Year 8 Scheme of Work T Course
Topic / Links to NC / PLTs / Learning Objectives / Learning Outcomes/Success Criteria/Assessment / Resources / Cross curricular links/Key words/Points to note1. Number and Decimals (4 lessons) / 40 – 41 Compare and order decimals in different contexts, know when comparing measurements they must be in the same units.
A Compare order 1 dp.
92 – 101 Consolidate and extend mental methods of calculation to include decimals, fractions and percentages, accompanied where appropriate by suitable jottings: solve simple word problems mentally.
B Add, subtract 1 d.p. / TW
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EP / Add and subtract numbers with one decimal place.
Multiply numbers with one decimal place by a whole number.
Multiply and divide numbers with one decimal place by 10.
MPA Representing
Identify the mathematical features of a context or problem / ALL:
Add and subtract numbers with one decimal place.
MOST:
Multiply tenths by a whole number.
Multiply and divide by 10 without a calculator
SOME:
I know what figures stand for in a number with one decimal place.
Assessment:
(C) Level 1 ~ add and subtract numbers of objects and begin to know some addition facts
(C) Level 2 ~ use mental recall of addition and subtraction facts up to 10
(N) Level 2 ~ begin to understand the place value of each digit
(N) Level 3 ~ understand place value in numbers up to 1000
(C) Level 3 ~ use mental recall of the 2,3,4,5 and 10 multiplication tables
(N) Level 3 ~ begin to use decimal notation in contexts such as money
(C) Level 4 ~ use a range of mental methods of computation with all operations
(C) Level 4 ~ understand the use of brackets in simple calculations
(N) Level 4 ~ use place value to multiply and divide whole numbers by 10 or 100
(C) Level 5 ~ use knowledge of operations and brackets to calculate including using all four operations
(N) Level 5 ~ use understanding of place value to multiply and divide whole numbers and decimals by 10, 100, 1000 and explain the effect / T1 Chapter 5
NRICH Task
Two and Two / Decimal point, decimal place, place value, ascending, descending, units, tenths, hundredths, thousandths.
2. Photo Display (2 lessons) / 92 – 101 Consolidate and extend mental methods of calculation to include decimals, fractions and percentages, accompanied where appropriate by suitable jottings: solve simple word problems mentally.
Subtract, divide 1 d.p. by whole number in context. / TW
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EP / Measure accurately with a cm ruler to nearest mm.
Calculate with measurements.
MPA Interpreting and evaluating
Interpret information from a mathematical representation / ALL:
Measure accurately with a cm ruler to the nearest mm.
Assessment:
(U) Level 1~represent their work with objects or pictures
(U) Level 1~ Draw simple conclusions from their work e.g., with support, discuss which object is the biggest, smallest, tallest etc.
(U) Level 2 ~ use apparatus and diagrams to represent and clarify a problem
(U) Level 2 ~ discuss their work using mathematical language
(M) Level 2 ~ begin to use everyday standard and non-standard units to measure length, begin to understand that numbers can be used not only to count discrete objects but also to describe continuous measures e.g.; length
(M) Level 2 ~ read scales to the nearest labels
(M) Level 2 ~ know which measuring tools to use to find, for example, how much an object weighs, how tall a child is , how long it takes to run around the edge of the playground.
(S) Level 3 ~ use a wider range of measures including non-standard units and standard metric units of length, capacity and mass
(M) Level 3 ~ measure a length to the nearest half cm
(M) Level 3 ~ Read simple scales, e.g. increment of 2, 5 and 10.
(M) Level 3 ~ Begin to understand perimeter as a measure of length.
(S) Level 4 ~ chose and use appropriate units and instruments
(M) Level 4 ~ Measure a length using mm, to with 2mm.
(M) Level 4 ~ Interpret with appropriate accuracy numbers on a range of measuring instruments.
(S) Level 5 ~ read and interpret scales on a range of measuring instruments, explaining what each labeled division represents / T1 chp 20
8T chp 21
3. Enlargement (3 lessons) / TW
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EP / Recognise enlargements.
Draw enlargements.
Use scale factors for enlargements.
MPA ~ use appropriate mathematical procedures
Make accurate mathematical diagrams and constructions on paper / ALL:
Recognise enlargements.
MOST:
Work out what scale factor has been used.
SOME:
Draw an enlargement using a scale factor that is a whole number.
Assessment:
(S) Level 1 ~ Use everyday language to describe the properties of shapes.
(U) Level 2 ~ Discuss their work using mathematical language e.g., describe the strategies and methods … and listen to others explanations and try to make sense of them.
(S) Level 2 ~ Describe the properties of shapes.
(S) Level 3 ~ Classify 2d shapes in various ways using mathematical properties.
(S) Level 3 ~ Recognise shapes in different orientations
(U) Level 4 ~ Understand properties of shapes.
(S) Level 6 ~ Enlarge 2-D shapes, given a centre of enlargement and a positive whole-number scale factor.
BUT DON’T ENLARGE BY A GIVEN CENTRE OF ENLARGEMENT, SO LEVEL 4? / T1 Chapter 22
8T chapter 12
Also need sheets 167.168.169
4. Graphs and Charts (4 lessons) / 268 – 271 Interpret diagrams and graphs (including pie charts), and draw simple conclusions based on the shape of graphs and simple statistics for a single distribution.
ABCD Bar chart, time series graph, divided bar chart. / TW
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EP / Read and draw graphs and charts.
MPA Representing
Design ways of capturing data, including minimizing sources of bias
MPA Interpreting and evaluating
Interpreting tables, graphs and diagrams and drawing inferences to support or cast doubt on initial conjectures / ALL:
Read a bar chart.
Read a line graph.
MOST:
Draw a bar chart.
Draw a line graph.
SOME:
Use tallying to make a grouped frequency table.
Assessment:
(U) Level 1 ~ use diagrams to represent their work
(H) Level 2 ~ record results in frequency tables and block graphs
(H) Level 2 ~ communicate their findings using the simple lists, tables, pictograms and block graphs they have recorded
(H) Level 3 ~ gather information
(H) Level 3 ~ construct bar charts; decide how best to represent it and decide upon an appropriate scale
(H) Level 3 ~ extract data from tables, lists and bar charts and interpret information presented in simple tables, lists, bar charts and pictograms
(H) Level 3 ~ construct a bar chart
(H) Level 3 ~ get information from a bar chart
(H) Level 4 ~ collect data
(H) Level 4 ~ record discrete data using a frequency table
(H) Level 4 ~ group data, where appropriate, in equal class intervals
(H) Level 5 ~ create and interpret line graphs where the intermediate values have meaning / T1 Chapter 24
8T chp 22
NRICH Task
Presenting the Project
How Big Are Classes 5, 6 and 7?
5. Negative Numbers (4 lessons) / 48 – 51 Understand negative numbers as positions on a number line, order, add and subtract positive and negative integers in context.
AB Number line, order positive and negative integers in context.
268 – 271 Interpret diagrams and graphs (including pie charts), and draw simple conclusions based on the shape of graphs and simple statistics for a singloe distribution.
C Time series graph including negative values for temperature. / TW
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EP / Put negative numbers in order.
Find differences between negative numbers.
Use graphs and charts with negative numbers.
MPA Communicating and reflecting
Linking mental methods with jottings and representations, for example, on a number line / ALL:
Put negative numbers in order.
MOST:
Find differences between negative numbers.
SOME:
Read graphs which include negative numbers.
Assessment:
(C ) Level 2 ~ Recognise sequences of numbers including even numbers.
(N) Level 3 ~ recognise negative numbers in contexts such as temperatures
(N) Level 5 ~ order negative numbers
(C) Level 5 ~ solve simple problems involving ordering, adding, subtracting negative numbers in context
ACCESS TO USE INFORMATION BELOW, WORK ON NUMBER SKILLS FIRST. / T1 Chapter 26
8T?
NRICH Task
First Connect Three
5. Number Skills (access) / Assessment:
(C) Level 1 ~ Count up to 10 objects, read and write numbers to 10 and order numbers to 10
(C) Level 1 ~ Add and subtract numbers of objects to 10 and begin to know some addition facts.
(C) Level 1 ~ Begin to record their work using the symbols +, - and =
(C ) Level 2 ~ Count sets of objects reliably
(C ) Level 2 ~ Begin to understand the place value of each digit, use this to order numbers up to 100.
(C ) Level 2 ~ use mental recall of addition facts up to 10 and place value to add and subtract multiples of 10, eg know 3 + 7 = 10 and use place value to know that 30 + 70 = 100
(u) Level 2 ~ Understand that subtraction is the opposite of addition. / Number Shark
Assessment 1
6. Using Rules (3 lessons) / 138 – 143 Use formula from mathematics and other subjects; substitute integers into simple formulae, including examples that lead to an equation to solve, and positive integers into expressions involving small powers (e.g. 3x²+4 or 2x³); derive simple formula.
AB Substitute into word formula.
D Derive simple formula,
112 – 113 Use letter symbols to represent unknown numbers or variables, know the meanings of the words term, expression and equation.
C Letter for variable in formula. / TW
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EP / Use rules in planning.
Use rules in words or letters.
MPA ~ use appropriate mathematical procedures
Manipulate algebraic expressions and use accurate notation / ALL:
Use a simple rule in words.
Use shorter rules.
MOST:
Use simple rules written with letters.
SOME:
Use more complicated rules written with letters.
Assessment:
(U) Level 2 ~ discuss their work using mathematical language (describe the strategies and methods used in their work; listen to others’ explanations and try to make sense of them)
(C ) Level 2 ~ record their work in writing
(C ) Level 3 ~ given a number sentence, use understanding of operations to create related sentences e.g. given 14 x 5 = 70, create 70 ÷ 5 = 14 etc
(C ) Level 3 ~ begin to understand the role of the = sign
(A) Level 4 ~ begin to use simple formulae expressed in words
(A) Level 5 ~ construct, express in symbolic form, and use simple formulae involving one or two operations
(U) Level 5 ~ show understanding of situations by describing them mathematically using symbols, words and diagrams / T2 Chapter 3
8T chapter 18 / Equations, expressions, equals, brackets.
7. Repeats (3 lessons) / 218 – 219 Use conventions and notation for 2-D coordinates in all four quadrants, find coordinates of points determined by geometric information.
Read and plot points in first quadrant.
Deduce coordinate from patterns. / TW
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EP / Read coordinates.
Work out patterns in coordinates.
MPA Representing
Identify the necessary information to understand or simplify problem; making correct use of diagrams and graphs; use appropriate procedures and tools, including ICT / ALL:
Read and plot coordinates in the first quadrant.
SOME:
Deduce coordinates from patterns.
Assessment:
(U) Level 1 ~ use diagrams or objects to represent their work
(U) Level 2 ~ begin to represent their work using symbols and simple diagrams
(A) Level 4 ~ use and interpret coordinates in the first quadrant
(A) Level 5 ~ use and interpret coordinates in all four quadrants / T2 Chapter 4
8T chapter 19
NRICH Task
Cops and Robbers
Co-ordinate patterns / Origin, scale, axis, coordinate.
8. Multiples and Factors (3 lessons) / 52 – 55 Recognise and use multiples, factors (divisors), common factor, HCF and LCM in simple cases, and primes (less than 100); use simple tests of divisibility
A Multiples.
D Factors
88 – 91 consolidate the rapid recall of number facts, including positive integer complements to 100 and multiplication facts to 10 x 10, and quickly derive associated division facts.
BC Multiplication facts. / TW
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EP / Recognise multiples and factors.
MPA Representing
Identifying the type of problem and the operations needed to reach a solution / ALL:
“I can”:
Recognise multiple.
Recognise factor
“I know”
What multiple means.
What factor means.
MOST:
Give examples of multiples and factors
SOME:
I don’t confuse multiple and factor.
Assessment:
(N) Level 2 ~ recognise sequences of numbers, including odd and even numbers; recognise numbers from counting in tens or twos
(N) Level 3 ~ recognise sequences of multiples of 2, 5 and 10
(C ) Level 3 ~ use mental recall of the 2, 3, 5, 5 and 10 times tables
(C ) Level 3 ~ begin to know multiplication facts for x6, x7, x8 and x9 tables
(N) Level 4 ~recognise and describe number relationships including multiple and factor / T2 Chapter 5
8T chapter 11
NRICH Task
Factors and Multiples Game / Multiple, factor
9. Surfaces of Solids (4 lessons) / 198 – 201 Use 2-D representations to visualise 3-D shapes and deduce some of their properties. Know and use geometric properties of cuboids and shapes made from cuboids; begin to use plans and elevations.
AB Nets of cube, cuboid.
222 – 223 Use ruler and protractor to construct simple nets of 3-D shapes, e.g. cuboid, regular tetrahedron, square-based pyramid, triangular prism.
B Net of cuboid.
238 – 241 Calculate the surface area of cubes and cuboids.
B Surface area. / TW
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EP / Solve problems involving the nets of cubes and cuboids.
Find the surface area of cuboids.
MPA Representing
Sketching different representations
MPA ~ use appropriate mathematical procedures
Sketching solids, including nets of solids and the use of geometric convections / ALL:
Recognise a net of a cube.
Recognise a net of a cuboid.
MOST:
Draw a net of a cube/cuboid
SOME:
Find the surface areas of cuboids.
Assessment:
(S) Level 1 ~ use everyday language to describe properties of 3D shapes
(S) Level 2 ~ use mathematical names for common 2D and 3D shapes; describe their properties including number of sides, corners and faces; visualise frequently used 2D and 3D shapes
(C ) Level 3 ~ begin to know multiplication facts for x6, x7, x8, x9 tables
(M) level 3 ~ use a wider range of measures, e.g. begin to understand area as a measure of surface and begin to find areas of shapes by counting squares
(C ) Level 4 ~ recall multiplication facts up to 10 x 10 quickly
(M) Level 4 ~ use the term “area” accurately and use “number of squares in a row times number of rows” to find the area of a rectangle
(M) Level 5 ~ understand and use the formula for the area of a rectangle and distinguish area from perimeter
(S) Level 6 ~ calculate surface area of cuboids / T2 Chapter 10
8T chapter 26
NRICH Task
Cut Nets / Cube, cuboid, net, surface area.
Investigation (Polyhedron) / Polyhedron activity
Teachernotes
And more notes
Need straws and pipe cleaners, available in office.
10. Two Decimal Places (4 lessons) / 36 – 39 Understand and use decimal notation and place value, multiply and divide integers and decimals by 10, 100, 1000, and explain the effect.
A Use one
BCG Two decimal places.
40 – 41 Compare and order decimals in different contexts, know when comparing measurements they must be in the same units.
DEF Compare order 1 dp
DEF Compare, order 2 dp.
228 – 231 Use names and abbreviations of units of measurement to measure, estimate, calculate and solve problems in everyday contexts involving length, area, mass, capacity, time and angle; convert one metric unit to another (e.g. grams to kilograms); read and interpret scales on a range of measuring instruments.
E Convert between metric units. / TW
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EP / Read scales to two decimal places.
Use decimals of a metre.
Order numbers with up to two decimal places.
Understand what the figures in a decimal number stand for.
MPA Representing
Identify the mathematical features of a context or problem
MPA Analysisng ~ use mathematical reasoning
Take account of feedback and learn from mistakes (i.e. why 2.32 is less than 2.4)
MPA ~ use appropriate mathematical procedures
Visuliasing images, such as a number line to support mental methods. / ALL:
Understand numbers with two decimal places.
MOST:
Put decimals in order.
Assessment:
(N) Level 3 ~ begin to use decimal notation in contexts such as money
(N) Level 3 ~ order decimals with 1 or 2dp in context of money
(C) Level 3 ~ add and subtract decimals in the context of money where bridging is not required
(N) Level 4 ~ order decimals to three decimal places
(C) Level 4 ~ multiply a simple decimal by a single digit
(C) Level 4 ~ add and subtract decimals up to 2 places
(N) Level 5 ~ use understanding of place value to multiply and divide decimals by 10, 100 and 1000 and explain the effect
(N) Level 5 ~ round decimals to the nearest decimal place / T2 chapter 7
8T chapter 45? Not the same as T2! / Scale, decimal place. Metre, centimetre, millimetre.
Assessment 2
11. Hexathings (4 lessons) / 112 – 113 Use letter symbols to represent unknown numbers or variables, know the meanings of the words term, expression and equation.
Letter for unknown in equations.
Letter for variable in linear rule.
Letter for variable.
138 – 143 Use simple formula from mathematics and other subjects, substitute positive integers in simple linear expressions and formulae and, in simple cases, derive a formula.
AC Use simple algebraic formula.
154 – 157 Generate sequence from practical contexts and describe the general term in simple cases.
AC Sequence from context. / TW
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EP / Practice using numbers in formulas.
Use the correct formula for a situation.
MPA ~ use appropriate mathematical procedures
Record methods, solutions and conclusions / ALL:
Complete a table for a family of patterns.
MOST:
Choose a rule for a family of patterns,
SOME:
Write a rule using shorthand.
Assessment:
(U) Level 1 ~ use diagrams to represent their work
(H) Level 2 ~ record results in simple lists
(H) Level 3 ~ gather information
(A) Level 2 ~ recognise sequences of numbers including odd and even numbers
(A) Level 3 ~ continue whole number sequences forwards and backwards
(H) Level 3 ~ extract data from tables and lists
(A) Level 3 ~ recognise a wider range of sequences
(U) Level 4 ~ represent information and results in a clear and organised way
(A) Level 4 ~ begin to use simple formula expressed in words
(N) Level 4 ~ recognise and describe number patterns
(N) Level 5 ~ recognise and use number patterns and relationships including squares
(U) Level 5 ~ show understanding of situations by describing them mathematically using symbols, words and diagrams / T2 chapter 9
8T chapter 24 / Term, expression, equation.
12. Buying and Selling (4 lessons) / 42 – 45 Round positive whole numbers to the nearest 10, 100, 1000 and decimals to the nearest whole number or one decimal place.
BC Round to nearest whole number, penny, 1 d.p.
82 – 85 Understand addition, subtraction, multiplication and division as they apply to whole numbers and decimals; know how to use the laws of arithmetic and inverse operations.
Costs of pizza’s.
92 – 101 Consolidate and extend mental methods of calculation to include decimals, fractions and percentages, accompanied where appropriate by suitable jottings: solve simple word problems mentally.
Add, subtract 1 and 2 d.p.
104 – 105 Use standard column procedures to add, subtract whole numbers and decimals with up to two decimal places.
AB Add, subtract 1, 2 d.p.
108 – 109 Enter numbers and interpret the display in different contexts (decimals, percentages, money, metric measures).