Students will learn to calculate simple interest, percentage increases and decreases, reverse percentages, repeated percentage change and compound interest.

Students will use grouped frequency tables and construct frequency polygons. They will calculate statistics from given data and use this information to compare distributions. Students will learn to recognise misleading graphs. Students will collect, present and interpret data in order to test an hypothesis.

Students will explore the properties of polygons, find internal and external angles of regular polygons and learn why some polygons tessellate and some do not.

50 minute assessment on T1 topics (Calculator)

Out of 100

Interest earnt on interest

Multiply out the brackets

Combine the like terms of an algebraic expression

Put into brackets

Is solved by finding the value of unknown variables

A 2D shape with straight sides

The inside angle of a 2D shape

The angle between an edge of a polygon and another edge extended. 180° - the interior angle

To cover an area with a shape without any gaps or the shape overlapping

- Spiritual
- Moral
- Social
- Cultural

Competence with percentages benefits our students’ functioning in society: sales, interest rates, taxes. Students are encouraged to question “why”; they compose proofs and arguments and make assumptions when analysing a problem. For example, students develop algebraic fluency throughout the curriculum. Algebra is a uniquely powerful language that enables students to describe and model situations. The topic of algebra provides opportunities for students to develop a sense of “awe and wonder” by using letters to represent variables. Students are encouraged to question “why”; they compose proofs and arguments and make assumptions. Students learn geometrical reasoning through knowledge and application of angle rules.

Students own social development is widened through paired work where students discuss mathematical concepts and solve unfamiliar problems.. .

Students will learn about scatter graphs and correlation. Students will draw and interpret cumulative frequency diagrams and estimate the mean from grouped data. They will use two-way tables to solve problems.

Students will learn about distance/time graphs and exponential growth.

Students will discover Pythagoras’ Theorem and use it to find missing sides in a right-angled triangle. They will use Pythagoras’ Theorem to solve problems.

50 minute assessment on T1 and T2 topics (Calculator)

Two sets of numerical data are plotted on each axes

A measure of how strongly two sets of data are related

As one quantity increases, so does the other

As one quantity increases, the other decreases

The capacity of one variable to influence another

A graph where the total of all the frequencies are plotted

The data is grouped into class widths

A table that shows two sets of data

A function involving indices/powers

Pythagoras discovered that for a right-angled triangle a² + b² = c², where a, b and c are the lengths of the sides of the triangle and c is the length of the hypotenuse.

The longest side of a right-angled triangle. It is the side opposite the right-angle.

- Spiritual
- Moral
- Social
- Cultural

Student’s understanding of statistics is developed to a depth that will equip them to identify when statistics are meaningful or when they are being used inappropriately (eg in newspapers or on social media). The skill of interpreting data will benefit students’ functioning in society. Students will understand how to interpret graphs and charts. When solving mathematical problems students will develop their creative skills. All mathematics has a rich history and a cultural context in which it was first discovered or used. The opportunity to consider the lives of specific mathematicians is promoted when studying Pythagoras’ Theorem.

Students own social development is widened through paired work where students discuss mathematical concepts and solve unfamiliar problems.. .

Students will review addition, subtraction, multiplication and division of fractions and mixed numbers. They use this knowledge and understanding to complete calculations using simple algebraic fractions.

Students will learn how to expand the product of two and more brackets, factorise quadratic expressions and find the difference of two squares.

Students will learn how to write numbers in standard form, and complete calculations involving standard form.

They will learn how to calculate upper and lower bounds.

50 minute assessment on T1, T2 and T3 topics (Non-calculator)

A fraction containing algebraic terms

To find the product of two numbers, multiply the numbers together

An algebraic expression of the form a² - b² can be factorized into the form (a + b)(a – b)

Numbers written in the form a x 〖10〗^b where a is a number 1≤ a< 10

The upper limit of a calculation

The lower limit of a calculation

- Spiritual
- Moral
- Social
- Cultural

Students are encouraged to question “why”; they will explore the links between area and algebra. The topic of algebra provides opportunities for students to develop a sense of “awe and wonder” by using letters to represent variables. Students develop algebraic fluency throughout the curriculum. Algebra is a uniquely powerful language that enables students to reflect on experiences in order to describe and model situations. Mathematics provides opportunities for students to develop a sense of “awe and wonder”. Standard form promotes “awe and wonder” by providing a way for students to write extremely large and extremely small numbers.

Students own social development is widened through paired work where students discuss mathematical concepts and solve unfamiliar problems.. .

Students will learn how to find the surface area and volume of a cylinder and of composite solids involving cylinders.

Students will learn how to plot straight line graphs with and without a table. They will use graphs to solve simultaneous equations, quadratic equations and cubic equations.

50 minute assessment on T1, T2, T3 and T4 topics (Calculator)

The sum of the area of all the faces of a 3D solid

The amount of space inside a shape. Measured in mm³, cm³, m³ etc.

A prism with a circular cross-sectional area, for example, a baked bean can

A solid with a constant cross-sectional area, for example, a Toblerone box is a triangular based prism.

Two equations with two unknowns

An equation containing an x² coefficient

An equation containing an x³ coefficient

- Spiritual
- Moral
- Social
- Cultural

Students develop algebraic fluency throughout the curriculum. Algebra is a uniquely powerful language that enables students to describe and model situations. The topic of algebra provides opportunities for students to develop a sense of “awe and wonder” by using letters to represent variables.

Students will calculate measures of speed, distance, time, density, mass and volume.

Students will learn how to find trigonometric ratios. They will use trigonometric ratios to find missing angles and lengths in right-angled triangles. They will use trigonometry to solve problems.

50 minute assessment on T1, T2, T3, T4 and T5 topics (Calculator)

How fast something travels. The distance travelled per one unit of time.

The mass per one unit of volume

The amount of matter that a body contains. Measured in g or kg

The mathematics of triangles

The longest side of a right-angled triangle. The side opposite the right-angle

Next to

The ratio of the opposite side divided by the hypotenuse in a right-angled triangle

The ratio of the adjacent side divided by the hypotenuse in a right-angled triangle

The ratio of the opposite side divided by the adjacent in a right-angled triangle

The tangent to a curve is a straight line that touches a curve

- Spiritual
- Moral
- Social
- Cultural

Understanding compound units will benefit students’ functioning in society, as they will be able to calculate speeds, distances, times etc. When solving mathematical problems students will develop their creative skills.

Students will use Venn diagrams and frequency trees to solve problems.

Students will learn how to find nth terms of quadratic sequences and those involving fractions and indices. Students will explore and generalise Fibonacci type sequences.

Students will convert between fractions, ratios and percentages. They will be able to find the proportion of a shape that is shaded and solve problems involving proportion.

Some students will explore the circle theorems and use these theorems to solve problems.

End of year examination - two 50 minute assessments on all topics taught in Year 9 (Paper 1 non-calculator, Paper 2 calculator)

A pictorial view, using overlapping circles, of the relationships between elements in sets

The union of two or more sets is the combination of all of the elements in the sets

The intersection of two or more sets is the single set containing ONLY elements common to the sets

A set of numbers, patterns or objects in order according to a mathematical rule

A sequence in which each term is obtained by adding a constant number to the preceding term e.g. 1, 4, 7, 10, 13,…

A sequence in which each term after the first term a is obtained by multiplying the previous term by a constant r, called the common ratio e.g. 1, 2, 4, 8, 16, 32, . . .

Power (powers)

A sequence formed by adding the previous two terms

Two quantities are directly proportional when one quantity increases the other increases by the same amount. If y is directly proportional to x, this can be written as y ∝ x or y = kx

Two quantities are inversely proportional when one quantity increases the other decreases. If y is inversely proportional to x, this can be written as y ∝ 1/x or y= k/x

A straight line that touches a circle

A straight line passing from one point on the circumference of a circle to another

A part of a circle formed by an arc and two radii

A part of a circle formed by a n arc of a circle and a chord

- Spiritual
- Moral
- Social
- Cultural

When solving mathematical problems students will develop their creative skills.