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MATHEMATICS – SCHEME OF WORK SPN-21 (INTERIM STAGE)

COULD DO YEAR 7

Content Coverage Scope and Development Suggested Activities Supplementary


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.

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Identify the lowest common
multiple.

Identify a number from a


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)

2.1 Idea of Negative  Introduce the natural numbers 1, 2, 3, … as


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:

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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.

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- 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).

2.4 Fractions Use fraction pieces and Exploring Maths Bk 1A


(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
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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],
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(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.

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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.

Explain that in the


laboratory, most
measurements are given in
ml and that 1 litre = 1000
cm3

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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.
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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

5.4 Evaluation of  Evaluate an algebraic expression by Caution on the correct way


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
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(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.

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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

6.3 Properties of  Investigate the following properties:


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.
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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.

Ask students to write the


reasons for each
calculation.

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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

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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.

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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

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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.

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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.

 Apply the above formulae to find areas of


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.

Could Do (Year 7) Page 18 of 24


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)

5. Problems that require the


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

Could Do (Year 7) Page 20 of 24


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

Could Do (Year 7) Page 21 of 24


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”.

10.6 Problems  Solve simple problems related to percentages. Find newspaper


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

Could Do (Year 7) Page 23 of 24


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

 Read and interpret statistical graphs Ideas from Adventures


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

Mean, median and


mode are dealt with at
http://www.ex.ac.uk/ci
mt/mepres/allgcse/bkb
9.pdf

Could Do (Year 7) Page 24 of 24