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Message Subject: Mathematics Year 10 Curriculum Overview 2024-2025 “Let the questions be the curriculum” Socrates Knowledge & Understanding Literacy Skills Literacy Skills and KEY vocab Assessment What is being assessed? Homework/ Independent Learning Composites Components includes understanding of KEY concepts Formal Retrieval if any HT1 Representing and interpreting data, and averages, quartiles and range Weeks 1 - 4 Foundation • Design and construct two-way tables • Produce and interpret: o pictograms o composite bar charts o dual/comparative bar charts for categorical and ungrouped discrete data o bar-line charts o vertical line charts o line graphs o line graphs for time–series data o histograms with equal class intervals o stem and leaf (including back-to-back) • Design and interpret pie charts • Design and interpret scatter graphs • Use lines of best fit, understand the reliability of extrapolation • Calculate the mean, mode, median and range for discrete data • Interpret and find a range of averages as follows: o median, mean and range from a (discrete) frequency table o range, modal class, interval containing the median, and estimate of the mean from a grouped data frequency table o mode and range from a bar chart o median, mode and range from stem and leaf diagrams o mean from a bar chart • Understand that the expression 'estimate' will be used where appropriate, when finding the mean of grouped data using mid-interval values Recap all averages of discrete data including mode, median, mean and range. Recap angle rules and use of protractor to measure and construct angles Make use of the class insights from Sparx. Starter for Thursday’s lesson (or first lesson after Wednesday) Retrieval: • Pythagoras’ Theorem • Percentages • Solving Equation • Algebraic Expressions • Ratio • Probability • Rates • Standard Form Vocab: • Data • Continuous • Discrete • Composite • Quantitative • Qualitative • Mean • Mode • Median • Quartile • Categorical Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding. Sparx Homework; Ensure all pupils can access and complete homework. All classes will have homework set and due on Wednesday.

• Compare the mean, median, mode and range (as appropriate) of two distributions using bar charts, dual bar charts, pictograms and back-to-back stem and leaf • Recognise the advantages and disadvantages between measures of average. Calculations, rounding, indices, roots, standard from and surds Weeks 5 & 6 Foundation • Four operations with integers • Four operations with decimals • Negative and directed numbers • Rounding to a given accuracy • Solving worded problems involving money • Find squares and cubes: o recall integer squares up to 10 x 10 and the corresponding square roots o understand the difference between positive and negative square roots o recall the cubes of 1, 2, 3, 4, 5 and 10 • Use index notation for squares and cubes • Use index laws and notation Recap adding/subtracting negative numbers. Recap square, cube numbers and square and cube roots Make use of the class insights from Sparx. Starter for Thursday’s lesson (or first lesson after Wednesday). Retrieval: • Data • Percentages • Solving Equation • Algebraic Expressions • Ratio • Transformations Vocab: • Integers • Decimal • Negative • Accurate • Squares • Cubes • Index • Powers Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding. Half-Termly Summative Assessment – ‘Hint Sheet’ encouraged Sparx Homework; Ensure all pupils can access and complete homework. All classes will have homework set and due on Wednesday Key Questions: “What should you consider when deciding how to represent data?” “What is the difference between the correlation and the relationship of the data?” “Why do we have to estimate when finding the mean from grouped data?” “What is the difference between discrete and continuous data?” “Why is it useful to round numbers?” “Why is anything to the power of 0 equal to 1?”

HT2 Calculations, rounding, indices, roots, standard from and surds Weeks 7 & 8 Foundation • Identify factors and multiples and list all factors and multiples of a number systematically • Find the prime factor decomposition of positive integers and write as a product using index notation • Find common factors and common multiples of two numbers • Find the LCM and HCF of two numbers, by listing, Venn diagrams and using prime factors • Solve simple problems using HCF, LCM and prime numbers. • Convert large and small numbers into standard form and vice versa • Add, subtract, multiply and divide numbers in standard form • Interpret a calculator display using standard form and know how to enter numbers in standard form. Recap identifying factors, multiples and primes. Make use of the class insights from Sparx. Starter for Thursday’s lesson (or first lesson after Wednesday) Retrieval: • Four operations • Rounding • Negatives • Surds/ powers • Pythagoras’ Theorem • Percentages • Probability • Rates Vocab: • Prime • Factor • Multiple • Index • Product • Integer • Roots Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding. Sparx Homework; Ensure all pupils can access and complete homework. All classes will have homework set and due on Wednesday. Algebraic manipulation Weeks 9 & 10 Foundation • Use notation and symbols correctly • Write an expression • Select an expression/ equation/ formula/ identity from a list • Manipulate and simplify algebraic expressions by collecting ‘like’ terms • Multiply together two simple algebraic expressions, e.g. 2a × 3b • Simplify expressions by cancelling, e.g. 42x = 2x • Use index notation and the index laws when multiplying or dividing algebraic terms • Understand the ≠ symbol and introduce the identity ≡ sign • Multiply a single number term over a bracket • Expand a pair of binomials Recap forming expressions and the meaning of expressions. E.g. 7c = 7 x c Equality. Make use of the class insights from Sparx. Starter for Thursday’s lesson (or first lesson after Wednesday) Retrieval: Vocab: • Expression • Equation • Formula • Identity • Simplify • Term • Multiply • Divide • Expand • Factorise Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding. Sparx Homework; Ensure all pupils can access and complete homework. All classes will have homework set and due on Wednesday

• Write and simplify expressions using squares and cubes • Simplify expressions involving brackets, • Argue mathematically to show algebraic expressions are equivalent • Recognise factors of algebraic terms involving single brackets • Factorise algebraic expressions by taking out common factors • Factorise monic quadratics • Write expressions to solve problems representing a situation • Substitute numbers into simple algebraic expressions • Substitute numbers into expressions involving brackets and powers • Substitute positive and negative numbers into expressions • Derive a simple formula, including those with squares, cubes and roots • Substitute numbers into a (word) formula • Solving Equations • Algebraic Expressions • Standard Form • Ratio • Indices • Data • Transformations • HCF LCM • Primes Solving linear equations Weeks 11 & 12 Foundation • Select an expression/ equation/ formula/ identity from a list • Write expressions and set up simple equations including forming an equation from a word problem • Use function machines • Solve simple equations including those: o with integer coefficients, in which the unknown appears on either side or on both sides of the equation o which contain brackets, including those that have negative signs occurring anywhere in the equation, and those with a negative solution o with one unknown, with integer or fractional coefficients • Rearrange simple equations • Rearrange simple formulae • Substitute into a formula, and solve the resulting equation • Find an approximate solution to a linear equation using a graph • Solve angle or perimeter problems using algebra • Show inequalities on number lines • Write down whole number values that satisfy an inequality • Solve an inequality such as –3 < 2x + 1 <7 and show the solution set on a number line Recap Solving simple one step equations. Recap expanding brackets. Recap using inequalities e.g 7 > 6 Make use of the class insights from Sparx. Starter for Thursday’s lesson (or first lesson after Wednesday) Retrieval: • Data • Rounding • Indices • Standard Form • Substitution Vocab: • Solve • Equation • Negative • Integer • Coefficient • Bracket • Solution • Unknown • Rearrange • Formula • Linear • Inequality • Number Line Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding. Classroom Summative Assessment – Revision list provided Sparx Homework; Ensure all pupils can access and complete homework. All classes will have homework set and due on Wednesday

• Solve two inequalities in x, find the solution sets and compare them to see which value of x satisfies both • Use the correct notation to show inclusive and exclusive inequalities • Construct inequalities to represent a set shown on a number line • Solve simple linear inequalities in one variable, and represent the solution set on a number line • Use inequality notation to specify simple error intervals due to truncation or rounding. • Algebraic Expressions • Expand • Factorise Key Questions: “Can we find the LCM by multiplying a pair of numbers together?” “Why is standard form useful in real life?” “What are like and unlike terms?” “Why would you need to change the subject of a formulae?” “What’s the difference between an equation and an inequality?” CIAG Statistician, geography, data analyst, volcanologist, animal science, accountant, retail. HT3 Sequences Weeks 1 & 2 Foundation • Recognise sequences of odd and even numbers, and other sequences including Fibonacci sequences • Use function machines to find terms of a sequence • Write the term-to-term definition of a sequence in words • Find a specific term in the sequence using position-to-term or term-to-term rules • Generate arithmetic sequences of numbers, triangular number, square and cube integers and sequences derived from diagrams • Recognise such sequences from diagrams and draw the next term in a pattern sequence • Find the next term in a sequence, including negative values • Find the nth term • for a pattern sequence • a linear sequence • of an arithmetic sequence • Use the nth term of an arithmetic sequence to o generate terms o decide if a given number is a term in the sequence, or find the first term over a certain number Make use of the class insights from Sparx. Starter for Thursday’s lesson (or first lesson after Wednesday) Retrieval: • Solving Equations • Algebraic Expressions • Factorise linear and quadratic • Standard Form • Indices Vocab: • Sequence • Term • Arithmetic • Pattern • Square Numbers • Triangular Numbers • Fibonacci • Nth Term • Geometric Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding. Sparx Homework; Ensure all pupils can access and complete homework. All classes will have homework set and due on Wednesday

o find the first term greater/less than a certain number • Continue a geometric progression and find the term-to-term rule, including negatives, fraction and decimal terms • Continue a quadratic sequence and use the nth term to generate terms • Distinguish between arithmetic and geometric sequences. Fractions, decimals, ratio and proportion Weeks 3 - 6 Foundation • Use diagrams to find equivalent fractions or compare fractions • Write fractions to describe shaded parts of diagrams • Express a given number as a fraction of another, using very simple numbers, some cancelling, and where the fraction is both < 1 and > 1 • Write a fraction in its simplest form and find equivalent fractions • Order fractions, by using a common denominator • Compare fractions, use inequality signs, compare unit fractions • Convert between mixed numbers and improper fractions • Add and subtract fractions • Multiply and divide an integer by a fraction • Multiply and divide a fraction by an integer, including finding fractions of quantities or measurements • Understand and use unit fractions as multiplicative inverses • Multiply fractions: simplify calculations by cancelling first • Divide a fraction by a whole number and another fraction • Recall the fraction-to-decimal conversion and convert fractions to decimals • Convert a fraction to a decimal to make a calculation easier, e.g. 0.25 × 8 = 14 × 8, or 38 × 10 = 0.375 × 10; • Recognise recurring decimals and convert fractions such as 37, 13 and 23 into recurring decimals • Compare and order fractions, decimals and integers, using inequality signs • Understand that a percentage is a fraction in hundredths • Express a given number as a percentage of another number Make use of the class insights from Sparx. Starter for Thursday’s lesson (or first lesson after Wednesday) Retrieval: • Sequences • Transformations • Four operations • Surds/ powers • Percentages • HCF/ LCM/ primes • Area and perimeter • Data • Probability Vocab: • Fractions • Decimals • Percentages • Equivalence • Unit • Mixed number • Improper fraction • Denominator • Numerator • Integer • Inequality • Quantity • Profit • Loss • VAT • Interest • Simple Interest • Compound Interest • Income • Comparison • Multiplier • Recipe • Best Buy • Currency Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding. Half-Termly Summative Assessment – ‘Hint Sheet’ encouraged

• Convert between fractions, decimals and percentages • Order fractions, decimals and percentages, including use of inequality signs. • Express a given number as a percentage of another number • Find a percentage of a quantity without a calculator: 50%, 25% and multiples of 10% and 5% • Use percentages to solve problems, including comparisons of two quantities using percentages • Percentages over 100% • Use percentages in real-life situations, including percentages greater than 100%: • Price after VAT (not price before VAT) • Value of profit or loss • Simple interest • Income tax calculations • Use decimals to find quantities • Find a percentage of a quantity, including using a multiplier • Use a multiplier to increase or decrease by a percentage in any scenario where percentages are used • Understand the multiplicative nature of percentages as operators. • Understand and express the division of a quantity into a of number parts as a ratio • Write ratios in their simplest form • Write/interpret a ratio to describe a situation • Share a quantity in a given ratio including three-part ratios • Solve a ratio problem in context: o use a ratio to find one quantity when the other is known o use a ratio to compare a scale model to a real-life object o use a ratio to convert between measures and currencies o problems involving mixing, e.g. paint colours, cement and drawn conclusions • Write ratios in form 1 : m or m : 1; • Write a ratio as a fraction • Write a ratio as a linear function • Write lengths, areas and volumes of two shapes as ratios in simplest form

• Express a multiplicative relationship between two quantities as a ratio or a fraction. • Understand and use proportion as equality of ratios • Solve word problems involving direct and inverse proportion • Work out which product is the better buy • Scale up recipes • Convert between currencies • Solve proportion problems using the unitary method • Recognise when values are in direct proportion by reference to the graph form • Understand inverse proportion: as x increases, y decreases (inverse graphs done in later unit); • Understand direct proportion relationship y = kx • Calculate percentage profit or loss • Make calculations involving repeated percentage change, not using the formula • Reverse percentages • Use compound interest Key Questions: “Why can linear sequences be plotted on a graph?” “What applications of Fibonacci numbers do you know?” “Does the ratio £2:£3 mean that £5 must have been shared?” “When we multiply an integer by a fraction, will it get bigger or smaller?” “Why do we multiply by the reciprocal when dividing a fraction?” “When we multiply a number, will it always get bigger?” “Why is it useful to be able to convert between fractions, decimals and percentages?” HT4 Probability Week 7 & 8 Foundation • Distinguish between events which are impossible, unlikely, even chance, likely, and certain to occur • Mark events and/or probabilities on a probability scale of 0 to 1 • Write probabilities in words or fractions, decimals and percentages • Find the probability of an event happening using theoretical probability Make use of the class insights from Sparx. Starter for Thursday’s lesson (or first lesson after Wednesday) Retrieval: Vocab: • Impossible • Unlikely • Even Chance • Likely • Certain • Probability scale • Theoretical Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding.

• Use theoretical models to include outcomes using dice, spinners, coins • List all outcomes for single events systematically • Work out probabilities from frequency tables, frequency trees, and two-way tables • Record outcomes of probability experiments in tables • Add simple probabilities • Identify different mutually exclusive outcomes and know that the sum of the probabilities of all outcomes is 1 • Using 1 – p as the probability of an event not occurring where p is the probability of the event occurring • Find a missing probability from a list or table including algebraic terms • Find the probability of an event happening using relative frequency • Estimate the number of times an event will occur, given the probability and the number of trials – for both experimental and theoretical probabilities • List all outcomes for combined events systematically • Use and draw sample space diagrams • Work out probabilities from Venn diagrams • Use complement, union and intersection notation • Compare experimental data and theoretical probabilities • Compare relative frequencies from samples of different sizes • Find the probability of successive events, such as several throws of a single dice • Use tree diagrams to calculate the probability of two independent events • Use tree diagrams to calculate the probability of two dependent events • Sequences • Fractions & Percentages • Interest • Pythagoras’ Theorem • Percentages • Solving Equation • Volume and surface area • Algebraic Expressions • Ratio • Rates • Relative • Expected • Frequency • Systematically • Outcomes • Event • Probability • Mutually exclusive • Independent • Venn Diagram • Union • Intersection • Complement • Successive • Dependent Angles, polygons and parallel lines Weeks 9 & 10 Foundation • Use geometric language appropriately • Use letters to identify points, lines and angles • Use two-letter notation for a line and three-letter notation for an angle • Describe angles as turns and in degrees and understand clockwise and anticlockwise • Know that there are 360° in a full turn, 180° in a half turn and 90° in a quarter turn • Identify and use parallel and perpendicular lines Make use of the class insights from Sparx. Starter for Thursday’s lesson (or first lesson after Wednesday) Retrieval: • Sequences Vocab: • Geometry • Notation • Clockwise • Anti-Clockwise • Parallel • Perpendicular • Quadrilateral • Polygon • Properties • Symmetry Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding.

• Understand and use the angle properties of parallel lines. • Recall the properties and definitions of special types of quadrilaterals, including symmetry properties • List the properties of each special type of quadrilateral, or identify (name) a given shape • Draw sketches of shapes • Classify quadrilaterals by their geometric properties and name all quadrilaterals that have a specific property • Recall and use properties of angles at a point, angles at a point on a straight line, right angles, and vertically opposite angles • Distinguish between scalene, equilateral, isosceles and right-angled triangles • Find a missing angle in a triangle, using the angle sum of a triangle is 180° • Use the side/angle properties of isosceles and equilateral triangles • Understand and use the angle properties of intersecting lines • Use geometrical language appropriately, give reasons for angle calculations and show step-by-step deduction when solving problems • Recognise and name pentagons, hexagons, heptagons, octagons and decagons • Understand ‘regular’ and ‘irregular’ as applied to polygons • Use the sum of angles of irregular polygons • Calculate and use the sums of the interior angles of polygons • Calculate and use the angles of regular polygons • Use the sum of the interior angles of an n-sided polygon • Use the sum of the exterior angles of any polygon is 360° • Use the sum of the interior angle and the exterior angle is 180° • Identify shapes which are congruent • Explain why some polygons fit together and others do not • Solving Linear Equations • Factorising • Straight line graphs • Area and perimeter • Transformations • Four operations • Surds/ powers • Percentages • HCF/ LCM/ primes • Data • Probability • Angles • Polygons • Equilateral • Isosceles • Scalene • Right-angle • Sum • Vertically opposite • Corresponding • Alternate • Co-interior • Pentagon • Hexagon • Heptagon • Octagon • Decagon • Regular • Irregular • Interior • Exterior • Congruent • Tessellate Pythagoras and Trigonometry Weeks 11 & 12 Foundation • Understand, recall and use Pythagoras’ Theorem in 2D, including leaving answers in surd form and being able to justify if a triangle is right-angled or not Make use of the class insights from Sparx. Starter for Thursday’s lesson Vocab: • Pythagoras • Trigonometry • Sine • Cosine • Tangent Formative assessment will be taking place in all classrooms using MWBs to

• Calculate the length of the hypotenuse and of a shorter side in a right-angled triangle, including decimal lengths and a range of units • Apply Pythagoras’ Theorem with a triangle drawn on a coordinate grid • Calculate the length of a line segment AB given pairs of points • Understand, use and recall the trigonometric ratios sine, cosine and tan, and apply them to find angles and lengths in general triangles in 2D figures • Use the trigonometric ratios to solve 2D problems including angles of elevation and depression • Round answers to appropriate degree of accuracy, either to a given number of significant figures or decimal places, or make a sensible decision on rounding in context of question • Know the exact values of sin θ and cos θ for θ = 0°, 30°, 45°, 60° and 90°; know the exact value of tan θ for θ = 0°, 30°, 45° and 60°. (or first lesson after Wednesday) Retrieval: • Solving Equations • Algebraic Expressions • Factorise linear and quadratic • Angles • Proportion • Ratio • Standard Form • Indices • Ratio • Hypotenuse • Accuracy • Trigonometric • Segment • Coordinate • Elevation • Depression check for pupil understanding. Half-Termly Summative Assessment – ‘Hint Sheet’ encouraged Key Questions: ““Is anything certain/ impossible?” “Give an example of something that has an even chance of occurring” “Why do the circles overlap in a Venn Diagram?” “Give an example of a Venn diagram that wouldn’t have overlapping circles” ““How can we do a sensible to check when measuring/ drawing an angle?” "What other words do we know that use the same pre-fix as our polygon names?” “How can we show two lines are parallel?” “Do parallel lines have to be straight lines?” “What are Pythagorean triples?” CIAG Accountant, statistician, actuary, finance, analyst, data collection, survey design, surveyor, crime scene investigator, astronaut. Weeks 1 – 2 Mock Exams HT5 Straight line graphs Weeks 3 - 5 Foundation • Use input/output diagrams • Draw, label and scale axes • Use axes and coordinates to specify points in all four quadrants in 2D Make use of the class insights from Sparx. Starter for Thursday’s lesson Vocab • Scale • Axes • Coordinates • Quadrant • Midpoint Formative assessment will be taking place in all classrooms using MWBs to

• Identify points with given coordinates and coordinates of a given point in all four quadrants • Find the coordinates of the midpoint of a line segment; Read values from straight-line graphs for real-life situations • Draw straight line graphs for real-life situations, including ready reckoner graphs, conversion graphs, fuel bills graphs, fixed charge and cost per unit • Draw distance–time graphs and velocity–time graphs • Work out time intervals for graph scales • Interpret distance–time graphs, and calculate: the speed of individual sections, total distance and total time • Interpret information presented in a range of linear and non-linear graphs • Interpret graphs with negative values on axes • Find the gradient of a straight line from real-life graphs • Interpret gradient as the rate of change in distance–time and speed–time graphs, graphs of containers filling and emptying, and unit price graphs. • Use function machines to find coordinates • Plot and draw graphs of y = a, x = a, y = x and y = –x • Recognise straight-line graphs parallel to the axes • Plot and draw graphs of straight lines of the form y = mx + c using a table of values • Sketch a graph of a linear function, using the gradient and y-intercept • Identify and interpret gradient from an equation y = mx + c • Identify parallel lines from their equations • Find the equation of a straight line from a graph • Find the equation of the line through one point with a given gradient • Find approximate solutions to a linear equation from a graph. (or first lesson after Wednesday) Retrieval: • Sequences • Pythagoras • Trigonometry • Angles • Probability • Transformations • Fractions • Standard Form • Indices • Surds • Conversion • Distance • Velocity • Linear • Non-Linear • Negative • Positive • Gradient • Parallel • Values • Function machine • Intercept • Solution check for pupil understanding. Mock Exams – 2 papers; revision lists provided Non-linear graphs Week 6 Foundation • Generate points and plot graphs of quadratic functions • Identify the line of symmetry of a quadratic graph • Find approximate solutions to quadratic equations using a graph • Identify and interpret roots, intercepts and turning points of quadratic graphs • Find the equation of the line through two given points Make use of the class insights from Sparx. Starter for Thursday’s lesson (or first lesson after Wednesday) Retrieval: Vocab: • Quadratic • Function • Symmetry • Approximate • Equation • Roots • Intercepts • Inverse Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding.

• Recognise, sketch and interpret graphs of simple cubic functions • Recognise, sketch and interpret graphs of the reciprocal function 1yx= with x ≠ 0 • Use graphical representations of inverse proportion to solve problems in context • Straight-line graphs • Sequences • Angles • Pythagoras • Trigonometry • Rounding • Indices • Data • Cubic • Reciprocal Half-Termly Summative Assessment – ‘Hint Sheet’ encouraged Key Questions: “Why are x=k lines vertical and y=k lines horizontal?” “What does gradient mean?” “What does it mean when 2 lines intersect?” “How can we use midpoint of a line formula in other areas of maths?” HT6 Area, Surface area and Volume Weeks 9 - 11 Foundation • Indicate given values on a scale, including decimal value • Know that measurements using real numbers depend upon the choice of unit • Convert between units of measure within one system, including time and metric units to metric units of length, area and volume and capacity e.g. 1ml = 1cm3 • Make sensible estimates of a range of measures in everyday settings • Find the area and perimeter of o rectangles and triangles o parallelograms and trapezia o compound shapes • Find the surface area of a prism • Find surface area using rectangles and triangles • Identify and name common solids: cube, cuboid, cylinder, prism, pyramid, sphere and cone • Sketch nets of cuboids and prisms • Recall and use the formula for the volume of a cuboid • Find the volume of a prism • Estimate surface area and volumes etc by rounding measurements to 1 significant figure Make use of the class insights from Sparx. Starter for Thursday’s lesson (or first lesson after Wednesday) Retrieval: • Pythagoras’ Theorem • Percentages • Solving Equation • Algebraic Expressions • Rates • Averages • Probability Vocab: • Scale • Measurement • Metric units • Perimeter • Area • Volume • Surface Area • Rectangle • Triangle • Parallelogram • Trapezium • Compound • Rectilinear • Cube • Cuboid • Prism • Cylinder • Pyramid • Cone • Sphere • Nets • Significant Figure Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding.

Solving quadratics and linear simultaneous equations Weeks 12 - 13 Foundation • Define a ‘quadratic’ expression • Multiply together two algebraic expressions with brackets • Square a linear expression, e.g. (x + 1)2 • Factorise quadratic expressions of the form x2 + bx + c • Factorise a quadratic expression x2 – a2 using the difference of two squares • Solve quadratic equations by factorising • Find the roots of a quadratic function algebraically • Write simultaneous equations to represent a situation • Solve simultaneous equations algebraically and graphically • Solve simultaneous equations representing a real-life situation, graphically and algebraically, and interpret the solution in the context of the problem Make use of the class insights from Sparx. Starter for Thursday’s lesson (or first lesson after Wednesday) Retrieval: • Transformations • HCF, LCM, primes • Proportion • FDP • Straight line graphs • Angles • Area and perimeter Vocab: • Simultaneous • Solution • Graphically • Algebraically • Difference of two squares • Coefficient • Quadratic • Expression • Equation • Expand • Factorise Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding. Key Questions: “How is the area of a trapezium linked to a parallelogram?” “What happens to the area of a rectangle when we double/ triple/ quadruple etc it’s sides?” “Describe surface area” “Is a cylinder a prism?” “Why is the solution to a binomial the opposite of what is in the bracket?” “How does the difference of two squares work?” CIAG Engineering, analysis, health science, sales, animation, scientist, mathematician, agriculture, astrology, meteorology.

Subject: Mathematics Year 10 Curriculum Overview 2024-2025 “Let the questions be the curriculum” Socrates Knowledge & Understanding Literacy Skills Literacy Skills and KEY vocab Assessment What is being assessed? Homework/ Independent Learning Composites Components includes understanding of KEY concepts Formal Retrieval if any HT1 Representing and interpreting data, and averages, quartiles and range Weeks 1 to 4 • Design and use two-way tables for discrete and grouped data; • Use information provided to complete a two-way table; • Sort, classify and tabulate data and discrete or continuous quantitative data; • Calculate mean and range, find median and mode from a small data set; • Use a spreadsheet to calculate mean and range, and find median and mode; • Recognise the advantages and disadvantages between measures of average; • Construct and interpret stem and leaf diagrams (including back-to-back diagrams): • find the mode, median, range, as well as the greatest and least values from stem and leaf diagrams, and compare two distributions from stem and leaf diagrams (mode, median, range); • Calculate the mean, mode, median and range from a frequency table (discrete data); • Construct and interpret grouped frequency tables for continuous data: • for grouped data, find the interval which contains the median and the modal class; • estimate the mean with grouped data; • understand that the expression ‘estimate’ will be used where appropriate, when finding the mean of grouped data using mid-interval values. • Know which charts to use for different types of data sets; • Produce and interpret composite bar charts; • Produce and interpret comparative and dual bar charts; • Produce and interpret pie charts: • find the mode and the frequency represented by each sector; Averages; Mean Mode Range Median Division involving decimals Completing and reading from two-way tables. Put numbers in ascending order (including decimals and negatives) Estimation Rounding Midpoints Solve Linear Equations Expand (single and pair of binomials) Factorise (inc. Quadratics) Discrete Grouped Bounds Interval Continuous Quantitative Qualitative Mean Range Median Mode Outlier Averages Compare Distributions Frequency Interpret Estimate Extrapolate Polygon Trend Correlation Cumulative Density Causality Sample Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding. End of block assessment. Consisting of a few topics and retrieval. Sparx homework for all pupils set and due in on Wednesdays.

• compare data from pie charts that represent different-sized samples; • Produce and interpret frequency polygons for grouped data: • from frequency polygons, read off frequency values, compare distributions, calculate total population, mean, estimate greatest and least possible values (and range); • Produce frequency diagrams for grouped discrete data: • read off frequency values, calculate total population, find greatest and least values; • Produce histograms with equal class intervals: • estimate the median from a histogram with equal class width or any other information, such as the number of people in a given interval; • Produce line graphs: • read off frequency values, calculate total population, find greatest and least values; • Construct and interpret time–series graphs, comment on trends; • Compare the mean and range of two distributions, or median or mode as appropriate; • Recognise simple patterns, characteristics relationships in bar charts, line graphs and frequency polygons; • Draw and interpret scatter graphs in terms of the relationship between two variables; • Draw lines of best fit by eye, understanding what these represent; • Identify outliers and ignore them on scatter graphs; • Use a line of best fit, or otherwise, to predict values of a variable given values of the other variable; • Distinguish between positive, negative and zero correlation using lines of best fit, and interpret correlation in terms of the problem; • Understand that correlation does not imply causality, and appreciate that correlation is a measure of the strength of the association between two variables and that zero correlation does not necessarily imply ‘no relationship’ but merely ‘no linear correlation’; • Explain an isolated point on a scatter graph; Solve Quadratic Equations Area of compound shapes

• Use the line of best fit make predictions; interpolate and extrapolate apparent trends whilst knowing the dangers of so doing. • Specify the problem and plan: • decide what data to collect and what analysis is needed; • understand primary and secondary data sources; • consider fairness; • Understand what is meant by a sample and a population; • Understand how different sample sizes may affect the reliability of conclusions drawn; • Identify possible sources of bias and plan to minimise it; • Write questions to eliminate bias, and understand how the timing and location of a survey can ensure a sample is representative (see note); • Use statistics found in all graphs/charts in this unit to describe a population; • Know the appropriate uses of cumulative frequency diagrams; • Construct and interpret cumulative frequency tables, cumulative frequency graphs/diagrams and from the graph: • estimate frequency greater/less than a given value; • find the median and quartile values and interquartile range; • Compare the mean and range of two distributions, or median and interquartile range, as appropriate; • Interpret box plots to find median, quartiles, range and interquartile range and draw conclusions; • Produce box plots from raw data and when given quartiles, median and identify any outliers; • Know the appropriate uses of histograms; • Construct and interpret histograms from class intervals with unequal width; • Use and understand frequency density; • From histograms: • complete a grouped frequency table; • understand and define frequency density; • Estimate the mean and median from a histogram with unequal class widths or any other information from a histogram, such as the number of people in a given interval.

Calculations, rounding, indices, roots, standard from and surds Weeks 5 and 6 • Add, subtract, multiply and divide decimals, whole numbers including any number between 0 and 1; • Put digits in the correct place in a decimal calculation and use one calculation to find the answer to another; • Use the product rule for counting (i.e. if there are m ways of doing one task and for each of these, there are n ways of doing another task, then the total number of ways the two tasks can be done is m × n ways); • Round numbers to the nearest 10, 100, 1000, the nearest integer, to a given number of decimal places and to a given number of significant figures; • Write error intervals for rounding and truncation. • Estimate answers to one- or two-step calculations, including use of rounding numbers and formal estimation to 1 significant figure: mainly whole numbers and then decimals. • Use index notation for integer powers of 10, including negative powers; • Recognise powers of 2, 3, 4, 5; • Use the square, cube and power keys on a calculator and estimate powers and roots of any given positive number, by considering the values it must lie between, e.g. the square root of 42 must be between 6 and 7; • Find the value of calculations using indices including positive, fractional and negative indices; • Recall that n0 = 1 and n–1 = 1n for positive integers n as well as, 12n = √n and 13n = 3√n for any positive number n; • Understand that the inverse operation of raising a positive number to a power n is raising the result of this operation to the power 1n; • Use index laws to simplify and calculate the value of numerical expressions involving multiplication and division of integer powers, fractional and negative powers, and powers of a power; • Solve problems using index laws; Listing Outcomes Basic calculations with indices Rounding Basic index laws Averages Reverse Mean Stem and Leaf Pie Charts construction and interpretation Cumulative Frequency Histograms Box plots Operations Product Sum Place value Indices/Index Root Integer Error Interval Estimation Truncation Significant Expression Surds Rational Reciprocal Significant Decimal Numerator Denominator Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding. End of block assessment. Consisting of a few topics and retrieval. Sparx homework for all pupils set and due in on Wednesdays.

• Use brackets and the hierarchy of operations up to and including with powers and roots inside the brackets, or raising brackets to powers or taking roots of brackets; • Use an extended range of calculator functions, including +, –, ×, ÷, x², √x, memory, x y, 1yx, brackets; • Use calculators for all calculations: positive and negative numbers, brackets, powers and roots, four operations. • Key Questions: “How do I find averages from a table?” “What is a histogram?” “Why are quartiles and interquartile range a useful tool to analyse data?” “What are negative and fractional indices?” HT2 Calculations, rounding, indices, roots, standard from and surds Weeks 7 and 8 • Identify factors, multiples and prime numbers; • Find the prime factor decomposition of positive integers – write as a product using index notation; • Find common factors and common multiples of two numbers; • Find the LCM and HCF of two numbers, by listing, Venn diagrams and using prime factors – include finding LCM and HCF given the prime factorisation of two numbers; • Solve problems using HCF and LCM, and prime numbers; • Understand that the prime factor decomposition of a positive integer is unique, whichever factor pair you start with, and that every number can be written as a product of prime factors; • Convert large and small numbers into standard form and vice versa; • Add, subtract, multiply and divide numbers in standard form; • Interpret a calculator display using standard form and know how to enter numbers in standard form; • Understand surd notation, e.g. calculator gives answer to sq rt 8 as 4 rt 2; • Simplify surd expressions involving squares (e.g. √12 = √(4 × 3) = √4 × √3 = 2√3). • Expand brackets involving surds. • Rationalise the denominator involving surds; Simplify using Index laws Histograms Cumulative Frequency Venn Diagrams and Notation Calculations with Indices Negative Indices Fractional Indices Indices w/ Alegbra Error Intervals Estimation Simple Factorisation and Expansion Factors Decomposition Prime Divisibility Common Index Notation Unique Standard Form Ordinary Form Expand Rationalise Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding. Formal CSA completed this term. Sparx homework for all pupils set and due in on Wednesdays.

• Algebraic manipulation Weeks 9 and 10 • Use algebraic notation and symbols correctly; • Know the difference between a term, expression, equation, formula and an identity; • Write and manipulate an expression by collecting like terms; • Substitute positive and negative numbers into expressions such as 3x + 4 and 2x3 and then into expressions involving brackets and powers; • Substitute numbers into formulae from mathematics and other subject using simple linear formulae, e.g. l × w, v = u + at; • Simplify expressions by cancelling, e.g. 42x = 2x; • Use instances of index laws for positive integer powers including when multiplying or dividing algebraic terms; • Use instances of index laws, including use of zero, fractional and negative powers; • Multiply a single term over a bracket and recognise factors of algebraic terms involving single brackets and simplify expressions by factorising, including subsequently collecting like terms; • Expand the product of two linear expressions, i.e. double brackets working up to negatives in both brackets and also similar to (2x + 3y)(3x – y); • Know that squaring a linear expression is the same as expanding double brackets; • Factorise quadratic expressions of the form ax2 + bx + c; • Factorise quadratic expressions using the difference of two squares; • Set up simple equations from word problems and derive simple formulae; • Understand the ≠ symbol (not equal), e.g. 6x + 4 ≠ 3(x + 2), and introduce identity ≡ sign; • Find the product of three binomials • Simplify algebraic fractions. • Prime Factor Decomposition HCF and LCM Convert and operate in Standard Form Operate and simplify surds Rationalise the denominator with surds Pythagoras’ Theorem Substitution Formula(e) Expression Equation Identity Term Expression Equivalence Subject Algebraic Like terms Linear Non-Linear Factorisation Expand Binomials Quadratic Cubic Order Completing the Square Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding. Formal CSA completed this term. Sparx homework for all pupils set and due in on Wednesdays.

Solving linear equations and change the subject Weeks 11 and 12 • Solve linear equations, with integer coefficients, in which the unknown appears on either side or on both sides of the equation; • Solve linear equations which contain brackets, including those that have negative signs occurring anywhere in the equation, and those with a negative solution; • Solve linear equations in one unknown, with integer or fractional coefficients; • Set up and solve linear equations to solve to solve a problem; • Derive a formula and set up simple equations from word problems, then solve these equations, interpreting the solution in the context of the problem; • Substitute positive and negative numbers into a formula, solve the resulting equation including brackets, powers or standard form; • Use and substitute formulae from mathematics and other subjects, including the kinematics formulae v = u + at, v2 – u2 = 2as, and s = ut + 12 at2; • Change the subject of a simple formula, i.e. linear one-step, such as x = 4y; • Change the subject of a formula, including cases where the subject is on both sides of the original formula, or involving fractions and small powers of the subject; • Rearrange equations requiring factorisation. • Simple proofs and use of ≡ in “show that” style questions; know the difference between an equation and an identity; • Use iteration to find approximate solutions to equations, for simple equations in the first instance, then quadratic and cubic equations. • Find the exact solutions of two simultaneous equations in two unknowns; • Use elimination or substitution to solve simultaneous equations; • Solve exactly, by elimination of an unknown, two simultaneous equations in two unknowns: • linear / linear, including where both need multiplying; Expand pair of binomials Solve and Manipulate linear equations Factorise Quadratics; Difference of 2 squares Completing the square Etc Solve Quadratics Simplify Algebraic Fractions Subsitution Sketch Linear graphs making note of gradient and intercepts Understand Inequalities and how to represent them on a number line. Solve Inverse Coefficient Constant Variable Unknown Derive Substitution Kinematic Rearrange Proof Iteration Quadratic Cubic Approximation Simultaneous Elimination Inequality Inclusive Exclusive Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding. Formal CSA completed this term. Sparx homework for all pupils set and due in on Wednesdays.

• Set up and solve a pair of linear simultaneous equations in two variables, including to represent a situation; • Show inequalities on number lines; • Write down whole number values that satisfy an inequality; • Solve simple linear inequalities in one variable, and represent the solution set on a number line; • Solve two linear inequalities in x, find the solution sets and compare them to see which value of x satisfies both solve linear inequalities in two variables algebraically; • Use the correct notation to show inclusive and exclusive inequalities. • Key Questions: “What are irrational numbers?” “How can I use a Venn Diagram to solve problems involving HCF and LCM?” “How do I rearrange a formulae requiring factorisation” “What are simultaneous equations? CIAG Town Planning, Data Analyst, Marine Biologist, Journalist, Researcher, Engineer, Astronomer, Mathematician HT3 Sequences Weeks 1 and 2 • Recognise simple sequences including at the most basic level odd, even, triangular, square and cube numbers and Fibonacci-type sequences (including those involving numbers in standard form or index form); • Generate sequences of numbers, squared integers and sequences derived from diagrams; • Describe in words a term-to-term sequence and identify which terms cannot be in a sequence; • Generate specific terms in a sequence using the position-to-term rule and term-to-term rule; • Find and use (to generate terms) the nth term of an arithmetic sequence; • Use the nth term of an arithmetic sequence to decide if a given number is a term in the sequence, or find the first term above or below a given number; • Identify which terms cannot be in a sequence by finding the nth term; Ratio Problems Conversion Graphs and problems Direct and Indirect Proportion Substitite into equations (w/ positive and negative numbers and with formulae such as kinematics) Chanhe the subject Iteration Linear Non-linear Arithmetic Quadratic Geometric Fibonacci Triangular Increasing Decreasing Term Axis Axes Graph (In)Finite Progressions Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding. End of block assessment. Consisting of a few topics and retrieval. Sparx homework for all pupils set and due in on Wednesdays.

• Continue a quadratic sequence and use the nth term to generate terms; • Find the nth term of quadratic sequences; • Distinguish between arithmetic and geometric sequences; • Use finite/infinite and ascending/descending to describe sequences; • Recognise and use simple geometric progressions (rn where n is an integer, and r is a rational number > 0 or a surd); • Continue geometric progression and find term to term rule, including negative, fraction and decimal terms; • Solve problems involving sequences from real life situations. • Find the nth term of quadratic sequences; • Solve equations arising from sequences, e.g. an arithmetic sequence is x, 3x+4, 5x-12 • Simultaneous Equations Solve linear inequalities Factorisation of Quadratics Fractions, decimals, ratio and proportion Weeks 3 to 6 • Express a given number as a fraction of another; • Find equivalent fractions and compare the size of fractions; • Write a fraction in its simplest form, including using it to simplify a calculation, e.g. 50 ÷ 20 = 5020 = 52 = 2.5; • Find a fraction of a quantity or measurement, including within a context; • Convert a fraction to a decimal to make a calculation easier; • Convert between mixed numbers and improper fractions; • Add and subtract fractions, including mixed numbers; • Multiply and divide fractions, including mixed numbers and whole numbers and vice versa; • Understand and use unit fractions as multiplicative inverses; • By writing the denominator in terms of its prime factors, decide whether fractions can be converted to recurring or terminating decimals; • Convert a fraction to a recurring decimal and vice versa; • Find the reciprocal of an integer, decimal or fraction; • Convert between fractions, decimals and percentages; • Express a given number as a percentage of another number; • Express one quantity as a percentage of another where the percentage is greater than 100% Simplify Fractions Simplify ratios (inc. different units) FDP Conversion Fraction of an amount Reverse percentage and fraction Use of Multipliers Nth term linear, quadratic Special sequences Checking if a number is in a sequence Digit Interval Fraction Decimal Percentage Equivalent Numerator Denominator Mixed number Recurring Simplest Form Improper Mixed Number Simple Interest Compound Tax (VAT) Loss Profit Multiplier Proportion (In)Direct Reverse Reciprocal Scale Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding. End of block assessment. Consisting of a few topics and retrieval. Sparx homework for all pupils set and due in on Wednesdays.

• Find a percentage of a quantity; • Find the new amount after a percentage increase or decrease; • Work out a percentage increase or decrease, including: simple interest, income tax calculations, value of profit or loss, percentage profit or loss; • Compare two quantities using percentages, including a range of calculations and contexts such as those involving time or money; • Find a percentage of a quantity using a multiplier and use a multiplier to increase or decrease by a percentage in any scenario where percentages are used; • Find the original amount given the final amount after a percentage increase or decrease (reverse percentages), including VAT; • Use calculators for reverse percentage calculations by doing an appropriate division; • Use percentages in real-life situations, including percentages greater than 100%; • Describe percentage increase/decrease with fractions, e.g. 150% increase means 122 times as big; • Understand that fractions are more accurate in calculations than rounded percentage or decimal equivalents, and choose fractions, decimals or percentages appropriately for calculations. • Express the division of a quantity into a number parts as a ratio; • Write ratios in form 1 : m or m : 1 and to describe a situation; • Write ratios in their simplest form, including three-part ratios; • Divide a given quantity into two or more parts in a given part : part or part : whole ratio; • Use a ratio to find one quantity when the other is known; • Write a ratio as a fraction and as a linear function; • Identify direct proportion from a table of values, by comparing ratios of values; • Use a ratio to compare a scale model to real-life object; • Use a ratio to convert between measures and currencies, e.g. £1.00 = €1.36; • Scale up recipes; • Convert between currencies. Model Depreciation Currency Exchange

• Express a multiplicative relationship between two quantities as a ratio or a fraction, e.g. when A:B are in the ratio 3:5, A is 35B. When 4a = 7b, then a = 74b or a:b is 7:4; • Solve proportion problems using the unitary method; • Work out which product offers best value and consider rates of pay; • Work out the multiplier for repeated proportional change as a single decimal number; • Represent repeated proportional change using a multiplier raised to a power, use this to solve problems involving compound interest and depreciation; • Recognise and interpret graphs showing direct and inverse proportion; • Identify direct proportion from a table of values, by comparing ratios of values, for x squared and x cubed relationships; • Write statements of proportionality for quantities proportional to the square, cube or other power of another quantity; • Set up and use equations to solve word and other problems involving direct proportion; • Use y = kx to solve direct proportion problems, including questions where students find k, and then use k to find another value; • Solve problems involving inverse proportion using graphs by plotting and reading values from graphs; • Solve problems involving inverse proportionality; • Set up and use equations to solve word and other problems involving direct proportion or inverse proportion. • Key Questions: “How do I find the nth term of a quadratic sequence?” “What is a geometric sequence?” “How do repeated change problems link to real life?” “If it takes one people 10 minutes to tidy a classroom, would it take one person more of less time to tidy the same classroom?” HT4 Probability • Write probabilities using fractions, percentages or decimals; Listing outcomes Set Element Formative assessment will be taking place in Sparx homework for all pupils set

Week 7 • Understand and use experimental and theoretical measures of probability, including relative frequency to include outcomes using dice, spinners, coins, etc; • Estimate the number of times an event will occur, given the probability and the number of trials; • Find the probability of successive events, such as several throws of a single dice; • List all outcomes for single events, and combined events, systematically; • Draw sample space diagrams and use them for adding simple probabilities; • Know that the sum of the probabilities of all outcomes is 1; • Use 1 – p as the probability of an event not occurring where p is the probability of the event occurring; • Work out probabilities from Venn diagrams to represent real-life situations and also ‘abstract’ sets of numbers/values; • Use union and intersection notation; • Find a missing probability from a list or two-way table, including algebraic terms; • Understand conditional probabilities and decide if two events are independent; • Draw a probability tree diagram based on given information, and use this to find probability and expected number of outcome; • Understand selection with or without replacement; • Calculate the probability of independent and dependent combined events; • Use a two-way table to calculate conditional probability; • Use a tree diagram to calculate conditional probability; • Use a Venn diagram to calculate conditional probability; • Compare experimental data and theoretical probabilities; • Compare relative frequencies from samples of different sizes. Sample Space Vocabulary of Probability Venn Diagrams Probability trees Conditional Probability Direct and Indirect proportion problems with graphical representation Reverse Percentage problems Worded ratio problems. Member Venn diagram Intersection Mutually Exclusive Union Compliment Probability Impossible Unlikely Even Likely Certain Bias Sample space Experiment Theory Outcomes Conditional (In)dependent all classrooms using MWBs to check for pupil understanding. End of block assessment. Consisting of a few topics and retrieval. and due in on Wednesdays. Angles, polygons and parallel lines Weeks 8 and 9 • Classify quadrilaterals by their geometric properties and distinguish between scalene, isosceles and equilateral triangles; • Understand ‘regular’ and ‘irregular’ as applied to polygons; • Understand the proof that the angle sum of a triangle is 180°, and derive and use the sum of angles in a triangle; Probability of single events Probability of successive events Polygon Regular Irregular Interior Exterior Parallel Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding. Sparx homework for all pupils set and due in on Wednesdays.

• Use symmetry property of an isosceles triangle to show that base angles are equal; • Find missing angles in a triangle using the angle sum in a triangle AND the properties of an isosceles triangle; • Understand a proof of, and use the fact that, the exterior angle of a triangle is equal to the sum of the interior angles at the other two vertices; • Explain why the angle sum of a quadrilateral is 360°; use the angle properties of quadrilaterals and the fact that the angle sum of a quadrilateral is 360°; • Understand and use the angle properties of parallel lines and find missing angles using the properties of corresponding and alternate angles, giving reasons; • Use the angle sums of irregular polygons; • Calculate and use the sums of the interior angles of polygons; use the sum of angles in a triangle and use the angle sum in any polygon to derive the properties of regular polygons; • Use the sum of the exterior angles of any polygon is 360°; • Use the sum of the interior angles of an n-sided polygon; • Use the sum of the interior angle and the exterior angle is 180°; • Find the size of each interior angle, or the size of each exterior angle, or the number of sides of a regular polygon, and use the sum of angles of irregular polygons; • Calculate the angles of regular polygons and use these to solve problems; • Use the side/angle properties of compound shapes made up of triangles, lines and quadrilaterals, including solving angle and symmetry problems for shapes in the first quadrant, more complex problems and using algebra; • Use angle facts to demonstrate how shapes would ‘fit together’, and work out interior angles of shapes in a pattern. Check if events are independent Compare experimental and theoretical probabilities Relative Frequencies Probabilities from two way tables and Venn diagrams. Estimate angles Acute/Obtuse/Reflex Angle Facts of 3 and 4 sided shapes (missing angles) Calculating interior and exterior angles of polygons. Use of angle facts to deduce how/if shapes ‘fit together’ Use of parallel line angle facts to solve problems with other geometrical shapes involved. Alternate Corresponding Co-Interior Vertically Opposite Transversal Geometric Scalene Isosceles Equilateral Quadrilateral Symmetry Property Base Angle Compound Tessellation End of block assessment. Consisting of a few topics and retrieval. Pythagoras and Trigonometry Weeks 10 to 12 • Understand, recall and use Pythagoras’ Theorem in 2D; • Given three sides of a triangle, justify if it is right-angled or not; • Calculate the length of the hypotenuse in a right-angled triangle (including decimal lengths and a range of units); • Find the length of a shorter side in a right-angled triangle; • Calculate the length of a line segment AB given pairs of points; Parallel line angles facts Interior and Exterior angles of polygons (regular and irregular) Pythagorean Theorem Hypotenuse Segment Trigonometry (SOHCAHTOA) Sine Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding. Sparx homework for all pupils set and due in on Wednesdays.

• Give an answer to the use of Pythagoras’ Theorem in surd form; • Understand, use and recall the trigonometric ratios sine, cosine and tan, and apply them to find angles and lengths in general triangles in 2D figures; • Use the trigonometric ratios to solve 2D problems; • Find angles of elevation and depression; • Know the exact values of sin θ and cos θ for θ = 0°, 30°, 45°, 60° and 90°; know the exact value of tan θ for θ = 0°, 30°, 45° and 60°. • Know and apply Area = 12ab sin C to calculate the area, sides or angles of any triangle. • Know the sine and cosine rules, and use to solve 2D problems (including involving bearings). • Use the sine and cosine rules to solve 3D problems. • Understand the language of planes, and recognise the diagonals of a cuboid. • Solve geometrical problems on coordinate axes. • Understand, recall and use trigonometric relationships and Pythagoras’ Theorem in right-angled triangles, and use these to solve problems in 3D configurations. • Calculate the length of a diagonal of a cuboid. o Find the angle between a line and a plane. • Rotation Translation Pythagoras’ Theorem Trigonometry to find the missing side and missing angle Cosine Tangent Elevation Depression Theta Bearings Planes Diagonal Coordinate Axes End of block assessment. Consisting of a few topics and retrieval. Key Questions: “What is the sum of all probabilities?” “Describe the ratio between the hypotenuse and the adjacent?” “How do we decide whether we need to use trigonometry or Pythagoras when working with triangles?” “Why can we add 180 degrees when the number of sides of a shape increases by one?” “What is the relationship between the three sides of a right angled triangle?” CIAG Chef, Hairdresser, Digital Creator, Economist, Financial Trader, Insurance Advisor. HT5 Straight line graphs Weeks 1 to 3 • Identify and plot points in all four quadrants; • Draw and interpret straight-line graphs for real-life situations, including ready reckoner graphs, conversion graphs, fuel bills, fixed charge and cost per item; • Draw distance–time and velocity–time graphs; Coordinates Change the subject Compound measures Plot Axes Quadrants Parallel Perpendicular Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding. Sparx homework for all pupils set and due in on Wednesdays.

• Use graphs to calculate various measures (of individual sections), including: unit price (gradient), average speed, distance, time, acceleration; including using enclosed areas by counting squares or using areas of trapezia, rectangles and triangles; • Find the coordinates of the midpoint of a line segment with a diagram given and coordinates; • Find the coordinates of the midpoint of a line segment from coordinates; • Calculate the length of a line segment given the coordinates of the end points; • Find the coordinates of points identified by geometrical information. • Find the equation of the line through two given points. • Plot and draw graphs of y = a, x = a, y = x and y = –x, drawing and recognising lines parallel to axes, plus y = x and y = –x; • Identify and interpret the gradient of a line segment; • Recognise that equations of the form y = mx + c correspond to straight-line graphs in the coordinate plane; • Identify and interpret the gradient and y-intercept of a linear graph given by equations of the form y = mx + c; • Find the equation of a straight line from a graph in the form y = mx + c; • Plot and draw graphs of straight lines of the form y = mx + c with and without a table of values; • Sketch a graph of a linear function, using the gradient and y-intercept (i.e. without a table of values); • Find the equation of the line through one point with a given gradient; • Identify and interpret gradient from an equation ax + by = c; • Find the equation of a straight line from a graph in the form ax + by = c; • Plot and draw graphs of straight lines in the form ax + by = c; • Interpret and analyse information presented in a range of linear graphs: • use gradients to interpret how one variable changes in relation to another; • find approximate solutions to a linear equation from a graph; • identify direct proportion from a graph; Addition of negative numbers Substitution Plot a linear graph from a table of values Plot a linear graph from y = mx + c Pythagoras’ Theorem Trigonometry to find the missing side and missing angle. Gradient Intercept Intersection Velocity Conversion Coordinates Acceleration Plane Midpoint Linear Function Best fit Mock examination completed this term. Consisting of a wide variety of topics covered and retrieval.

• find the equation of a line of best fit (scatter graphs) to model the relationship between quantities; • Explore the gradients of parallel lines and lines perpendicular to each other; • Interpret and analyse a straight-line graph and generate equations of lines parallel and perpendicular to the given line; • Select and use the fact that when y = mx + c is the equation of a straight line, then the gradient of a line parallel to it will have a gradient of m and a line perpendicular to this line will have a gradient of 1m−. • Nonlinear graphs Weeks 4 to 6 • Recognise a linear, quadratic, cubic, reciprocal and circle graph from its shape; • Generate points and plot graphs of simple quadratic functions, then more general quadratic functions; • Find approximate solutions of a quadratic equation from the graph of the corresponding quadratic function; • Interpret graphs of quadratic functions from real-life problems; • Draw graphs of simple cubic functions using tables of values; • Interpret graphs of simple cubic functions, including finding solutions to cubic equations; • Draw graphs of the reciprocal function 1yx= with x ≠ 0 using tables of values; • Draw circles, centre the origin, equation x2 + y2 = r2. • Recognise, sketch and interpret graphs of the trigonometric functions (in degrees) y = sin x, y = cos x and y = tan x for angles of any size. • Know the exact values of sin θ and cos θ for θ = 0°, 30°, 45° , 60° and 90° and exact value of tan θ for θ = 0°, 30°, 45° and 60° and find them from graphs. • Factorisation of quadratics; completing the square etc Substitution Plot a quadratic, cubic and reciprocal graph from a table of values Plot the above types of graphs from understanding the structure of the equation Plot a circle from the equation. Give an equation that is perpendicular to… Give an equation that is parallel to… Non-Linear Cubic Quadratic Reciprocal Circle Asymptote Origin Radius Trigonometric Functions Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding. Mock examination completed this term. Consisting of a wide variety of topics covered and retrieval. Sparx homework for all pupils set and due in on Wednesdays.

Give an equation that passes through a certain point and has another property Find the midpoint of 2 coordinates. Key Questions: “Why is the equation of a line y=mx+c?” “What is the relationship between gradients of parallel and perpendicular lines?” “What shape are specified non linear graphs” HT6 Area, Surface area and bounds Weeks 7 to 9 • Recall and use the formulae for the area of a triangle, rectangle, trapezium and parallelogram using a variety of metric measures; • Calculate the area of compound shapes made from triangles, rectangles, trapezia and parallelograms using a variety of metric measures; • Find the perimeter of a rectangle, trapezium and parallelogram using a variety of metric measures; • Calculate the perimeter of compound shapes made from triangles and rectangles; • Estimate area and perimeter by rounding measurements to 1 significant figure to check reasonableness of answers; • Recall the definition of a circle and name and draw parts of a circle; • Recall and use formulae for the circumference of a circle and the area enclosed by a circle (using circumference = 2πr = πd and area of a circle = πr2) using a variety of metric measures; • Use π ≈ 3.142 or use the π button on a calculator; • Calculate perimeters and areas of composite shapes made from circles and parts of circles (including semicircles, quarter-circles, combinations of these and also incorporating other polygons); • Calculate arc lengths, angles and areas of sectors of circles; • Find radius or diameter, given area or circumference of circles in a variety of metric measures; • Give answers to an appropriate degree of accuracy or in terms of π; Area of different 2D shapes Compound Area Perimeter Convert units (metric units/area/volume) Circle definitions Rounding Error intervals Amount as a fraction of another Symmetry (planes of symmetry) Faces, edges and vertices Multiply expressions Algebraic fractions Trapezium Parallelogram Compound Perimeter Surface Area Circumference Diameter Radius Pi Arc Sector Prism Planes of Symmetry Frustums Cones Pyramids Cuboids/Cubes Sphere Hemisphere Cylinder Bounds Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding. End of block assessment. Consisting of a few topics and retrieval. Sparx homework for all pupils set and due in on Wednesdays.

• Form equations involving more complex shapes and solve these equations. • Find the surface area of prisms using the formulae for triangles and rectangles, and other (simple) shapes with and without a diagram; • Draw sketches of 3D solids and identify planes of symmetry of 3D solids, and sketch planes of symmetry; • Recall and use the formula for the volume of a cuboid or prism made from composite 3D solids using a variety of metric measures; • Convert between metric measures of volume and capacity, e.g. 1 ml = 1 cm3; • Use volume to solve problems; • Estimating surface area, perimeter and volume by rounding measurements to 1 significant figure to check reasonableness of answers; • Use π ≈ 3.142 or use the π button on a calculator; • Find the volume and surface area of a cylinder; • Recall and use the formula for volume of pyramid; • Find the surface area of a pyramid; • Use the formulae for volume and surface area of spheres and cones; • Solve problems involving more complex shapes and solids, including segments of circles and frustums of cones; • Find the surface area and volumes of compound solids constructed from cubes, cuboids, cones, pyramids, spheres, hemispheres, cylinders; • Give answers to an appropriate degree of accuracy or in terms of π; • Form equations involving more complex shapes and solve these equations. • Calculate the upper and lowers bounds of numbers given to varying degrees of accuracy; • Calculate the upper and lower bounds of an expression involving the four operations; • Find the upper and lower bounds in real-life situations using measurements given to appropriate degrees of accuracy; • Find the upper and lower bounds of calculations involving perimeters, areas and volumes of 2D and 3D shapes; Sketch linear, quadratic, circle, cubic and reciprocal graphs Draw distant-time and velocity-time graphs Trigonometry Pythagoras’ Theorem

• Calculate the upper and lower bounds of calculations, particularly when working with measurements; • Use inequality notation to specify an error interval due to truncation or rounding. • Solving quadratics and nonlinear simultaneous equations Weeks 10 to 12 • Factorise quadratic expressions in the form ax2 + bx + c; • Set up and solve quadratic equations; • Solve quadratic equations by factorisation and completing the square; • Solve quadratic equations that need rearranging; • Solve quadratic equations by using the quadratic formula; • Solve exactly, by elimination of an unknown, two simultaneous equations in two unknowns: • linear / quadratic; • linear / x2 + y2 = r2; • Factorise expressions Factorise Quadratics Sketch quadratics and circles from their equation Simplify algebraic expressions Change the subject Solve simultaneous equations (elimination, Substitution and graphically) Surface Area and Volume of different prisms Surface Area and Volume of spheres, hemispheres and frustums Factorise Quadratic Simultaneous Elimination Substitution Formative assessment will be taking place in all classrooms using MWBs to check for pupil understanding. End of block assessment. Consisting of a few topics and retrieval. Sparx homework for all pupils set and due in on Wednesdays. Key Questions: “What does the solution to a quadratic simultaneous equation problem represent?” “Why do quadratic inequalities sometimes have one solution not two?”

“What is a suitable degree of accuracy?” “What is the link between prims, cones and other 3D forms?” CIAG Digital Creator, Mathematician, Engineer, Joiner, Interior designer, CAD engineer, Plumber, Animator, Cartographer

Subject: Mathematics Year 11 Curriculum Overview 2024-2025 “Let the questions be the curriculum” Socrates Knowledge & Understanding Literacy Skills Literacy Skills and KEY vocab Assessment What is being assessed? Homework/ Independent Learning Composites Components includes understanding of KEY concepts Formal Retrieval if any HT1 Transformations Weeks 1 and 2 • Properties of the four transformations • Recognise and describe rotations • Rotate 2D shapes using the origin or any other point • Identify the equation of a line of symmetry • Recognise and describe reflections • Reflect 2D shapes using specified mirror line • Recognise and describe translations • Translate a given shape by a vector • Four rules using column vectors • Enlarge a shape on a grid with a centre of enlargement • Enlarge a shape by a positive integer and positive fractional. • Describe an enlargement • Describe and transform 2D shapes using combined rotations, reflections, translations, or enlargements • Identify the scale factor of an enlargement of a shape as the ratio of the lengths of two corresponding sides, simple integer scale factors, or simple fractions; • Understand that distances and angles are preserved under reflections, so that any figure is congruent under this transformation; • Understand that similar shapes are enlargements of each other and angles are preserved – define similar in this unit. • Ratio and proportion • Perimeter, area, surface area and volume • Simplifying algebraic terms • Simultaneous equations • Command words • Key words • Goal free problems • Diagnostic questions • Emphasis on full and coherent answers • Encourage verbalising ideas • Practice responses to key questions Classroom Summative Assessment – Calculator and non-calculator 1 x SPARX Homework 1 x Past paper per week

Multiplicative reasoning Weeks 3 and 4 • Understand and use compound measures: • density; • pressure; • speed: • convert between metric speed measures; • read values in km/h and mph from a speedometer; • calculate average speed, distance, time – in miles per hour as well as metric measures; • use kinematics formulae to calculate speed, acceleration (with formula provided and variables defined in the question); • change d/t in m/s to a formula in km/h, i.e. d/t × (60 × 60)/1000 – with support; • Use a variety of measures in ratio and proportion problems: • currency conversion; • rates of pay; • best value; • Set up, solve and interpret the answers in growth and decay problems; • Interpret equations that describe direct and inverse proportion. • Calculating angles • Pythagoras and trigonometry • Negative numbers • Command words • Key words • Goal free problems • Diagnostic questions • Emphasis on full and coherent answers • Encourage verbalising ideas • Practice responses to key questions 1 x SPARX Homework 1 x Past paper per week Constructions Weeks 5 and 6 • Plans and elevations • Use and interpret maps and scale drawings • Read and construct scale drawings, drawing lines and shapes to scale • Estimate lengths using a scale diagram • Understand, draw and measure bearings • Calculate bearings and solve bearings problems • Calculating angles • Transformations • Factorising and expanding brackets • Area and circumference of circles and ‘simple’ sectors. • Command words • Key words • Goal free problems • Diagnostic questions • Emphasis on full and 1 x SPARX Homework 1 x Past paper per week

• Constructions and loci coherent answers • Encourage verbalising ideas • Practice responses to key questions • Key Questions: • “What type of transformation has taken place, and what do I need to say for a full description?” • “Why are the units for speed mph/ kmph?” • “What is happening on the journey when the graph levels out to a flat line, gradient 0?” • “How do we show a change in depth when drawing a plan/ elevation?” • “Why does one variable increases mean the other decreases?” • “how can I accurately construct shapes using a compass?” HT2 Circles, cylinders, cones and spheres Weeks 7 and 8 • Recall the definition of a circle and identify, name and draw parts of a circle including tangent, chord and segment; • Calculate perimeters and areas of composite shapes made from circles and parts of circles; • Calculate arc lengths, angles and areas of sectors of circles; • Find the surface area and volume of a cylinder; • Find the surface area and volume of spheres, pyramids, cones and composite solids; • Round answers to a given degree of accuracy. • Ratio • Enlargements • Command words • Key words • Goal free problems • Diagnostic questions • Emphasis on full and coherent answers • Encourage verbalising ideas • Practice responses to key questions Mock Exam 1F,2F & 3F 1 x SPARX Homework 1 x Past paper per week Similarity and Congruence Weeks 9 and 10 • Use the basic congruence criteria for triangles (SSS, SAS, ASA and RHS); • Solve angle problems involving congruence; • Command words • Key words • Goal free problems 1 x SPARX Homework 1 x Past paper per week

• Identify shapes which are similar; including all circles or all regular polygons with equal number of sides; • Understand similarity of triangles and of other plane shapes, use this to make geometric inferences, and solve angle problems using similarity; • Identify the scale factor of an enlargement of a shape as the ratio of the lengths of two corresponding sides; • Understand the effect of enlargement on perimeter of shapes; • Solve problems to find missing lengths in similar shapes; • Know that scale diagrams, including bearings and maps are ‘similar’ to the real-life examples. • Diagnostic questions • Emphasis on full and coherent answers • Encourage verbalising ideas • Practice responses to key questions Vectors Week 11 • Understand and use column notation in relation to vectors; • Be able to represent information graphically given column vectors; • Identify two column vectors which are parallel; • Calculate using column vectors, and represent graphically, the sum of two vectors, the difference of two vectors and a scalar multiple of a vector. • Command words • Key words • Goal free problems • Diagnostic questions • Emphasis on full and coherent answers • Encourage verbalising ideas • Practice responses to key questions 1 x SPARX Homework 1 x Past paper per week • Key Questions: • “How do I find the volume and surface area of more 3D shapes involving circles?”

• “What is volume?” • “What is surface area?” • “What is a vector?” CIAG Graphic design, architecture, physicist, engineer, town planning.

Subject: Year 11 Curriculum Overview 2024-2025 “Let the questions be the curriculum” Socrates Knowledge & Understanding Literacy Skills Literacy Skills and KEY vocab Assessment What is being assessed? Homework/ Independent Learning Composites Components includes understanding of KEY concepts Formal Retrieval if any HT1 Transformations Weeks 1 and 2 • Properties of the four transformations • Recognise and describe rotations • Rotate 2D shapes using the origin or any other point • Identify the equation of a line of symmetry • Recognise and describe reflections • Reflect 2D shapes using specified mirror line • Recognise and describe translations • Translate a given shape by a vector • Four rules using column vectors • Enlarge a shape on a grid with a centre of enlargement • Enlarge a shape by a positive integer, positive fractional, and negative scale factor • Describe an enlargement • Describe and transform 2D shapes using combined rotations, reflections, translations, or enlargements • Invariant points • Area, Surface area and bounds • Straight line graphs • Non-linear graphs • Solving quadratics and nonlinear simultaneous equations • Command words • Key words • Goal free problems • Diagnostic questions • Emphasis on full and coherent answers • Encourage verbalising ideas • Practice responses to key questions Classroom Summative Assessment – Calculator and non-calculator 1 x SPARX Homework 1 x Past paper per week Multiplicative reasoning Weeks 3 and 4 • Understand and use compound measures (speed, density and pressure) • Estimate area under a quadratic or other graph by dividing it into trapezia • Interpret the gradient of linear or non-linear graphs • Estimate the gradient of a quadratic or non-linear graph at a given point by sketching the tangent and finding its gradient • Straight line graphs • Non-linear graphs • Solving quadratics and nonlinear simultaneous equations • Transformations • Command words • Key words • Goal free problems • Diagnostic questions • Emphasis on full and 1 x SPARX Homework 1 x Past paper per week

• Interpret the gradient of real-life graph • Interpret the area under a linear or non-linear graph in real-life contexts coherent answers • Encourage verbalising ideas • Practice responses to key questions Constructions Weeks 5 and 6 • Plans and elevations • Use and interpret maps and scale drawings • Read and construct scale drawings, drawing lines and shapes to scale • Estimate lengths using a scale diagram • Understand, draw and measure bearings • Calculate bearings and solve bearings problems • Constructions and loci • Area, Surface area and bounds • Pythagoras and Trigonometry • Angles, polygons and parallel lines • Command words • Key words • Goal free problems • Diagnostic questions • Emphasis on full and coherent answers • Encourage verbalising ideas • Practice responses to key questions 1 x SPARX Homework 1 x Past paper per week • Key Questions: • “What type of transformation has taken place, and what do I need to say for a full description?” • “What happens to the shape during a negative enlargement?” • “Why are the units for speed mph/ kmph?” • “What is happening on the journey when the graph levels out to a flat line, gradient 0?” • “How do we show a change in depth when drawing a plan/ elevation?” HT2 Similarity and Congruence Weeks 7 • Understand and use SSS, SAS, ASA and RHS conditions to prove the congruence of triangles • Solve angle problems by first proving congruence • Understand similarity of triangles • Prove that two shapes are similar • Understand the effect of enlargement on angles, perimeter, area and volume of shapes and solids • Solving quadratics and nonlinear simultaneous equations • Transformations • Probability • Command words • Key words • Goal free problems • Diagnostic questions • Emphasis on full and Mock Exam 1H,2H & 3H 1 x SPARX Homework 1 x Past paper per week

• Know the relationships between linear, area and volume scale factors of mathematically similar shapes and solids • Write the lengths, areas and volumes of two shapes as ratios in their simplest form • Find missing lengths, areas and volumes in similar 3D solids • Solve problems involving frustums of cones coherent answers • Encourage verbalising ideas • Practice responses to key questions • Vectors Week 8 • Understand and use vector notation, including column notation • Understand that 2a is parallel to a and twice its length, and that a is parallel to –a in the opposite direction. • Represent vectors, combinations of vectors and scalar multiples in the plane pictorially • Calculate the sum of two vectors, the difference of two vectors and a scalar multiple of a vector using column vectors • Find the length of a vector using Pythagoras’ Theorem. • Calculate the resultant of two vectors. • Solve geometric problems in 2D where vectors are divided in a given ratio. • Produce geometrical proofs to prove points are collinear and vectors/lines are parallel. • Fractions, decimals, ratio and proportion • Multiplicative reasoning • Similarity and Congruence • Solving quadratics and nonlinear simultaneous equations • Command words • Key words • Goal free problems • Diagnostic questions • Emphasis on full and coherent answers • Encourage verbalising ideas • Practice responses to key questions 1 x SPARX Homework 1 x Past paper per week Circle Theorems Week 9 • Parts of a circle • Know, recall and use Circle Theorems • Circle Theorem Proof • Straight line graphs • Non-linear graphs • Solving linear equations and change the subject • Sequences • Command words • Key words • Goal free problems • Diagnostic questions • Emphasis on full and coherent answers 1 x SPARX Homework 1 x Past paper per week

• Encourage verbalising ideas • Practice responses to key questions Algebraic Fractions, Proof and Functions Week 10 and 11 • Simplify algebraic fractions • Multiply and divide algebraic fractions • Solve quadratic equations arising from algebraic fraction equations • Solve ‘Show that’ and proof questions using consecutive integers, squares, even numbers, and odd numbers • Use function notation • Find f(x) + g(x) and f(x) – g(x), 2f(x), f(3x) etc algebraically • Inverse functions • Composite Functions • Algebraic manipulation • Calculations, rounding, indices, roots, standard from and surds • Representing and interpreting data, and averages, quartiles and range • Probability • Fractions, decimals, ratio and proportion • Angles, polygons and parallel lines • Vectors • Command words • Key words • Goal free problems • Diagnostic questions • Emphasis on full and coherent answers • Encourage verbalising ideas • Practice responses to key questions 1 x SPARX Homework 1 x Past paper per week • Key Questions: • “What do we know about angles in similar shapes?” • “Why do we use 2n+1 to represent an odd number?” • CIAG • Graphic design, architecture, physicist, engineer, town planning. • HT3 Sketching graphs, graphs of circles cubes, quadratics, and circle geometry Weeks 1 to 3 • Sketch a graph of a quadratic function, by factorising or by using the formula, identifying roots, y-intercept and turning point by completing the square • Be able to identify from a graph if a quadratic equation has any real roots • Find approximate solutions to quadratic equations using a graph • Circle Theorems • Algebraic Fractions, Proof and Functions • Similarity and Congruence • Pythagoras and Trigonometry • Command words • Key words • Goal free problems • Diagnostic questions • Emphasis on full and St Damian’s day mock 1 x SPARX Homework 1 x Past paper per week

• Sketch a graph of a quadratic function and a linear function, identifying intersection points • Sketch graphs of simple cubic functions, given as three linear expressions • Solve simultaneous equations graphically • Find graphically the intersection points of a given straight line with a circle • Solve simultaneous equations representing a real-life situation graphically • Solve quadratic inequalities in one variable, by factorising and sketching the graph to find critical values • Represent the solution set for inequalities using set notation, i.e. curly brackets and ‘is an element of’ notation • Solve linear inequalities in two variables graphically • Show the solution set of several inequalities in two variables on a graph • Use iteration with simple converging sequences • Find the equation of a tangent to a circle at a given point • Recognise and construct the graph of a circle using x2 + y2 = r2 for radius r centred at the origin of coordinates. • Recognise, sketch and interpret graphs of the reciprocal function 1yx= with x ≠ 0 • State the value of x for which the equation is not defined • Recognise, sketch and interpret graphs of exponential functions y = kx for positive values of k and integer values of x • Use calculators to explore exponential growth and decay coherent answers • Encourage verbalising ideas • Practice responses to key questions

• Set up, solve and interpret the answers in growth and decay problems. Transformations of graphs Week 4 • Interpret and analyse transformations of graphs of functions and write the functions algebraically, e.g. write the equation of f(x) + a, or f(x – a) • apply to the graph of y = f(x) the transformations y = –f(x), y = f(–x) for linear, quadratic, cubic functions • apply to the graph of y = f(x) the transformations y = f(x) + a, y = f(x + a ) for linear, quadratic, cubic functions • Apply to the graph of y = f(x) the transformations y = –f(x), y = f(–x) for sine, cosine and tan functions f(x) • Apply to the graph of y = f(x) the transformations y = f(x) + a, y = f(x + a ) for sine, cosine and tan functions f(x) • Algebraic Fractions, Proof and Functions • Sketching graphs, graphs of circles cubes, quadratics, and circle geometry • Representing and interpreting data, and averages, quartiles and range • Calculations, rounding, indices, roots, standard from and surds • Transformations • Command words • Key words • Goal free problems • Diagnostic questions • Emphasis on full and coherent answers • Encourage verbalising ideas • Practice responses to key questions 1 x SPARX Homework 1 x Past paper per week Key Questions: “How do we ensure we find the minimum point when calculating turning point?” “Why do quadratic inequalities sometimes have 1 or 2 solutions?” “When we transform a graph by y=2f(x) / y=f(2x), what happens to the shape of the graph? CIAG Statistician, geography, data analyst, volcanologist, animal science, accountant, retail.