symbol itself usually represents a number of items,
as shown in a key.
G Bar chart Used for visual impact and for comparison.
The bars can be vertical or horizontal. Mention that bar charts used to
show temperatures in holiday brochures, for example, are usually
horizontal.
For data with single categories, such as colour of hair, number of pets,
gaps should be left between the bars.
For grouped discrete data, such as age groups, examination marks, no
gaps should be left between the bars.
Dual bar charts are used to compare two sets of similar data. For
example, temperatures in two cities, favourite sports of boys and girls.
Composite bar charts are used to display data in a single bar to save space.
For example, amount of time spent in different lessons and activities in a
school day.
G Line graph Used to show patterns and trends, mainly for continuous
data. For example, profit of a company over a number of years, daily
currency conversions, recording body temperature in hospital.
G Beware Statistical diagrams can sometimes be misleading. For
example, wrong scales, bars with different widths, bar charts drawn
in 3-D. Ask the students to look for misleading diagrams in newspapers
and magazines and school textbooks!
LESSON
5.3
Framework objectives Statistical diagrams
Interpret diagrams and graphs.
Plenary
G Ask the students to sketch an example of each type of statistical diagram
they have met in the lesson.
Exercise 5C Answers
1 a 60 b 70 c Year 7 d 380
2 a Ceri b 16 c 18 d 3 e 69
3 a 3 b bus c 30
4 a London b July for London, August for Edinburgh c 7 hours for London,
6 hours for Edinburgh
5 a blue b 10% c green and purple d 10 e Shows all the information in one
bar and takes up little space
6 a 32 b 6180 marks c 15
7 a 15 C b 17 C c 9C d Shows the trend and the approximate temperature
at any time can be read off
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1 The pictogram shows the number of students
in Year 7 who were absent from school during
one week.
Monday
Tuesday
Wednesday
Thursday
Friday
Key: represents 4 students
a How many students were absent on Monday?
b How many students were absent on Tuesday?
c How many students were absent on Thursday?
d Suggest a reason why so many students were
absent on Friday.
2 The bar chart shows the number of students
who were late for school in each year group
on a particular day.
a How many students were late in Year 10?
b How many students were late altogether?
c Which year group had the least number of
late students?
3 The dual bar chart shows the lengths of 100
words in two different newspaper passages.
a What is the modal word length for each
newspaper?
b How many words have more than six letters
in i Guardian ii Mirror?
c Compare the length of words for the two
newspapers.
0
4
8
12
16
20
24
28
1 2 3 4 5 6 7 8+
Number of letters
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Year
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Year
8
Year
9
Year
10
Year
11
Year group
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1 a 12 b 14 c 9 d For example, some students out on a school trip, taking a religious holiday or kept at
home by bad weather.
2 a 13 b 60 c Year 8
3 a both 3 b i 21 ii 12 c Word lengths do not differ greatly. The Guardian uses more long words.
I bar chart
I line graph
I pictogram
Key Words
G For this you will need a bag containing 50 counters in three different
colours, in different amounts. For example, 10 red, 15 blue and 25 green.
G Ask a student to take a counter from the bag without looking and replace
it in the bag.
G Ask the class to name the colours of the counters in the bag.
G Shake the bag and repeat the activity about ten times.
G Tell the class that there are 50 counters in the bag.
G Ask the students to write down how many counters of each colour they
think are in the bag.
G Show the class the counters.
G For this lesson, it would be helpful to have: coins, dice, a pack of cards,
cards numbered 1 to 10, and various spinners.
G Ask the class to explain the term chance by giving everyday examples.
Write them on the board. For example, the chance of getting a six when
throwing a dice, the chance of rain tomorrow, the chance of winning the
football pools.
G Draw the probability scale on the board:
Impossible Very unlikely Unlikely Evens Likely Very likely Certain
G Ask the class to give examples of events which are described by any of
the above terms.
G Explain that probability is the mathematical way of describing the
chance that an event will happen.
G What other terms do they know which describe probability? For
example, fair chance, 5050 chance, uncertain.
G To describe probability more accurately, we use a scale from 0 to 1:
0 1
G Throw a coin. Ask the class to write down all the possible ways the coin
can land.
Each way is called an outcome for the event. For throwing a coin, the
outcomes are:
Head (H) or Tail (T).
Each outcome is equally likely to happen since the coin is fair.
Since there are two equally likely outcomes, the probability of getting a
Head is 1 out of 2. This is written as:
P(Head) = or P(H) =
1
2
1
2
1
2
LESSON
5.4
Framework objectives Probability
Use vocabulary and ideas of probability, drawing on experience.
Understand and use the probability scale from 0 to 1. Find and justify probabilities
based on equally likely outcomes in simple contexts. Identify all the possible
mutually exclusive outcomes of a single event.
G Probability is usually written as a fraction or a decimal, although
percentages can be used, as in weather forecasts. Probability fractions are
always cancelled down.
G Throw a dice. Ask the class to write down all the equally likely outcomes
(1, 2, 3, 4, 5, 6). Hence:
P(6) = and P(1 or 2) = =
Plenary
G Use the bag of counters from the start of the lesson to ask the class to find
the probability of choosing any of the colours in the bag.
1
3
2
6
1
6
Exercise 5D Answers
1 a likely b very unlikely c certain d evens e impossible f very likely
g unlikely
2 a b c d
3 a b c d e 1
4 a b c d 0 e
5 a b c d
6 a b c d
1
6
1
12
1
3
5
12
1
8
1
4
1
4
3
8
4
5
1
5
3
10
1
2
1
5
3
10
1
2
1
10
4
11
2
11
2
11
1
11
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All answers should be given as fractions.
1 A card is chosen at random from a set of cards numbered from 1 to 20. Find the probability of
choosing a card that is:
a an even number b a number containing 5
c a two-digit number d a number less than six
2 Ella is playing a game using this fair five-sided spinner. What is the probability
that she scores:
a 7 b 1 or 9 c an odd number d an even number?
3 A letter is chosen at random from the word
Find the probability that the letter chosen is:
a M b E c a vowel d a consonant
4 A set of snooker balls consists of 15 red balls and one each of black, blue, brown, green, pink,
white and yellow. If a ball is chosen at random, find
a P(choosing a red ball) b P(choosing a yellow ball)
c P(choosing a blue or green ball) d P(choosing a black or a red ball)
S C I T A M E H T A M
1 a b c d
2 a b c 1 d 0
3 a b c d
4 a b c d
8
11
1
11
1
22
15
22
7
11
4
11
1
11
2
11
2
5
1
5
1
4
11
20
1
10
1
2
I certain
I chance
I even chance
I equally likely
I event
I outcome
I fair
I likely
I unlikely
I possible
I impossible
I probability
I probability scale
Key Words
G A revision starter to check spellings and meanings of the terms used in
the present chapter.
G Ask a student to write on the board one of the words given below and
then explain briefly its meaning. Repeat the activity with other students.
average mode
range frequency
probability pictogram
event outcome
G This lesson will be mainly practical work. The following equipment will
be needed: coins, dice, packs of cards, card and cocktail sticks for
making spinners, Plasticine, drawing pins.
G Explain that, in the previous section, the probability of an event could be
worked out because we knew the outcomes were equally likely to
happen, such as when throwing a fair dice.
G In other cases, it may not be possible to use equally likely outcomes.
For example, the outcomes for throwing an unfair dice or a biased dice
will have different probabilities for each outcome. In cases like these, we
need to carry out an experiment to estimate the probability of an event
happening. Here, we need to repeat the experiment a number of times in
order to find the experimental probability. Each separate experiment is
known as a trial. The results of all the trials can be recorded in a
frequency table. The experimental probability can then be written as a
fraction, as in Lesson 5.4
G Experimental probability is usually written as a fraction, but as before,
this can be written as a decimal or sometimes a percentage.
G The experiments in Exercise 5E show how experimental probabilities can
be calculated. The class can work in pairs or groups.
LESSON
5.5
Framework objectives Experimental probability
Collect data from a simple experiment and record in a frequency table. Estimate
probabilities based on this data.
Plenary
G Ask the students to explain experimental probability.
G Make sure they understand the terms equally likely outcomes and
trials.
SATs Answers
1 a 20 miles b 53 miles c 9 miles
2 a 7 b Madonna c 6 d Abba and Spice girls
3 a 60 b 45 c 25 d 4 symbols drawn e 1 symbol and less than symbol
f hot on Monday and cooler on Tuesday
4 a It occurs the most b frequencies: 7, 10, 4, 3 c Yes, most people spent that
d They spend more later in the evening, because they are hungry or older
5 a It is an evens chance; certain, likely
b For example, even than odd; higher than 5, more higher numbers
1
2
Exercise 5E Answers
3 c Probably get a different experimental probability
4 b No. For example, shape of toast, weight of butter may have an effect
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1 The frequency table shows the results of throwing a dice 30 times.
Score 1 2 3 4 5 6
Frequency 10 6 4 3 5 2
a Calculate the experimental probability for each score.
b Comment on whether you think the dice is a fair one.
2 Pauline throws two fair coins 40 times. Her results are shown in the following frequency table.
Outcome 2 Heads 2 Tails 1 Head and 1 Tail
Frequency 10 12 18
a Calculate the experimental probability of getting i 2 Heads ii 2 Tails iii 1 Head and 1 Tail
b What do you think is the actual probability of getting 1 Head and 1Tail when throwing two
coins?
3 A biased spinner has four coloured sections.
Douglas wants to find the experimental probability of getting each colour.
He spins it 100 times and records his results in a frequency table.
Colour blue red green yellow
Frequency 30 40 10
a Copy and complete the frequency table.
b Calculate the experimental probability for each colour.
1 a , , , , , b Probably not. Would not expect so few 6s or so many 1s
2 a i ii iii b
3 a yellow 20 b blue , red , green , yellow
1
5
1
10
2
5
3
10
1
2
9
20
3
10
1
4
1
15
1
6
1
10
2
15
1
5
1
3
I biased
I experimental
probability
I fair
I unfair
Key Words
G Play the trial-and-improvement game of Guess my number. Think of a
number (less than 100 is best to start with) and get the students to discover
it in as few times as possible, by asking questions which can only be
answered Yes or No. For example:
Is it less than 50? Is it even? Is it larger than 25?
G You can then include a number over 100, but dont make it too big.
G Allow the class to choose a number to see whether you can get it in
fewer goes than their best attempt.
G You can have the numbers on prepared cards, which you stick facing the
wall. This demonstrates that you have not changed your mind during the
game.
G Ask the class: Last night I was sorting out the cutlery at home. I found
that I had eight more knives than forks. Altogether I had 32 items of
cutlery, so how many knives did I have?
G After a short spell of speculation, tell the class that this is the sort of
problem that algebra can be used to solve. Using algebra to solve
puzzles and problems is going to be explored in the next few lessons.
(If they want an answer, tell them you had 12 forks and 20 knives.)
G Tell the class that you are going to start with straightforward, simple
puzzles. Put on the board
+ 5 = 9
Ask them what stands for.
G You will find that a few will immediately give you 4. But let the class
discuss how they know that. Make sure that everyone does understand
that simply represents 4.
G Give the class a few more like that, all simple additions (where they have
to subtract to obtain the answers).
G If anyone says he/she knows a quick way to find the answer, ask him/her
to explain it to the class. Help them to see that it always works.
G Move on to, for example, 3 + = 10. The students need to recognise
that whenever addition is involved, it is essentially the same type of
problem, whichever way round it is presented.
G Then fire a subtraction problem, such as 8 = 2. Ask the class what
the value of is here.
Again, some will immediately get 6. Get them to discuss how they knew
or how they found out.
Algebra 2
CHAPTER
6
LESSON
6.1
Framework objectives Finding unkown numbers
Use letter symbols to represent unknown numbers or variables. Know the meanings
of the words term, expression and equation.
G Do a few more subtractions this way round before putting up one the
other way round, such as 4 = 1. Help the class to see the difference
with this type of problem.
G Do a few more like this. Then put on the board one of each type and ask
the class to solve them.
G Discuss their answers. Help those who still cannot see the difference.
G Finally, show them a problem 3 = 12. What does represent?
G Help the class to recognise that they may need to go through their tables
before spotting the answer. If anyone does spot a quick way to find the
answer, get him/her to explain it to the class.
G Practise a few more multiplications.
G Division is not introduced here as it puts an extra tier of difficulty in for
the students. If any student asks about division problems, show them, for
example, 20 = 5. Help them to see how they can get to the answer
by going through their tables.
Plenary
G Have a game of Hangman, where the word is ALGEBRA or EQUATION.
Extension Answers
Many different correct answers
Exercise 6A Answers
1 a 6 + 2 = 8 b 5 + 6 = 11 c 2 + 7 = 9 d 7 + 2 = 9 e 4 + 3 = 7 f 3 + 5 = 8
g 4 + 7 = 11 h 5 + 4 = 9 i 1 + 7 = 8 j 4 + 8 = 12 k 4 + 6 = 10
l 2 + 9 = 11
2 a 2 3 = 6 b 5 2 = 10 c 3 5 = 15 d 4 3 = 12 e 3 3 = 9
f 4 5 = 20 g 6 2 = 12 h 3 4 = 12 i 6 3 = 18 j 7 3 = 21
k 8 3 = 24 l 6 5 = 30
3 a 9 1 = 8 b 10 3 = 7 c 9 6 = 3 d 12 7 = 5 e 8 1 = 7 f 8 3 = 5
g 14 5 = 9 h 10 7 = 3 i 8 7 = 1 j 15 8 = 7 k 15 4 = 11
l 12 8 = 4
4 a 3 b 3 c 5 d 10 e 8 f 11 g 8 h 6 i 5 j 5 k 7 l 8
5 a 4 b 5 c 4 d 1 e 5 f 2 g 11 h 4 i 8 j 9 k 6 l 7
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In each sum below, find the number that the shape represents.
a N + 5 = 9 b 10 = 1 c 5 = 20 d 7 + = 11
e + 8 = 14 f 6 N = 18 g 3 = 4 h 5 = 25
i 14 = 12 j 4 = 28 k 9 + N = 14 l 8 = 40
1 a 4 b 9 c 4 d 4 e 6 f 3 g 7 h 5 i 2 j 7 k 5 l 5
I algebra
I equation
I solving
Key Words
G Remind the class that a factor is a number that will divide exactly into
another number.
G Ask for the factors of 12. Accept them in any order (1, 2, 3, 4, 6, 12 ).
Help the students to realise that the simplest factors of a number are the
number itself and one.
G Use number cards, about 6cm square, with the following numbers on:
1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Give them out so that each student has one
card. (You will probably need three sets.)
G Then either call out a number or write it on the board. Ask the students to
hold up their card if they show factors of that number.
G Do encourage discussion. For example:
Which number is always being shown?
How do we know if 5 is a factor?
How do we know if 10 is a factor?
G You could end by asking a few students to hold up their numbers, say 2, 3
and 5. Then say to the rest of the class: Give me a number that has all of
these as factors In this case, the answers could be 30 or 60 or 90 .
G If I took you all to the bowling alley [or other suitable local place], how
much would it cost?
G Draw from the students that we would need to know the charge per
person and how many people.
G We would then use the rule:
Cost is * multiplied by the number of people.
(* Put in the appropriate rate.)
G Rules like this are used everyday in many different situations. For
example:
A window cleaner, charging a price per window.
The cost of meat in a supermarket.
Pocket money paid by parents.
G Go through these examples, showing how the rules would be used.
The window cleaner, in Example 6.3 in Pupil Book 1, is paid at 40p
per window. What does he charge Marge for cleaning her eight
windows?
Meat in a supermarket, priced at 2.50 per kilogram. What would
be the cost of 3kg?
Childrens pocket money paid monthly, in pounds, at their age plus 5.
How much per month would Davina get when she is 12?
LESSON
6.2
Framework objectives Calculating using rules
Use simple formulae from mathematics and other subjects.
Identify the necessary information to solve a problem.
Plenary
G Tell the students that they have been working on simple formulae, which
are a quick way of writing rules for making calculations.
G Show how the window cleaner in Example 6.3 might write his rule as
C = 40W.
G Ask the students how the other rules might be written. Note that a
formula may be written in different ways depending on the letters chosen
to represent the variables. We usually try to use letters that remind us of
what the formula is working out.
Exercise 6B Answers
1 a 140 miles b 350 miles
2 a 5 b 7.50 c 12.50
3 a 12 b 17 c 20
4 a 15 cm
2
b 42 cm
2
5 a 15 cm b 24 cm c 33 m
6 a 10 minutes b 17 minutes c 24 minutes
7 a 80 b 140
8 a 50 mph b 40 mph c 50 mph
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Wendy, a window cleaner, charges for cleaning windows according to the following rule:
Charge = 3 plus 1.50 for every Large Window Cleaned plus 50p for every Small Window
Cleaned
How much does Wendy charge each of these people to clean his or her windows?
a Harry, who has 2 large windows and 8 small ones.
b Padmini, who has 3 large windows and 7 small ones.
c Sir Geoff, who has 8 large windows and 19 small ones.
a 10 b 11 c 24.50
I formula
I rule
Key Words
Extension Answers
The outcome is always 5, which gives E
G Ask the class: How many factors does the number 6 have? Invite them
to tell you all four {1, 2, 3, 6}.
G Ask them for another number that has exactly four factors. Invite them to
check their suggestions. Remind them that one is always a factor, as well
as the number itself.
G Then ask for any numbers that have exactly two factors. Again, get the
class to check them. Write them on the board as they are
suggested/ verified.
G When the list has about ten numbers, ask who knows the name of these
special numbers. They are the prime numbers. (Make sure that 1 is not in
the list, and that it has been discussed so that the students are aware that
1 is not a prime number.)
G Remind the students that in Chapter 1 of Pupil Book 1, letters were used
for numbers their introduction to algebra.
G Go through the following ways of writing terms and expressions to show
the students what they are.
3n means 3 multiplied by the variable n (Explain the term
variable again.)
n + 7 means 7 added to the variable n
8 n means subtract n from 8
n 1 means subtract 1 from n (Explain the difference between
these last two.)
means n divided by 2
G Each of these terms and expressions assumes a different value as the
value of the variable changes. For example, when n is 6:
3n = 18 n + 7 = 13 8 n = 2 n 1 = 5 = 3
G You will need to carefully explain to some students exactly what is being
done here. Use plenty of examples to make certain that they realise that
the variable n can stand for millions of different numbers.
n
2
n
2
LESSON
6.3
Framework objectives Algebraic terms and expressions
Use letters to represent unknown numbers or variables. Know the meanings of the
words term, expression and equation.
Plenary
G Go through all the names in algebra to which the class have so far been
introduced. Ask them to tell you what each means.
G You could introduce this with a quick hangman-type game using one of
the more difficult terms.
G The students do need to leave the lesson with a clear idea of the
meanings of the names used.
Extension Answers
Many different correct answers
Exercise 6C Answers
1 a n + 4 b 8n c 9 n d 3t e f 7 t g 3x h 6x i 5y j 7y
2 a i 3 ii 6 iii 12 b i 11 ii 19 iii 13 c i 10 ii 13 iii 14
d i 9 ii 7 iii 11 e i 7 ii 2 iii 17 f i 4 ii 3 iii 7
g i 16 ii 46 iii 96
d i 20 ii 50 iii 70 e i 12 ii 16 iii 32 f i 6 ii 30 iii 54
g i 36 ii 27 iii 63
d i 15 ii 16 iii 17 e i 11 ii 10 iii 9
t
5
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1 Write down the values of these expressions for each different value of n.
a n + 3 where i n = 3 ii n = 5 iii n = 8
b n 1 where i n = 5 ii n = 1 iii n = 3
c 17 n where i n = 4 ii n = 3 iii n = 1
2 Write down the values of ecah of these terms for each different value of n.
a 3n where i n = 2 ii n = 3 iii n = 8
b 5n where i n = 4 ii n = 6 iii n = 7
c where i n = 8 ii n = 12 iii n = 18
n
2
I algebra
I variable
I substitute
I term
I expression
Key Words
Miles and kilometres
G Ask if anyone knows approximately how many kilometres are in 5 miles.
It would help if there were a specific place 5 miles from school that you
could focus on.
G By trial and discussion, let the class arrive at approximately 8km.
G Then offer a variety of multiples of 5 miles and ask for their kilometre
equivalents. For example:
Approximately how many kilometres are in 10 miles, 15 miles,
25 miles, ?
G Then ask: Approximately how many kilometres are in 18 miles?
G Lead the discussion along the line 15 miles is 24km, 20 miles is 32km,
so 18 miles is in between, but closer to 32 than 24, say about 29 or
30km.
G Ask a few more similar questions. Use the following table to help.
Miles 18 22 38 44 53 59 62 72 98
Kilometres 29 35 61 70 85 94 99 115 157
G Discuss different speeds. What is equivalent to 30mph, 40mph, ?
G Tell the class a story, something like this.
I was talking to my window cleaner the other day, and I asked him
how he worked out how much to charge for cleaning the windows
in different-sized houses.
G Easy, he says, I use a rule of 70p for every window cleaned. I thought
thats clever. Ill write the rule down. But being a mathematician, I wrote
it down as a formula. What do you think I wrote down?
G Lead the class to something like C = 70W. (Let the class choose the letter
for the variable, but do give guidance on suitable letters.) Explain how
useful it is to write down rules as formulae.
G Get them to work out a few charges. For example:
Mrs Smith: 4 windows give
70 4 = 280 pence
Mr Jordan: 6 windows give
70 6 = 420 pence
LESSON
6.4
Framework objectives Formulae
Use simple formulae from mathematics and other subjects. Substitute positive
whole numbers into simple linear expressions and formulae and, in simple cases,
derive a formula.
Plenary
G Ask the students to try to explain what a formula is.
G Can they explain the difference between a term, an expression and a
formula?
G Tell them that formulae will occur in many situations in maths, in science
and in technology. Being able to handle them is an important
mathematical skill.
Extension Answers
a i 30 ii 14 iii 17 b 16
Exercise 6D Answers
1 a c = 2h b c = 7n c D = J + 40 d e = r + 10
2 a 25 b 15 c 40
3 a 8 b 24 c 56
4 a 50 b 100 c 200
5 a 24 cm b 36 cm c 48 cm
6 a 100 mph b 120 mph c 50 mph d 75 mph
7 a 20 b 18 c 22 d 27
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1 Write each of these rules as a formula. Use the first letter of each variable in the formula (printed in
bold type).
a The cost of renting out a hut is 5 per day.
b The cost of a journey is 2 for every mile travelled.
c The distance is 70 times the number of hours travelled.
d Mums age is always Joes age plus 39.
2 A firm uses the formula t = 20k, where t = time in minutes and k = number of items to be made.
Calculate the time for the firm to make:
a 5 items b 3 items c 8 items
1 a c = 5d b c = 2m c d = 70h d M = J + 39
2 a 100 minutes b 60 minutes c 160 minutes
I formula
I formulae
Key Words
Multiplication facts
G Put on the board 25. Around it put 3, 4 and 7.
G Ask: How can I make 25, using these three small numbers? Answer:
3 7 + 4.
G Then ask: Is there another way? Were now looking for 7 4 3.
G Then give them three different small numbers, 2, 3 and 5, but keep the 25.
G Ask: How many different ways can we now see of making 25? There is
only one: (2 + 3) 5.
G Change the numbers to 4, 7 and 8, and the target number to 24.
Ask: How many now? Again there is only one: (7 4) 8.
G Now add another small number, 6, and ask: How many different ways
can we now find of making 24? [4 6 (8 7)], [(4 6) (8 7)]
G Finally ask: How many different numbers can we make in this way using
all four numbers, 4, 6, 7 and 8?
G An excellent start will be made if you can demonstrate this
first part with a pair of scales and some bags of marbles or
coins. (But do practise this to make sure the scales are
sensitive enough.)
G Show a set of scales as illustrated.
The left-hand pan has 3 bags and 2 marbles.
The right-hand pan has 17 marbles.
The scales balance when the two sides are equal.
G Each bag has the same number of marbles in it. How many
marbles are in one bag?
G At this point, introduce the What is it we want to know? Lets call it x.
(It could be m or any other letter except o.)
G What do the scales show us? Both sides are equal. That is:
Left-hand side = Right-hand side
The left-hand side is 3x + 2. (Discuss why.) The right-hand side is 17. So:
3x + 2 = 17
G Show how, when two marbles are taken from each side, the scales are
still balanced:
3x + 2 2 = 17 2
3x = 15
G This next stage needs to be explained carefully to many students. Class
discussion is invaluable for everyone to recognise that 3x means 3
times x, and so we are looking at 3 times what = 15?, leading to x = 5.
LESSON
6.5
Framework objectives Equations
Identify the necessary information to solve a problem. Represent problems
mathematically, making correct use of symbols, words, diagrams and tables.
(This lesson plan starts to address this objective, but does not complete it.)
G Now discuss with the class equations like x + 3 = 27. Talk about
simplifying the equation by subtracting the same number from both sides.
It is important to start off with this next step written down (it can be
dropped later) to get x + 3 3 = 27 3, leading to x = 24. Go over a few
other examples, including the type x 4 = 9, where we add to both sides.
G Some students will be able to work through Questions 3 and 4 of
Exercise 6E, but you may wish first to go through a few examples. Explain
that the setting out is important to demonstrate the way they have found
the answers.
Plenary
G All the equations have had a positive whole-number solution. Discuss
why this will not always happen.
Extension Answers
a 4 b 2 c 6 d 7 e 5 f 9 g 3 h 7 i 4 j 1 k 8 l 5 m 3
n 10 p 5 q 8
Exercise 6E Answers
1 a 5 b 6 c 3 d 2 e 4 f 6 g 2 h 5 i 2 j 5 k 9 l 8 m 3
n 7 p 8 q 6
2 a 5 b 6 c 2 d 4 e 4 f 8 g 11 h 14 i 8 j 4 k 6 l 10 m 1
n 8 p 13 q 11
3 a 4 b 4 c 5 d 4 e 5 f 3 g 2 h 10 i 3 j 7 k 4 l 5 m 1
n 8 p 4 q 2
4 a 5 b 3 c 3 d 4 e 8 f 6 g 4 h 4 i 4 j 3 k 2 l 5 m 2
n 4 p 3 q 6
SATs Answers
1 a 77 F, 80 F b 32 F, 30 F
2 198 cm
3 a 11 b 2
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Solve the following equations.
a 2x = 10 b x + 4 = 10 c x 1 = 9 d 4x = 24
e m 2 = 17 f m + 4 = 9 g 7m = 63 h 2m 5 = 7
a 5 b 6 c 10 d 6 e 19 f 5 g 9 h 6
I equation
I solve
Key Words
G Invite the class to imagine a square with its two diagonals drawn in.
G Ask them to describe the shapes that are formed inside the square.
G Now ask them to imagine a rectangle with its two diagonals drawn in.
G Ask them to describe the shapes that are formed inside the rectangle.
G A line segment has a fixed length with two end points, A and B.
A B
G Any two distinct lines either must be parallel or must intersect at a point.
G Explain that when two lines meet at a point, they form an angle. An angle
is a measure of rotation and is measured in degrees ().
G Explain that a compass is used to measure the amount of turn from one
direction to another.
Draw the main compass points on the board or OHT.
Use the diagram to explain that to give a specific direction we need:
direction of the turn clockwise or anticlockwise
amount of turn this is usually in multiples of turns.
G Draw on the board the following angles.
G Draw on the board a number of different angles. Explain how to estimate
the sizes of the angles.
G Describing angles
The angle at B can be written as B.
Half turn 180 Full turn 360 Right angle 90 Acute angle
less than 90
Obtuse angle
between 90 and 180
1
4
Parallel lines never meet. These two lines intersect at a
point.
These two lines intersect at a
point when extended.
These two lines are
perpendicular.
CHAPTER
7
LESSON
7.1
Framework objectives Lines and angles
Use correctly the vocabulary, notation and labelling conventions for lines, angles
and shapes.
Identify parallel and perpendicular lines.
Begin to identify and use angle, side and symmetry properties of triangles and
quadrilaterals.
Use angle measure. Distinguish between and estimate the size of acute and obtuse
angles.
N
S
W E
G Describing triangles
The triangle ABC can be represented by ABC.
It has three corners, A, B and C; three angles, A, B and C;
and three sides, AB, BC and AC.
G Geometrical properties of shapes
Explain the arrow and bar notation for parallel sides and equal sides
respectively. Illustrate the use of the notation on the parallelogram ABCD.
Plenary
G Ask individual students to draw on the board: parallel lines, intersecting
lines, perpendicular lines.
G Draw on the board various acute and obtuse angles. Ask some students
to estimate the sizes of the angles.
G Draw a rectangle on the board and ask other students to describe the
geometrical properties of this shape.
Exercise 7A Answers
1 a turn anticlockwise b turn clockwise c turn clockwise d turn
anticlockwise e turn clockwise f turn anticlockwise
2 a East b South c North d West e West f North
3 a acute, 60 b obtuse, 100 c acute, 20 d obtuse, 140
4 a two of BC or CD or DE b DE and BC c DE and CD or BC and CD
d They intersect at 90
5 a AB = BC = AC, A = B = C = 60
b AB = BC = CD = AD, A = B = C = D = 90, AB// CD, AD// BC
c AB = BC = CD = AD, AD// BC, AB// CD, A = C and B = D
3
4
3
4
1
2
1
2
1
4
1
4
Extension Answers
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1 State whether the angles below are acute or obtuse. Estimate the size of each angle.
a b c
2 Copy and complete the following.
a FG is parallel to
b BC is parallel to
c DE is perpendicular to
d AG is perpendicular to
1 a obtuse, 160 b obtuse, 100 c acute, 40
2 a DE b AG c EF d AB
I acute angle
I obtuse angle
I right angle
I degree
I compass points
I clockwise
I anticlockwise
I diagonal
I intersection
I line segment
I parallel
I perpendicular
Key Words
A
B
C
A B
C D
A
C
D
E
F
G
B
PARALLEL
L I N E S
P
E
R
P
ENDI CULAR
R
I
G
H
T A N G L E
A
C
U T E
T R I A
S N
E G
L
R E C T
S A
E L G N
G Invite the class to imagine a square. Now cut off a corner.
G Ask some students to describe the shape that is left.
G Invite the class to imagine another square. Now cut off two corners.
G Ask other students to describe the shape that is now left.
G Repeat by cutting off three or four corners.
G Explain that it is not always necessary to measure angles on diagrams.
Angles can be calculated on diagrams by using given geometrical
information. Angles whose values are not given are denoted by the letters
a, b, c . These are called unknown angles.
G Draw the following diagrams on the board and explain how to calculate
the sizes of unknown angles by giving various examples.
G Sum of the angles around a point a + b + c = 360
For example, calculate the size of angle a.
a = 360 160 120
a = 80
G Sum of the angles on a straight line a + b + c = 180
For example, calculate the size of angle b.
b = 180 80 40
b = 60
LESSON
7.2
Framework objectives Calculating angles
Use correctly the vocabulary, notation and labelling conventions for lines and
angles.
Know the sum of angles at a point and on a straight line.
a b
c
120
a
160
40
b
80
a
b
c
Plenary
G Ask some students to explain the meaning of: angles around a point and
angles on a line.
G Ask others to make up an example to illustrate each of the above.
Exercise 7B Answers
1 a 30 b 50 c 130 d 70 e 100 f 150
2 a 130 b 160 c 85 d 221
3 a 50 b 128 c 79 d 41
Extension Answers
1 45
2 90
3 120
4 20
5 50
6 130
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1 Calculate the size of each unknown angle.
a b c
d e f
a b c
a b c
52
c 63
28
b
95
67
a
120
c
40
120
60
b
75
50
a
110
100
f
110
310
e
20
d
120
c
80
b
35
a
1 a 55 b 10 c 60 d 160 e 50 f 150
2 a 200 b 135 c 80
3 a 18 b 62 c 65
I angles at a point
I angles on a
straight line
Key Words
Revisiting the number line
G Draw the number line and ask some students to fill in the missing numbers.
G Now ask them to complete this number line.
G Repeat the activity using different scales on the number line.
G Explain that coordinates are used to locate a point on a grid. Draw, on
the board or on an OHT, the grid shown on the right.
G Explain the meaning of axes, the x-axis, the y-axis and the origin.
G A coordinate is written in the form (x, y).
G The first number is the x-coordinate, which is the number of units
across the grid.
G The second number is the y-coordinate, which is the number of units
up the grid. Use the point A as an example.
G The point A has coordinates (4, 3) and can be written as A(4, 3).
G Plot other points on the grid and ask the class to write down their
coordinates.
G Explain that coordinates can be shown on a grid by a cross or a dot.
0 5
0 20
LESSON
7.3
Framework objectives Coordinates
Use conventions and notation for 2-D coordinates. Find coordinates of points
determined by geometric information.
O 1 2 3 4 5
x
1
2
3
4
5
y
A
Exercise 7C Answers
1 P(5, 4), Q(4, 1), R(2, 2), S(1, 0), T(0, 3)
2 c D(4, 1)
3 a A(1, 6), B(5, 6), C(5, 2), D(1, 2) b E(3, 6) c F(1, 4) d G(3, 4)
4 a i (5, 7), (3, 2), (7, 6), (2, 1)
ii (3, 6), (3, 2), (1, 5), (3, 4), (2, 7)
iii (3, 6), (5, 5), (1, 3), (8, 1), (8, 4), (2, 1)
iv (3, 4), (5, 5), (8, 4), (8, 1), (3, 8), (3, 2), (7, 3)
b SEE YOU AT BREAK
Extension Answers
Lines drawn with the following equations:
a x = 2
b x = 7
c x = 3
d y = 3
e y = 6
f y = 0
1
2
1
2
O 1
x
1
2
4
6
8
y
7
5
3
2 3 4 5 6 7 8
e
d
a c b
f
Plenary
G Have a prepared, large grid with axes from 0 to 10 and several points
plotted on it.
G Ask the class to write down the coordinates of the points as you point to
them.
SATs Answers
1 a E b D c B
2 a A and C c South d South
3 a (5, 2) b (2, 1)
4 a They are the same numbers b (14 , 14 ) c (10, 12), 12 is greater than 10
d Any number less than 15 for the x-coordinate
1
2
1
2
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1 Write down the coordinates of the points P, Q, R and S on
the grid.
2 a Draw a grid as in Question 1 and plot the points A(1, 4),
B(5, 4), C(5, 1) and D(1, 1).
b Join the points to form the rectangle ABCD.
c What are the coordinates of the mid-point of AB?
3 Write down the coordinates of the points
A, B, C, D, E, F, G and H on the grid.
4 a Draw a grid as in Question 3 and plot the
points P(6, 9), Q(9, 7) and R(6, 1)
b The points form three corners of a kite
PQRS. Plot the point S and draw the kite.
c Write down the coordinates of the point S.
1 P(1, 4), Q(5, 3), R(3, 1), S(0, 2)
2 c (3, 4)
3 A(9, 8), B(6, 7), C(4, 6), D(1, 9), E(1, 4), F(3, 1), G(7, 2), H(9, 4)
4 c S(3, 7)
I axis
I axes
I coordinates
I grid
I origin
I x-axis
I y-axis
I x-coordinate
I y-coordinate
Key Words
O 1 2 3 4 5
x
1
2
3
4
5
y
Q
R
S
P
x
y
A
10
O 6 7 8 9 10
4
3
2
1
1 2 3 4
D
H
E
B
G
F
C
5
9
8
7
6
5
students and ask them to multiply some of the even numbers by 5.
G Discuss with the class their strategy for multiplying by 5. For example:
28 5 = of 28 10 = 14 10 = 140 or of (28 10) = of 280
= 140 or 20 5 = 100 and 8 5 = 40, 100 + 40 = 140
G Randomly select students and ask them to multiply the odd numbers by 5.
G Discuss the strategy they are using now. For example:
37 5 = of 37 10 = 18.5 10 = 185 or of (37 10) = of 370
= 150 + 35 = 185 or 30 5 = 150 and 7 5 = 35, 150 + 35 = 185
G Discuss with the class the idea that some numbers (even) may be easier
to halve, then multiply by 10, whereas others may be easier to multiply
the tens by 5, then add the units multiplied by 5. It depends on what
each student sees as easier at the time.
G Ask the class: What method of transport do students use to travel to
school and why?
G Write this question on the board along with their answers.
G Keep the method of transport separate from the reasons why.
G Have another box on the board that is kept for Things that might affect
their answers. Keep adding things in as you discuss this question with
the class.
G Tell the class that you are going to get from them some data on this
question. Complete the tally chart by asking each student in turn. At the
same time, log their reasons.
Transport Tally Frequency Reason 1 Reason 2 Reason 3
Bus |||| |||| | 11 (Reason a) |||| || (Reason b) ||| (Reason c) |
Car |||| 4 (Reason d) ||| (Reason e) |
Bike | 1 (Reason f) |
Walk |||| |||| ||| 13 (Reason g) |||| | (Reason h) |||| (Reason i) ||
Other | 1 (Reason j) |
G Ask the class how these results might be illustrated. Discuss the use of the
bar chart and the pictogram.
1
2
1
2
1
2
1
2
1
2
1
2
Handling Data 2
CHAPTER
8
LESSON
8.1
Framework objectives Using a tally chart
Given a problem that can be addressed by statistical methods, suggest possible
answers.
24 33 38 47 16
17 56 59 44 63
68 75 72 89 84
93 52 57 96 73
Things that might affect
their answers
distance
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w
h
y
?
w
ea
th
er
transport
available
G Discuss how to illustrate the answers to Why? a simple report, a
diagram of the largest use with the reasons overwritten, a bar chart with
the reasons either along the bars or written as speech bubbles. See Pupil
Book 2 for examples.
G The students should now make their own display of the class data on an
A4 sheet, including the chart (bar chart or pictogram) and the reasons
given by the class.
G The class can now do Exercise 8A from Pupil Book 1
Plenary
G Ask the class what they think are the reasons behind the questions they
have met today. The reasons could include, for example, traffic
monitoring, the number of buses allocated to the various routes, whether
a crossing is needed for all the walkers, whether the bike sheds are still
needed.
G Who might be asking these questions? Parents, school governors,
headteacher, director of transport, police chief, safety officers.
G Finish with a short discussion on the size of the sample. Is it any use
asking just one class or should the whole school be asked? The larger the
sample the better, but a single class can still indicate the trend in a
school.
Exercise 8A Answers
1 The students should create a variety of displays with the reasons integrated in each
display
2 b Among the valid reasons are:
Alton Towers Its the most exciting place of them all
Camelot It has an interesting name, and could be good
Blackpool It has the sea and a fun fair
London Its the capital and theres lots to do there
Bath Its an interesting, historical place
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a Find two dice.
b Roll the two dice together. Which total number do you get most often?
c Roll the two dice 100 times. Keep a tally of the results.
d Draw a chart illustrating your results.
Their charts should show 7 as the total which occurs most often, with something like a normal distribution
around 7.
I data
I statistics
I tally
I frequency
Key Words
G Ask how many minutes there are in 3 hours. Discuss the wrong answers,
if there are any.
G Ask at random how many minutes there are in 2 , 4 hours.
G Discuss with the class the strategy for calculating these in their heads.
For example:
2 60 + 30 or 2 6 10 + 30
G Then ask how many hours there are in 100 minutes, 200 minutes,
G Discuss the strategy with the class. For example:
200 60 = 20 6 = 3 remainder 2, giving 3 hours and 20 minutes
G Continue with 500 minutes up to 1000 minutes.
G Ask the question, and write it on the board: Do certain newspapers use
more long words than the other newspapers?
G Discuss this with the class to find some possible theories. Ask how we
can test these theories. What do we need to know?
G Lead the class to the idea that we need sample pages from different
newspapers. Do we need to count all the words? If not, how many words
should we use? Which pages do we use to count?
G Have ready chosen pages (especially censored) from all the main
newspapers, avoiding topics you dont want raised in your classroom!
G Discuss with the class how to count and record the number of letters in
each word. First, create a tally chart for words ranging from 1 to 10
letters. (It can be changed if necessary.)
G Organise the class into groups. One group looks at just one newspaper.
Discuss with the groups how they will organise their collection of data:
one to keep the tally going; two to count the number of letters in words
from different parts of the page; one to keep a record of how many words
have been counted. Ensure they work their way sequentially through a
sentence and dont randomise around the page.
G Discuss with the class special cases. What shall we do with the numbers?
Probably best to ignore them, but let the groups decide. What about
hyphenated words? Ignore the hyphen. Abbreviations? Just count as
printed.
G Ensure that each group knows how they are going to count and how
many words they are counting. Stop the survey when each group has
reached the target number.
G Discuss how the results should be dealt with. Do simple tables of results
show clearly what is happening? Or do charts for each paper better
illustrate the different distributions of sizes?
G Has each group displayed its data in compatible forms to allow
comparison of one groups results with anothers?
1
2
1
2
LESSON
8.2
Framework objectives Using the correct data
Decide which data would be relevant to an enquiry and possible sources.
Plan how to collect and organise small sets of data. Design a data collection sheet
or questionnaire to use in a simple survey.
Plenary
G Talk about the differences between each groups findings. Why do some
newspapers have more longer words than others? Whats special about
the newspapers that have the most short words.
G Discuss with the class whether they think they would get similar results
from any pages in the newspapers or would some pages give different
figures? How could they test this?
Exercise 8B Answers
1 The different groups should end up with different sets of data but they should show
the same trend: that the tabloids tend to use more shorter words than the
broadsheets. You may want to explain those terms, being sensitive to which
newspapers may be taken at home.
2 The results of this survey can be used for the next lesson, so it is important that all
the data are kept secure. Encourage each group to finish its survey, to generate a bar
chart (using the same scale of axes) and to create a display of the results.
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Choose a book you have at home. Count the number of words in each of 50 sentences. Then draw
a bar chart showing your results.
The bar chart should be well labelled.
I survey
I data collection
sheet
Key Words
G As a class, count on in threes from 1. For example:
1, 4, 7, 10, 13, 16, 19,
Carry on up to 52.
G Now count backwards in threes from 50. For example:
50, 47, 44, 41, 38,
Count down to 2.
G Now count on in fours from 1. For example:
1, 5, 9, 13, 17,
Count up to 53.
G Now count down from 56. For example:
56, 52, 48, 44, 40,
Count down to 0.
G Play a game where you start at one side of the room with a specific order.
For example:
Going along one row and back the next (and so on), the students
count on in threes until you shout another number, say, fours, or
until you say: Backwards. Whereupon they have to start counting
back in whatever number was last shouted.
G Ask the class: How long does it take to get to school? Do those who live
the furthest away take the longest time to get here?
G As the discussion develops, write down the times that are given as the
travelling time to school. Do the same for the distances given.
G Talk about the need to simplify these times. Introduce class sizes (ranges)
suitable for the data you have. Write on the board 05, 610, 1115,
1620. (Some situations may need class sizes of 10 minutes.)
G Start to put their times into these classes and so create a frequency table.
G The class can now do with Exercise 8C from Pupil Book 1.
LESSON
8.3
Framework objectives Grouped frequencies
Construct frequency tables for discrete data, grouped where appropriate in equal
class intervals.
Plenary
G Ask what class size we might use for a survey on pocket money.
G Ask what class size we might use for car prices.
G Discuss with the students how class sizes vary, depending on how many
bars are needed for the data.
Exercise 8C Answers
1 a
Pencils 04 59 1014 1519
Frequency 7 7 6 11
2 a
Hours 05 610 1115 1620 2125 2630
Frequency 9 8 2 4 6 3
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Estimate how long half a minute is.
a Find a clock or a watch that has a seconds hand, or allows you to time 30 seconds. (Better still,
use a stopwatch if you have one.)
b Wait for the minute hand to get to the beginning of a minute. Shut your eyes, and open them
when you think half a minute has gone. Look straight away at the watch and see for how many
seconds you had your eyes shut. Write this figure down.
c Repeat this 20 or 30 times. Then put your results into a suitable grouped frequency table.
d Draw a bar chart from your results.
Each answer will, of course, be different, but many students will show some sort of even distribution about
their idea of 30 seconds. It would be interesting to compare the results from the whole class. It is also a
chance for you to do the experiment and show the class your results.
I class
I range
I frequency table
I grouped
frequency data
Key Words
students and ask them to divide some of the multiples of 10 by 5.
G Discuss with the class their strategy for dividing by 5. For example:
280 5 = (280 10) 2 = 28 2 = 56 or
(280 2) 10 = 560 10 = 56 or
250 5 = 50 and 30 5 = 6, 50 + 6 = 56
G Randomly select other students and ask them to divide other numbers by 5.
G Discuss the strategy they are using now. Which is easier to divide by 10
first or to double first?
G Discuss with the class how they could divide by 50. For example:
divide by 100 then multiply by 2
G Randomly select students and ask them to divide some of the numbers
by 50.
G Discuss what you would do to divide numbers by 500. For example:
divide by 1000 then multiply by 2
G Discuss a particular problem that is going to involve either the whole of
Y7 or the whole of the school. For example:
A school disco is to be planned at Christmas. What time should it
start? What time should it finish? How much should we charge for
people to come in?
G Discuss the possible range of answers and who might give these answers.
G Are there any other different questions we might want to ask? For
example:
What food should be available to buy? What drink?
G After this brainstorming and putting suggestions on the board, discuss
how they might find out this information.
Who should they ask? Just one year group or everyone?
How should they ask? A questionnaire to be completed or asking
at lunchtime, etc.
G How do they keep track of their data? What type of data capture form?
G At this point, they should work in groups of twos or threes, planning this
survey: what they ask and how, and what their data capture form should
look like.
G This can be run as a competition, with a vote at the end to find the best
data capture form. That one will be used. The whole class will do this
survey at some time this week after you have replicated the data capture
form. Part of the competition could involve the groups explaining why
their design is a good one.
G The lesson finishes with the design being chosen and how the data are
going to be captured.
LESSON
8.4
Framework objectives Data collection
Collect small sets of data from surveys and experiments, as planned.
240 65 90 45 950
125 625 280 25 250
95 1500 80 720 320
820 140 5000 180 4500
G This could lead into another lesson where the data have been captured,
the results are tabulated and the bar charts are drawn. This can be done
by groups splitting up the work in terms of years, as the different years
may well show different results.
G It is important to help the class to draw out conclusions from the data
recorded.
Plenary
G Do we actually need to ask everyone in the school these questions?
G How many people do we need to ask?
G Why use a sample? Where else do people use a sample to show trends or
results?
G Discuss the role of interviewers on the streets asking passers-by questions
from their clipboards General Election or local elections if appropriate
where polls give the current trends.
SATs Answers
1 b 64
2 a
Size 4 5 6 7 8 9
Number of pairs 5 6 5 8 3 2
b Size 7 c 13 pairs is less than half of total sold
Exercise 8D Answers
1 b The older the age group, the more they wanted to charge
2 b The older the age group, the later they wanted to start
3 b The older the age group, the longer they wanted the disco to last
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Choose a particular 30-minute spell to look at all the vehicles that pass your house, or the end of
your street. Take a survey of the number of passengers in each vehicle, the colour of each vehicle,
the type of vehicle (car, van, bus, bike) and, when it is a car, whether it has two doors or four doors.
Look in detail at your data. Try to give at least two results from the data.
The answers will depend on where they live and the time at which they do their surveys.
I sample
I survey
I data capture
I questionnaire
I tally chart
I frequency table
I grouped
frequencies
Key Words
G Use a target board such as that shown on the right.
G Recall strategies for doubling and halving.
G Randomly select students and ask each to double the
number pointed at.
G Discuss the strategies again. For example:
2 6000 = 2 6 = 12
then add three zeros to the end to give 12000
G Randomly select students and ask each to halve the number pointed at.
G Discuss the strategies again. For example:
Half of 0.7 = 0.35
G Use a number line drawn on the board with 10 segments marked on the
line. Mark one end with 0 and the other end with 10.
G Mark a point with an arrow, as shown above. Ask the students to estimate
the value of the number (6.3). What is it to the nearest whole number?
Repeat with other examples. Make sure that at least one number is given
that ends in 0.5, so that the rule about rounding up can be emphasised.
G Change the scale to run from 0 to 100. Repeat, rounding off numbers to
the nearest 10.
G Do some examples without the scale. For example:
Round 546 to nearest 10, 100, 1000.
Round 3098 to nearest 10, 100, 1000.
0 10
Number 3
CHAPTER
9
LESSON
9.1
Framework objectives Rounding
Round positive whole numbers to the nearest 10, 100 or 1000 and decimals to the
nearest whole number or one decimal place.
6000 3 0.7 0.2 7
0.8 160 14 10 4.8
3000 0.5 3600 0.06 130
6.4 1500 12 1 2700
Plenary
G Write a variety of numbers on the board and ask the students to round
them off to various accuracies. For example:
3219 34.65 31.07 103.9 5244 829 0.632 3.438
to the nearest 1000, 100, 10, whole number.
G Discuss the techniques.
Extension Answers
a 4.7 b 3.1 c 2.6 d 1.9 e 0.8 f 0.9 g 3.9 h 2.6 i 3.2 j 3.5
k 1.5 l 1.9
Exercise 9A Answers
1 a i 3730 ii 3700 iii 4000 b i 810 ii 800 iii 1000 c i 2110 ii 2100
iii 2000 d i 4090 ii 4100 iii 4000 e i 270 ii 300 iii 0 f i 3460
ii 3500 iii 3000 g i 4050 ii 4100 iii 4000 h i 3000 ii 3000
iii 3000 i i 1040 ii 1000 iii 1000 j i 190 ii 200 iii 0 k i 3190
ii 3200 iii 3000 l i 960 ii 1000 iii 1000
2 a 5 b 3 c 3 d 2 e 1 f 1 g 4 h 3 i 3 j 3 k 1 l 2
3 a i 300 g ii 260 g b i 400 g ii 410 g c i 600 g ii 560 g d i 200 g
ii 150 g
4 a i 80 ml ii 81 ml b i 40 ml ii 38 ml c i 60 ml ii 58 ml d i 80 ml
ii 75 ml
5 a i 180 cm ii 178cm b i 60 cm ii 65 cm c i 280 cm ii 280 cm
d i 370 cm ii 367 cm
6 Pluto 2000km, Mercury 5000, Mars 7000, Venus 12 000, Earth 13000,
Neptune 50 000, Uranus 51000, Saturn 121 000, Jupiter 143000
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1 Round off these numbers to i the nearest 10 ii the nearest 100 iii the nearest 1000.
a 2786 b 321 c 4511 d 921 e 1835
2 Round off these numbers to the nearest whole number.
a 3.36 b 1.94 c 0.921 d 2.45 e 2.708
3 i What are the lengths of these worms to the nearest cm?
ii Estimate their length to the nearest mm.
a b
18 19 20 21 22 cm
13 14 15 16 17 cm
1 a 2790, 2800, 3000 b 320, 300, 0 c 4510, 4500, 5000 d 920, 900, 1000 e 1840, 1800, 2000
2 a 3 b 2 c 1 d 2 e 3
3 a i 16 cm ii 157 mm b i 21 cm ii 212mm
I round
I nearest
I to one decimal
place (1 dp)
I approximately
I estimate
Key Words
LESSON
9.2
Framework objectives The four operations
Understand addition, subtraction, multiplication and division as they apply to
whole numbers. Know how to use the laws of arithmetic and inverse operations.
G This activity is best done with a large grid of 100 squares mounted on the
wall, and a metre rule with which to point at the numbers. Alternatively,
an OHP transparency can be used or students can have their own
100-square grids.
G This is a well-known game called Fizz-Buzz.
G Students have to count, individually or in turn, from one onwards. They
are not allowed to say multiples of three. Instead, they have to use the
word Fizz. They are not allowed to say multiples of five. Instead, they
have to use the word Buzz.
G The counting should be: one, two, Fizz, four, Buzz, Fizz, seven, eight,
Fizz, Buzz, eleven, Fizz, thirteen, fourteen, Fizz-Buzz, sixteen,
G When a mistake is made, start again.
G This can be done working round the class, with, for example, a target set
of getting to 30 without error, or an individual can be challenged to set a
class record.
G This is a very popular activity, which can also be used to fill a couple of
minutes at the end of a lesson as students are waiting to be dismissed.
G This is a review of the four operations. The students should be allowed to
use any method that they are confident with (for example, blank number
lines for addition and subtraction and splitting numbers for
multiplication) but they should be encouraged to move towards the
standard column method. This could be demonstrated. (Division and
multiplication are covered in Lesson 9.4.) A recall of the use of inverse
methods for checking results could also be done here.
Example 1 439 students and staff are travelling to a theme park using a
fleet of 50-seat coaches. How many coaches will be
needed? Discuss the operation (division).
Estimation gives 400 50 8:
8 50 = 400
Hence, nine coaches are needed to carry all the students
and staff.
Example 2 1 is worth $1.43. How many dollars will I get for 40?
Discuss the operation (multiplication).
Estimation gives 40 1.5 = $60 as the correct order of
magnitude.
To find the actual digits try a short multiplication: 4 143
4 100 + 4 40 + 4 3 = 400 + 160 + 12 = 572
Our initial estimate tells us where to put the decimal point.
Hence, 40 = $57.20
Example 3 Find the sum and the difference of 168 and 346.
Discuss the meaning of the terms sum and difference.
Use the column method to do the calculations:
Plenary
G Discuss some of the strategies for recalling
tables. For example:
7 6 = 3 6 + 4 6
Multiplying by 4 is double and double
again.
G The hands can be used to recall the nine
times table. Take, for example, 7 9.
Holding up all ten fingers, count across to
the seventh finger. Put this down. There are
six fingers before and three after. So, 7 9
= 63.
G Numbers in the nine times table have digits
that add up to nine.
1
2
3
4
5
6
1
2
3
2
3
13
4
1
6
1 6 8
1 7 8
168
+ 346
514
1 1
Exercise 9B Answers
1 a 18 b 18 c 42 d 8 e 25 f 16 g 20 h 0 i 60 j 7 k 28 l 100
m 72 n 54 o 27 p 45 q 35 r 63 s 48 t 56
2 a 240 b 300 c 200 d 300 e 420 f 2400 g 1800 h 5600 i 270
j 2000
3 a 210 + 28 = 238 b 80 + 24 = 104 c 350 + 14 = 364
4 a 406 b 280 c 68 d 152 e 192 f 294 g 336 h 99
5 a sum 27, product 140 b sum 52, product 100
6 a 14.97 b 40 c 8 (5 at 20 and 3 at 4.99)
7 a 29, 30 and 31 b 11 and 12 c All consecutive integers have a difference of 1.
8 35 minutes
9 10.20
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1 a To raise money, Wath Running Club are doing a relay race from Wath
to Sheffield. Each runner will run 4 miles. How many runners will be
needed to cover the distance?
b Sponsorship will bring in 70 per mile. How much money will be
raised?
2 Find the sum, product and difference of a 9 and 7 b 12 and 30
3 a Find three consecutive even numbers that have a sum of 42.
b Why can you not find two consecutive odd numbers that have a sum of 29?
1 a 6 runners b 1680
2 a sum 16, product 63, difference 2 b sum 42, product 360, difference 18
3 a 12, 14, 16 b Because the sum of two odd numbers is always even
I operation
I inverse
I add
I subtract
I multiply
I divide
I sum
I total
I difference
I product
I multiple
I factor
I quotient
I divisor
I remainder
Key Words
Wath to
Sheffield
24
miles
G Let the students work in small groups. Hand each group an OHP sheet
and some OHP pens, or a large sheet of paper and some felt tip pens.
Give each group the same five numbers, say 2, 4, 5, 7 and 10 (use just
four values if necessary). In a timed session (say 5 minutes), ask them to
write down as many sums as possible using these numbers. Rules can be
flexible to suit the group. For example:
Answers such as 24 + 5 = 29 are acceptable, or all the numbers must
be used individually, for example 2 4 + 5 = 13.
Not all the numbers need be used, for example 2 5 7 = 3, or they
must all be used, for example 2 + 4 + 5 7 + 10 = 14.
Answers, however, must always be shown.
G Also give the students a target number, say 80. Can they make a
calculation using all the numbers with 80 as the answer? For example:
(2 7 10) 4 5
G After 5 minutes, ask them to stop and then give themselves a score of 1
point for every sum, and 5 points for each sum that gives the target
number. Record their scores, but do not check anything yet. (Sheets may
be collected.)
G Ask the class to work out (without a calculator) 7 + 3 4.
G Most will say 40. Give one student an old calculator and another student
a scientific calculator. Ask them both to do the calculation. The older
calculator will give 40. The scientific calculator will give 19. Establish
that the scientific calculator is the better device and is therefore right. Ask
how the answer could be 19. Explain and list the order of operations: B
(Brackets), O (Order or pOwer), D M (Division and Multiplication) and A
S (Addition and Subtraction).
Example 1 Work out the value of
2 3 + 4 (= 10) 2 (3 + 4) (= 14)
2 + 3 4 (= 14) 2 + 3
2
(= 11)
Example 2 Put brackets into these to make them true:
2 5 + 4 = 18 5 + 2
2
2 = 18
G Do as many examples as necessary.
LESSON
9.3
Framework objectives BODMAS
Know and use the order of operations, including brackets.
Plenary
G Display the students OHP sheets or pin up their pieces of paper. Check
each set of answers for accuracy and correct use of BODMAS. Score
each sheet. Check with the score recorded for each group earlier. Deduct
5 when a total is wrong. Add 5 when a total is correct. Declare a winning
group.
Extension Answers
a 7 b 15 c 16
Exercise 9C Answers
1 a 2 + 3 6 = 20 b 12 6 3 = 10 c 5 5 + 2 = 27 d 12 4 2 = 1
e (2 + 3) 6 = 30 f (12 3) 3 = 3 g 5 (5 + 2) = 35 h 12 (4 2) = 6
2 a 10 b 14 c 14 d 20 e 12 f 45 g 2 h 15
3 a 2 (5 + 4) = 18 b (2 + 6) 3 = 24 c (2 + 3) (1 + 6) = 35
d 3 (4 + 3) + 7 = 28 e 3 + 4 (7 + 1) = 35 f (3 + 4) 7 + 1 = 50
g 9 (5 2) = 6 h (9 5) 2 = 8 i (4 + 4 + 4) 2 = 6
4 a 1 b 2 c 3 d 4 e 5 f 6 g 7 h 8 i 9
5 a 42 b 20 c 9 d 60 e 21 f 5 g 30 h 6 i 15 j 4 k 10 l 12
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1 Write down each of these calculations and circle the operation that you do first. Then work it out.
a 3 + 4 6 b (3 + 4) 6 c 24 8 4 d (24 8) 4
2 Work out each of the following, showing each step of the calculation.
a 12 2 5 b (12 2) 5 c (2 + 4) (5 3)
3 Put brackets in each of the following to make the calculation true.
a 2 + 6 3 = 24 b 36 12 6 = 6
1 a 3 + 4 6 = 27 b (3 + 4) 6 = 42 c 24 8 4 = 22 d (24 8) 4 = 4
2 a 2 b 50 c 12
3 a (2 + 6) 3 = 24 b 36 (12 6) = 6
I bracket
I order
I power
I operation
I priority
Key Words
G Focus on spellings and definitions of mathematical terms.
G Point at one student and ask him/her to spell the word factor. This can be
written on the board. Point at another student and ask him/her to define a
square. For words that are difficult to define, such as multiply, students
can give an example.
G Repeat with other students. Suitable words would be: multiple, prime
(number), square (number), triangle (number), multiply, divide,
multiplication, division, addition, subtraction, decimal, hundredth, tenth,
thousandth, million.
Example 1 Multiply 437 by 3. Students may have a variety of methods,
all of which can be discussed. The likely methods are:
Box method Column method
(partitioning) (expanded working)
Column method
(compacted working)
Example 2 135 students are to be seated in rows of six chairs. How many
rows will be needed?
Do this by taking away in chunks:
Try each time to take away the largest multiple you can.
Multiples of 2 and 10 are always easy to find.
There are 10 + 10 + 2 = 22 sixes in 135 with 3 left over. That
means that 23 rows will be needed.
135
10 6 60
75
10 6 60
15
2 6 12
3
437
3
1311
1 2
(400 3)
(30 3)
(7 3)
437
3
1200
90
21
1311
1
1311
400 30 7
3 1200 90 21
LESSON
9.4
Framework objectives Multiplication and division
Multiply and divide up to three-digit whole numbers by single-digit numbers.
G Remind the students of the use of carry digits. Emphasise that carry digits
must be written smaller than the other numbers to avoid confusion in the
main calculation.
G More examples can be done on both multiplication and division if
necessary.
Plenary
G Recapitulate the methods with two examples that extend them.
Work out 234 7 (= 1638)
Work out 3132 8 (= 391 rem 4)
G Which method is best in each case? For the multiplication, use either the
box method or the compact column method. For the division, use short
division.
Exercise 9D Answers
1 a 51 b 128 c 95 d 336 e 692 f 1623 g 1029 h 1917
2 a 11 rem 2 b 18 rem 1 c 24 rem 4 d 18 rem 4 e 17 rem 3 f 11 rem 2
3 2436 people
4 13 trips
5 272 miles
6 574 sheets
7 a 11 runners b 756
8 2.25
9 1467
10 260 shelves
11 11 packs with 10 nails left over
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1 Work out each of the following using any method you are happy with.
a 45 5 b 176 6 c 91 8 d 93 9
2 a A baker bakes buns in trays that hold 32 buns. He has 7 such trays. How many buns can he bake
at one time?
b The baker has 92 rolls which he is packing in bags of 8. How many bags will he need?
Will there be any rolls left over?
1 a 225 b 1056 c 11 rem 3 d 10 rem 3
2 a 224 b 11 with 4 left over
I partitioning
I multiplication
I division
I carry digit
I column method
I place value
Key Words
G This involves practising the mental multiplication of multiples of 10.
G Ask the class for the answer to 50 40 (= 2000).
G Discuss the methods for doing this.
G Repeat with other examples. For example:
30 70 (=2100) 20 20 (= 400)
G Now ask for the answer to 300 50 (= 6).
G Discuss the methods for doing this.
300 30 (= 10) 600 40 (= 15)
G It may be helpful to write these on the board as fractions, so that the
students can see the cancellation.
G Ask the class for a way of checking whether 23 49 = 127.
G Encourage them to estimate the answer by doing 20 50 = 1000.
G Also show that the inverse operation, 127 50, about 2.5 not 23.
G Ask the students to estimate 38 61 ( 40 60 = 2400).
18 72 ( 20 70 = 1400) 33 54 ( 30 50 = 1500)
G Now ask for an estimate of 432 38 ( 400 40 = 10).
379 48 ( 400 50 = 8) 212 17 ( 200 20 = 10)
LESSON
9.5
Framework objectives Efficient calculations
Check a result by considering if it is of the right order of magnitude and by working
the problem backwards.
Plenary
G Discuss the estimated answer to 189 28. A likely suggestion is 200
30 but this is not easy to do. A better approximation is
180 30 (= 6) or 200 25 (= 8)
G Make the point that there is no definitive way to estimate. Values can be
altered slightly to make a calculation easy to work out.
G Repeat with, for example:
162 32 ( 150 30 = 5)
276 23 (280 20 = 14 or 275 25 = 11)
Extension Answers
Time (min) 15 20 30 40 45
Fraction
Decimal 0.25 0.333 0.5 0.667 0.75
1 a 2h 30min b 3h 15 min c 4h 45min d 3h 30 min e 4h 40min
f 1h 15 min g 4h 20 min h 15 min j 45 min j 2h 40min
2 a 2.667 h b 1.75h c 2.25 h d 1.333h
3
4
2
3
1
2
1
3
1
4
Exercise 9E Answers
1 a 20 b 200 c 70 d 1400 e 1200 f 2100 g 800 h 3000 i 1400
j 1800 k 3200 l 900 m 4200 n 400 o 2400 p 2500 q 2400
r 4900
2 a 1800 b 12000 c 20 000 d 420
3 a 30 b 5 c 70 d 20 e 30 f 16 g 60 h 100 i 50 j 40 k 30
l 50 m 200 n 70 p 50
4 a 200 b 400 c 1400 d 1200 e 2100 f 800 g 3000 h 1400
i 1800 j 3200
5 a 40 b 5 c 70 d 20 e 30 f 16 g 60 h 50 i 50 j 40
6 a 5 b 6 c 4 d 30
7 a 200 b 400 c 20 000
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1 Work out each of these.
a 3 10 b 30 10 c 6 10 d 60 20 e 80 40 f 50 90
a 1400 20 b 600 30 c 1500 30 d 2500 50 e 1800 30
3 Estimate the answer to each of these.
a 33 11 b 63 12 c 62 18 d 82 38 e 48 89
4 Estimate the answer to each of these.
a 1378 22 b 607 28 c 1512 28 d 2478 48 e 1834 31
1 a 30 b 300 c 60 d 1200 e 3200 f 4500
2 a 70 b 20 c 50 d 50 e 60
3 a 300 b 600 c 1200 d 3200 e 4500
4 a 70 b 20 c 50 d 50 e 60
I estimate
I round (off)
Key Words
G Give a mental test covering previous work and all work in this chapter.
1 Write down an approximate value for 49 9.
3 How many kilograms are there in 2600 grams?
4 What unit would you use to measure the capacity of a bucket?
5 Round off 4.37 to the nearest whole number.
7 How many centimetres are there in 1.67 metres?
8 Write down an approximate value to 312 59.
9 How long is a journey that starts at 9.35 am and ends at 10.25 am?
10 What is 200 20?
Answers: 1 500 2 1700 3 2.6kg (accept 2.600 kg)
4 litres (accept gallons) 5 4 6 400 7 167 cm
8 5 or 6 9 50 minutes 10 4000
G Brainstorm units and equivalences.
G Discuss the units likely to be used to measure, for example, the mass of a
mouse (grams), the length of a desk (cm), the distance from Paris to
London (km).
G Establish the relationships between units, giving their abbreviations:
Length kilometre (km), metre (m), centimetre (cm),
millimetre (mm)
Mass kilogram (kg), gram (g)
Capacity/Volume litre (l), centilitre (cl), millilitre (ml)
Time second (s), minute (min), hour (h), day, week,
month, year, decade, century, millennium
Also clarify the difference between degree Celsius (C) and degree angle
measure ().
G The common metric units can be summarised in the following lists
(also reproduced in Pupil Book 1, page 105).
Length Capacity Mass
1km = 1000m 1l = 100cl 1kg = 1000g
1m = 100cm 1l = 1000ml
1cm = 10mm
These lists can be used to convert units. For example:
Change 342mm into cm (34.2cm) Change 3400g into kg (3.4kg)
Change 12km into metres (12000m)
G Discuss the processes of multiplying when moving from a larger unit to a
smaller unit, and of dividing when moving from a smaller unit to a larger
unit.
LESSON
9.6
Framework objectives Calculating with measurements
Use names and abbreviations of units of measurement to measure, estimate,
calculate and solve problems in everyday contexts involving length, area, mass,
capacity and time. Convert one metric unit to another (e.g. grams to kilograms).
Read and interpret scales on a range of measuring instruments.
Plenary
G Put a variety of scales on the board and mark on points. For example:
a b
c d
e f
G Discuss the important things to look out for when reading scales:
divisions (calibrations) and direction of calibrations.
500 0 1 0
10 40 3 5
200 300 40 50
Extension Answers
1 a m
2
b cm
2
c mm
2
d km
2
e km
2
f mm
2
2 a 2400mm
2
b 6000 000 m
2
c 40 cm
2
d 3.456km
2
3 a Russian Federation, Canada, China b France
Exercise 9F Answers
1 a 6 b 200 c 74.3 d 700 e 1235
2 a 0.456 b 7.645 c 0.065 32 d 0.021 358 e 0.054
3 a 340 b 3000 c 3000 000 d 356 e 7
4 a 3.459 b 0.215 c 65.12 d 0.021 e 0.21
5 a 4000 b 4320 c 560 d 7 e 6784
6 a 2.37 b 3.097 c 18.62 d 0.48 e 96.427
7 a 1h 10min b 2h 5 min c 1h 27 min d 3h 20 min e 1h 30 min
8 a m b kg c km d hours
9 a 2.8 kg b 180 g c 80 g d 35 e 120 f 9
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1 Convert:
a 45 cm to mm b 3500 g to kg c 356cl to litres d 5kg to grams
e 3700m to km f 7km to m g 6500g to kg
2 What unit would you use to measure each of these?
a Capacity of a can of pop b Weight of a bag of sweets c Length of a finger
d Weight of a caravan?
1 a 450 mm b 3.5 kg c 3.56 l d 5000 g e 3.7 km f 7000mg g 6.5 kg
2 a ml b g c cm d kg
I equivalence
I metric
I millimetre
I kilometre
I centimetre
I metre
I gram
I litre
I degree
I second
I minute
I hour
Key Words
G Put the following on separate OHP sheets or cards. Here they are in the
correct order and therefore will need to be shuffled. Ask the students to
put them into the correct order.
G Discuss why the correct order is needed.
G This is an investigation focusing on recording results and explaining
methods. The students can work in pairs or in groups. Each pair or group
will need a regular, six-sided dice. The problem is outlined in Pupil
Book 2 (page 107) and repeated here. This investigation can be
introduced by having three volunteers and using the classroom door. Do
a couple of demonstrations by throwing the dice and getting volunteers
to go through the door as appropriate. The students can be left to decide
their own ways of recording or this can be discussed.
Mathematical Mice
G Mrs Farmer is frightened of mice. One day, she finds three mice in her
kitchen. A large one, a medium-sized one and a small one.
G She tries to scare them out but they are Mathematical Mice who will only
leave when a dice is rolled.
When the dice shows 1 or 2, the small mouse goes through the door.
When the dice shows 3 or 4, the medium-sized mouse goes through.
When the dice shows 5 or 6, the big mouse goes through.
For example: Mrs Farmer rolls the dice. She gets 3, so the medium-sized
mouse goes through the door. Next, she rolls 5, so the big
mouse goes through the door. Next, she rolls 4, so the
medium-sized mouse comes back through the door. Then
she rolls 2, so the small mouse leaves. Finally, she rolls 4,
so the medium-sized mouse leaves and all three are out of
the kitchen.
G Can you find a rule for the number of throws that it takes to get out all
the mice?
G What if there were two mice, or six mice?
G Before you start, you should think about how you are going to record
your results.
G You should make sure that you explain in writing what you are going to
do.
G If you come up with an idea, you should write it down and explain it or
test it.
Answer is
starting no.
Subtract
8
Divide by
2
Add
10
Double
answer
Add
3
Think of a
number
LESSON
9.7
Break a complex calculation into smaller steps, choosing and using appropriate
and efficient operations, methods and resources, including ICT.
Present and interpret solutions in the context of the problem. Explain and justify
methods and conclusions, orally and in writing.
G Emphasise that the problem needs to be clearly stated, and that what they
do needs to be linked by some brief connecting statements. For example:
Next, I tried . I noticed that .
Plenary
G Towards the end of the lesson, some strategies for recording can be
collected together and discussed.
G Also, good examples of connecting phrases could be written on the
board and their structure discussed. For example:
First, we made three mice using pieces of paper. We then threw the
dice a few times to see what happened. We moved the mice from
one side of the desk to the other. After doing this, we realised that it
was difficult to record, so we decided to put our results in a table.
This can be seen below
Mice problem Answers
An odd number of throws is required to get all the mice out. The other fact is that the
minimum number of throws is three.
When there are two (or any even number) mice, an even number of throws is required.
Each mouse will need an odd number of throws of either of its numbers to get it out,
as every even number of throws brings it back in.
So results such as ODD + ODD = EVEN, ODD + ODD + ODD = ODD are relevant.
This assumes that the numbers that control each mouse are equally likely.
SATs Answers
1 a 50 b 16 c 10 d 10
2 a 486 b 543 c 37 d 3569 e 384
3 a 14 b 645 c 144 d 27
4 a 662 b 6000 c 483 d 56
5 50 51, 60 57, 4000 3751, 1500 1537, 1600 1573
6 a 18, 10 b 60 c (4 + 5 + 1) 5 = 50 d 4 + (5 + 1) 5 = 34
7 a Severn 400 Thames 300 Trent 300 Wye 200 Dee 100, Thames and Trent
b Severn 350 Thames 350 Trent 300 Wye 220 Dee 110, Thames and Severn
c 151, 152, 153, 154 km d 245, 246, 247, 248, 249 and 251, 252, 253, 254 km
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Write up your investigation of Mathematical Mice, explaining clearly what you have done and
recording your results clearly.
This can be done as a wall display or a poster.
Remember that if another person reads your work, that person should understand exactly what the
problem is and exactly what you have done to find out the answer.
Your reader should also see clearly what the answer is.
I problem
I statement
I investigate
I record
I test
I predict
Key Words
Factors and primes
G Ask the class for some numbers that have only two factors.
G Ask them what the special name is for these numbers. They should
remember they are prime numbers.
G Then ask the class for some numbers that have exactly three factors.
What if two of the three factors are the same, such as 1 7 7?
G This should lead to a class discussion as suggestions are given. Put these
numbers on the board. Let a few be found before leading into what is
special about these numbers. (It may be that this first comes from the class.)
G These are the squares of prime numbers. Do ensure that they are
identified as square numbers.
G Write on the board the sequence 1, 4, 9, 16, 25, and ask the students
to find the next three numbers.
G Also ask them for the rule which gives each term (generalisation). The class
may recognise these numbers as some of the square numbers they looked
at in the starter, and so give the rule as Square the position of the term.
G This should lead to the generalisation of the nth term being n
2
.
G Then ask the students whether they can see another pattern. What is the
term-to-term rule?
G Look at the differences. They generate the odd numbers. This gives a
term-to-term rule of Add the next odd number.
G Introduce the students to the notation used for squaring (that is, 3
2
). Get
them to write down the first twelve square numbers as:
1
2
= 1, 2
2
= 4,
The first ten are given in Pupil Book 1, page 109.
G Impress on the class that these square numbers are important and that
they should be able to recognise them, as they are going to be seeing a
lot of them over the next five years.
G The second question in Exercise 10A (Pupil Book 1) is an investigation to
encourage the students to ask themselves questions about the
connections between terms. Some will see the link to the start of this
lesson, some will need guidance to see this link.
G A variation of this lesson plan is to start with an investigation of
Question 2, and use it to talk about square numbers and the way the
sequence is developed.
Algebra 3
CHAPTER
10
LESSON
10.1
Framework objectives Square numbers
Recognise and use factors (divisors) and primes (less than 100).
Recognise the squares of numbers to at least 12 12.
Plenary
G This is the point where consolidation of the learnt square numbers can
take effect. Call out various numbers from 1 to 12 and ask for their
squares. Rapid response is what is required.
Extension Answers
5
2
+ 12
2
= 13
2
, 6
2
+ 8
2
= 10
2
, 10
2
+ 24
2
= 26
2
, 7
2
+ 24
2
= 25
2
Exercise 10A Answers
1
Number Number squared
3 3 3 9
5 5 5 25
2 2 2 4
6 6 6 36
7 7 7 49
12 12 12 144
11 11 11 121
0 0 0 0
1 1 1 1
9 9 9 81
4 4 4 16
2 b square numbers c square numbers d odd numbers
e The difference between any two consecutive square numbers is an odd number
3 e 4 + 9 f 1 + 16 g 9 + 16 h 9 + 25 i 16 + 25 j 25 + 25 k 9 + 49
l 16 + 49 m 4 + 64 n 9 + 64 p 16 + 64 q 9 + 81 r 16 + 81 s 25 + 81
t 49 + 81 u 81 + 81
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Complete the table
Number 3 4 0 8 11
3 3 9 9 5 5
Square 9 49 4 100 36 144 1
Number 3 4 7 0 9 8 2 5 10 11 6 12 1
3 3 4 4 7 7 0 0 9 9 8 8 2 2 5 5 10 10 11 11 6 6 12 12 1 1
Square 9 16 49 0 81 64 4 25 100 121 36 144 1
I prime number
I factor
I square number
Key Words
Is it a square number?
G Ask the class: Is 567 a square number?
G Ask: How might we know if its a square number when we dont
recognise it?
G Then say: Look at the endings. What endings do square numbers have?
G Start to build up a list on the board. You will get 0, 1, 4, 5, 6, 9. So, every
square number must end in 0, 1, 4, 5, 6 or 9. That means when a number
ends in 2, 3, 7 or 8, it cannot be a square number.
G Clean the board and call out numbers for the class to say whether each
number could be or couldnt possibly be a square number. Talk about the
difference between could be and couldnt possibly be. The latter is
definite and the former is a maybe.
G Demonstrate to the class how the triangle numbers can be generated by
using the right-angled triangles shown below.
1 3 6
G Show how the process starts with one dot, to which is added a row of
two dots, then a row of three dots, and so on.
G Get the students to copy the first three shapes as shown (also in Pupil
Book 1, page 110). Then get them to draw the next three triangle number
shapes and write down their numbers.
G Invite the class to write down the first 12 triangle numbers without
drawing the shapes, just recognising the pattern of the term-to-term rule.
LESSON
10.2
Framework objectives Triangle numbers
Recognise the first few triangular numbers.
Plenary
G Remind the students that one of the important things about this lesson
and the last is that they learn which numbers are in the square number
sequence and which are in the triangle number sequence.
G Call out some numbers and allow the class to respond: Square,
Triangle, Neither, or Both (that is, 36).
G Make sure that you know them before the lesson!
Exercise 10B Answers
1 b c triangle numbers
d triangle numbers, but a term out
e square numbers
f Adding two consecutive triangle numbers gives a
square number
2 a 1, 9, 25, 36, 64 and 100 b 1, 3, 6, 10, 15, 21, 28, 36
c 2, 6, 10, 18, 26, 28, 36, 38, 64, 100 d 5, 10, 15, 25, 75, 100
e 1, 3, 5, 9, 13, 15, 21, 25, 29, 75, 93 f 3, 6, 9, 15, 18, 21, 36, 75, 93
3 d 6 + 6 e 6 + 10 f 6 + 15 g 10 + 15 h 10 + 21 i 15 + 21 j 15 + 45
k 28 + 36 l 36 + 45
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Look at this arrangement of triangle numbers.
Each diagram is made up of a triangle number
and a copy of it put on top to make a rectangle.
The size of each rectangle is given by
Dots in a row Number of rows
a Draw the next three shapes in the sequence.
b Write the size of the shapes you have just
drawn.
c What would be the size of the 50th shape?
d What is the size of the nth shape?
e Try to use this to write down the nth triangle
number.
b 4 5, 5 6, 6 7 c 50 51 d n(n + 1) e n(n + 1)
1
2
I triangle number
I sequence
Key Words
10 15 21 28
6 10 15 21
16 25 36 49
Extension Answers
a 1, 3, 6, 10, 15, 21, 28, 36, 45, 55, 66, 78 b i six odd and six even c 8
d Each is 1 more than a multiple of 3
e, f Identical answers are obtained to the next twelve triangle numbers (and the next
twelve, and so on)
1 2 2 3 3 4
Number complements
G Ask the class what a complement is.
G Start with 10 as an example.
G When 10 is the focus number, the complement of 3 is 7, of 8 is 2, .
Ask for a few more.
G Repeat with 20.
G Then focus on 50. Tell the students that this is useful for change from 50p.
G Go through some complements around 50 say, 17, 28, . Invite the
class to discuss the strategy they used to get the complements. Then
class-blitz some more complements around 50.
G Finish with complements around 100.
G Remind the students about functions. Ask someone to give an example of
a function. Go through input and output by means of one of the given
examples, say
G Put each input and output together to give ordered pairs:
(0, 3), (1, 4), (2, 5), (3, 6), (4, 7)
G Ask the class: Have you seen anything like this before? Remind them of
coordinates.
G Lets treat these ordered pairs as coordinates and plot them on a graph.
What else do we need?
G Get them to discuss what they need to draw the graph a pair of axes.
G Label the horizontal axis input and the vertical axis output. (But if a
student suggests using x and y then add these as axis labels, asking:
Which is which?)
G What numbers do we need on the axes? The input must go from 0 to 4,
the output from 1 to 7.
G Lets draw the input from 0 to 5 [explain why] and draw the output from
0 to 8 [explain why].
G Remind the class about equal spacing between the numbers on the axes.
Also remind them to label the calibration marks and not the spaces
between. These are both crucially important.
LESSON
10.3
Framework objectives From mappings to graphs
Generate coordinate pairs that satisfy a simple linear rule. Plot the graphs of simple
linear functions, where y is given explicitly in terms of x.
Input
0
1
2
3
4
Output
3
4
5
6
7
+ 3
G Then plot the points. Remind the class that each point should be marked
by a cross. Ask: What do you notice? A straight line of points. Draw
in the straight line.
Plenary
G Ask the class what they have noticed about every graph they have drawn
today (apart from the Extension Work). Draw out that they all were (or
should have been) straight lines.
G Discuss with the class why this might be. Look at the functions in
Question 1, Exercise 10C. What do they notice about the differences
within each column of y-values? The differences are the same.
Discuss whether the graphs would continue as straight lines for ever.
Extension Answers
The graph is a curve
Exercise 10C Answers
1 a ii (2, 2), (3, 3), (4, 4), (5, 5) b ii (2, 4), (3, 5), (4, 6), (5, 7) c ii (2, 4), (3, 6), (4, 8), (5, 10)
d ii (3, 5), (4, 7), (5, 9), (6, 11) e ii (2, 7), (3, 9), (4, 11), (5, 13) f ii (3, 7), (4, 10), (5, 13), (6, 16)
2
0 1 2 3 4 5 6
y
x 0
1
2
3
4
5
6
a b c d
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Create a graph from each of the following functions. Use the starting points given with each
function. Plot these inputs on the x-axis and the outputs on the y-axis.
a b c
{0, 1, 2, 3, 4} {0, 1, 2, 3} {0, 1, 2, 3}
a (0, 5), (1, 6), (2, 7), (3, 8), (4, 9) b (0, 0), (1, 2), (2, 4), (3, 6) c (0, 2), (1, 5), (2, 8), (3, 11)
I coordinates
I axes
Key Words
+ 5 2 3 + 2
Measure
G Put on the board cm, mm, km, m. Ask the class what these
abbreviations stand for. Discuss the relationship of one unit with another.
G Then ask for estimates of measurements, using the appropriate units. For
example:
Distance from school to London (km)
Teachers height (cm)
Thickness of a pound coin (mm)
Length of the room (m)
G Then draw a line on the board (about 80cm) and ask the class what its
length is. Write down a few of the suggestions. Discuss which of these
looks the most sensible, and why. Get a student to measure it to see who
was right.
G Repeat for a shorter line of about 30cm. Then repeat for a longer line of
about 120cm.
G Round this off with heights. What is the height of the smallest of us?
What is the height of the tallest of us? Then measure these students.
G Remind the class that in the last lesson they learned about drawing
graphs. Ask what was special about each graph. They were all straight
lines (except in the Extension Work).
G Put on the board the mapping on the right.
G Introduce the idea of (x, y) as a general coordinate.
The input number is called the x-coordinate.
The output number is called the y-coordinate.
G What does y equal?
y is always 4
So we call the relationship y = 4. Lets draw the graph.
G Show the class how to go from the coordinates to the graph. Label the
graph.
G Ask where the graph of y = 3 would be, drawn on the same axes.
0
1
2
3
4
5
6
0 1 2 3 4 5 6
y
x
y = 4
14
24
34
44
LESSON
10.4
Framework objectives Naming graphs
Generate coordinate pairs that satisfy a simple rule. Recognise straight-line graphs
parallel to the x-axis or y-axis.
G Discuss with the class the graph of x = 2. Let them see how this gives a
vertical line from 2 on the x-axis
Plenary
G Put on the board the labelled graph of the relationship y = 3.
G Choose any integer coordinate and ask what it is, and what it represents.
Discuss with the class the fact that any point shows the y-value to be 3.
G Select a point, say (2.5, 3), and ask the same question.
G Discuss with the class the fact that each and every point on that line
represents a point where the y-value is 3.
Extension Answers
a y = 3
b y = 5
c x = 7
d x = 2
e y = 7
f y = 4
g x = 3
h x = 7
Exercise 10D Answers
1 a y = 7 b x = 5 c y = 2 d y = 5 e y = 3 f x = 5 g x = 2 h x = 6
3 a A, G b K, J c M, L, D d F, N e B, H, C, K f F, M g G, H, I h E, J
i D, I, N j C, E
4 a (3, 1) b (1, 4) c (5, 6)
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a Draw each of the following graphs on the same grid, and label it.
i y = 2 ii y = 7 iii y = 4.5 iv x = 3 v x = 1.5 vi x = 9
b Write the coordinates of the point where each of the following pairs of lines cross.
i y = 5 and x = 2 ii y = 3 and x = 7 iii y = 15 and x = 17
b i (2, 5) ii (7, 3) iii (17, 15)
I function
I equation
I mapping
Key Words
G Write a whole number, say 25, on a piece of paper, fold the paper and
stick it on the board or the wall.
G Tell the students they can ask ten questions to guess the integer.
G Start them off by saying it is less than 500.
G Either they guess it in ten questions, or you win and show them the
number.
G Keep a score on the board. Ask one of the class to write a different
integer, less than 500, on a piece of paper, show the number to the class
but not to you, fold the paper and stick it on the board. It is now you who
has to guess the number in ten goes.
G Use questions such as:
Is it less than , 250, 125, 60, 30, 15, 8, 4, ?
Is it more than , 375, 440, 470, 485, 492, 496, ?
Is it even? or Is it square?
G After a few turns each, discuss with the class the best types of strategy for
guessing and closing down the possible answers.
G Remind the class that in the last lesson they were giving names to lines,
like x = 3, y = 5.
G Put on the board the function together with inputs and
outputs from 0 to 5.
G Show the coordinates this gives, plot them and draw the graph.
G Ask the class if they remember what the input and output numbers are
called as coordinates. Some should give the correct answer, (x, y).
G Ask what they think this straight-line graph might be called. Lead the
discussion to y = x.
G Repeat the above for the function and lead the class to naming
the line y = x +1.
+ 1
The same
LESSON
10.5
Framework objectives Naming a sloping line
Plot the graphs of linear functions, where y is given explicitly in terms of x.
Plenary
G Ask for some points on the line y = x + 7.
G Give the class some points and ask which are on the line y = x + 10.
G Give them a point, say (4, 5), and ask for an equation of a graph on
which this point will lie. For example:
y = x + 1
G Ask the same question for other points.
SATs Answers
1 a 36, 49 b square numbers
2 a (8, 2), (10, 2), (12, 2), (14, 2), (16, 2) b y = 2, x is a multiple of 2
c 17 is not an even number d (3, 3), (6, 3)
3 a E b A c C
Exercise 10E Answers
1 a (0, 1), (1, 2), (2, 3), (3, 4), (4, 5), (5, 6)
b (0, 2), (1, 3), (2, 4), (3, 5), (4, 6), (5, 7)
c (0, 3), (1, 4), (2, 5), (3, 6), (4, 7), (5, 8)
d (0, 4), (1, 5), (2, 6), (3, 7), (4, 8), (5, 9)
e (0, 5), (1, 6), (2, 7), (3, 8), (4, 9), (5, 10)
2 a y = x + 1 b y = x + 2 c y = x + 3 d y = x + 4 e y = x + 5
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1 a Is the point (5, 9) on the graph of y = x + 4?
b Is the point (4, 2) on the graph of y = x + 2?
c Is the point (3, 5) on the graph of y = 8 x?
2 Which of the following lines does the point (1, 4) lie on?
y = x + 3 y = x + 4 y = 3 x y = x 3
1 a yes b no c yes
2 y = x + 3
I intersection
Key Words
Oral and mental starters
G Draw ten angles on the board to include acute and obtuse angles.
G Ask students at random to identify each angle as acute or obtuse.
G Invite them to put the angles in order of size, starting with the smallest.
G Finish by asking students to estimate the size of each angle.
G Explain that the lesson is about how to measure and draw angles.
G Draw an acute angle on the board.
G Show the class how to measure the size of the angle to the nearest
degree, using a board semicircular protractor. Explain how to use the two
scales on the protractor and how important it is first to establish whether
the angle is acute or obtuse.
G Show that sometimes they will have to accurately extend the existing lines
of an angle if these are too short to reach the scale on their protractor.
G Explain that it is possible to get different answers because the accuracy of
calibration of protractors does vary, depending on their make. (This is a
useful exercise to carry out.) Answers are therefore usually allowed within
2 of the actual answer.
G Get the class to draw some acute angles in their books and to measure
the size of each angle.
G Draw an obtuse angle on the board.
G Show the class how to measure the size of the angle to the nearest
degree.
G Get the class to draw some obtuse angles in their books and to measure
the size of each angle.
CHAPTER
11
LESSON
11.1
Framework objectives Measuring and drawing angles
Use a ruler and protractor to measure and draw angles to the nearest degree.
Plenary
G Draw a large triangle on the board and ask students to come out and
measure the size of each of the three interior angles using the board
semicircular protractor.
1 a 30 b 50 c 45 d 72 e 120 f 150 g 95 h 168 (accept
answers 2)
3 a A = 99, B = 53, C = 28 (accept answers 2) b 180
c Answer to b depends on accuracy of measurement
Extension Answers
Actual sizes are: 1 52 2 82 3 115 4 113
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1 Measure the size of each of the following angles to the nearest degree.
a b c
d e f
2 Draw and label each of the following angles.
a 60 b 25 c 35 d 65 e 120 f 135
1 a 45 b 21 c 107 d 157 e 118 f 43 (accept answers 2)
I acute angle
I obtuse angle
I protractor
Key Words
G Imagine an equilateral triangle with each side measuring 12cm.
G Now imagine three smaller equilateral triangles with sides measuring
4cm.
G Imagine the three smaller equilateral triangles fitting into the three
corners of the large equilateral triangle.
G What shape is left in the middle of the large equilateral triangle?
Answer Regular hexagon
G Explain that the lesson is about constructing triangles from sketches
labelled with certain measurements.
G To construct a triangle, given two sides and the included angle (SAS)
G Draw a sketch of such a triangle on the board.
G The aim is to construct the triangle so that all the given measurements
are exact.
G Remind the class that the angles are measured to the nearest degree
and the sides to the nearest millimetre.
G Ask the students to draw the triangle in stages as follows:
Draw line BC 9cm long.
Draw an angle of 55 at C.
Draw AC 6cm long.
Join AB to complete the triangle.
G To construct a triangle given two angles and the included side (ASA)
G Draw a sketch of such a triangle on the board.
G Ask the students to draw the triangle in stages as follows:
Draw line YZ 7cm long.
Draw an angle of 40 at Y.
Draw an angle of 60 at Z.
Extend both angle lines to intersect at X to complete the triangle.
G ICT facilities can be used for one extra lesson to explore how triangles
can be drawn using computer software packages such as LOGO.
LESSON
11.2
Framework objectives Constructions
Use a ruler and protractor to:
measure and draw lines to the nearest millimetre and angles to the nearest degree;
construct a triangle given two sides and the included angle (SAS) or two angles and
the included side (ASA).
Explore these constructions using ICT.
A
B C
55
9 cm
6 cm
X
Y Z
60
7 cm
40
Plenary
G Draw a sketch of this rhombus on the board or OHP.
G Ask the class to explain how they would
construct the rhombus.
G Make sure that they explain each
separate step they would follow if they
were to draw it in their books.
Extension Answers
1 b P = 89 ( 2), Q = 121 ( 2) c 3.9 cm ( 0.1 cm)
2 b P = 69 ( 2), R = 46 ( 2) c 10.5 cm ( 0.1 cm)
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1 Construct each of the following triangles. Remember to label every line and angle you have drawn.
a b
c
2 a Construct the triangle PQR with PQ = 7.5cm, PR = 5.2cm and P = 54.
b Measure the length of the side QR to the nearest millimetre.
3 a Construct the triangle XYZ with YZ = 9.6cm, Y = Z = 55.
b Measure the size of X to the nearest degree.
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4.5 cm
81 56
E
D
F
12 cm
9 cm
38
B
A
C
8 cm
9 cm
70
2 b 6.1 cm ( 0.1 cm)
3 b 70 ( 2)
I construct
I measure
I protractor
I ruler
Key Words
60
120
A B
C D 8cm
8cm
G Show the class a cut-out kite partially hidden behind a sheet of card.
Ask them to describe what the hidden shape might be.
Possible answers would be, for example, triangle, parallelogram and kite.
G Show the class more of the hidden shape.
G Now ask them if they want to change their answers, now they have seen
more of the shape.
Possible answers would be, for example, kite, pentagon and hexagon.
G Show the class yet more of the hidden shape.
G Show the class the hidden kite.
G This activity can be repeated with different shapes.
G Ask the class to name all the different types of triangle that they know.
G Draw the following triangles on the board or OHP and get the students to
copy them with their names: scalene triangle, obtuse-angled triangle,
right-angled triangle, isosceles triangle and equilateral triangle.
G Invite the class to carefully describe the differences between the triangles.
G Next, ask the class to name all the different types of quadrilateral that
they know.
G Draw the following quadrilaterals on the board or OHP and get the
students to copy them with their names: square, rectangle, parallelogram,
rhombus, trapezium, kite, arrowhead (or delta).
G Invite the class to carefully describe the differences between these
quadrilaterals.
G Ask the class to give examples of where they would see these shapes in
real life. For example, triangles in structures such as bridges, rhombuses
as diamonds in a pack of cards, arrowheads in company logos.
G The following materials are required for Exercise 11C: pin-boards, square
dotted paper, card and scissors. Commercial templates may also be useful.
LESSON
11.3
Framework objectives Solving geometrical problems
Begin to identify and use angle, side and symmetry properties of triangles and
quadrilaterals. Solve geometrical problems involving these properties, using step-
by-step deduction and explaining reasoning with diagrams and text.
Plenary
G Mainly to be used as an exercise in spelling.
G Ask the class to write down the names of the five types of triangle they
have met in the lesson without looking them up. Check their answers.
G Ask the class to write down the names of the seven types of quadrilateral
they have met in the lesson without looking them up. Check their answers.
SATs Answers
1 a b c d e
2 b A is 38 the mode. B is 135 only five gave 45 and out of the other ten 135
is the mode
3 a diagram D b diagram E c diagram E
For example: For example:
Extension Answers
There are 16 distinct quadrilaterals
1 a square, rhombus b rectangle, parallelogram, kite, arrowhead
c square, rectangle, parallelogram, rhombus
d trapezium
2 a A square is a rectangle with equal sides
b A rhombus is a parallelogram with equal sides
c An arrowhead is a kite with an interior angle greater than 180
3
4 a square, rectangle, parallelogram, isosceles triangle b 2 different trapeziums
c square, parallelogram, isosceles triangle
obtuse-angled isosceles isosceles isosceles &
right-angled
obtuse-angled isosceles &
right-angled
right-angled isosceles &
right-angled
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1 Which types of quadrilateral can have exactly two right angles?
2 Draw sketches of three types of quadrilateral which can contain two obtuse angles.
3 These two shapes make a rectangle when they are put together.
What other shapes can you make from them? You may want to
make copies of the shapes to help.
2 cm 2 cm
2 cm
1 trapezium
2 parallelogram, rhombus, trapezium and kite
3 parallelogram, trapezium, right-angled triangle
I quadrilateral
I arrowhead
I delta
I kite
I parallelogram
I rectangle
I rhombus
I square
I trapezium
I triangle
I equilateral
I isosceles
I obtuse-angled
I scalene
I right-angled
Key Words
G Write on the board a 3 by 3 grid such as that on the right. (Or use a
prepared OHT.)
G In the blank box put a target number.
G Working from a number in the top row, through a number in the middle
row, to a number on the bottom row and using addition or subtraction,
make the target number. Routes can be vertical or diagonal. Four
examples are shown on the right.
4 + 4.5 + 2.5 = 11
4 1 + 6 = 9
2 0.5 1.5 = 0
4 + 1 2.5 = 2.5
G This can be done as a team or an individual activity, with each team or
individual having a copy of the grid.
G The operation can be restricted to addition to make it easier.
G Recall fraction, percentage and decimal equivalences. This can be done
with a linking spider diagram. (This could be a mental and oral starter.)
G Recall how to calculate, say, 35% of a quantity. For example: 35% of
420, which is 10% + 10% + 10% + 5% = 42 + 42 + 42 + 21 = 147.
G Ask how to calculate 5% of 420, say.
G Suggestions may include half of 10% (= 42 2 = 21).
G Ask how to do it on a calculator: 5% of 420 = (5 100) 420.
Do some examples:
15% of 540 (= 81) 35% of 56 (= 19.6) 80% of 450 (= 360)
15% of 64 (= 9.6 on calculator, which must be written as 9.60)
G Move on to using percentages for comparisons. For example:
Which is greater: 23% of 620 (= 142.60) or
58% of 250 (= 145)?
Number 4
CHAPTER
12
LESSON
12.1
Framework objectives Percentages
Recognise the equivalence of percentages, fractions and decimals. Calculate simple
percentages and use percentages to compare simple proportions.
3.5 4 2
1 4.5 0.5
6 2.5 1.5
20% 0.2
1
5
1
20
5% 0.05
1
10
10% 0.1
3.5 4 2
1 4.5 0.5
6 2.5 1.5
11
3.5 4 2
1 4.5 0.5
6 2.5 1.5
9
3.5 4 2
1 4.5 0.5
6 2.5 1.5
0
3.5 4 2
1 4.5 0.5
6 2.5 1.5
2.5
Plenary
G Ask the class how they would calculate 8% of 420, say.
G Suggestions may include 10% 1% 1% (= 42 4.2 4.2 = 33.6).
G Ask how to do it on a calculator: 8% of 420 = (8 100) 420.
G Do some examples:
13% of 540 (= 70.2) 34% of 56 (= 19.04) 82% of 450 (= 369)
14% of 65 (= 9.1 on calculator, which must be written as 9.10)
1 a 40%, 0.4 b 25%, 0.25 c 75%, 0.75
2 a 20%, b 50%, c 30%,
3 a , 0.1 b , 0.80 c , 0.33
4 a 32 b 22.5 c 78 d 13.6 e 1.2 f 84 g 18 h 185.4
5 a 84 b 29 books c 143 chairs d 74.20 e 647 pupils f 66 buses
g 44 plants h 276 bottles i 219 days
6 a 35% of 92 = 32.2 >30.6 b 80% of 26 = 20.80>17.20
c 79% of 31 = 24.49 >23.7 d 45% of 325 = 146.25 >130.5
1
3
4
5
1
10
3
10
1
2
1
5
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1 Without a calculator, work out each of the following.
a 20% of 650 b 30% of 46 c 90% of 234
a 15% of 406 b 35% of 1850 students c 85% of 86 glasses
3 Which is greater
a 15% of 65 or 65% of 15? b 65% of 117 or 40% of 171?
1 a 130 b 13.8 c 210.6
2 a 60.90 b 648 students c 73 glasses
3 a same b 65% of 117 = 76.05 > 68.4
I percentage
I compare
I decimal
I fraction
I quantity
Key Words
G Put the diagram on the right on the board (or OHP).
G Introduce prepared operations cards, which indicate the operation and
the two numbers to which the operation is to be applied.
Ask the class to give the answers.
Answers 2, 24, 8, 2, 8, 1.5, 18
G Two other useful sets of four numbers for the original diagram are
{12, 6, 4, 3} and {50, 15, 150, 75}.
G Use a metre rule. Cover the first 20cm with coloured paper. Or draw the
following on the board.
G What proportion of the rule is shaded? Write this in various ways. For
example: 20cm in 100cm; 1 in 5; ; 20%; 0.2.
G A proportion compares a part to a whole.
G Ask the students to complete this statement:
There are [2] shaded parts in [10] parts.
This can be cancelled to 1 part in every 5 parts.
G Make sure that the students understand the cancelling and the idea of
in every .
G Repeat with a set of marbles:
There are 4 red marbles in a total of 12 mables, or 1 red marble in
every 3 marbles.
R W W R W W R W W R W W
1
5
+ +
LESSON
12.2
Framework objectives Ratio and proportion
Solve simple problems about ratio and proportion.
8 6
2 4
Plenary
G Cover 25cm of a metre rule or draw on the board.
G Discuss the proportion shaded (25%), unshaded (75%) and the
connection between the proportions (total 100%).
G Move on to ratios (1: 3) and the connection between ratio and proportion
(1 out of 1 + 3).
G Repeat with 40cm covered (40%, 60%, 2: 3), and with 10cm covered
(10%, 90%, 1: 9).
1 a i 60% ii 3 in 5 b i 40% ii 2 in 5 c i 80% ii 4 in 5
d i 25% ii 1 in 4
2 a i 40% ii 4 in 10, 2 in 5 b i 33% ii 4 in 12, 1 in 3
c i 30% ii 6 in 20, 3 in 10 d i 40% ii 10 in 25, 2 in 5
3 a Tom 18.50, Jerry, 25.90 b Tom, 200, Jerry, 200
c Tom: 10%, 20%, 25%, 30%, 10%, 5%; Jerry: 9%, 18%, 36%, 12%, 10%, 15%
d Both are 100% because total of all proportions makes a whole
4 a 7.20 b 18.00
5 black 8, 10 white 12, 20
6 a 450 b 10%
Extension Answers
a 5 b 5 c 3 d 2 e 7 f 3
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1
a What proportion of the metre rule is shaded?
b What proportion of the metre rule is unshaded?
2 Three cans of coke cost 1.05. How much do a 9 cans cost? b 15 cans cost?
3 In a class there are 2 boys for every 3 girls. There are 10 boys in the class. How many girls are
there?
1 a 30% b 70%
2 a 3.15 b 5.25
3 15 girls
I proportion
I cancel
I simplest form
I highest common
factor
Key Words
G Ask the class to draw a table with four columns and six rows, or supply
printed sheets. The first row has headings as shown and the rest are
initially blank.
G The idea is to estimate one of the dimensions, or another quantity, of
various objects in the classroom. Points are awarded for good estimates.
G Measure the dimensions and work out the points scale in advance. For
example, if the width of the blackboard is 2.1m then award 10 points for
2 2.2, 8 for 1.9 2.3, 6 for 1.8 2.4, 4 for 1.7 2.5, 2 for 1.6 2.6,
1 for 1.5 2.7.
G Five objects are suggested, as the activity takes time to mark. Examples
are: an angle drawn on board in degrees, area of a window in metres
squared, area of a book in centimetres squared, weight of a textbook in
kilograms, weight of a pencil in grams, width of a book in millimetres,
temperature of the classroom in C, height of the doorframe in metres,
volume of a box in centimetres cubed.
G Do all the estimates before marking. Once this has been done, the actual
measurements are revealed and points awarded. Total each students
points to see who is the Bestimater.
G Work through several examples of proportion and ratio. Emphasise the
use of a colon for ratio.
A class contains 12 girls and 18 boys. What proportion of the class
are girls? Find the ratio of girls to boys.
Proportion of girls is 12 in 30 = 2 in 5 or or 40% or 0.4.
Ratio of girls to boys is 12: 18 = 2: 3 (cancel by 6).
A bag of sweets contains 15 red sweets and 35 yellow sweets. What
proportion of sweets is red? What is the ratio of red to yellow sweets?
Proportion of red sweets is 15 in 50 or 30% or or 0.3.
Ratio of red to yellow sweets is 15: 35 = 3: 7.
Cover the first 20cm of a metre rule with coloured paper, or draw the
following on board
What proportion of the rule is covered? What is the ratio of the covered
part to the uncovered part?
3
10
2
5
Object Guess Answer Points
Blackboard 1.8m 2.1m 6
Angle 47 50 6
LESSON
12.3
Framework objectives Calculating ratios, proportions
Reduce a ratio to its simplest form.
Proportion covered is 20cm in 100cm = 1 in 5 or or or 20%
or 0.2.
Ratio of covered part to uncovered part is 20: 80 = 1: 4 (cancel
by 20).
Plenary
G Put the following numbers on the board in one group {20, 40, 60, 80,
100, 160} and the following fractions and decimals in another group
{33%, , , 20%, 60%, }.
G Ask students to match up the numbers to give each of the following ratios
and identify the appropriate proportion from the second group.
a 1: 2 (20: 40, 33%) b 2: 3 (40: 60, ) c 3: 5 (60: 100, )
d 1: 4 (40: 160, 20%) e 3: 2 (60: 40, 60%) f 1: 3 (20: 60, )
G Discuss the strategies used to find the answers.
1
4
3
8
2
5
1
4
3
8
2
5
1
5
Extension Answers
1 20 cl
2 large roll
3 smaller pad
4 smaller tin
1 a 1: 2 b 1: 3 c 1: 5 d 3: 4 e 1: 4 f 4: 5 g 2: 3 h 2: 3 i 1: 7
j 2: 7 k 3: 5 l 5: 6
2 a 3: 7 b 1: 3
3 i 2: 1 ii 4: 3 iii 3: 5 iv 8: 4 : 3 : 5
4 a 15 cups of strawberries, 5 cups of sugar b 4 cups c 7 cups
1
2
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1 Reduce each of the following ratios to their simplest form.
a 2: 8 b 3: 15 c 9: 18 d 15: 20
2 Write down the ratio of grey : white from each of these metre rules.
a
b
3 There are 200 passengers on an aircraft. 120 are British, 40 are French, 24 are German and the rest
are Italian.
a Write down the percentage of each nationality on the aircraft.
b Write down each of the following ratios in their simplest form.
i British: French ii French: German iii German: Italian
1 a 1: 4 b 1: 5 c 1: 2 d 3: 4
2 a 2: 3 b 1 : 1
3 a British 60%, French 20%, German 12%, Italian 8% b i 3 : 1 ii 5 : 3 iii 3 : 2
I ratio
I cancel
I lowest terms
I simplest form
Key Words
G You will need a 100 square. This is best done
on an OHP.
G Ask students to find the number you are
thinking of with questions that require a Yes or
No answer. In reality, you are not thinking of a
number but trying to eliminate as few numbers
as possible each time. For example, when the
whole board is clear and a student asks Is it
odd? You can please yourself whether you say
Yes or No. Whichever it is not, you cross
out. If a student asks Is it a square number?
you would say No and cross out only the
square numbers.
G You can restrict questions to be only about multiples or factors. Or you
can make it a hangman-type 12-question game so that they have to guess
the number before you draw the Mathmite.
G Alternatively, choose a number between 1 and 100, write it on a piece of
paper, put in a drawer and give the class 12 questions in which to find it.
G How could we divide 60 in the ratio 2: 3? Discuss how this can be
done. There will be many informal methods.
G Show the class how to formalise the process. Namely:
2 + 3 = 5 60 5 = 12 2 12 = 24 3 12 = 36.
So, 60 divided in the ratio 2: 3 is 24: 36.
Work through other examples such as
Divide 600 in the ratio 1: 5 (100: 500).
Divide 35 in the ratio 3: 4 (15: 20).
G The class can now do Exercise 12D from the Pupil Book 1.
LESSON
12.4
Solve simple problems about ratio and proportion using informal strategies.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
1 a b black 30; white 24, 60; total 8, 32, 80, 120 c multiply by 3
d divide by 3 e divide by 4, multiply by 1 and 3
2 a 4 b 5 c 4 blue, 8 yellow
3 a 40: 60 b 10 : 90 c 30 : 70 d 25 : 75 e 45 : 55
4 210 girls, 140 boys
5 50 pop and 70 dance
6 20 ordinary, 4 scientific
7 a 3 green bottles b 1: 6
3
4
Plenary
G Have a set of Follow me cards that use equivalent ratios. (Twenty are
suggested below.) Record the time taken to complete the activity. Revisit
this activity as an oral and mental starter later to see if the time can be
beaten.
1 START. You are in the ratio 1: 2 2 I am 10: 20. You are in the ratio 2: 3
3 I am 8: 12. You are in the ratio 3: 5 4 I am 12: 20. You are in the ratio 4: 1
19 I am 15: 9. You are in the ratio 1: 8 20 I am 3: 24. END
Extension Answers
a Jack 40, Jill 60 b 41.67 and 58.33
c Jack: 42.86, 43.75, 44.44; Jill: 57.14, 56.25, 55.56
SATs Answers
1 a 25p b 1.10 c 20.25 d 18.00 e 4.50
2 a 1000g = 1kg caster sugar, 1500g = 1.5kg margarine, 1250g = 1.25kg mixed fruit
b 3.50
3 a 130
b Summer season, when bookings are up, gives holiday camp chance to greatly
increase income by charging more
c 63.75 d 148.75
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1 Divide 200 into each of these ratios.
a 2: 3 b 1: 9 c 4: 1 d 1: 3
2 There are 1200 pupils in a secondary school. The ratio of girls to boys is 5: 7.
How many boys and girls are there in the school?
3 Alf has 90 budgies. The ratio of yellow birds to blue birds is 4: 5. How many of each colour are there?
1 a 80 : 120 b 20 : 180 c 160 : 40 d 50 : 150
2 500 girls, 700 boys
3 40 yellow and 50 blue.
I share
I ratio
I divide
Key Words
G Ask the class if anyone knows the 13 times tables. Let a student show this
if you feel that he/she will make a good attempt.
G Explain that although they do not need to know the 13 times table, it is
most helpful if they are able to easily multiply by numbers like that. For
example, ask who can multiply 13 by 7 in their heads. Give a short while
for the class to do this. See who has the correct answer of 91. Then ask
him/her to demonstrate how he/she has done it. They probably multiplied
7 by 10 to get 70, then by 3 to get 21, and added the two to get 91.
G Do allow other methods to be illustrated if students have used them.
Show that there are quick ways of mentally doing this type of
multiplication. Ask a few others:
13 5 = 65 13 8 = 104 13 9 = 117
G Next, introduce other numbers such as 17. Ask the class to work out:
17 6 (10 6 + 7 6 = 102)
and then these:
17 8 (136) 18 6 (108) 19 5 (95)
G Stress that it is important to try to calculate these mentally.
G You may like to give the class six mental questions to answer at the back
of their books, giving them 10 seconds to calculate each one.
G Draw on the board six bricks arranged as shown on the right.
G Ask three different students for numbers less than 10 (to keep the
arithmetic simple). Put each of these numbers into its own box in the
bottom layer.
G Show how to add up two adjacent bricks and write that sum in the
brick above them.
G Repeat this for the last brick at the top.
G Ask whether it makes a difference where the starting numbers are put.
That is, would 7, 3, 5, and 3, 7, 5 give the same answer? (No, they
wouldnt.)
G Put another set of bricks on the board. Ask whether anyone can tell you
what the top number will be. Wait for some to calculate this.
G Then show Example 13.1 from Pupil Book 1 (page 136). Ask how the
missing number in the bottom layer might be found. Lead away from
trial-and-improvement to an algebraic solution.
G Go through the algebraic solution.
Algebra 4
CHAPTER
13
LESSON
13.1
Framework objectives Brick wall problems
Use letter symbols to represent unknown numbers or variables.
Construct and solve simple linear equations with integer coefficients (unknown on
one side only) using an appropriate method.
7 3 5
G If you wish to use another example before they start Exercise 13A, use
the array on the right, which has the solution x = 3.
Plenary
G Ask the class how many solutions there would be if only the top number
were known. Suggest the top number is 15. What could the next two
numbers be? What could the bottom three numbers be?
G How would they find out how many different possible solutions gave
15 at the top?
G Introduce negative numbers only if suggested by the students.
1 x = 3
2 x = 5
3 x = 2
4 x = 12
5 x = 6
6 x = 3
7 x = 5
8 x = 4
9 x = 10
10 x = 7
11 x = 4
12 x = 3
Extension Answers
1 x = 11
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Find the unknown number x in each of these brick wall problems.
1 2
3 4
1 x = 12
2 x = 12
3 x = 8
4 x = 3
I variable
I solution
Key Words
4 5 2x
20
11 6 x
35
14 8 x
42
2x 5 9
35
3x 8 7
32
G Ask if anyone can recite the 25 times table up to 10 25. Make sure the
whole class see the pattern emerging of 25, 50, 75, 100, 125, 150,
G Now ask if anyone can multiply 25 by 24 mentally. Ask the students to
show how they have done this.
G Talk about the problem. Show how 4 25 = 100 can be used to
calculate multiples of 25. For example, one quick way to calculate 25
24 is to recognise that 24 is 6 4, hence 25 24 = 6 100. This will
need to be carefully explained.
G Ask the class for the following multiples of 25 (notice that the numbers
are all multiples of 4):
25 28 (= 700) 25 36 (= 900)
25 40 (= 1000) 25 48 (= 1200)
G Now ask about using numbers that are not multiples of 4, say 25 17.
Engage the class in discussion about how they might do the problem
mentally. If they can recognise that 17 = four lots of 4 plus one, then
25 17 = 400 + 25 = 425
G Go through a few more examples with the class, such as:
25 21 (21 = 5 4 + 1) 25 21 = 500 + 25 = 525
25 27 (27 = 6 4 + 3) 25 27 = 600 + 75 = 675
G On the board use a number grid similar to this one to ask the class to
multiply a range of numbers by 25.
G Put this square-and-circle problem on the board to illustrate how the
diagram is interpreted. Show how the numbers in two circles add up to
give the number in the square between them.
G Repeat this for another example.
G Now work through Example 13.2 in Pupil Book 1 (page 137).
G Next, work through Example 13.3.
LESSON
13.2
Framework objectives Square-and-circle problems
12 23 32 37 44
45 47 50 51 52
55 60 84 85 88
89 90 92 104 105
5 7
3 8
Plenary
G Use an example with low numbers, such as
that on the right. Ask how many different
solutions there might be. Work through with
class to show that there are four solutions
which involve positive whole numbers:
A = 2, B = 3, C = 4, D = 4
A = 3, B = 2, C = 5, D = 3
A = 1, B = 4, C = 3, D = 5
A = 4, B = 1, C = 6, D = 2
1 a A = 7, B = 4, C = 4, D = 7 b A = 8, B = 2, C = 3, D = 7
c A = 5, B = 6, C = 8, D = 9
2 a A = 6, B = 15, C = 12, D = 3 b A = 7, B = 10, C = 7, D = 4
c A = 3, B = 10, C = 15, D = 8
3 a i B = 7, C = 3, D = 4, E = 5 ii B = 6, C = 4, D = 3, E = 5
iii B = 5, C = 5, D = 2, E = 5
b i B = 6, C = 8, D = 4, E = 5 ii B = 5, C = 9, D = 3, E = 5
iii B = 4, C = 10, D = 2, E = 5
c i B = 5, C = 1, D = 4, E = 9 ii B = 4, C = 2, D = 3, E = 9
iii B = 3, C = 3, D = 2, E = 9
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Find the solution to the square-and-circle puzzle shown
on the right.
A = 8, B = 2, C = 13, D = 25
I solution
Key Words
5 B A
D C
6 7
8
20 12 A
B C
10 D
15
G Think of a positive integer less than 100 (say 37).
G Tell the class that they have only ten guesses at this number. They may
ask you any question about the number but you can answer only Yes or
No.
G Allow anyone to ask questions for the first go, as they get used to the
procedure.
G Discourage initial direct attempts, such as Is it 28?
G Encourage direction questions, such as Is it higher than 50?, Is it an
even number?.
G Whether they have found the first number or not, talk about possible
strategies for finding the number in as few attempts as possible.
G Choose another number and ask them to improve on the number of
attempts needed.
G As their strategy improves, you can introduce decimal numbers or
fractions.
G As soon as possible, try to get all the students to ask you questions.
G You could put four pieces of paper on the board (number hidden) and
ask each row of students in turn to find the missing number in eight
attempts. If they fail, the next row has two further attempts, and so on.
Scoring can be introduced, if you wish.
G Tell the class that they have just been guessing answers (trial and
improvement), because there was no other way. But they are going to
look at a problem where they start with some information from which
they can find the solution using algebra, rather than simply guessing.
G Say: I have a niece, and a nephew who is 6 years older than the niece.
Their ages add up to 24. How old is my niece?
G Lets start by letting my nieces age be x. Then my nephews age is x + 6.
The total of their ages gives the equation:
x + x + 6 = 24
2x + 6 = 24
G Show how to find the solution x = 9 from this equation. Hence, my niece
is aged 9.
G A quick check shows that the ages are 9 and 15: a difference of 6 and a
sum of 24.
G Go through Example 13.4 in Pupil Book 1 (page 139), emphasising the
way a problem is expressed in algebraic terms in order to be solved.
LESSON
13.3
Framework objectives Other types of problem
Simplify linear algebraic expressions by collecting like terms.
Construct and solve linear equations with integer coefficients (unknown on one
side only) using an appropriate method.
Plenary
G Remind the class what a powerful tool algebra is in the solution of
problems. The problems they have met so far have been quite simple in
order to get them started. Much of the excitement of mathematics is the
use of algebra to solve what look like awkward problems. For example:
The sum of three consecutive odd numbers is 75. Find the smallest
of these numbers.
Let x be the smallest odd number of the sequence. So, the next two
odd numbers are (x + 2) and (x + 4), which give
x + (x + 2) + (x + 4) = 75
3x + 6 = 75
3x = 69
x = 23
Extension Answers
1 1716
2 358 800
SATs Answers
1
2 a 53, 101 b 77, 61
3 63,
40
18
21
8
1 29
2 13
3 30
4 41
5 Alia 1.10, Sheehab 1.50
6 16
7 27
8 Kuki 25, Gerald 13
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1 The sum of two consecutive numbers is 75. What are the numbers?
2 I bought a cup of tea and a bun. The bun was 10p more than the cup of tea.
These together cost me 1.70. How much was the cup of tea?
1 37, 38
2 80p
I expression
I term
I solution
Key Words
100
600
400
G Imagine a square. Fold it in half. Open it out and describe the crease
formed by folding.
G Imagine another square. Fold it in half and again in half. Open it out and
describe the creases formed by folding twice.
G Imagine another square. Fold it in half and again in half and yet again in
half. Open it out and describe the creases formed by folding three times.
G This is a revision lesson looking at line symmetry, which may have been
covered at Key Stage 2.
G Each student will require a paper square, a paper rectangle and a mirror.
G Ask the class to repeat the mental starter using the paper square.
Show them the creases which can be formed by folding a paper square
in half.
The four creases are the lines of symmetry of the square. Each crease
breaks the square into two equal parts which fit exactly over each other.
Use the mirror to show how it can be put on each line of symmetry to
check that the image seen completes the square.
G The students can copy the square and its lines of symmetry into their
books and write: A shape has a line of symmetry when one half of the
shape fits exactly over the other half when folded along this line.
G Now use the paper rectangle to show its lines of symmetry.
G Invite the students to explain why the two diagonals are not lines of
symmetry, since it is a common misconception that they are. Ask them to
use their mirrors to show that the rectangle has only two lines of symmetry.
G Draw a T-shape, a cross and an L-shape on the board or OHP. Ask the
class to copy these shapes and to draw on their lines of symmetry.
G The class can now do Exercise 14A from Pupil Book 1, for which they
may need mirrors and/or tracing paper.
CHAPTER
14
LESSON
14.1
Framework objectives Line symmetry
Understand and use the language and notation associated with reflections.
Recognise and visualise the symmetry of a 2-D shape: line symmetry.
Plenary
G Ask students to draw shapes on the board or the OHP, which have 0, 1,
2, 3, 4 lines of symmetry.
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1 Copy each of these Greek capital letters and draw its lines of symmetry.
a b c d e f
2 Copy each of these shapes and draw its lines of symmetry. Write below each shape the number of
lines of symmetry it has.
a b c
Scalene triangle Rhombus Arrowhead
d e f
Trapezium Semicircle Oval
3 The logos below can be seen on different makes of cars. Sketch each logo and draw its lines of
symmetry.
a b c d e f
Mazda Mercedes Volkswagen Toyota Mitsubishi Honda
4 Draw, on squared paper, two copies of the diagram on the right.
a On one copy shade in one more square so that the diagram has two lines
of symmetry.
b On the other copy shade in three more squares so that the diagram has four
lines of symmetry.
1 a 2 lines b 1 line c 1 line d 1 line e 2 lines f 2 lines
2 a 0 b 2 c 1 d 0 e 1 f 2
3 a 1 b 3 c 1 d 1 e 3 f 1
4 a b
I line of symmetry
I line symmetry
I mirror line
I symmetrical
Key Words
1 a 1 b 3 c 4 d 2 e 0 f 1
2 a 1 b 2 c 8 d 1 e 5 f 4 g 6 h 3
3 a 1 b 0 c 2 d 0 e 1 f 0
G This mental starter is to check that students know the points of the
compass and understand the terms clockwise and anticlockwise.
G Imagine you are facing North.
Now turn 180 clockwise. In which direction are you now facing?
G Imagine you are facing South.
Now turn 90 clockwise. In which direction are you now facing?
G Imagine you are facing West.
Now turn 180 anticlockwise. In which direction are you now facing?
G Imagine you are facing East.
Now turn 90 anticlockwise. In which direction are you now facing?
G The class will require tracing paper or various templates for this activity.
G Explain that there are two types of symmetry for 2-D shapes: line
symmetry and rotational symmetry.
G A plane shape has rotational symmetry if it can be rotated about a point
to look exactly the same in a new position.
G Draw a square on the board or on an OHP. Ask the students to draw a
large square in their books.
G Ask them to trace the square and decide how many times the traced
square will fit exactly on top of the original square as they rotate the
tracing paper about the centre of the square its point of symmetry. They
should say four, but it is common for a response of lots of times.
G Show them how to trace the square and turn the tracing paper until it fits
exactly on top of the original square. It is a good idea to put an arrow at
the top of the tracing paper so that it is easy to see when it has been
rotated through 360.
Fits once Fits twice Fits three times Fits four times
So, the square has rotational symmetry of order 4.
G Next, repeat for a rectangle. A rectangle has rotational symmetry of order 2.
G Then repeat for a kite. A kite has no rotational symmetry. So, it is said to
have rotational symmetry of order 1.
G The class can now do Exercise 14B from Pupil Book 1, for which they
may need tracing paper, and a set of dominoes.
LESSON
14.2
Framework objectives Rotational symmetry
Understand and use the language and notation associated with rotations.
Recognise and visualise the transformation and symmetry of a 2-D shape: rotation
about a given point, and rotation symmetry.
E
N
S
W
Plenary
G Have ready a set of cut-out shapes or shapes drawn on an OHT. For
example, various triangles and quadrilaterals or shapes cut from
magazines.
G Show them to the class and ask students to give the order of rotational
symmetry for each one.
1 a 2 b 1 c 2 d 2 e 1 f 2
2 a 6 b 3 c 4 d 2 e 8 f 2
3 a 3, 3 b 4, 4 c 5, 5 d 6, 6 e 8, 8
For regular polygons, the number of lines of symmetry is the same as the order of
rotational symmetry
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1 Write down the order of rotational symmetry for each of the following shapes.
a b c
d e f
2 Write down the order of rotational symmetry for each of the following shapes.
a b c
d e f
3 Copy the diagram and shade in one more square so that it has rotational symmetry of order 2 and
no lines of symmetry.
1 a 4 b 2 c 2 d 4 e 8 f 2
2 a 3 b 2 c 4 d 8 e 5 f 4
3
I rotate
I rotational
symmetry
I order of
rotational
symmetry
Key Words
LESSON
14.3
Framework objectives Reflections
Understand and use the language and notation associated with reflections.
Recognise and visualise the transformation and symmetry of a 2-D shape: reflection
in given mirror lines, and line symmetry. Explore these transformations and
symmetries using ICT.
G For this activity, you will need a pin-board (or a large square of card).
Each student will need paper or a small white board.
G Make a square in one quadrant of the pin-board, as in the diagram.
G Show the class the pin-board.
G Flip over the pin-board along the axis DE so that the square is now facing
you.
G Ask the class to draw a sketch of what you can see on the pin-board.
G Repeat the activity using other axes, such as BG, AH or CF.
G The activity can be made more complex by using other shapes. For
example, a rectangle or a right-angled triangle.
G The class will require mirrors, tracing paper and squared paper for this
lesson.
G Ask the class to copy the triangle on squared paper, put a mirror along
the dotted line and draw, on the squared paper, the triangle that they can
see in the mirror.
G Point out that when you flipped over the pin-board in the starter activity,
it was just like reflecting the shape on it.
G Explain the terms object, image, mirror line and reflection.
G Ask the class to describe the position of the image in relation to the
object. They should notice that the corresponding points on the object
and the image are at the same distance from, and the lines joining them
perpendicular to, the mirror line. This is a condition for all reflections.
G Explain that the position of the shape has been changed by the reflection,
and that a reflection is an example of a transformation.
G Explain the notation used for reflecting shapes in a mirror line. ABC is
reflected onto ABC by a reflection in the mirror line.
G When reflecting shapes in a diagonal line, care must be taken to make
sure that corresponding points in the object and the image are at the
same distance from, and the lines joining them perpendicular to, the
mirror line. Explain how to do this by using the example on the right.
Tracing paper can be used to check.
G ICT work can also be done using software such as LOGO.
A B C
D E
F G H
A
B C
A
B C
Plenary
G Show the class the square on the pin-board, as in the starter.
G Ask them to explain whether any properties of the square are changed
after any reflection, or do they remain the same? For example: left
becomes right; the image is the same shape and size; the angles stay the
same; the area stays the same.
G Emphasize the importance of these properties of reflections.
1 a b c d
2 a b c d
3 c A(1, 4), B(2, 1), C(4, 2), D(6, 5)
Extension Answers
1 a 2 b
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1 Copy each of these shapes onto squared paper. Then reflect each one in the mirror line.
a b c d
2 a How many lines of symmetry does an isosceles triangle have?
b Copy the diagram on the right, and reflect the triangle in the mirror line.
c What is the name of the quadrilateral formed by this reflection?
d How many lines of symmetry does this quadrilateral have?
1 a b c d
2 a 1 b c rhombus d 2
I mirror line
I object
I image
I reflection
I transformation
Key Words
G Imagine a square with a large dot in the top right-hand corner.
G Rotate the square a half turn clockwise. Ask the class to describe where
the dot is now.
G Repeat, but now rotate the square a quarter turn clockwise.
G Repeat again, but now rotate the square a quarter turn anticlockwise.
G The activity could be repeated using a T-shape instead of a square.
G The class will require tracing paper and squared paper for this lesson.
G Explain that another type of geometrical transformation is rotation.
G Ask the class to copy this right-angled triangle on squared paper and
mark with X the vertex containing the right angle.
G Show the class how to rotate the triangle through 90 clockwise about X
using tracing paper.
G Invite them to explain why this rotation is the same as a rotation of 270
anticlockwise about X. Note that the terms object and image are used to
describe rotations in the same way as for reflections.
G Now show the class how to rotate the triangle through 180 clockwise
about X.
G Ask them to explain why this rotation is the same as a rotation of 180
anticlockwise about X.
G Ask the class to repeat the activity with the point X outside the triangle.
G Ask the class to copy the following:
To describe a rotation, three facts must be known:
Centre of rotation
Angle of rotation
Direction of rotation
G ICT work can also be done using software such as LOGO.
LESSON
14.4
Framework objectives Rotations
Understand and use the language and notation associated with rotations.
Recognise and visualise the transformation and symmetry of a 2-D shape: rotation
about a given point, and rotational symmetry. Explore these transformations and
symmetries using ICT.
X
X
Plenary
G Ask the class to describe which properties of a shape change after a
rotation and which properties remain the same. For example:
Shape and size of the object and of the image remain the same.
All angles stay the same size.

1 a b c d
2 a b c d
3 a b A(5, 2), B(5, 0), C(1, 0), D(1, 2)
c (1, 2)
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Copy each of the shapes below on squared paper. Draw the image after each one is rotated about the point
marked X through the angle indicated. Use tracing paper to help.
1 2
90 clockwise 90 anticlockwise
3 4
180 clockwise 270 clockwise
1 a b c d
I centre of
rotation
I object
I image
I rotation
Key Words
G Imagine two words with one exactly above the other, as on the right.
G What letter is directly above the letter M?
G What letter is directly below the letter L?
G What letter is diagonally to the left of the letter E?
G What letter is diagonally to the right of the letter P?
G What letter is two places before the letter Y?
G The class will need squared paper for this lesson.
G Explain to the class that another type of transformation is translation. A
translation changes the position of a 2-D shape by moving it a certain
distance in a specified direction, without reflecting it or rotating it.
G Explain that a translation moves the object to the image by moving it a
number of units to the right or left, followed by a number of units up or
down.
G Ask the students to copy the triangle on squared paper. Then show them
how the triangle is translated 3 units to the right, followed by 2 units up.
G This translation is the same from any vertex of the triangle, as the arrows
show. Notice that the arrows are parallel.
G When an object is translated to a new position, every point on the object
moves through the same distance and in the same direction.
G Ask the class to copy the diagram on the right on squared paper. Then
show them how the rectangle ABCD is translated 2 units to the left,
followed by 3 units down onto rectangle ABCD.
LESSON
14.5
Framework objectives Translations
Understand and use the language and notation associated with translations.
Recognise and visualise the transformation and symmetry of a 2-D shape:
translation. Explore the transformations and symmetries using ICT.
A B
D C
A B
D C
1 a 6 units right b 3 units right and 3 units down c 6 units down
d 7 units right and 5 units down e 6 units left and 6 units down
f 4 units right and 2 units down g 7 units right and 1 unit up
h 7 units left and 5 units up
2 a A(6, 9), B(9, 7), C(6, 7) c (0, 7), (3, 5), (0, 5) e (5, 3), (8, 1), (5, 1)
f 1 unit right and 6 units up
Extension Answers
a 3 b 8 c (n 1)
2
1 for an n by n grid
P L A Y
T I M E
Plenary
G Ask the class to describe the three different types of transformation they
have met so far by drawing examples of each in their books or on the
board.
G Explain that a reflection, a rotation and a translation change the
orientation or the position of a shape, but not its size.
G Ask the class what would happen if they changed the size of a shape.
This could lead into a discussion on enlargements, if time is available.
SATs Answers
1 a 1 line b 4 lines c 2 lines d 1 line e 1 line
2 a 2 squares below G b Six more points marked X
c
3 a 1 b 4 c 3
4 a 2 b 3 c 4 d 3
West
South
West
West
West
South
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1 Describe each of the following
translations:
a A to B
b A to C
c B to D
d C to B
e D to A
2 Copy the diagram on squared paper.
a Write down the coordinates of A, B, C and D.
b Translate the rectangle ABCD 4 units left and 5 units
up to form the image rectangle ABCD.
c Write down the coordinates of A, B, C and D.
1 a 6 units right and 1 unit up b 1 unit left and 5 units down c 2 units left and 5 units down
d 7 units right and 6 units up e 4 units left and 4 units up
2 a A(6, 3), B(10, 3), C(10, 1), D(6, 1) c A(2, 8), B(6, 8), C(6, 6), D(2, 6)
I object
I image
I translation
Key Words
10
9
8
7
6
O
4
3
2
1
1 2 3 4 5 6 7 8 9 10
A B
D C
y
x
5
C
D
B
A
G Write 20 on the board.
G Ask the class to give you (mentally) the percentage of 20 for a value you
will state. For example, if you say 10, they should reply 50%.
G Repeat with 5 (25%), 15 (75%), 2 (10%).
G Now write 30 on the board.
G Repeat the above activity with 15 (50%), 3 (10%), 6 (20%), 9 (30%),
24 (80%).
G Repeat with other multiples of 10 such as 40, 50,
G Put the following table on the board, which shows the favourite types of
music for 40 students.
Pop Dance Garage Grunge Classical
16 10 4 8 2
G Ask the class how to draw a pie chart from this data.
G Introduce the pie chart divided into ten sectors or divisions. Also
introduce a pie-chart scale.
G Ask the students why using 10 divisions is often an easy method. Explain
that some data come in percentage form, or in multiples of 10.
G Draw the pie chart for the above data using the ten-sector circle, as
shown on the right.
G Repeat with the following table, which shows the nationalities of tourists
visiting Edinburgh in 2001 as percentages of the total number of foreign
tourists.
American French German Dutch Italian Other
45 20 15 10 5 5
Handling Data 3
CHAPTER
15
LESSON
15.1
Framework objectives Pie charts
Construct, on paper and using ICT, graphs and diagrams to represent data. Use ICT
to generate pie charts.
Interpret diagrams and graphs (including pie charts).
Pop
Dance
Garage
Grunge
Classical
A
F
G
D
I
O
Plenary
G Review the method of drawing charts using a ten-sector pie. Ask the class
to explain the benefits of this method.
G Using this table and a ten-sector pie, ask for a volunteer to draw the chart
(or do as a class activity).
Red Blue Green Yellow Pink
35 10 15 10 30
1 a b c d
e f
2 There are more older people in Eastbourne
3 Impossible to say as no data is given for these towns on the numbers of people in
different age groups
<16
1625
2640 4160
>60
<16
1625
2640
4160
>60
EE CS
E
B
M
E
Geo
H
G
D
C
B
F
G
R
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1 Draw fully labelled pie charts to show the following information.
a Percentages of different types of vehicle going over the Woodhead Pass.
Lorries Cars Buses Motorbikes Other
45 30 5 15 5
b Colours of 50 Smarties.
Red Blue Orange Green Pink
5 10 15 5 15
1 a b
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I percentage
I pie chart
Key Words
R
B
G
Y
P
G Write the following ten numbers on the board:
2 4 6 3 7 5 6 2 8 7
G Ask the class to mentally add the numbers together and divide the total
by 10.
G Repeat several times with ten numbers each time, making sure that the
total is divisible by 10.
G Repeat using ten numbers that give a decimal answer.
G Remind the class how to find the mode for the following set of data:
3 4 5 5 6 9 10
G Explain that this average is not always a useful value, since it may not be
typical or representative. Tell them there are two other types of average
which are more commonly used: the median and the mean.
G Explain how to find the median for a set of data. The median is the
middle value for a set of data when the values are put in numerical order.
For example:
6 8 3 7 5 2 4
In order:
2 3 4 5 6 7 8
So, the median is 5.
G Introduce the mean. Explain that it is the most commonly used average
and is often referred to as the average or the mean average.
Give the definition of the mean for a set of values: the sum of all the values
in the set divided by the number of values. This is usually given as:
Mean =
G Explain that the mean is a useful average because it takes all the values in
a set into account.
G Give some examples, such as:
The mean of 2, 7, 9, 10 is = 7
The mean of 40, 37, 34, 42, 45, 39, 35 is = 38.9 (1 dp)
It is helpful to use a calculator for more difficult numbers or when there
are a lot of values to sum. The mean is usually given to one decimal
place when its value is not exact.
272
7
28
4
Sum of all values in the set
Total number of values in the set
LESSON
15.2
Framework objectives The median and the mean
Calculate statistics for small sets of discrete data: find the median and calculate the
mean, using a calculator for a larger number of items.
Plenary
G Ask the class to write down the definitions for the mode, the median and
the mean.
G Write on the board the numbers:
4 9 10 14 10 3 6
G Ask the class to write down the mode, the median and the mean for this
set of numbers.
(Answer: mode 10, median 9, mean 8)
1 a 5 b 14 c 5 d 34
2 a 3.25 b 25 kg c 142cm d 32
3 a 3 b 3 c 4 d 10
4 a 4.7 b 14.7 c 74.8 d 9.4
5 a 142 cm b 143 cm c 132 cm d Mean, which takes all values into account
6 a 175 b 3 c Three together earn almost half the total wages
Extention Answers
2 Mean score gets closer to 3
1
2
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1 Find the median of each of these sets of data.
a 11, 12, 13, 12, 14, 11, 12 b 66, 72, 78, 75, 78, 68, 63
c 21, 24, 26, 29, 34, 32, 27, 25, 24, 19, 30
2 Find the mean of each of these sets of data.
a 4, 3, 0, 1, 4, 3, 2, 0, 1 b 21, 20, 25, 19, 17, 24
c 37, 42, 35, 40, 36, 45, 38
3 Find the mean of each of these sets of data. Give each answer to one decimal place.
a 12, 14, 11, 10, 12, 15 b 89, 92, 78, 102, 88, 76, 101
c 7.6, 5.8, 7.4, 8.1, 6.3, 6.7, 9.2, 8.5, 7.1
4 In a darts match, Frank scores 10, 24, 51, 20, 17 and 40 with six darts. Find his mean score.
5 David is taking part in a fishing competition. At the end of the match the weight of each
fish in his keep net is as follows:
300g 450g 640g 300g 550g 300g 400g
a Find the median weight of the fish. b Find the mean weight of the fish.
1 a 12 b 72 c 26
2 a 2 b 21 c 39
3 a 12.3 b 89.4 c 7.4
4 27
5 a 400 g b 420 g
I average
I data
I median
I mean
I mode
Key Words
G Write on the board: Young people dont read many books.
G Ask the class how they would go about investigating this statement.
G Write the students responses on the board.
G Discuss issues such as: samples, data collection sheets, questionnaires
and diagrams that they have already met.
G This activity involves collecting data and then writing a statistical report.
This will take considerable time for most students, so it should cover at
least two lessons, depending on how many surveys you wish the class to
do. The activity is ideal to revise all the work covered so far in the
Handling Data chapters. Students may work on the problems
individually, in pairs or in groups.
G The students work could be used to make a classroom display.
Lesson 15.3
G Tell the class that they will be carrying out statistical surveys during the
next two lessons and will be using all the ideas that they have met so far
in the Handling Data chapters.
G Explain carefully the following methods that are used when carrying out
a statistical survey. Use the example in the mental starter to explain these
methods.
G Write a plan which states how the data is to be collected. A data
collection sheet or a questionnaire is the best way to collect data. For the
example, the following questions could be asked:
How many books have you read this week?
Do you borrow books from a library?
Do you prefer fiction or non-fiction?
Do you prefer to read magazines?
G Discuss how these questions could be written in a questionnaire.
G Explain that it is best to write down at the start of the report a statement
to be tested, before any data is collected. For the example, the following
could be stated:
Girls read more books than boys.
Students borrow books only from the school library.
Students prefer to read fiction books.
Students prefer to read magazines.
LESSONS
15.3
15.4
Framework objectives Statistical surveys
Decide which data would be relevant to an enquiry and possible sources.
Plan how to collect and organise data. Design a data collection sheet or
questionnaire to use in a simple survey.
Write a short report of a statistical enquiry and illustrate with appropriate diagrams,
graphs and charts, using ICT as appropriate. Justify the choice of what is presented.
G Discuss the sample size required in order to make any conclusions
reached valid. A sample size of 30 or more is usually considered to be
adequate. For the example, the students could survey all the students in
their class or in their Year Group.
G When the data has been collected, it needs to be analysed. The
conclusions drawn from this should be stated at the end of the report.
This may involve calculating averages and/or drawing suitable diagrams.
For the example, the mean number of books read by students could be
calculated, bar charts could be drawn to show the number of books read
by boys and by girls, pie charts could be drawn to show the different
types of book students read. In the report, reasons should be given why
particular diagrams have been used.
G A conclusion should be written based on all the evidence.
G At this point, it would be helpful to explain that for some problems other
sources may have to be used to collect the data. For example,
newspapers, reference books, databases and the Internet.
G The class can now do Exercise 15C from Pupil Book 1. Depending on
the time available, the whole class could work on one of the problems,
or different problems could be chosen by pairs or groups of students.
Lesson 15.4
G The students continue collecting their data and writing their reports.
Plenary
G As students are completing their reports, ask them to explain the methods
they have used. Ensure that they understand these terms: sample size,
data collection sheet, questionnaire.
G Make a display of the students work in the classroom.
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Homework can be used by students either to collect further data, or to complete their reports.
The following problems could be started at home if time is available.
1 Investigate the amount of space that is given to advertising in different newspapers.
2 Investigate the amount of time that is devoted to sport on TV.
I average
I data collection
sheet
I database
I questionnaire
I survey
Key Words
LESSON
15.5
Framework objectives More on experimental probability
Understand and use the probability scale from 0 to 1.
Collect data from a simple experiment and record in a frequency table. Estimate
probabilities based on this data.
G Tell the class that you have a lot of coins in your pocket, but you know
that you havent enough coins to make exactly 1.
G Ask the class to work out the largest amount of money that you could
possibly have in your pocket.
G The answer that most will probably give is 99p. If need be, tell the class
the answer is 1.39 (1 50p + 4 20p + 4 2p + 1 1p).
G This activity is mainly practical work, and it is therefore suggested that
the students should work in pairs or groups.
G The class will require the following equipment: coins, four-sided dice,
coloured counters, cards numbered from 1 to 10. For the extension work,
a large sheet of card or paper is required.
G Ask the class if they can remember how to work out the probability of an
event happening. Write on the board:
P(event) =
G Throw a coin and ask the class to write down the probability that it lands
Head up.
There are two equally likely outcomes: Heads or Tails. So,
P(Heads) =
G Probabilities are usually written as fractions.
G The class can now work in pairs or groups. Ask them to toss a coin ten
times (ten trials) and record their results in a frequency table. From the
frequency table, what is the probability of getting a Head? Write some of
the groups results on the board. These are examples of experimental
probabilities. Ask them to explain why the groups get different answers.
Write on the board:
For experimental probability, P(event) =
G Now ask the groups to repeat the experiment 50 times, work out the
experimental probability of getting a Head and write down anything they
notice. The experiment could be repeated using more trials or each
group could use a different number of trials.
G Discuss the different answers that the groups have obtained.
G Explain to the class that the more trials that are carried out, the closer the
experimental probability gets to .
1
2
Number of events in the trials
Total number of trials
1
2
Number of ways the event can happen
Total number of all possible outcomes
Plenary
G Ask the class to write down how to find the experimental probability of
an event.
G Ensure they understand that, as more trials are carried out in an experiment,
the experimental probability becomes more accurate.
These answers are the theoretical probabilities. The students answers will be
approximations.
1 a b
2 a b
3 a b c
1
2
3
10
1
5
1
2
1
10
1
2
1
4
Extension Answers
The theoretical probability of the coin landing within a square is about 0.12
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Heather, Kathryn and Pat each rolled a fair dice 120 times. The frequency table shows their results.
Score 1 2 3 4 5 6
Heather 24 21 15 25 46 19
Kathryn 19 21 22 23 17 18
Pat 20 20 20 20 20 20
Only one of the girls had recorded their results accurately. Which two girls had recorded their
results inaccurately? Give a reason for your answer.
Heather, because the total number of trials is not 120, and Pat, because it is very unlikely that she obtained
each score 20 times
I event
I experimental
probability
I trial
Key Words
SATs Answers
1 a 30 b 23 c d e
2 a 20, 40%
b Pie chart has 5 sectors for 4 years old, 4 sectors for 3 years old, 1 sector for
2 years old
13
4
10
4
3
2
4
1
12
3
12
5
G Have a set of Follow me cards (20 are suggested below) which test
simple percentages of quantities.
1 START. You are 10% of 230 2 I am 23. You are 10% of 40
3 I am 4. You are 10% of 420 4 I am 42. You are 10% of 150
19 I am 14. You are 10% of 45 20 I am 4.5. END
G This is a lesson on adding and subtracting decimals. The main procedure
to emphasise is aligning the decimal points.
G In a whole number, the point comes at the end (after the units digit).
Any missing place values need to be made up using zeros. For example:
6 + 0.7 + 1.2 8 3.5
Align the points and insert zeros as appropriate:
G Do more examples. For example:
5 + 0.8 + 1.7 7 2.3
G This can be extended to calculations with mixed units. For example:
Subtract 300 grams from 3 kilograms
All numbers in the calculation need to be in the same units (in this case
kilograms), giving:
Answer is 2.7 kilograms.
2
3.
1
0
0. 3
2. 7
7
8.
1
0
3. 5
4. 5
6.0
0.7
+ 1.2
7.9
Number 5
CHAPTER
16
LESSON
16.1
Framework objectives Adding and subtracting decimals
Use standard column procedures to add and subtract whole numbers and decimals
with up to one decimal place.
Plenary
G Write numbers on the board (or have prepared cards available). For
example: 4, 5, 6 and 0.7, 0.6, 0.9, 0.1.
G Match pairs of numbers and ask students to give you their differences.
G Discuss the easy way to do this by taking complements of 9 and 10.
G Compare with the standard method of borrowing when using the
column method.
1 a 4.4 b 3.8 c 4.1 d 3.6 e 76.2
2 a 1.7 b 3.8 c 4.9 d 9.7 e 5.2 f 7.4 g 11.7 h 8.9
3 1.765kg
4 9.6 km
Extension Answers
a 0.6 b 3.5 c 8.4
Use complements of 9 except for the last digit, which is the complement of 10.
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1 Without using a calculator, work out each of these.
a 5.4 + 7.2 b 8 + 0.9 c 3.2 + 7 + 0.9
a 7 5.4 b 8 0.9 c 7 3.2
3 A piece of cake weighing 600 grams is cut from a 3kg cake. How much is left?
1 a 12.6 b 8.9 c 11.1
2 a 1.6 b 7.1 c 3.8
3 2.4 kg
I decimal number
I decimal place
I order
I place value
I tenth
I zero place holder
Key Words
G Draw on the board (or have on an OHT) the diagram on the right.
G Explain the key, which indicates the values to subtract when moving in
each direction.
G Point to various cells and ask students to give the value of the cell. These
could be taken in order or picked at random.
G Other diagrams and keys are:
G The class should be familiar with short multiplication and division when
working with whole numbers. This section will extend that idea to
decimals.
G Ask: What is the answer to 2.3 + 2.3 + 2.3?
G They should be able to get the answer of 6.9 fairly easily.
G Ask: Can this be done in a different way? Repeated addition is the same
as multiplication. That is: 3 2.3 = 6.9.
G Demonstrate how to do this using the column method:
G Repeat with 5 2.3 (= 11.5), 7 6.3 (= 44.1), 8 3.4 (= 27.2).
G Emphasise the need to keep the decimal points aligned (or to estimate the
answer first).
G Now demonstrate short division with decimals. For example:
46.5 3 is written as
G Repeat with 27.6 6 (= 4.6), 16.8 7 (= 2.4). Once again, emphasise
that the points stay aligned (or that the answer can be estimated).
1 5. 5
3|4
1
6.
1
5
2.3
3
6.9
12
3
2 1
17
3 2
1
LESSON
16.2
Framework objectives Multiplying and dividing decimals
Multiply and divide three-digit by two-digit whole numbers. Extend to multiplying
and dividing decimals with one decimal place by single-digit whole numbers.
40
8
6 12
Plenary
G Use a calculator to do a long multiplication problem. For example:
14 36 (= 504)
G Ask for the answer to 1.4 3.6 (= 5.04). What about the answer to
0.14 3.6?
G Is there any connection between the answer to 14 36 and the decimal
places in the second and third products?
G Establish the rule that in each case there are the same number of decimal
places in the product as in the numbers being multiplied.
G Then give the class the product 32 63. Ask for the answers to various
connected products, such as 3.2 63, 3.2 6.3,
G Repeat with other products if necessary.
Extension Answers
a 138 b 13.8 c 1.38 d 0.138
1 a 15.5 b 13.6 c 8.4 d 19.8 e 19.8 f 50.4 g 30.5 h 81.9
2 a 2.2 b 5.6 c 3.4 d 6.1 e 6.4 f 1.4 g 3.1 h 4.5
3 0.7 m
4 0.6 kg
5 8.4 Mb
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a 3 7.1 b 5 6.7 c 4 5.2
a 32.4 6 b 17.1 3 c 24.8 4
3 A folder costs 1.30. How much would seven folders cost?
4 A cake weighing 1kg 200g is cut into four equal pieces. How much does each piece weigh?
1 a 21.3 b 33.5 c 20.8
2 a 5.4 b 5.7 c 6.2
3 9.10
4 300 g
I decimal point
I division
I multiplication
I column method
Key Words
G Write the numbers 1 to 20 across the board.
G Put a different letter from the alphabet under each number (but avoid J,
X, Y, Z, for example).
G Roll a 20-sided dice (or take numbers from a hat). Ask students at
random, or in order, to give a mathematical word containing the
corresponding letter.
G Rules can be used to restrict what words are acceptable. For example,
numbers (one, two, three, ) can be banned. Students can be given
lives or the class can be split into two teams. Other students or the other
team can be allowed to challenge whether a word is mathematical,
repeated or very similar to a previous word (such as division and divide).
G Each student will need sets of number grids of different widths. That is,
grids with rows 16, 712, 1318, etc., or rows 110, 1120, 2130,
etc., or rows 15, 610, 1115, etc.
G Ask the students to shade in the multiples of various numbers up to 9 on
the different grids. (It may be necessary to recall the definition of
multiple.)
G The results always form a pattern. The shadings can be used as a display.
G Ask how you can tell if a number divides by 2: that is, is a multiple of 2.
(Ends in 0, 2, 4, 6, 8.)
G Ask how you can tell if a number is a multiple of 3. (Sum of digits is a
multiple of 3.)
G Ask how you can tell if a number is a multiple of 5. (Ends in 0, 5.)
G Ask how you can tell if a number is a multiple of 10. (Ends in 0.)
G Optional: Ask how you can tell if a number is a multiple of 4. (Last two
digits are a multiple of 4.)
G Put a list of numbers on board such as
44 57 80 95 72 100 112 115 34 33 18 30
G Ask the students to identify the multiples of 2, 3, 5, 10, 4 (optional).
LESSON
16.3
Framework 0bjectives Divisibility and multiples
Recognise and use multiples up to 10 10. Use simple tests of divisibility.
1
7
2
8
3
9
4
10
5
11
6
12
1
11
2
12
3
13
4
14
5
15
6
16
7
17
8
18
9
19
10
20
Plenary
G Write a set of numbers on the board such as:
15 18 22 27 31 45 50 90
G Ask the students to identify which are divisible by 2, 3, 5, 10,
4 (optional).
G Discuss the methods used.
Extension Answers
a 12, 24, 36, b 15, 30, 45, c 10, 20, 30,
d Multiply together to get the new multiple
e No, because the numbers have a common factor. For example, 2 and 10 are 10,
20, 30,
1 15, 20, 25, 30, 35, 40, 45, 50
2 10, 12, 14, 16, 18, 20
3 18, 21, 24, 27, 30, 33, 36
4 12, 18, 24, 30, 36
5 48, 60 and 36
6 70: Y, Y, Y, N. 24: Y, N, N, Y. 47: N, N, N, N. 125: N, N, Y, N. 160: Y, Y, Y, Y
7 a T b F, 10 c T d T e F, 3, 9
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1 Write down the multiples of 6 between 20 and 40.
4 Write down a number that is:
a a multiple of both 2 and 7.
b a multiple of both 3 and 8.
1 24, 30, 36
2 25, 30, 35, 40, 45, 50
3 20, 30, 40, 50, 60
4 a 14, 28, b 24, 48,
I multiple
I divisible
I digit
I even
I odd
Key Words
G Copy onto an OHP transparency (or produce photocopies for the whole
class), the menu for a local, fast-food takeaway.
G Either read out an order for food and get students to mentally add the
costs, or nominate one student as the customer and another as the
waiter.
G If the menu is too complicated, reproduce a simplified version with
fewer choices.
G Write 24 on the board.
G Ask the students to give numbers that go into 24.
G Create a factor diagram, as shown on the right.
G Repeat with 30, 16 and 13.
G Recall (or define for first time) the idea of a factor.
G Ask the students to come up with any rules. For example:
1 is always a factor.
The number itself is a factor.
Factors always occur in pairs (except for square numbers like 16).
Square numbers always have an odd number of factors.
Some numbers have only two factors.
G At some stage define a prime number (a number with only two factors).
G Give the class a list of the prime numbers up to 30:
2 3 5 7 11 13 17 19 23 29
G Recall ways to find factors: know tables, use test of divisibility (recall
lesson 16.3).
LESSON
16.4
Framework objectives Factors of numbers
Identify and find factors of two-digit numbers.
Rajah Balti House
Starters
Onion bhajees 1.25
Popadoms 30p each
24 4 3
12 24 2
8 6 1
Plenary
G Put a list of numbers on the board such as:
15 22 35 80
Find the factors of each.
G Discuss the methods used.
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1 Copy and complete the factor diagram for a 10 b 26
a b
2 6 has four factors. Write them down.
3 Find the factors of a 4 b 22 c 60
1 a 1, 2, 5, 10 b 1, 2, 13, 26
2 1, 2, 3, 6
3 a 1, 2, 4 b 1, 2, 11, 22 c 1, 2, 3, 4, 5, 6, 10, 12, 15, 30, 60
I fraction
I numerator
I denominator
I divide
I quantity
Key Words
1 a 1, 2, 4, 8 b 1, 3, 7, 21
2 1, 3, 9
3 1, 2, 4, 8, 16, 32
4 a 1, 2, 5, 10 b 1, 2, 4, 5, 10, 20 c 1, 2, 3, 5, 6, 10, 15, 30
d 1, 2, 4, 5, 8, 10, 20, 40 e 1, 2, 5, 10, 25, 50
5 a 1, 2, 3, 6 b 1, 2, 4, 8, 16 c 1, 2, 3, 4, 6, 8, 12, 24 d 1, 2, 13, 26
e 1, 2, 4, 7, 14, 28 f 1, 2, 3, 4, 6, 9, 12, 18, 36 g 1, 2, 3, 4, 6, 8, 12, 16, 24, 48
6 2, 3, 5, 7, 11, 13, 17, 19, 23, 29
1
10 26
G This is the same starter as in lesson plan 2.5. Numbers
can be altered or the same grid used to compare times.
G Points from the previous plenary about strategies for
filling in the grid could be discussed before proceeding
with the present activity.
G The starter is best done when there is work for the
students to get on with, as they will finish at different
times. Alternatively, introduce the main lesson activity
and take a mental break halfway through the lesson.
G Ask the class to draw a 10 10 grid and have one
prepared on an OHT. Get one student to give you the
numbers from 1 to 10 in any order. Write these across
the top of the grid.
G Get another student to give you the numbers from 1 to
10 in any order. Write these down the side of the grid.
G At a given signal, the students fill in the multiplication grid. The time
taken to do this should be recorded.
G Some students will finish in a couple of minutes, others will take much
longer. It is best to fix a time limit (10 minutes, say). The aim is to
improve on the time (or the number of answers filled in) next time the
activity is given.
G This is a review lesson for equivalent percentages, decimals and
fractions, and the calculation of simple percentages.
G Ask the class to give any equivalent percentages, decimals and fractions
that they know. Write these on the board.
G If only a couple are suggested, ask how to get others from these. For
example, 5% is half of 10%. If sufficient have been collected, ask for the
connections between them. For example, 20% and 10%, 75% and 25%.
Then ask how to get others from these. Make sure that one-third and two-
thirds are mentioned. (It may be easier at this stage to use = 66% =
0.66.)
G Recall the procedures for converting between fractions, percentages and
decimals. (These are given in the first three examples in Pupil Book 1,
page 169.)
G Ask the class how to calculate 15% of a quantity. For example, to find
15% of 400:
Find 10% (40), then 5% (20) and add to get 60
G Repeat with 40% of 500 (200) and 30% of 6 (1.80).
2
3
LESSON
16.5
Framework objectives Percentages of quantities
Recognise the equivalence of percentages, fractions and decimals. Calculate simple
percentages.
2 4 7 8 1 9 5 6 3 10
3
2
4
8
10
9
7
5
6
1
Plenary
G Put a variety of quantities on the board (or have prepared cards
available), such as 40, 70 sweets, 500 penguins, 300kg, and a variety of
percentages, such as 10%, 15%, 25%, 33%, 45%.
G Ask the students to match a quantity to a percentage, and then to
calculate that percentage of the quantity.
G If the opportunity arises (or certain combinations are picked), discuss
why 33% of 300kg or 25% of 40 are easier to calculate than other
percentages. (Treat as fractions and calculate a third or a quarter.)
1
Decimal 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0
Fraction 1
Percentage 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
2 a 25%, 0.25 b 75%, 0.75 c 33%, 0.33 d 66%, 0.66
3 a 105 b 30 c 12 d 28 e 180 f 2 g 20 h 6
4 a 15 b 35 c 70%
9
10
4
5
7
10
3
5
1
2
2
5
3
10
1
5
1
10
Extension Answers
Across 1 210 3 150 5 525 8 25% of 200 = 50 9 320
Down 1 50% of 50 2 21% of 500 = 105 3 12 4 150 6 250 7 33
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1 Copy and complete this table.
a b c d e
Decimal 0.1 0.6
Fraction
Percentage 40%
2 Without a calculator, work out each of these.
a 15% of 200 b 40% of 60 sweets c 45% of 50
3
4
1
2
I equivalent
fraction
I decimal
I percentage
I denominator
I quantity
Key Words
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1 a , 10% b 0.5, 50% c , 60% d 0.75, 75% e 0.4,
2 a 30 b 24 sweets c 22.50
2
5
3
5
1
10
G A mental test covering previous work and all work in this chapter.
1 What is 680 10?
2 Subtract 0.7 from 3.
3 What is half of 0.4?
4 What is 10% of 50?
5 What is 8 99?
6 What is 20% of 400 metres?
7 What are the first three multiples of 5?
8 What are the factors of 8?
9 What fraction is equivalanet to 25%?
10 What percentage is equivalanet to ?
Answers 1 68 2 2.3 3 0.2 4 5 5 792 6 80 m 7 5, 10, 15 8 {1, 2, 4, 8}
9 10 20%
G This is a lesson on practical problems using multiplication.
G The class may need to be reminded of short multiplication using grid or
column methods. For example:
34 6 (= 204)
To start off, use a couple of problems and discuss the methods of
working.
A jar of coffee costs 1.35. How much will 6 jars cost? (8.10)
Brian wins 5000 on the Premium Bonds. He puts 2000 in the bank
and splits the rest between his four children. How much do they each
receive? (750)
Find the largest answer for this multiplication sum, using the digits 3,
5, and 8
(53 8 = 424, 35 8 = 280, 38 5 = 190, 83 5 = 415,
85 3 = 255, 58 3 = 174)
=
1
4
1
5
LESSON
16.6
Break a complex calculation into simpler steps, choosing and using appropriate
and efficient operations, methods and resources, including ICT.
Plenary
G There is no plenary to this lesson although, if desired, one or more
solutions to the problems could be discussed.
SATs Answers
1 a 240 yen b 302 yen
2 a For example: 09:18 b 8 minutes
3 a 21 b 1989 c 1995
4 a 64, 864, 675 b 2520, 15
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Find the largest answer for this product using the digits 4, 7, 8.
=
I true
I false
I multiplication
Key Words
Exercise 16F Answers
1 864
2 81
3 1810
4 126 cm
5 16.2m
6 134 5 = 670, 143 5 = 715, 314 5 = 1570, 341 5 = 1705, 413 5 = 2065,
431 5 = 2155
7 2 34 = 68, 2 43 = 86, 3 24 = 72, 3 42 = 126, 4 23 = 92, 4 32 = 128
8 Yes
9 3.12
10 3.40
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74 8 = 592 (47 8 = 376, 48 7 = 336, 84 7 = 588, 78 4 = 312, 87 4 = 348)
G I went shopping the other day, and one of the shops had a half-price sale.
Each price shown was to be halved.
G What was the sale price of something marked at 1.40, 1.60, 1.50,
1.10, 1.70?
G Discuss with the class the strategies they have used. For example, dealing
first with the pence and halving them. Then halving the 1 to get 50p
and adding on half of the pence.
G Move the prices on to 2.20, 2.40, 2.50, 2.30, 2.70.
G Discuss the strategy for halving these amounts: half the 2 plus half the
pence.
G Move the prices onto larger amounts, such as 3.40, 4.10, 5.60,
6.30, 7.90.
G Talk about the different strategies the students use to halve these amounts.
G Once the students are confident in handling the above forms of money,
introduce figures such as 1.24, 2.56, 5.78.
G Do not introduce amounts with odd numbers of pence unless the
students suggest this, in which case you must discuss with them the
rounding off options. Shops can either round down to the customers
benefit or round up to the shops benefit.
G Show the class the equation 5x + 4 = 89. Tell them that this is the type of
equation they should be able to solve by the end of the lesson.
G Start with the type of equation they have met before (see Pupil Book 1,
Examples 17.1 to 17.3). Lead them through the strategy of solving it:
x + 12 = 87
Subtract 12 from both sides: x + 12 12 = 87 12
x = 75
G Similarly, allow the class to help you with the solving of 3x = 24:
3x = 24
Divide both sides by 3: =
x = 8
G Now lead them through the solving of 2x + 3 = 11:
2x + 3 = 11
First, subtract 3 from both sides: 2x +3 3 = 11 3
24
3
3x
3
Algebra 5
CHAPTER
17
LESSON
17.1
Framework objectives Solving equations
2x = 8
Then divide both sides by 2: =
x = 4
G Conclude by asking the class to solve the first equation cited, 5x + 4 = 89:
5x + 4 = 89
First, subtract 4 from both sides: 5x + 4 4 = 89 4
5x = 85
Then divide both sides by 5: =
x = 17
G Tell the class that they may use their calculators unless you wish to use
this lesson as a way of revising divisions too.
Plenary
G Put on the board the equation 3x + 25 = 49, and discuss with the class
how they would solve this mentally. Go through the process of
subtracting 25 from 49 and then dividing the result by 3. This will lead to
the solution x = 8.
G Give the class the opportunity to solve a few more equations mentally.
For example:
2x + 12 = 26 5x 11 = 39 4x 5 = 43
85
5
5x
5
8
2
2x
2
1 a 3 b 9 c 19 d 24 e 6 f 4 g 5 h 18 i 6 j 18 k 7 l 18
m 8 n 25 p 12 q 8
2 a 12 b 8 c 12 d 6 e 13 f 17 g 18 h 24 i 23 j 17 k 16 l 21
m 27 n 31 p 24 q 25
3 a 9 b 10 c 2 d 11 e 6 f 7 g 14 h 6 i 3 j 9 k 4 l 6
m 5 n 10 p 3 q 5
Extension Answers
32
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Solve each of the following equations.
a x + 3 = 18 b x + 4 = 47 c x 1 = 7 d x 3 = 45
e 11m = 88 f 5m = 45 g 8m = 24 h 5m = 35
i 6k + 1 = 67 j 2k 3 = 19 k 3k 1 = 17 l 5k + 4 = 49
a 15 b 43 c 8 d 48 e 8 f 9 g 3 h 7 i 11 j 11 k 6 l 9
I equation
I expression
I coefficient
I linear
Key Words
G Ask if anyone can multiply 48 by 5.
G Let the students indicate how they have done this.
G Discuss the methods that they have suggested. Focus on the method that
depends on 5 being half of 10.
G A very quick and efficient way to multiply by 5 is to half the number and
multiply by 10. But you must show why it works. For example:
48 5 = ( of 48 = 24) 10 = 240
G Go through some more examples with the class.
G Show a number grid on the board and, by pointing to various numbers,
ask different students to multiply by 5.
G Then ask the class how they would multiply by 50.
G Elicit the response of halving the number and then multiplying by 100.
For example:
56 50 = ( of 56 = 28) 100 = 2800
G Conclude by asking how they would multiply 68 by 500.
Halve the 68 (34), then multiply by 1000 to get 34000
G Write the following formula on the board:
P = 50( A 8)
This is a formula that my friend uses to calculate the pocket money given
to her children. A is the age of each child and P is the amount of pocket
money in pence.
G Demonstrate how to use the formula to calculate the pocket money for
the different ages of children. You would probably want to explain that
this formula can be used only when a child is older than 8.
G Ask the class to suggest another formula with which to calculate their
pocket money. Explore the figures they give.
G Continue with further examples until you are satisfied that the class are
confident with the use of formulae.
1
2
1
2
LESSON
17.2
Framework objectives Formulae
Use simple formulae from mathematics and other subjects. Substitute positive
integers in simple linear expressions and formulae.
Plenary
G Ask the class if they can remember any formulae used in science or other
subjects.
G Discuss with them the fact that they will meet a variety of formulae in
other subjects and that they will be expected to know how to substitute
into them and work out the result.
Extension Answers
a 113 F b 104 F c 149 F d 212 F
1 a 10 b 43 c 113
2 a 26 cm b 62 cm c 80
3 a 55 mph b 45 mph c 50 mph
4 a 260 b 390 c 310
5 a 320p b 750p c 920p
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1 The distance, Dkm, travelled by a train in time t hours, with an average speed of Akm/h, is given by
the formula
D = At
a Use the formula to find the distance travelled in 5 hours at an average speed of 66km/h.
b A train was travelling at an average of 48km/h. How far did it travel on its journey of 7 hours?
2 The density, D, is found by the formula
D =
where M = mass in grams, and V = volume in cm
3
.
Find the density of a rock with a mass of 800 grams and a volume of 40cm
3
.
M
V
1 a 330 km b 336 km
2 20 g/cm
3
I formula
I substitution
Key Words
G Ask the class: What is three-quarters of 20?
G Discuss how they calculated the answer. The most common method
would be to find one quarter of 20, and then to multiply this by three.
For some students, discussion may have first to focus on how to find
one-quarter of a quantity.
G Next, have a grid on the board containing multiples of four, as shown on
the right.
G Point to various numbers in turn and ask: What is three-quarters of this
number?
G When the students are confident finding three-quarters of these sorts of
numbers, return to the money situation. Take, for example, three-quarters
of amounts such as 6, where they have to deal with decimal fractions.
G A grid of various amounts of money would be useful in this context.
G This lesson is the start of an investigation into the relationship between
the number of dots on the perimeter of plane shapes, drawn on dotted
square grids, and their areas. Exercise 17C will lead the students through
the investigations.
G Start by making sure that the students understand the nature of each
investigation. The first one uses only shapes with no dots inside. The
second one uses only shapes with one dot inside.
G Encourage the students to draw the shapes and to be careful when
finding their areas.
G In Question 1, they have first to complete the table and then start to look
for the pattern.
G Question 3 gives the rule to find the patterns, asking the students to write
it as a formula.
G They should be attempting to write down every rule as a formula and
testing it with a prediction.
G This investigation is not looking for the link between the number of dots
on the inside of a shape and its area. That is a more complex
investigation best left to later.
LESSON
17.3
Framework objectives Dotty investigations
Generate sequences from practical contexts.
In simple cases, derive a formula.
28 64 100 60 32
84 56 120 64 96
112 92 36 80 72
52 200 76 160 48
Plenary
G Ask the class whether they were surprised that this kind of rule works.
G Ask them whether they think there is also a link when an odd number of
dots is used on the outside.
Extension Answers
Formulae are in the same pattern of
A = + (P 1)
where P is the number of pins inside. The students are not asked for this
generalisation, but should be encouraged to see the pattern
D
2
1 area column: 1, 2, 3, 4, 5, 6, 7cm
2
2 even numbers of dots
3 a yes b A = 1
4 area columns should show 2, 3, 4, 5, 6, 7, 8 cm
2
5 b A =
6 b A = + 1
7 b A = + 2
D
2
D
2
D
2
D
2
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Find a rule connecting shapes with an even number of dots on the perimeter and eight dots inside
the shapes.
A = + 7
D
2
I investigation
I perimeter
I formula
Key Words
G Have a number stick, which can be as simple as a length of wood
marked at one end with 0 and at the other end with 1.
G Ask the class where one-half is on the stick.
G Then ask for the approximate positions of a range of fractions, such as
one-quarter, one-third, one-tenth. Ask the students if they notice anything
about the position of fractions as the bottom number (denominator) gets
larger whilst the top number (numerator) stays the same. The larger the
denominator, the closer to 0 is the position of the fraction.
G Then start on two-thirds, two-fifths, two-sixths, . This will need to be
taken more slowly, as some students will want to think it through. Do
encourage the students to think where, say, one-fifth is, to help them to
find two-fifths.
G Now ask them: Which would be closer to 1, three-fifths or five-eighths?
How might we tell?
This will probably generate some discussion, with opposing views
probably based on nothing at all!
G Say: We could change both to decimals, both to 40ths or subtract one
from the other with the calculator to see which is the larger.
G Lead the discussion around to the fact that the easiest way is to find the
decimal equivalent of each fraction with the calculator, by dividing each
numerator by its denominator, then comparing the two decimal numbers.
G Use this method to compare a few more fractions.
G Use the graph on page 179 of Pupil Book 1, together with the table of
values.
G Show how the ordered pairs are used as coordinates to plot points, giving
a straight line.
G This is a conversion graph, used to convert from one unit to another.
Illustrate how to use the graph to find the cost of any quantity of petrol,
and how to find how much petrol can be bought for given amounts of
money.
G Explain that a straight-line graph represents a linear relationship.
LESSON
17.4
Framework objectives Graphs from the real world
Begin to plot and interpret the graphs of simple linear functions arising from real-
life situations.
Plenary
G Ask the class where, outside school, they have seen graphs like those
shown in Pupil Book 1. Some of the students may well be able to
respond with such examples as banks, hospitals, newspapers and TV.
G Show a typical hospital patients graph with peaks and troughs. Talk
about the use of straight lines to join up the plotted points. How accurate
is this method?
G Let the class see that a conversion graph is valid for any interpolation
(because it is a straight line).
Extension Answers
b 7
1 a i 1.80 ii 4.20 b i 5kg ii 4kg
2 a i 18 km ii 45 km b i 2.10 pm ii 2.40pm
3 a i 48 km ii 72 km b i 12 miles ii 25 miles iii 34 miles
4 a 9, 12 c i 4.20 ii 7.20 iii 10.80 d i b3.35 ii b11.70 iii b16.70
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Early in 2002 in the USA, the exchange rate for $1 was 0.64.
a Copy and complete the following table using this exchange rate.
Dollar ($) 1 10 20 30 40
Pound () 0.64 6.40
b Use the data from this table to draw a conversion graph from pounds to US dollars.
c Use your graph to convert each of the following amounts to US dollars.
i 8 ii 24 iii 32.80
d Use your graph to convert each of the following amounts to pounds.
i $5 ii $15 iii $25
a 12.80, 19.20, 25.60 c i $12.50 ii $37.50 iii $51.25 d i 3.20 ii 9.60 iii 16
I linear
relationship
I conversion graph
Key Words
G Ask the class how much each of them spends per year on crisps.
G Write a few of the suggestions on the board. (You will get amounts from
nothing to a few hundred pounds.)
G Ask how we might try to get a true estimate.
G Estimate how many packets of crisps they eat each day, or each week.
Then multiply up to get the number of packets eaten in a year ( 52).
Some may want to add in more if they think they eat a lot more in the
holidays. Next, find the usual price of a packet of crisps and multiply this
by the total number of packets. Are they surprised? Does the figure stand
up well to some of the initial suggestions?
G This problem can then be extended to:
How much does this class spend on crisps each year?
How much do all the students in this school spend on crisps
each year?
How much do the people of (your own town) spend on crisps
each year?
G Ask the class to put the numbers 1, 2, 3, 4, 5 into the following
arrangement of circles so that each line of three circles has a common
total:
G Ask them how many different ways this can be done. There are only
three, with 1, 3 or 5 in the bottom circle.
G Invite them to explain.
G Then ask: Can you find some numbers which make this work in only
one way? (Try 1, 2, 5, 6, 7: the arrangement works only with 7 in the
bottom circle.)
G Lead the class through Joes problem in Pupil Book 1, showing them how
represents the triangle each of whose side numbers add up to 9.
9
LESSON
17.5
Framework objectives Triangle-and-circle problems
Suggest extensions to problems by asking What if ?
Plenary
G Ask the class if any six numbers will create this type of triangle. If not,
can they say what sort of numbers might?
Extension Answers
20 19 17 15
SATs Answers
1 a 77 F, 80 F b 32 F, 30 F
2 a 28 b 4 7 = 28 or added another 8 onto 20 c multiply by 4
1 a b c
2 Because the smallest total is made with 1, 2 and 3 at the vertices. In this case, the
total is 9.
3 Because the largest total is made with 4, 5 and 6 at the vertices. In this case, the
total is 12
4 a b c
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Use the numbers
to make each of the following triangles.
a , where A is as small as possible.
b , where B is as large as possible.
B
A
10 9 8 7 6 5
a b
I equation
I solution
Key Words
20
7
6
8 4
9 5
18
4
7
9 8
6 5
21
5
8
10 9
7 6
24
8
5
7 6
10 9
21
8
5
6 4
9 7
10
1
2
6 4
5 3
11
4
3
5 1
6 2
12
6
3
2 1
5 4
G Take a sheet of A4 paper, fold it in half and then in half again.
G Cut off the four corners of the folded paper, as in the diagram.
G Ask the class to describe or draw the shape that will be formed when the
paper is unfolded.
G Unfold the paper and show them the four equal octagons that are
formed.
G Tell the class that any closed 2-D shape which has straight sides is called
a polygon.
G Draw some shapes that are polygons and some that are not. For example:
G Ask the class to copy the table on the right, which gives the
names of all the polygons that they will meet.
G Explain that polygons are either irregular or regular. A polygon
is regular when all its interior angles are equal and all its sides
have the same length.
G Draw on the board (or on an OHT) a
regular hexagon. Show that it has six lines
of symmetry and rotational symmetry of
order 6.
G Point out the difference between a convex polygon and a
concave polygon. A convex polygon has all its diagonals inside
the polygon. A concave polygon has at least one diagonal
outside the polygon.
Convex pentagon Concave pentagon
CHAPTER
18
LESSON
18.1
Framework objectives Polygons
Identify and use angle, side and symmetry properties of triangles, quadrilaterals and
other polygons. Solve geometrical problems involving these properties, using step-
by-step deduction and explaining reasoning with diagrams and text.
Explore transformations and symmetries using ICT.
Number of sides Name of polygon
3 Triangle
4 Quadrilateral
5 Pentagon
6 Hexagon
7 Heptagon
8 Octagon
9 Nonagon
10 Decagon
G The class can now do Exercise 18A in Pupil Book 1.
Plenary
G Ask the class to write down the correct spelling of the following polygons:
triangle quadrilateral pentagon hexagon heptagon octagon
nonagon decagon
1 a yes, pentagon b no c yes, octagon d no e yes, heptagon
2 a no b yes c yes d yes e no
3 a convex b convex c concave d concave e convex
4 a possible b possible c possible d not possible
5 For example:
a b c d
Extension Answers
Name of polygon Number of sides Number of diagonals
Pentagon 5 5
Hexagon 6 9
Heptagon 7 14
Octagon 8 20
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1 Write down the name of each of the following polygons.
a b c d
2 State whether each of the shapes below is a convex polygon or a concave polygon.
a b c d
3 Draw a hexagon which has four interior right-angles.
4 Find out the name of an 11-sided polygon and that of a 12-sided polygon.
1 a pentagon b octagon c heptagon d decagon
2 a concave b convex c concave d convex
3 for example, as figure shown on the right
4 hendecagon and dodecagon
I concave
I convex
I diagonal
I regular
I irregular
I polygon
I pentagon
I hexagon
I heptagon
I octagon
I nonagon
I decagon
Key Words
G Ask the class to imagine a tiling pattern made from squares. Ask students
to describe to the class their patterns. How many different ways can the
patterns be made?
G Now repeat for a tiling pattern made from rectangles.
G Ask the class to name other shapes that will form a tiling pattern without
any gaps.
G This work will involve a good deal of drawing. Hence, it is suggested that
the activity should cover at least two lessons. It is an ideal activity for the
end of the year.
G The class will require square grid paper and triangular grid paper.
Crayons or felt tips will be useful for making display work.
G It will be helpful to have some examples of tessellations already prepared
on card or on OHTs.
Lesson 18.2
G Explain to the class that the patterns discussed in the mental starter are
examples of tessellations. Identical shapes are said to tessellate if they fit
together exactly, leaving no gaps. To show a tessellation, it is usual to
draw about ten copies of the shape to make sure there are no gaps.
G Show the class examples of squares and rectangles tessellating. Point out
that a tessellating shape does not have to be in a regular grid layout. For
example, a rectangle can tessellate to form a herring-bone pattern, as
shown on the right.
G Stress the importance of using colour to show a tessellation. Sometimes
three or four colours may have to be used.
G The shape used can be rotated and/or reflected to complete a
tessellation. For example, see the isosceles triangle pattern on the right.
G A triangular grid is useful to draw more complex tessellations. For
example, a rhombus (below right).
G The class can now start Exercise 18B in Pupil Book 1.
Lesson 18.3
G The students will probably require more time to complete Exercise 18B.
G They should be encouraged to work in pairs or groups to design wall
posters on which to display their own tessellations. Further examples can
be found in the Extension Work.
Framework objectives Tessellations
Identify and use angle, side and symmetry properties of triangles, quadrilaterals and
other polygons. Solve geometrical problems involving these properties.
LESSONS
18.2
18.3
Plenary
G Ask the class to explain the meaning of the term tessellation.
G Ask them to think of examples of tessellations in everyday life. Some
examples are: kitchen and bathroom tiling, paving stones on pavements,
wallpaper patterns, fabric patterns.
Extension Answers
3 Only the equilateral triangle, the square and the regular hexagon will tessellate
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1 Make a tessellation from each of the following shapes. Use a square grid or a triangular grid to help.
a b c d
2 This shape is formed from a regular hexagon and an equilateral triangle.
Copy the shape onto triangular paper. Show that it forms a tessellation.
3 Explain why a circle does not tessellate.
3 There will be gaps
I tessellation
I pattern
Key Words
G Show the class an ordinary six-faced dice and explain that the numbers
on the opposite faces always add up to seven.
G Draw the following net for a cube on the board or on an OHT.
G Ask the class to write the other numbers on the net so that it will fold up
to make a correct dice. (There are different positions for the four
remaining numbers which some students will be able to show.)
G This activity is mainly practical work. Hence, it may need two lessons. It
is an ideal activity for the end of the year. The students can work in pairs
or in groups.
G The class will require the following equipment: coloured A4 card, rulers,
protractors, scissors and glue sticks. Adhesive tape can be used instead of
glue but the finished 3-D shapes may not look as effective.
G For students who may have difficulty drawing the nets, commercially
made plastic kits can also be used, as could straws and Plasticine.
G When the students have finished constructing the shapes, a display can
be made by hanging them on string from the classroom ceiling.
Lesson 18.4
G Remind the class that a net is a 2-D shape which can be folded to make a
3-D shape or solid.
G Show them the following net, which can be used to construct a cube.
Remind them that there are other nets for a cube, but this is the one that
is usually used. Explain that tabs need to be added before folding the net
to make a secure cube.
G Using a prepared net for a cube with tabs, show the class how to score
the edges which have to be folded. Then construct the cube.
G The class can now start Exercise 18C from Pupil Book 1.
Lesson 18.5
G The class continues with Exercise 18C.
5
Framework objectives Constructing 3-D shapes
Use a ruler and protractor to construct simple nets of 3-D shapes: for example,
cuboid, regular tetrahedron, square-based pyramid, triangular prism.
LESSONS
18.4
18.5
Plenary
G Ask the class to draw sketches of all the 3-D shapes that they have
constructed during these two lessons and label them with their correct
names.
SATs Answers
1 a quadrilateral in Set A, pentagon in Set B, arrowhead type shape in Set A
b It is a quadrilateral c It is symmetrical
2 a 4 and 8 b 6 and 12
3 a b or
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1 Which of the following are nets for a cube?
a b c d
2 Which of the following are nets for a regular tetrahedron?
a b c d
3 The sketch below is a net for a triangular prism.
Write down the lengths of x, y and z.
8cm
4cm
5cm
3cm
x
y
x
y
4cm
5cm
3cm
z
1 a and c
2 b and c
3 x = 4cm, y = 3 cm, z = 8 cm
I construct
I net
I 3-D shape
I cube
I cuboid
I regular
tetrahedron
I square-based
pyramid
I triangular prism
Key Words
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TEACHERS PACK 1 YEAR 7

HarperCollinsPublishers Ltd 2002

All angles stay the same size.

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