HIGHERCHAPTER 1EXPLORING NUMBERS 1Time: 4–6 hours
SPECIFICATION REFERENCE
Prime factors, HCF and LCM NA2a
Squares and cubes NA2b
Understanding and using and3NA2b
Simple integer powers and the general form anNA2b
Rules for multiplication and division; negative and zero powers; powers of powersNA2b/3a
Positive and negative fractional powers with exact answers NA3a
Including solving equations of the type 22n– 1=32 NA6a
PRIOR KNOWLEDGE
Number complements to 10 and multiplication/division facts
Use a number line to show how numbers relate to each other
Recognise basic number patterns
Experience of classifying integers
ASSUMED KNOWLEDGE
Number complements to 10 and multiplication/division facts
OBJECTIVES
By the end of the chapter the student should be able to:
Find: squares; cubes; square roots; cube roots of numbers, with and without a calculator
Understand odd and even numbers, and prime numbers
Find the HCF and the LCM of numbers
Write a number as a product of its prime factors, e.g. 108 = 22 33
Multiply and divide powers of the same letter
RESOURCES
Higher Student book Chapter/section: 1.1–1.7
Higher Practice bookChapter 1
Teaching and Learning softwareChapter 1
DIFFERENTIATION AND EXTENSION
Calculator exercise to check factors of larger numbers
Use prime factors to find LCM
Use a number square to find primes (sieve of Eratosthenes)
Calculator exercise to find squares, cubes and square roots of larger numbers (using trial and improvement)
Use index rules with negative numbers (and fractions)
ASSESSMENT
Heinemann online assessment tool will be available in 2007.
Mental test to check knowledge of squares and cubes.
Test on performance using a calculator to find squares, cubes and square roots.
Test without a calculator on knowledge of squares, cubes and roots of numbers (keeping the numbers small).
HOMEWORK
This could include consolidation of work in class by completion of exercise set, additional work of a similar nature, or extension work detailed above.
Investigational tasks leading to number patterns involving powers of numbers.
GCSE past paper questions.
HINTS AND TIPS
All of the work in this chapter is easily reinforced by starter and end activities.
Calculators are used only when appropriate.
Do exercises 1A–1G for practice. Do Mixed Exercise 1 for consolidation.
HIGHER CHAPTER 2ESSENTIAL ALGEBRATime: 5–7 hours
SPECIFICATION REFERENCE
Substitution NA5d
Further substitution NA5d
Index notation and the index laws NA5d
Multiplying a single term over a bracketNA5b
Collecting like terms NA5b
Taking out common factors NA5b
Multiplying out two linear expressionsNA5b/c
Squaring simple expressions, (a+b)2NA5b
Solving simple equations with the unknown on one side only NA5e
PRIOR KNOWLEDGE
Understanding of the mathematical meaning of the words: expression, simplifying, formulae and equation
Experience of using letters to represent quantities
Substituting into simple expressions using words
Using brackets in numerical calculations and removing brackets in simple algebraic expressions
Experience of using a letter to represent a number
Ability to use negative numbers with the four operations
OBJECTIVES
By the end of the chapter the student should be able to:
Use letters or words to state the relationship between different quantities
Find the solution to a problem by writing an equation and solving it
Substitute positive and negative numbers into simple algebraic formulae
Substitute positive and negative numbers into algebraic formulae involving powers
Simplify algebraic expressions in one or more like terms by addition and subtraction
Multiply and divide with letters and numbers
Use brackets to expand and simplify simple algebraic expressions
Understand and use the index rules to simplify algebraic expressions
Expand or factorise algebraic expressions involving one pair of brackets
Expand and simplify expressions involving two pairs of brackets
Factorise quadratic expressions (including the difference of two squares)
RESOURCES
Higher Student bookChapter/section: 2.1–2.9
Higher Practice bookChapter 2
DIFFERENTIATION AND EXTENSION
Further work on indices to include negative and/or fractional indices
Examples where all the skills above are required
Factorising where the factor may involve more than one variable
Expand algebraic expressions involving three pairs of brackets
Further examples in factorising quadratic expression with non-unitary values of a (including fractional values)
Simplification of algebraic fractions by first factorising and then cancelling common factors
ASSESSMENT
Heinemann online assessment tool will be available in 2007.
HOMEWORK
This could include consolidation of work in class by completion of exercise set, additional work of a similar nature, or extension work detailed above.
Uses of algebra to describe real situation, e.g. n quadrilaterals have 4n sides.
HINTS AND TIPS
Emphasis on good use of notation, e.g. 3ab means 3 ab.
Present all work neatly, writing out the questions with the answers to aid revision at a later stage.
Students need to be clear on the meanings of the words expression, equation, formula and identity.
Do exercises 2A–2J for practice. Do Mixed Exercise 2 for consolidation.
HIGHER CHAPTER 3SHAPESTime: 4–6 hours
SPECIFICATION REFERENCE
Angles at a point and on a line; alternate angles and corresponding angles SSM2a
Triangles, quadrilaterals, polygons and their anglesSSM2a/b/c/d
Sum of angles in a triangle equals 180°; exterior angle equals the sum of interior opposite angles SSM/2a
Names and nets; plan and elevation SSM2i
Proving congruence using formal argumentsSSM2e
Identifying similar shapes; scale factorSSM2g/3c/d
Reflection symmetry of 3-D shapesSSM3b/4b
PRIOR KNOWLEDGE
The ability to use a protractor to measure angles
Understanding of the concept of parallel lines
Recall the names of special types of triangle, including equilateral, right-angled and isosceles
Know that angles on a straight line sum to 180 degrees
Know that a right angle = 90 degrees
OBJECTIVES
By the end of the chapter the students should be able to:
Use angle properties on a line and at a point to calculate unknown angles
Use angle properties of triangles and quadrilaterals to calculate unknown angles
Use parallel lines to identify alternate and corresponding angles
Find missing angles using properties of corresponding angles and alternate angles, giving reasons
Find the three missing angles in a parallelogram when one of them is missing
Draw nets of solids and recognise solids from their nets
Draw and interpret plans and elevations
Draw planes of symmetry in 3-D shapes
Use integer and non-integer scale factors to find the length of a missing side in each of two similar shapes, given the lengths of a pair of corresponding sides
Prove formally geometric properties of triangles, e.g. that the base angles of an isosceles triangle are equal
Prove formally that two triangles are congruent
RESOURCES
Higher Student bookChapter/section: 3.1- 3.7
Higher Practice bookChapter 3
Teaching and Learning softwareChapter 3
DIFFERENTIATION AND EXTENSION
Prove the angles in a triangle add to 180
Find the rule for the sum of the interior/ exterior angles of an n sided polygon
Harder problems involving multi-stage calculations
Draw shapes made from multi-link on isometric paper
Build shapes from cubes that are represented in 2-D
Work out how many small boxes can be packed into a larger box
Harder problems in congruence
ASSESSMENT
Heinemann online assessment tool will be available in 2007.
HOMEWORK
This could include consolidation of work in class by completion of exercise set, additional work of a similar nature, or extension work detailed above.
HINTS AND TIPS
Make sure that all pencils are sharp and drawings are neat and accurate.
Angles should be within 2 degrees.
Remind students a protractor should be taken into the exam.
In solutions ‘alternate angle theorem’ and ‘corresponding angle theorem’ should be stated if used.
Accurate drawing skills need to be reinforced.
Some students find visualising 3-D objects difficult – simple models will assist.
Do exercises 3A–3G for practice. Do Mixed Exercise 3 for consolidation.
HIGHER CHAPTER 4FRACTIONS AND DECIMALSTime: 6–8 hours
SPECIFICATION REFERENCE
Finding equivalent fractions NA2c
Ordering fractions by writing them with a common denominatorNA2c
Ordering decimals by comparing digits with the same place valueNA2d
The four rules with simple decimals NA3i/k
Long division by a decimal NA3i/k
Converting fractions to decimals and decimals to fractions; recurring decimalsNA3c
Adding and subtracting fractions by writing them with a common denominatorNA3c
Multiplying a fraction by an integer or a fractionNA3d
Dividing a fraction by an integer or a fractionNA3d
Word problems involving fractions NA3c/4a
PRIOR KNOWLEDGE
Multiplication facts
Ability to find common factors
A basic understanding of fractions as being ‘parts of a whole unit’
Use of a calculator with fractions
The concepts of a fraction and a decimal
ASSUMED KNOWLEDGE
Understand place value in numbers
Multiply or divide any number by powers of 10
Multiplication of decimal numbers
OBJECTIVES
By the end of the chapter the student should be able to:
Write a fraction in its simplest form and recognise equivalent fractions
Compare the sizes of fractions using a common denominator
Add and subtract fractions by using a common denominator
Write an improper fraction as a mixed number, and vice versa
Add and subtract mixed numbers
Convert a fraction to a decimal, or a decimal to a fraction
Put digits in the correct place in a decimal number
Write decimals in ascending order of size
Multiply and divide decimal numbers by whole numbers and decimal numbers (up to two decimal points), e.g. 266.22 0.34
Know that for instance 13.5 0.5 = 135 5
Check their answer by rounding, know that for instance 2.9 3.1 3.0 3.0
Find the reciprocal of whole numbers, fractions, and decimals
Multiply and divide a fraction by an integer, by a unit fraction and by a general fraction (expressing the answer in its simplest form)
Use fractions in contextualised problems
RESOURCES
Higher Student book Chapter/section: 4.1-4.10
Higher Practice bookChapter 4
Teaching and Learning softwareChapter 4
DIFFERENTIATION AND EXTENSION
Careful differentiation is essential for this topic dependent upon the student’s ability
Relating simple fractions to remembered percentages and vice-versa
Using a calculator to change fractions into decimals and looking for patterns
Use decimals in real-life problems
Use standard form for vary large/small numbers
Multiply and divide decimals by decimals (more than two decimal points)
Working with improper fractions and mixed numbers
Solve word problems involving fractions (and in real-life problems, e.g. find perimeter using fractional values)
Use a calculator to find fractions of given quantities
Use combinations of the four operations with fractions (and in real-life problems, e.g. to find areas using fractional values)
For very able students algebraic fractions could be considered
ASSESSMENT
Heinemann online assessment tool will be available in 2007.
Mental arithmetic test involving simple fractions such as ½, ¼, ...
Mental testing on a regular basis, of the basic conversions of simple fraction into decimals.
Testing the ability to perform calculations, using fractions, without a calculator.
Mental arithmetic test involving fractions.
HOMEWORK
This could include consolidation of work in class by completion of exercise set, additional work of a similar nature, or extension work detailed above.
An equivalent fractions worksheet as a preliminary, following on from the initial lesson.
Use the worksheet for comparing fractions, ordering fractions, and adding and subtracting fractions.
Extra examples on a regular basis for revision purposes.
Other work given could have fractional answers as a part of the process.
HINTS AND TIPS
Understanding of equivalent fractions is the key issue in order to be able to tackle the other content.
Calculators should only be used when appropriate.
Constant revision of this aspect is needed.
All work needs to be presented clearly with the relevant stages of working shown.
Present all working clearly with decimal points in line; emphasising that all working is to be shown.
For non-calculator methods make sure that remainders and carrying are shown.
It is essential to ensure the students are absolutely clear about the difference between significant figures and decimal places.
Do exercises 4A–4L for practice. Do Mixed Exercise 4 for consolidation.
HIGHER CHAPTER 5COLLECTING AND RECORDING DATATime: 4–6 hours
SPECIFICATION REFERENCE
Qualitative, quantitative, discrete and continuous data; primary and secondary dataHD2d/e
Sampling techniques to minimise bias HD2c/d
Questionnaires, observation and measurementHD2c/3a
Sources of secondary data HD3b
Tables and histograms for grouped dataHD2d/3c/4a
Drawing frequency polygons HD4a
PRIOR KNOWLEDGE
An understanding of why data needs to be collected
Experience of simple tally charts
Experience of inequality notation
An understanding of the different types of data: continuous; discrete; categorical
Experience of inequality notation
Ability to multiply a number by a fraction
Use a protractor to measure and draw angles
OBJECTIVES
By the end of the chapter the student should be able to:
Design a suitable question for a questionnaire
Understand the difference between: primary and secondary data; discrete and continuous data
Design suitable data capture sheets for surveys and experiments
Understand about bias in sampling
Choose and justify an appropriate sampling scheme, including random and systematic sampling
Deal with practical problems in data collection, such as non-response, missing and anomalous data
Represent data as: pie charts (for categorical data); bar charts and histograms (equal class intervals): frequency polygons
Choose an appropriate way to display discrete, continuous and categorical data
Understand the difference between a bar chart and a histogram
Compare distributions shown in charts and graphs
RESOURCES
Higher Student book Chapter/section: 5.1–5.6
Higher Practice bookChapter 5
Teaching and Learning softwareChapter 5
DIFFERENTIATION AND EXTENSION
Carry out a statistical investigation of their own including- designing an appropriate means of gathering the data
An investigation into other sampling schemes, such as cluster and quota sampling
Carry out a statistical investigation of their own and use an appropriate means of displaying the results
Use a spreadsheet to draw different types of graphs
Collect examples of charts and graphs in the media which have been misused, and discuss the implications
ASSESSMENT
Heinemann online assessment tool will be available in 2007.
Their own statistical investigation.
GCSE coursework – data handling project.
HOMEWORK
This could include consolidation of work in class by completion of exercise set, additional work of a similar nature, or extension work detailed above.
Completion of data collection exercise and statistical project.
HINTS AND TIPS
Students may need reminding about the correct use of tallies.
Emphasis the differences between primary and secondary data.
If students are collecting data as a group they should all use the same procedure.
Emphasis that continuous data is data that is measured.
Clearly label all axes on graphs and use a ruler to draw straight lines.
Many students enjoy drawing statistical graphs for classroom displays.
Do exercises 5A–5H for practice. Do Mixed Exercise 5 for consolidation.
HIGHER CHAPTER 6SOLVING EQUATIONS AND INEQUALITIESTime: 6–8 hours
SPECIFICATION REFERENCE
A reminder of the balancing method NA5e
Equations where the x coefficient is a fractionNA5e/f
Equations with x on both sides NA5f
Equations with a negative coefficient and x on both sidesNA5f
Equations with brackets NA5f
Equations with algebraic fractions NA5f
Setting up and solving equations NA5a/e/f
Representing inequalities on a number lineNA5j
Solving inequalities in one variable NA5j
Solving inequalitiesNA5j
PRIOR KNOWLEDGE
Experience of finding missing numbers in calculations
The idea that some operations are ‘opposite’ to each other
An understanding of balancing
Experience of using letters to represent quantities
OBJECTIVES
By the end of the chapter the student should be able to:
Solve linear equations with one, or more, operations (including fractional coefficients).
Solve linear equations involving a single pair of brackets.
Rearrange and solve linear inequalities in one variable and show the solution set on a number line, or to write down all the integer solutions.
RESOURCES
Higher Student book Chapter/section: 6.1–6.10
Higher Practice bookChapter 6
Teaching and Learning softwareChapter 6
DIFFERENTIATION AND EXTENSION
Use of inverse operations and rounding to one significant figure could be applied to more complex calculations.
Derive equations from practical situations, such as finding unknown angles in polygons.
Solve second order linear equations.
ASSESSMENT
Heinemann online assessment tool will be available in 2007.
HOMEWORK
This could include consolidation of work in class by completion of exercise set, additional work of a similar nature, or extension work detailed above.
HINTS AND TIPS
Students need to realise that not all linear equations can easily be solved by either observation or trial and improvement, and hence the use of a formal method is vital.
Students can leave their answers in fractional form where appropriate.
Interpreting the direction of an inequality is a problem for many.
Do exercises 6A–6K for practice. Do Mixed Exercise 6 for consolidation.
HIGHER CHAPTER 7TRANSFORMATIONS AND LOCITime: 5–7 hours
SPECIFICATION REFERENCE
Translation, reflection, rotation and enlargementSSM3a/b/c/d/f
Combining two transformationsSSM3b
Drawing and interpreting scale diagrams and mapsSSM3d
Using compasses to construct triangles, perpendiculars and bisectors SSM2h/4c/d
Constructing lociSSM4e
Drawing diagrams and calculating bearingsSSM4a
PRIOR KNOWLEDGE
Recognition of basic shapes
An understanding of the concept of rotation, reflection and enlargement
An ability to use a pair of compasses
The special names of triangles (and angles)
Understanding of the terms perpendicular, parallel and arc
Coordinates in four quadrants
Linear equations parallel to the coordinate axes
ASSUMED KNOWLEDGE
Ability to use a protractor to measure angles
OBJECTIVES
By the end of the chapter the student should be able to:
Understand translation as a combination of a horizontal and vertical shift including signs for directions
Understand rotation as a (clockwise) turn about a given origin
Reflect shapes in a given mirror line; parallel to the coordinate axes and then y = x or y = –x
Enlarge shapes by a given scale factor from a given point; using positive and negative scale factors greater and less than one
Understand that shapes produced by translation, rotation and reflection are congruent to its image
Work out the real distance from a map, e.g. find the real distance represented by 4 cm on a map with scale 1:25 000