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SHOULD DO YEAR 7
1. FACTORS AND
MULTIPLES (3
weeks)
Review factors and multiples.
1.1 Factors, Multiples, Note that 1 is a factor of every number, and Exploring Mathematics
Prime Numbers, every number is a factor and a multiple of itself. 1A Normal [Academic],
Prime Factorisation Chapter 1
List all the factors of a whole number.
and Index notation
List some multiples of a whole number.
(a) Factors Use the Sieve of Mathematics Counts
(b) Multiples Review prime numbers are numbers that have Eratosthenes to obtain For Secondary 1
(c) Prime Numbers only two factors, 1 and itself. Note that 1 is not a prime numbers up to 100 in Normal [Academic],
and Prime prime number. a 10 by 10 grid, cross out Chapter 1 & 2
Factorisation Show prime factorisation of a number 1(not a prime), cross out
(d) Index Notation (suggestion: use short division and factor tree multiples of 2 except 2 itself Discovering
methods). using one colour, cross out Mathematics
multiples of 3 except 3 itself Bk 1A, Chapter 1
Introduce index notation and represent the using another colour, etc.
prime factorisation of a number in index notation The remaining integers are Information on prime
e.g. 72 = 23 ×32 . the prime numbers. numbers at :
Reinforce concepts of http://primes.utm.edu/
factors and multiples using
this grid. Investigation about
prime numbers at:
1.2 Highest Common Review the method of finding HCF of two or List all factors of each http://www.atm.org.uk
Factor three numbers (suggestion: use short division number. /links/keystagelinks.ht
(HCF) method). List the common factors of ml
the numbers.
Identify the highest http://www.blarg.net/~
common factor. math/second.html
1.3 Lowest Common Review the method of finding LCM of two or Use 2 small numbers.
Multiple (LCM) three numbers (suggestion: use short division For example 4 and 6 ;
method). List a few multiples of each
number.
List the common multiples.
2.5 Decimals and Use of Convert a fraction into a decimal and vice-versa. Suggest students to http://www.calculator.
Calculator Give examples of recurring decimals. remember the common org/CalcHelp/index.ht
(a) Fractions and Arrange numbers in ascending or descending fractions and their m
Decimals order. equivalents in decimals:
(b) Addition and Add, subtract, multiply and divide decimals. 1 1 3
= 0.25 , = 0.5, = 0.75 ,
Subtraction Use a calculator to carry out operations. 4 2 4
(c) Multiplication 1 1 1
and = 0.1,
= 0.2, = 0.3
Division 10 5 3
(use
fraction/decimal/percentage
Should Do (Year 7) Page 4 of 25
domino to strengthen
students understanding on
conversion)
2.6 Squares, Square Find squares of numbers (whole numbers, Suggest that students
Roots, Cubes and integers, fractions and decimals) and note that memorise squares of
Cube Roots the square of any number including negative numbers from 1 to 12 so
(a) Squares and numbers is always positive. that they can recall them
Square Roots Find square roots of numbers by prime easily when finding square
factorisation and note that square root of a roots.
negative number does not exist.
Remind students that square root of a
positive integer yields only a positive square
root.
In general the square roots of a is ± √ a. The
symbol √ denotes the positive square root of a
number and the symbol -√ denotes the negative Suggest that students
(b) Cubes and square root of a number.
Cube Roots memorise cubes from 1 to 5
so that they can recall them
easily when finding the
Find the cubes of positive and negative cube roots.
numbers.
Find the cube roots of positive and negative
numbers by prime factorisation.
3. APPROXIMATION
AND ESTIMATION
(1 week)
3.1 Approximation Round off numbers to a given place value. Pick out which zeros are Exploring Mathematics
(a) Place Value significant in various 1A Normal [Academic],
Should Do (Year 7) Page 5 of 25
(b) Decimal Round off numbers to a given number of examples of whole numbers Chapter 5
Places decimal places. and decimals. Use
(c) Significant Round off numbers to a given number of examples like: ‘If I owe you Mathematics Counts
Figures significant figures. $245 and we agree to round For Secondary 1
it to the nearest ten, would Normal [Academic],
you be happy with $25? Chapter 8
What needs to be done to
make it correct?’ Discovering
3.2 Estimation Estimate, compute and verify the sum, Use practical examples to Mathematics
difference, product and quotient of real highlight the need for quick Bk 1A, Chapter 3
numbers. mental calculations
including, e.g. shopping lists Revision on estimating
Use a calculator to evaluate arithmetic or estimates of building and rounding at
expressions and round off to a given number of materials or the amount of http://www.math.com/
decimal places or significant figures. time needed for a journey. school/subject1/lesson
s/S1u!L3GL.html
Students could work in pairs
– one writing a calculation
and using a calculator to
evaluate it whilst the other
works out an estimate.
4. MEASURES AND
MONEY (2 weeks)
4.1 The SI units Give a global view of the SI unit. Use practical examples to Exploring Mathematics
Give the meaning of prefixes (e.g. kilo, hector, illustrate how to convert 1A Normal [Academic],
etc) and the usage of symbols (e.g. k, h, etc). Use between the following units: Chapter 6
concrete objects whenever possible in introducing millimetres, centimetres,
each concept. metres and kilometres; Mathematics Counts
grams, kilograms and For Secondary 1
tonnes; millilitres and litres. Normal [Academic],
Chapter 5
4.2 Length Convert from one unit of length to another. Find personal units of
Select the appropriate unit of length for measurement such as width http://www.math.wichi
measuring a given distance. of a finger is approximately ta.edu/history/topics/m
1 cm, part of a journey is etric.html
Solve simple problems involving lengths.
approximately 1 km.
4.6 Money Including Revise local currency denominations. Use the context of shopping
Local Currency and Express money in dollars ($) and cents (c). to set money problems.
Denominations Solve everyday problems on money, e.g.
shopping, etc.
5. ALGEBRA 1 (3
weeks)
Explain the meaning of an unknown. Exploring Mathematics
5.1 Representation of Represent an unknown by a symbol or a 1A Normal [Academic],
Unknowns Using letter. Chapter 7
Symbols and Letters
Mathematics Counts
5.2 Algebraic Give some examples of algebraic expressions. For Secondary 1
Expressions Explain the meaning of variables, terms and Normal [Academic],
coefficients. Chapter 6
Identify the various terms e.g. constant term,
Discovering
x-term, x 2 -term, xy-term, etc. Mathematics Bk 1A,
Explain the meaning of like terms and unlike Chapter 4
terms
http://www.staff.vu.ed
5.3 Interpretation of Illustrate the notations and interpret them: Give emphasis on u.au/mcaonline/units/a
Algebraic Notations a + a = 2a ; a – b = a + (-b) convention use algebraic lgebra/alglike.html
expressions.
Should Do (Year 7) Page 8 of 25
a × b = ab or ba
a × 2 = 2a (Emphasis that a2 is inappropriate) Example : http://argyll.epsb.ca/jr
a ×a =a 2 (Emphasis that a x a ≠ 2a) It is better to write – a + b
as b – a
eed/math8/strand2/22
02.htm
1×a = a
a
a÷ b = http://argyll.epsb.ca/jr
b eed/math9/strand2/21
a÷ 2 =
a 1 03.htm
or a
2 2
a ×
(b + c) = a(b + c) [Removal of brackets will http://www.studygs.ne
be done in Yr 2] t/equations.htm
5.5 Simplification of Collect and simplify like terms in algebraic Emphasise that in algebra,
Algebraic expressions involving addition and subtraction expressions like a + 3, 2x –
Expressions (emphasise the importance of taking the y are possible final
(a) Addition and respective sign along when collecting like terms in answers. These
Subtraction the expression expressions cannot be
(b) Multiplication e.g.( +a + 2b + 3a - b ) combined (simplified)
and further.
Division Simplify algebraic expressions involving Guide students to perform
multiplication and division. simplification of algebraic
expressions using algebraic
tiles to avoid common
misconceptions such as
2 + a = 2a, 2a +b =
2ab,
2a – 2a = a, a2 + a2 = a4
5.6 Solving Linear Distinguish between expressions and Set up some simple
Equations equations. Explain the terms equation and equations from real-life
solution of an equation. situations. Use different
Use the ‘balance’ concept to explain the methods of solving the
effect when transferring terms and when splitting equations, such as trial and
terms. improvement, cover-up or
Generalise the ideas on operations that: recognition, flow diagrams
Should Do (Year 7) Page 9 of 25
(i) when terms are transferred, there is a change and balancing both sides.
in sign e.g.
a) x + 2 = 6, then x = 6 – 2, Emphasise that with
b) x – 2 = 6, then x = 6 + 2, expressions, we start each
step with “=” but not with
(ii) when terms are split, there is no change in sign equations.
e.g. E.g. : Simplify expression
6 2x + 4 + 5x
d) 2x = 6, x = =3
2 = 2x + 5x + 4
6 = 7x + 4
e) − 2x = 6,x = = −3
−2
Explain the technique of Solving equation
solving linear equations, stressing on putting the 2x + 4 = 10
unknown terms on one side and constant terms on 2x = 10 – 4
the other. Caution on common mistakes: =6
2 2 x=3
x= = 2, x = =4 etc.
4 8
Caution on situations where
Include equations with simple the final answers may be
single fractions which can be reduced to linear considered as not simplified
x 2 −4
equations e.g. = 5(equations involving brackets fully (For e.g. ,
4 −3 5
and fractional equations will be done in Year 2). should be simplified to
Show students how to identify 2 4
key words and extract the information given in − ,− .
word problems, then translate them into 3 5
mathematical statements, and finally solve the
equations obtained.
6. INTRODUCTION TO
GEOMETRY (2
weeks)
Discuss the concepts of a point, a line and a plane Let students experiment to Exploring Mathematics
6.1 Points, Lines and Look for physical examples of point, line and plane find these angle 1B. Normal [Academic]
Planes Name a point, a line segment and a plane by relationships, first by using Chapter 11
using letters paper, pencil and
measuring instruments and Exploring Mathematics
Recognise the difference between a line and a line then using a computer or 2B. Normal [Academic]
segment
internet dynamic Chapter 8
Draw and measure line segments demonstration.
6.4 Parallel Lines and Recognise parallel, non-parallel and perpendicular To help in identifying the
Perpendicular Lines lines in diagrams and use the symbols ‘//’ and ‘ ⊥ ’ property to be used for a
where appropriate. pair of angles, teach the
students to ‘trace’ the two
Introduce a ‘ transversal ’ crossing two lines (the
angles. “Z” is for alternate
two lines may not be parallel)and name angles
angles, “F” is for
formed: corresponding angles, alternate angles
corresponding angles and
and interior angles on the same side of the
“C” is for interior angles.
transversal.
Investigate the properties of these angles in the To ‘trace’ the angles,
case of a pair of parallel lines. always start from one
Find unknown angles in diagrams by applying the parallel line, then continue
properties in 6.3 and 6.4. onto the transversal and
finally to the other parallel
line.
Discovering
Mathematics
Bk 1A, Chapter 8
7.2 Triangles Name and classify triangles according to sides Draw a triangle and label
(a) Types of each angle with a letter and http://lgfl.skoool.co.uk/
(scalene, isosceles and equilateral triangles) or
Triangles then tear off each corner. keystage3.aspx?
angles (acute-angled triangles, right-angled
(b) Angle Properties Place them side by side id=65#1_5
triangles and obtuse-angled triangles).
of Investigate angle properties of triangles: with their vertices together.
Triangles: Angle sum of a triangle = 180o The angles will form a
(i) Interior Angles exterior angle = sum of two opposite straight angle. This result
(ii) Exterior Angles interior angles. reveals the property: Angle
sum of a triangle is 180º.
Use the angle properties of equilateral and
When finding the base
isosceles triangle to find unknown angles in
angle of an isosceles
triangles.
triangle, check for steps
which are mathematically
wrong.
E.g. ∠ABC = 180 − 70
110
=
2
= 55 o
8.1 Idea of Perimeter Understand perimeter as the distance around Use a string to find the Exploring Mathematics
a shape or figure. perimeter of a non-straight 1B Normal
edge of a shape (e.g. [Academic],
finding the perimeter of the Chapter 13
palm of the student’s Mathematics Counts
hand). For Secondary 1
8.3 Circumference of Name the parts of a circle: centre, radius, Collect different sized
Circle diameter, semicircle and circumference. cylinders (e.g. food tins).
Draw a circle with a given radius (or Ask students to measure
diameter). the diameter and, using a
piece of string, the
circumfere nce
Investigate the ratio and circumference of each
diameter cylinder. Calculate the ratio
introduce the constant π. Use the formula C = πd circumfere nce
or C = 2πr to solve problems on circumference of for each
circles. diameter
cylinder and observe the
Solve problems involving circumference of a
results. Help students to
circle, semicircle and quadrants.
find the rule linking the two
quantities.
8.5 Area of a Circle Introduce the formula for area of a circle and Investigate the area of a
apply the formula to solve problems on areas of circle by cutting a circle
circles and composite figures with circle parts (i.e. into parts and arranging the
Quadrants, semicircles and full circles). parts into an approximate
rectangle leading to the
area formula A = πr2 (No
proof is required).
2. Time is given as a
fraction
1
( 2 hours and D = 45
4
km).
This will lead to S =
45
1 .
2
4
Students need to be
guided to
handle this complex
situation.
3. Time is given as a
decimal
number (e.g. Time = 2.5
hours)
Should Do (Year 7) Page 20 of 25
4. Time is given in hours
and
minutes (e.g. Time = 2 h
45 min)
9.4 Scale Drawing Explain what a scale is and the purpose of using a Draw plans of the
scale drawing. classroom and corridors.
Draw and interpret simple scale drawings.
Use scale drawings to solve problems (find the
unknown length from the diagram).
10. PERCENTAGE
(2 weeks)
Illustrate the meaning of percent as parts of a Exploring Mathematics
10.1 Expressing hundred using the 100-square grid. 1B Normal
Percentage as a Express a percentage as a decimal or a fraction [Academic],
Fraction or Decimal in its lowest terms. Chapter 10
Mathematics Counts
10.2 Expressing Convert any fraction or decimal to percentage. Make cards with For Secondary 1
Fraction and Emphasize the rule: To express a fraction or percentages, fractions and Normal [Academic],
Decimal as a decimal as a percentage, simply multiply it by decimals to practise Chapter 7
Percentage 100%. matching equivalent values.
Discovering
Suggest students to Mathematics
remember the common Bk 1B, Chapter 10
10.3 Expressing One Express the ratio of a quantity p, to another Begin by asking orally http://www.aaamath.c
Quantity as a p questions such as ‘What om/B/pct.htm
Percentage of quantity, q, in the form of a fraction , where p fraction of 100 cm is 25
q
Another cm?’ and progress to http://www.colbycc.or
and q are quantities with the same unit. expressing one quantity as g//www/math/general/
Express the above fraction as a percentage, i.e. a percentage of another. arithmetic/percent.ht
p m
× 100% .
q
http://www.primaryres
ources.co.uk/maths/m
aths5.htm
10.4 Calculating the Find a given percentage of a quantity. Ask for 50% of $400, 10%
Value of a Given Find a number given the percentage; rapidly of 100g etc and progress to
http://www.mathsrevis
Percentage of a compute 5%, 10%, 25%, 50% and 75% of a formal methods of finding a
Given Quantity percentage of a quantity. ion.net/gcse/percenta
quantity. ges.php
Use percentage to compare two quantities,
including percentages greater than 100%.
10.5 Finding Explain the meaning of percentage increase and Use everyday life examples
percentage percentage decrease. such as price increase or
increase or Find percentage increase or decrease of a given decrease, test marks,
decrease quantity. population
increase/decrease etc.
Make a summary : When
finding a percentage, we
always “multiply with 100”.
When a percentage is
given, we always “divide by
100”.
Should Do (Year 7) Page 23 of 25
10.6 Problems Solve simple problems related to percentages. Find newspaper
involving advertisements that make
percentages use of percentages. Use
them in calculations.
11. STATISTICS (4
weeks)
Carry out activities that involve different Collect information about Exploring Mathematics
11.1 Data Collection methods of data collection: the length of a student’s 1B Normal
Method, Classifying - observation and measurement, foot in cm and shoe size. [Academic], Chapter
and Tabulating Data - interviews, 15
- survey including the use of questionnaires. Use other real-life data,
collected from school, Exploring Mathematics
Classify and tabulate data collected to form a family and population 2B Normal
frequency table (explain the uses of tally marks in statistics. [Academic], Chapter
counting). 10
Population statistics at
http://www.geohive.co
m
http://www.ibiblio.org/l
unarbin/worldpop
http://www.mste.uiuc.
edu/hill/dstat/dstaintro
.html