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COULD DO YEAR 7

Resources

1. FACTORS AND

MULTIPLES (3

weeks)

Review factors and multiples.

1.1 Factors, Multiples, Note that 1 is a factor of every number, and Exploring Mathematics

Prime Numbers, every number is a factor and a multiple of itself. 1A Normal [Academic],

Prime Factorisation Chapter 1

List all the factors of a whole number.

and Index notation

List some multiples of a whole number.

(a) Factors Use the Sieve of Mathematics Counts

(b) Multiples Review prime numbers are numbers that have Eratosthenes to obtain For Secondary 1

(c) Prime Numbers only two factors, 1 and itself. Note that 1 is not a prime numbers up to 100 in Normal [Academic],

and Prime prime number. a 10 by 10 grid, cross out Chapter 1 & 2

Factorisation Show prime factorisation of a number 1(not a prime), cross out

(d) Index Notation (suggestion: use short division and factor tree multiples of 2 except 2 itself Discovering

methods). using one colour, cross out Mathematics

multiples of 3 except 3 itself Bk 1A, Chapter 1

Introduce index notation and represent the using another colour, etc.

prime factorisation of a number in index notation The remaining integers are Information on prime

e.g. 72 = 23 ×32 . the prime numbers. numbers at :

Reinforce concepts of http://primes.utm.edu/

factors and multiples using

this grid. Investigation about

prime numbers at:

1.2 Highest Common Review the method of finding HCF of two or List all factors of each http://www.atm.org.uk

Factor three numbers (suggestion: use short division number. /links/keystagelinks.ht

(HCF) method). List the common factors of ml

the numbers.

Identify the highest http://www.blarg.net/~

common factor. math/second.html

1.3 Lowest Common Review the method of finding LCM of two or Use 2 small numbers.

Multiple (LCM) three numbers (suggestion: use short division For example 4 and 6 ;

method). List a few multiples of each

number.

List the common multiples.

Identify the lowest common

multiple.

description of its properties,

e.g. ‘Which number less

than 50 has 3 and 5 as

factors and is a multiple of

9?’ Students make up their

own description and test

one another.

2. REAL NUMBERS

(4 weeks)

Numbers and positive integers, i.e. +1, +2, +3, … for Exploring Mathematics

Number Line emphasis (read as positive one, positive two, 1A Normal [Academic],

(a) Negative positive three, etc). Mention the use of a Chapter 2

Numbers Explain the application for ‘negative numbers’ thermometer to discuss

(b) Number Line through daily examples. temperature changes of an Mathematics Counts

Introduce negative integers as ‘opposites’ of object, say from inside a For Secondary 1

positive integers, and as -1, -2, -3, … (read as freezer to outside. Normal [Academic],

negative one, negative two, negative three, etc). Chapter 3

Explain the ‘neutrality’ of zero and Use weather statistics to

representation of integers on a number line. illustrate directed numbers Discovering

in practice. Mathematics

Compare two integers by the use of a number Bk 1A, Chapter 2

line and use symbols < and > to show

relationship between the two integers, e.g. -5 <

2 Weather statistics at:

http://www.weatherpost

2.2 Addition and Add and subtract negative integers Illustrate operations .com

Subtraction of concretely, pictorially and symbolically. involving negative integers

Integers Lead pupils to read negative numbers and using coloured chips. http://www.projects.ex

(a) Addition operations correctly, e.g. 4 – (-1) (read as 4 .ac.uk/trol/trol for

(b) Subtraction minus negative 1). Use a number line to aid ordering numbers

Guide students in performing simple mental addition and subtraction of

computation such as the following: negative integers.

- add mentally any pair of two-digit numbers

using number bond method, e.g. 7 + 5 = 7 + Show examples, then

(3 + 2) = (7 + 3) + 2 = 10 + 2 = 12. explain the rule concerning

- subtract mentally any pair of two-digit addition and subtraction of

numbers e.g. 23 – 8 = (23 – 3) – 5 = 20 – 5 = negative numbers, i.e. +(–

15, a) = –a and –(–a) = +a.

- add or subtract mentally any pair of three-

digit multiples of 10, e.g. 360 + 540 = (300 +

60) + (500 + 40) = (300 + 500) + (60 + 40) =

800 + 100 = 900.

- find out what must be added to any two-digit

number to

make a total of 100, e.g. 47 + ? = 100;

- subtract any two three-digit numbers when

the difference is less than 10 by rounding and

compensating, e.g. 503 – 497.

Show examples on

2.3 Multiplication, Establish the rules for the multiplication of multiplication/division of

Division and integers and division of integers. integers, ask students to

Combined Discuss useful strategies for calculations observe, especially the sign

Operations of especially mental calculations: of the results. Remind

Integers - double and find corresponding halves for students that when an

(a) Multiplication numbers from 1 to 50; integer is multiplied/

(b) Division - multiply by 5 (multiply by 10 and take half); divided by another integer

(c) Combined of the same sign, the

Operations of product/quotient is positive,

Integers otherwise it is negative.

- multiply by 25 (multiple by 100 and divide by Use BEMA [Bracket,

4); Exponent,

- multiply any two or three digit numbers by 10 Multiplication/Division,

and divide any multiples of 100 by 10 or 100. Addition/Subtraction] to

remember the order of

Review and revise rules of combined operations ;

operations in terms of order of operations. ( )(solve first), exponent, ×

Evaluate expression (with or without brackets) , ÷ (solve from left to

involving the combined operations (use small right) ,

numbers only). + , – (solve from left to

right).

(a) Types of Identify equivalent fractions and obtain a fraction charts to show

Fractions fraction which is equivalent to a given one. operations of fractions.

(b) Addition and Reduce a fraction to its lowest terms.

Subtraction

Convert an improper fraction to a mixed number and

(c) Multiplication Recall that to multiply two

vice versa

and Division fractions, we multiply the

Add, subtract, multiply and divide fractions

numerators and the

concretely, pictorially and symbolically.

denominators respectively

Give examples of reciprocals and note that to get the product. To

a b divide a number by a

× =1 and that 0 has no reciprocal.

b a fraction, multiply by its

Perform simple mental computation involving reciprocal.

fractions such as the following:

1 1 2 Reminder :

½ + ¾; 1 – ; ½+ ; 4 × ¾; 3 – 1 . If the answer is an improper

3 3 3 fraction it should be change

to a mixed number.

2.5 Decimals and Use of Convert a fraction into a decimal and vice-versa. Suggest students to http://www.calculator.

Calculator Give examples of recurring decimals. remember the common org/CalcHelp/index.ht

(a) Fractions and Arrange numbers in ascending or descending fractions and their m

Decimals order. equivalents in decimals:

(b) Addition and Add, subtract, multiply and divide decimals. 1 1 3

= 0.25 , = 0.5, = 0.75 ,

Subtraction Use a calculator to carry out operations. 4 2 4

(c) Multiplication 1 1 1

and = 0.1,

= 0.2, = 0.3

Division 10 5 3

(use

fraction/decimal/percentage

Could Do (Year 7) Page 4 of 24

domino to strengthen

students understanding on

conversion)

2.6 Squares, Square Find squares of numbers (whole numbers, Suggest that students

Roots, Cubes and integers, fractions and decimals) and note that memorise squares of

Cube Roots the square of any number including negative numbers from 1 to 12 so

(a) Squares and numbers is always positive. that they can recall them

Square Roots Find square roots of numbers by prime easily when finding square

factorisation and note that square root of a roots.

negative number does not exist.

Remind students that square root of a

positive integer yields only a positive square

root.

In general the square roots of a is ± √ a. The

symbol √ denotes the positive square root of a

number and the symbol -√ denotes the negative Suggest that students

(b) Cubes and square root of a number.

Cube Roots memorise cubes from 1 to 5

so that they can recall them

easily when finding the

Find the cubes of positive and negative cube roots.

numbers.

Find the cube roots of positive and negative

numbers by prime factorisation.

3. APPROXIMATION

AND ESTIMATION

(1 week)

3.1 Approximation Round off numbers to a given place value. Pick out which zeros are Exploring Mathematics

(a) Place Value significant in various 1A Normal [Academic],

Could Do (Year 7) Page 5 of 24

(b) Decimal Round off numbers to a given number of examples of whole numbers Chapter 5

Places decimal places. and decimals. Use

(c) Significant Round off numbers to a given number of examples like: ‘If I owe you Mathematics Counts

Figures significant figures. $245 and we agree to round For Secondary 1

it to the nearest ten, would Normal [Academic],

you be happy with $25? Chapter 8

What needs to be done to

make it correct?’ Discovering

3.2 Estimation Estimate, compute and verify the sum, Use practical examples to Mathematics

difference, product and quotient of real highlight the need for quick Bk 1A, Chapter 3

numbers. mental calculations

including, e.g. shopping lists Revision on estimating

Use a calculator to evaluate arithmetic or estimates of building and rounding at

expressions and round off to a given number of materials or the amount of http://www.math.com/

decimal places or significant figures. time needed for a journey. school/subject1/lesson

s/S1u!L3GL.html

Students could work in pairs

– one writing a calculation

and using a calculator to

evaluate it whilst the other

works out an estimate.

4. MEASURES AND

MONEY (2 weeks)

4.1 The SI units Give a global view of the SI unit. Use practical examples to Exploring Mathematics

Give the meaning of prefixes (e.g. kilo, hector, illustrate how to convert 1A Normal [Academic],

etc) and the usage of symbols (e.g. k, h, etc). Use between the following units: Chapter 6

concrete objects whenever possible in introducing millimetres, centimetres,

each concept. metres and kilometres; Mathematics Counts

grams, kilograms and For Secondary 1

tonnes; millilitres and litres. Normal [Academic],

Chapter 5

4.2 Length Convert from one unit of length to another. Find personal units of

Select the appropriate unit of length for measurement such as width http://www.math.wichi

measuring a given distance. of a finger is approximately ta.edu/history/topics/m

Solve problems involving lengths. 1 cm, part of a journey is etric.html

approximately 1 km.

http://www.cam.net.uk

4.3 Mass Convert from one unit of mass to another. Compare units of mass by /home/pb/24hourtime.

Select the appropriate unit of mass (e.g. g, discussing the mass of a html

kg, and tonne) for measuring the mass of a given cube of sugar, a bar of

object. chocolate, a bag of rice, http://www.onlineconv

Solve problems involving mass. get students to estimate ereres.com/basicmulti.

the mass of a pen, a html

notebook, then bigger

objects like a car or a truck. http://www.sciencespo

t.net/Media/metricman

4.4 Volume and Explain the meaning of volume and capacity. Bring some drink containers iapg.pdf

Capacity Solve problems involving volume and of various sizes. Introduce

capacity. volume as a measurement http://www.mathleagu

of the amount of drinks in e.com/help/metric/met

the containers. Show the ric.htm

labelled volume on the

container. http://www.ex.ac.uk/ci

Do some estimation on mt/dictunit/dictunit.ht

volume. E.g. ml

What is the capacity of a

water container? Find a met/imperial

Give another example, such converter at

as the engine capacities of www.initium.demon.co

cars to enhance the .uk/converts/metimp.h

students understanding tm

about the common units of

volume. E.g. The engine

capacity of a Honda Accord

is 2.2 litres. This is the

same as 2 200 cc.

laboratory, most

measurements are given in

ml and that 1 litre = 1000

cm3

4.5 Time Including the Revise units of time and common time Make a timetable for the

24-hour clock notation (12-hour clock). school day, using both the

notation Convert between hours, minutes and seconds 12- and 24- hour clock

and find the sum and difference of times. systems.

Use a ‘time line’ to establish

Introduce the 24-hour clock notation and the relationship between

conversion between the two notations. starting time, duration of

Solve problems on time and interpret time and finishing time.

timetables. Emphasise the correct

notation used for the

answer.

Read and interpret existing

timetables such as TV

programmes or flight

schedules, and convert

them from one system to

the other.

4.6 Money Including Revise local currency denominations. Use the context of shopping

Local Currency and Express money in dollars ($) and cents (c). to set money problems.

Denominations Solve everyday problems on money, e.g.

shopping, etc.

5. ALGEBRA 1 (3

weeks)

Explain the meaning of an unknown. Exploring Mathematics

5.1 Representation of Represent an unknown by a symbol or a 1A Normal [Academic],

Unknowns Using letter. Chapter 7

Symbols and Letters

Mathematics Counts

5.2 Algebraic Give some examples of algebraic expressions. For Secondary 1

Expressions Explain the meaning of variables, terms and Normal [Academic],

coefficients. Chapter 6

Identify the various terms e.g. constant term,

Discovering

x-term, x 2 -term, xy-term, etc. Mathematics Bk 1A,

Explain the meaning of like terms and unlike Chapter 4

terms

http://www.staff.vu.ed

5.3 Interpretation of Illustrate the notations and interpret them: Give emphasis on u.au/mcaonline/units/a

Algebraic Notations a + a = 2a ; a – b = a + (-b) convention use algebraic lgebra/alglike.html

expressions.

Could Do (Year 7) Page 8 of 24

a × b = ab or ba

a × 2 = 2a (Emphasis that a2 is inappropriate) Example : http://argyll.epsb.ca/jr

a ×a =a 2 (Emphasis that a x a ≠ 2a) It is better to write – a + b

as b – a

eed/math8/strand2/22

02.htm

1×a = a

a

a÷ b = http://argyll.epsb.ca/jr

b eed/math9/strand2/21

a÷ 2 =

a 1 03.htm

or a

2 2

a ×

(b + c) = a(b + c) [Removal of brackets will http://www.studygs.ne

be done in Yr 8] t/equations.htm

Algebraic substituting given values of variables. of substituting a negative

Expressions number .

Example :

If x = −3 , then x 2 = (−3) 2

and not −32 .

5.5 Simplification of Collect and simplify like terms in algebraic Emphasise that in algebra,

Algebraic expressions involving addition and subtraction expressions like a + 3, 2x –

Expressions (emphasise the importance of taking the y are possible final

(a) Addition and respective sign along when collecting like terms in answers. These

Subtraction the expression expressions cannot be

(b) Multiplication e.g.( +a + 2b + 3a - b ) combined (simplified)

and further.

Division Simplify algebraic expressions involving Guide students to perform

multiplication and division. simplification of algebraic

expressions using algebraic

tiles to avoid common

misconceptions such as

2 + a = 2a, 2a +b =

2ab,

2a – 2a = a, a2 + a2 = a4

5.6 Solving Linear Distinguish between expressions and Set up some simple

Equations equations. Explain the terms equation and equations from real-life

solution of an equation. situations. Use different

Use the ‘balance’ concept to explain the methods of solving the

effect when transferring terms and when splitting equations, such as trial and

terms. improvement, cover-up or

Generalise the ideas on operations that: recognition, flow diagrams

Could Do (Year 7) Page 9 of 24

(i) when terms are transferred, there is a change and balancing both sides.

in sign e.g.

a) x + 2 = 6, then x = 6 – 2, Emphasise that with

b) x – 2 = 6, then x = 6 + 2, expressions, we start each

step with “=” but not with

(ii) when terms are split, there is no change in sign equations.

e.g. E.g. : Simplify expression

6 2x + 4 + 5x

d) 2x = 6, x = =3

2 = 2x + 5x + 4

6 = 7x + 4

e) − 2x = 6,x = = −3

−2

Explain the technique of Solving equation

solving linear equations, stressing on putting the 2x + 4 = 10

unknown terms on one side and constant terms on 2x = 10 – 4

the other. Caution on common mistakes: =6

2 2 x=3

x= = 2, x = =4 etc.

4 8

Caution on situations where

Include equations with simple the final answers may be

single fractions which can be reduced to linear considered as not simplified

x 2 −4

equations e.g. = 5(equations involving brackets fully (For e.g. ,

4 −3 5

and fractional equations will be done in Year 8). should be simplified to

Show students how to identify 2 4

key words and extract the information given in − ,− .

word problems, then translate them into 3 5

mathematical statements, and finally solve the

equations obtained.

6. INTRODUCTION TO

GEOMETRY (2

weeks)

Discuss the concepts of a point, a line and a plane Let students experiment to Exploring Mathematics

6.1 Points, Lines and Look for physical examples of point, line and plane find these angle 1B. Normal [Academic]

Planes Name a point, a line segment and a plane by relationships, first by using Chapter 11

using letters paper, pencil and

Differentiate a line and a line segment measuring instruments and Exploring Mathematics

then using a computer or 2B. Normal [Academic]

Measure line segments and draw line segments

internet dynamic Chapter 8

demonstration.

6.2 Angles Explain and show that an angle is a measure of Revise the words and Mathematics Counts

(a) Acute angles turn. Recognise angles at points of intersection, properties known, including For Secondary 1.

(b) Right angles arms and vertices. acute and obtuse angles. Normal [Academic]

(c) Obtuse angles Illustrate the use of the protractor to measure a Check that every student Chapter 9

(d) Reflex angles given angle in degree ( ° ). remembers how to use a

protractor correctly and Discovering

Lead students to draw angles of given magnitude.

understands how to draw Mathematics

Recognise angles in terms of quarter-turn, half-

accurately and minimise Bk 1A Chapter 7

turn and full-turn.

experimental error.

Recognise the different types of angles: acute, Measuring angles at

right, obtuse and reflex. Practise estimating the www.mymaths.co.uk

Use the proper symbols in naming angles: eg. sizes of angles and then

∠ ABC or AB ˆC , checking with a protractor. www.mathsnet.net/sha

for right angle, , etc pe/ks3index.html

Angles complementary and supplementary angles,

(a) Complementary adjacent angles on a straight line, angles at a

angles point and vertically opposite angles.

(b) Supplementary Derive the relationships in each group of angles

angles mentioned eg. Sum of all angles at a point is 360°,

(c) Adjacent angles etc.

on a

Find the complementary or the supplementary

straight line

angle for a given angle

(d) Angles at a point

Find the value of angles in a diagram by applying

(e) Vertically

the above-mentioned properties.

Could Do (Year 7) Page 11 of 24

opposite

angles

6.4 Parallel Lines and Recognise parallel, non-parallel and perpendicular To help in identifying the

Perpendicular Lines lines in diagrams and use the symbols ‘//’ and ‘ ⊥ ’ property to be used for a

where appropriate. pair of angles, teach the

students to ‘trace’ the two

Introduce a ‘ transversal ’ crossing two lines (the

angles. “Z” is for alternate

two lines may not be parallel)and name angles

angles, “F” is for

formed: corresponding angles, alternate angles

corresponding angles and

and interior angles on the same side of the

“C” is for interior angles.

transversal.

Investigate the properties of these angles in the To ‘trace’ the angles,

case of a pair of parallel lines. always start from one

Find unknown angles in diagrams by applying the parallel line, then continue

properties in 6.3 and 6.4. onto the transversal and

finally to the other parallel

line.

reasons for each

calculation.

7. POLYGONS (3

weeks) State a polygon as a closed plane figure with

three or more straight edges. Use pictures of paving Exploring Mathematics

7.1 Types of Polygons Name the different polygons up to the decagon. designs or other examples 1B Normal

of use of polygons to ask [Academic],

Recognise regular and irregular polygons. students what shapes they Chapter 12

can identify.

Mathematics Counts

For Secondary 1

Normal [Academic],

Chapter 10

Discovering

Mathematics

Bk 1A, Chapter 8

7.2 Triangles Name and classify triangles according to sides Draw a triangle and label

(a) Types of each angle with a letter and http://lgfl.skoool.co.uk/

(scalene, isosceles and equilateral triangles) or

Triangles then tear off each corner. keystage3.aspx?

angles (acute-angled triangles, right-angled

(b) Angle Properties Place them side by side id=65#1_5

triangles and obtuse-angled triangles).

of Investigate angle properties of triangles: with their vertices together.

Triangles: Angle sum of a triangle = 180o The angles will form a

(i) Interior Angles exterior angle = sum of two opposite straight angle. This result

(ii) Exterior Angles interior angles. reveals the property: Angle

sum of a triangle is 180º.

Use the angle properties of equilateral and

When finding the base

isosceles triangle to find unknown angles in

angle of an isosceles

triangles.

triangle, check for steps

which are mathematically

wrong.

E.g. ∠ABC = 180 − 70

110

=

2

= 55 o

7.3 Quadrilaterals Understand a quadrilateral as a four-sided closed

(a) Types of figure.

quadrilaterals Recognise the following quadrilaterals:

(b) Angle parallelogram, rectangle, square, rhombus, kite Find the angle properties of

properties of and trapezium. quadrilaterals through

quadrilaterals Investigate the properties of these quadrilaterals practical work.

with respect to sides, angles and diagonals.

Discuss relationships among parallelogram,

rectangle, square and rhombus.

Investigate the angle property of quadrilateral:

Angle sum of a quadrilateral = 360o

Use these properties to find unknown angle in a

given quadrilateral.

7.4 Angle Properties of Investigate angle properties of polygons: Use dissecting of polygons

Polygons For regular or irregular polygons: into triangles to investigate

a. sum of interior angles of an n-gon = the property

( n −2) ×180 0 S = ( n −2) ×180 0 .

b. sum of exterior angles of a polygon = 360º

To show that the sum of the

c. int. ∠+ ext. ∠ = 180o

ext. angles of a polygon is

For regular polygons:

equal to 360 º, we can draw

360 0 360 0 a polygon and cut out all

d. n = or ext .∠ = the ext. angles. Join these

ext .∠ n

angles together and they

(n − 2) ×180 0 form angles at a point

e. int .∠ =

n which is 360 º.

• Use these properties to solve related problems.

7.5 Geometrical Construct an angle, an angle bisectors,

Constructions perpendiculars lines perpendicular bisectors and

parallel lines.

Demonstrate the proper use of the instruments

for each construction. Try to draw ‘impossible’

triangles (e.g. a triangle

Construct a triangle, given: three sides; two

with two of its angles as

angles and the side between them; two sides and

100º and 90º) and then

an included angle; two sides and a non-included

explain why this will not

angle, including the ambiguous case. An example

work. Devise a rule for

of an ambiguous case: Construct a ∆ABC given

obtuse angles in triangles.

that ∠A =35 °, AB =8 cm and BC =5 cm ).

B Give strong emphasis on

8 cm the ACCURACY of the

5 cm measurements.

5 cm

35°

.

A C1 C2 Draw and label using pencil

only.

[ two possible triangles: ∆ABC 1 and ∆ABC 2

]

Construct a quadrilateral based on given data.

8. PERIMETER AND

AREA (3 weeks)

8.1 Idea of Perimeter Understand perimeter as the distance around Use a string to find the Exploring Mathematics

a shape or figure. perimeter of a non-straight 1B Normal

edge of a shape (e.g. [Academic],

finding the perimeter of the Chapter 13

palm of the student’s Mathematics Counts

hand). For Secondary 1

8.2 Perimeter of Normal [Academic],

Polygons Find the perimeter of a figure by adding the Measure and cut out a Chapter 11

lengths of all the sides or by measuring the string of length 30 cm. Ask

distance around the figure by using a string or a students to make a square Discovering

measuring tape. of perimeter 30 cm with the Mathematics Bk 1B,

Find the perimeter of a polygon by adding the string provided and answer Chapter 14

lengths of all the sides – emphasise the use of the the question, ‘What is the

same unit of length. length of an edge of the http://www.mathsgood

Find the perimeter of a polygon by formulae square?’ ies.com/lessons/voll/p

(for rectangles, squares and regular polygons). erimeter.html

Solve problems on perimeters of plane When finding the perimeter

figures. of a composite figure, to http://www.unc.edu/~r

avoid missing any section owlett/math111/AreaF

which forms the perimeter, ormulas.PDF

we start from any point and

go round the figure, label http://colbycc.edu/ww

each section with number w/math/geometry/circl

1, 2, 3 and so on until we es.htm

come back to the starting

point again.

Find the length of any

unknown section and then

add up the lengths of all

sections

8.3 Circumference of Name the parts of a circle: centre, radius, Collect different sized

Circle diameter, semicircle and circumference. cylinders (e.g. food tins).

Ask students to measure

Draw a circle with a given radius (or

the diameter and, using a

diameter).

piece of string, the

circumfere nce circumference of each

Investigate the ratio and

diameter cylinder. Calculate the ratio

introduce the constant π. Use the formula C = πd circumfere nce

or C = 2πr to solve problems on circumference of for each

diameter

circles.

cylinder and observe the

Solve problems involving circumference of a results. Help students to

circle, semicircle and quadrants. find the rule linking the two

quantities.

8.4 Area of a Rectangle, Understand area as a measure of the amount Use a series of graduated

Square, of plane surface. exercises. Ask for both the

Parallelogram, State that area is measured in square units perimeter and the area

Triangle and and the common units for area are mm2, cm2, m2, where possible. Start with

Trapezium. km2 and hectare, ha(100m x 100m). (Read as shapes on squared paper

square millimetres, square centimetres and so and progress to plain

on). paper.

Convert from one area unit to another.

Ask students to draw

Use formulae to find the areas of rectangles rectangles given the

and squares. perimeter and the area.

Show the formula (base x height) for the area

of parallelogram by a practical activity and use Find different ways of

the formula to solve problems on areas of partitioning composite

parallelograms. figure into common figures

1 to calculate total area,

Show the formula ( x base x height) for the including some by

2

area of a triangle by dissecting a parallelogram or subtraction.

a rectangle and use the formula to solve problems

on areas of triangles.

1

Show the formula ( a + b ) h by dissecting

2

a trapezium into two triangles and use the formula

to solve problems on areas of trapeziums.

composite figures.

8.5 Area of a Circle Introduce the formula for area of a circle and Investigate the area of a

apply the formula to solve problems on areas of circle by cutting a circle

circles and composite figures with circle parts (i.e. into parts and arranging the

Quadrants, semicircles and full circles). parts into an approximate

rectangle leading to the

area formula A = πr2 (No

proof is required).

9. RATIO, RATE AND

PROPORTION(3

weeks)

Lead students to understand the idea of ratio Discuss ratio notation and Exploring Mathematics

9.1 Ratio and emphasise that quantities involved in a ratio its relationship with 1A Normal

must be expressed in the same unit. fractions. Use practical [Academic],

Could Do (Year 7) Page 17 of 24

Emphasise that each ratio number represents examples such as recipes, Chapter 8

a value. mixing sand and cement,

and mixing paints. Mathematics Counts

Compare two quantities in the form of a : b or

For Secondary 1

a Normal [Academic],

or three quantities in the form a : b : c.

b Chapter 7

Determine equivalent ratios and simplify

ratios to their simplest forms.

Divide a quantity in a given ratio.

Solve word problems involving ratios.

9.2 Rate Explain rate and ‘per’ by using daily http://www.mathleagu

examples e.g. telephone charges, speed, and e.com/help/ratio/ratio.

wages. html

Show actual notes or picture of foreign

currencies. Explain that the speed http://www.purplemat

calculated is actually h.com/modules/ratio.h

Introduce the idea of exchange rate and give

average speed unless we tm

examples regarding conversion from one currency

are told that the object is

to another.

travelling at constant http://www.edhelper.c

Interpret straight line graphs of rates e.g.

speed. om/ratios.htm

price and speed.

There are many variations

Introduce formula of speed and use the in questions on speed. It is http://www.fuse.net/D

formula to solve problems related to speed, strongly advised that the avidBroeman/ChSprep

distance and time, exercises should be .htm

Distance structured properly.

Speed = .

Time 1. Use simple whole Idea from a ratio

Solve problems related to rate. numbers that project at:

are easy to work with to http://www.lessonplan

enable spage.com/MathSSRati

the students to oAnd/Marketing912.ht

manipulate the m

formula efficiently

2. Time is given as a

fraction

1

( 2 hours and D = 45

4

km).

This will lead to S =

45

1 .

2

4

Students need to be

guided to

handle this complex

situation.

3. Time is given as a

decimal

number (e.g. Time = 2.5

hours)

Could Do (Year 7) Page 19 of 24

4. Time is given in hours

and

minutes (e.g. Time = 2 h

45 min)

conversion of units. To

tackle this

situation, we can go back

to the

meaning of per which

means 1.

E.g.

5

km

5m

5m /s = = 1000

1s 1

h

60 × 60

9.3 Proportion as Define proportion as ‘a statement expressing Start with simple, intuitive

Equality of Two the equality of two ratios’ and give numerical problems such as distance

Ratios examples of proportion. and time on a journey,

(a) Direct Proportion Explain direct proportion as the equality of conversion graphs, or

(b) Inverse or two ratios and discuss examples familiar to recipe quantities, and

Indirect students. progress to find formal

Proportion Solve problems on direct proportion. methods of setting out the

Explain inverse proportion by providing real- calculations.

life examples. Use speed, distance, time

and map scales for direct

Solve problems on inverse proportion.

proportion. Find other

examples of quantities that

are in direct proportion and

others such as students’

ages and their heights that

are not directly

proportional.

9.4 Scale Drawing Explain what a scale is and the purpose of using a Draw plans of the

scale drawing. classroom and corridors.

Draw and interpret simple scale drawings.

Use scale drawings to solve problems (find the

unknown length from the diagram).

10. PERCENTAGE

(2 weeks)

Illustrate the meaning of percent as parts of a Exploring Mathematics

10.1 Expressing hundred using the 100-square grid. 1B Normal

Percentage as a Express a percentage as a decimal or a fraction [Academic],

Fraction or Decimal in its lowest terms. Chapter 10

Mathematics Counts

10.2 Expressing Convert any fraction or decimal to percentage. Make cards with For Secondary 1

Fraction and Emphasize the rule: To express a fraction or percentages, fractions and Normal [Academic],

Decimal as a decimal as a percentage, simply multiply it by decimals to practise Chapter 7

Percentage 100%. matching equivalent values.

Discovering

Suggest students to Mathematics

remember the common Bk 1B, Chapter 10

fractions and their

equivalents in decimals and

percentages:

1 1

= 0.25 = 25 %, = 0.5 = 50 %,

4 2

1 1

= 0.1 = 10 %, = 0.2 = 20 %.

10 5

10.3 Expressing One Express the ratio of a quantity p, to another Begin by asking orally http://www.aaamath.c

Quantity as a p questions such as ‘What om/B/pct.htm

Percentage of quantity, q, in the form of a fraction , where p fraction of 100 cm is 25

q

Another cm?’ and progress to http://www.colbycc.or

and q are quantities with the same unit. expressing one quantity as g//www/math/general/

Express the above fraction as a percentage, i.e. a percentage of another. arithmetic/percent.ht

p m

× 100% .

q

http://www.primaryres

ources.co.uk/maths/m

10.4 Calculating the Ask for 50% of $400, 10% aths5.htm

Find a given percentage of a quantity.

Value of a Given Find a number given the percentage; rapidly of 100g etc and progress to

Percentage of a formal methods of finding a http://www.mathsrevis

compute 5%, 10%, 25%, 50% and 75% of a ion.net/gcse/percenta

Given Quantity quantity. percentage of a quantity.

ges.php

Use percentage to compare two quantities,

including percentages greater than 100%.

10.5 Finding Explain the meaning of percentage increase and Use everyday life examples

percentage percentage decrease. such as price increase or

increase or Find percentage increase or decrease of a given decrease, test marks,

decrease quantity. population

increase/decrease etc.

Make a summary : When

finding a percentage, we

always “multiply with 100”.

When a percentage is

given, we always “divide by

Could Do (Year 7) Page 22 of 24

100”.

involving advertisements that make

percentages use of percentages. Use

them in calculations.

11. STATISTICS (4

weeks)

Carry out activities that involve different Collect information about Exploring Mathematics

11.1 Data Collection methods of data collection: the length of a student’s 1B Normal

Method, Classifying - observation and measurement, foot in cm and shoe size. [Academic], Chapter

and Tabulating Data - interviews, 15

- survey including the use of questionnaires. Use other real-life data,

collected from school, Exploring Mathematics

Classify and tabulate data collected to form a family and population 2B Normal

frequency table (explain the uses of tally marks in statistics. [Academic], Chapter

counting). 10

11.2 Construction Introduce each of the following types of Refer to Science and New Mathematics

and representation of statistical data and the Geography books to see if Counts For Secondary

Interpretation of techniques and the principles involved in its there has been any new 2 Normal [Academic],

Tables, Bar construction: statistical work that can be Chapter 10

Charts, - pictographs, incorporated into the

Pictographs, Line - bar charts, lessons. Discovering

Graphs, Pie - line graphs, Mathematics Bk 1B,

Charts - pie charts. Chapter 16

including interpreting tables and drawings. in Statistics at :

http://www.mathforum

.org/trscavo/statistics/

comtents.html

Population statistics at

http://www.geohive.co

m

http://www.ibiblio.org/l

unarbin/worldpop

http://www.mste.uiuc.

edu/hill/dstat/dstaintro

.html

mode are dealt with at

http://www.ex.ac.uk/ci

mt/mepres/allgcse/bkb

9.pdf

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