Year 7 Mathematics Syllabus (Teacher’s edition)

Methods to Achieve Learning

Week Topic Learning Intentions Progress Chart
Intentions
- Understand place value in whole - Use place value charts and number
numbers and decimals. - Students can identify and use place value in lines to visualise concepts.
- Use decimal notation and various contexts. - Provide hands-on activities such as
Whole Numbers and
1-3 recognise negative numbers. - They can correctly order decimal numbers and using manipulatives or interactive
Decimals
- Order decimal numbers. perform operations involving digital tools.
- Multiply and divide whole numbers multiplication/division by 10 and 100. - Reinforce learning with frequent
and decimals by 10 and 100. practice and real-life examples.
- Incorporate games and puzzles like
- Recognise squares and square
factor trees and prime number
roots up to 12 × 12. - Students accurately recognise and use
challenges.
- Identify prime numbers and use squares, square roots, and prime numbers.
4-5 Factors and Multiples - Use visual aids and diagrams to
divisibility tests. - They can find HCF and LCM using factor trees
teach HCF and LCM.
- Understand and apply HCF and and other methods.
- Include group work to solve
LCM in problems.
complex problems collaboratively.
- Use colour coding to differentiate
- Simplify algebraic expressions by
between like terms.
collecting like terms. - Students can simplify and manipulate
- Provide step-by-step worked
- Perform operations on algebraic algebraic expressions confidently.
Expressions and examples followed by practice
6-8 terms, including multiplying a single - They are able to substitute positive and
Formulae problems.
term over a bracket. negative integers into expressions and solve
- Use real-life examples to
- Substitute values into expressions problems involving algebraic operations.
demonstrate the application of
and formulae.
algebra in different contexts.
- Round numbers to the nearest - Students consistently apply BIDMAS in - Teach BIDMAS using mnemonic
whole number, decimal place, and calculations and can round numbers
Whole Number devices and practice problems.
9-11 significant figure. appropriately.
Calculations - Encourage mental arithmetic
- Apply the correct order of - They demonstrate proficiency in mental and exercises to build fluency.
operations (BIDMAS) in calculations. written methods for multiplication and division. - Incorporate calculators for complex
- Perform multiplication and division
 Methods to Achieve Learning
Week Topic Learning Intentions Progress Chart
Intentions
using both mental and written operations and to verify manual
methods. calculations.
- Calculate and interpret mean, - Use real-world data sets (e.g.,
- Students effectively calculate and interpret
median, mode, and range. sports statistics) to engage students.
statistical measures and can represent data
- Construct and interpret pie charts - Provide templates and tools for
12-13 Statistics visually through charts and diagrams.
and stem-and-leaf diagrams. creating charts and diagrams.
- They are able to compare and analyse different
- Compare data sets using mean, - Encourage the use of statistical
data sets.
median, and range. software or online graphing tools.
- Use visual aids like fraction strips
- Convert between fractions,
and pie charts to illustrate
decimals, and percentages. - Students are confident in converting and
conversions.
- Simplify fractions and perform performing operations with fractions, decimals,
Fractions, Decimals, - Incorporate real-life scenarios, such
14-17 operations with common and percentages.
and Percentages as shopping discounts, to apply
denominators. - They can apply percentage calculations in real-
percentage calculations.
- Calculate percentages and apply life scenarios.
- Provide practice with incremental
them in various contexts.
difficulty.
- Use patterns in nature and real-life
- Students can identify and describe different examples to illustrate sequences.
- Recognise and describe arithmetic
types of sequences. - Provide sequence puzzles and
and geometric sequences.
18-19 Sequences - They are able to generate terms and apply the problem-solving tasks.
- Generate terms of a sequence and
nth term rule to both arithmetic and geometric - Teach the nth term rule through
find the nth term rule.
sequences. guided discovery and exploration
activities.
- Students solve equations with increasing - Start with simple, clear examples
- Solve one-step and multi-step complexity and apply their algebraic skills to and gradually increase complexity.
20-21 Equations linear equations using inverse problems involving geometry. - Use visual aids like balance scales
operations. - They demonstrate understanding of algebraic to explain inverse operations.
- Apply algebraic methods to principles in various contexts. - Provide plenty of practice problems,
 Methods to Achieve Learning
Week Topic Learning Intentions Progress Chart
Intentions
geometric problems (e.g., including word problems and
perimeters, areas). puzzles.
- Use interactive geometry software
- Calculate missing angles on - Students can calculate angles and apply their for angle calculations and coordinate
straight lines, around points, and in knowledge to solve problems involving triangles plotting.
Angles, 2D Shapes,
24-25 triangles. and quadrilaterals. - Incorporate hands-on activities with
and Coordinates
- Plot and interpret coordinates in all - They accurately plot and interpret coordinates protractors and rulers.
four quadrants. on a Cartesian grid. - Provide step-by-step problem-
solving tasks with guided practice.
- Use physical models and nets to
explore 3D shapes and their
- Calculate the area and perimeter of
- Students demonstrate proficiency in properties.
various shapes using formulas.
Measures, Perimeter, calculating area, perimeter, and volume. - Encourage group work for
26-28 - Understand and apply concepts of
and Area - They can apply these concepts to solve real- collaborative problem-solving.
volume and surface area to 3D
world problems involving 2D and 3D shapes. - Provide real-life scenarios where
shapes (cuboids, triangular prisms).
these measurements are used (e.g.,
architecture).
- Use graphing software or online
tools to create and manipulate
- Plot points accurately on a - Students are able to plot linear graphs and
graphs.
Cartesian grid and interpret simple understand the relationships represented by the
- Provide practice with plotting points
29 Graphs linear graphs. equations of lines.
and interpreting graphs in different
- Understand the equations of - They demonstrate the ability to generate and
contexts.
horizontal and vertical lines. interpret coordinate pairs.
- Use real-life data to make graphing
relatable.
- Use tracing paper and grid sheets
Transformations and - Perform and describe reflections, - Students can carry out transformations and
30 for hands-on practice with
Symmetry translations, and rotations on simple describe them using correct terminology.
transformations.
shapes. - They demonstrate understanding of symmetry
- Incorporate digital tools like
 Methods to Achieve Learning
Week Topic Learning Intentions Progress Chart
Intentions
- Understand the concept of scale and scale factor through various geometric Geogebra for dynamic geometry
factor in enlargements. tasks. exploration.
- Provide visual examples of
symmetry and transformation in art.
- Use real-life contexts such as
recipes or maps to teach ratios and
- Simplify ratios and solve direct - Students effectively simplify and work with
proportions.
proportion problems using the ratios.
- Incorporate percentage problems
31-32 Ratio and Proportion unitary method. - They can apply their understanding of
related to finance or everyday
- Apply percentage increase and proportion and percentages to solve practical
shopping.
decrease in various contexts. problems.
- Provide step-by-step guidance for
solving proportion problems.
- Conduct simple probability
- Calculate probabilities and express - Students understand and apply probability experiments in class to gather data.
them as fractions, decimals, and concepts. - Use Venn diagrams and set notation
33-34 Probability and Sets percentages. - They are able to use set notation and Venn in a variety of contexts, such as
- Use Venn diagrams and set diagrams to represent and solve problems sorting students' preferences.
notation to solve problems. involving multiple sets. - Incorporate real-life probability
scenarios.
- Use step-by-step instructions and
- Perform long division with whole - Students demonstrate proficiency in long guided practice for long division.
numbers and decimals. division and decimal calculations. - Incorporate calculator use for
Long Division and
35-36 - Use calculators for complex - They can interpret and solve complex checking work and solving more
Decimal Calculations
division problems and interpret problems, applying division in unfamiliar complex problems.
results. contexts. - Provide word problems that require
division in real-life contexts.
Week Topic Success Criteria Checklist (Student’s edition)
1. I can correctly identify the place value of digits in whole numbers and decimals.
2. I can order a set of decimal numbers.
1-3 Whole Numbers and Decimals 3. I can multiply and divide whole numbers and decimals by 10 and 100 accurately.
4. I can use negative numbers in different contexts.
5. I understand and can use inequality signs.
1. I can identify and write down the squares and square roots of numbers up to 12 × 12.
2. I can find the prime factors of a number.
3. I can identify and use divisibility rules for numbers.
4-5 Factors and Multiples
4. I can calculate the highest common factor (HCF) and lowest common multiple (LCM) of two
numbers.
5. I can explain what a factor tree is and how to use it.
1. I can simplify algebraic expressions by collecting like terms.
2. I can substitute numbers into algebraic expressions correctly.
6-8 Expressions and Formulae 3. I can expand single brackets in algebraic expressions.
4. I understand the difference between expressions, equations, and terms.
5. I can factorise simple expressions into a single bracket.
1. I can round numbers to the nearest whole number, decimal place, or significant figure
accurately.
2. I understand and correctly apply the order of operations (BIDMAS).
9-11 Whole Number Calculations
3. I can perform mental calculations involving multiplication and division.
4. I can use written methods to solve multiplication and division problems.
5. I can use a calculator to solve complex calculations and check my answers.
1. I can calculate the mean, median, mode, and range for a given set of data.
2. I can construct and interpret pie charts accurately.
12-13 Statistics 3. I can create and read stem-and-leaf diagrams.
4. I can compare two sets of data using the mean, median, and range.
5. I can organise data into frequency tables.
Week Topic Success Criteria Checklist (Student’s edition)
1. I can convert between fractions, decimals, and percentages with confidence.
2. I can simplify fractions and add/subtract them with common denominators.
Fractions, Decimals, and
14-17 3. I can calculate a percentage of a quantity and apply it in real-life contexts.
Percentages
4. I can convert terminating decimals to fractions.
5. I can solve problems involving percentage increases and decreases.
1. I can recognise and describe arithmetic sequences.
2. I can recognise and describe geometric sequences.
18-19 Sequences 3. I can generate terms of a sequence from a given rule.
4. I can find the nth term of an arithmetic sequence.
5. I can apply the nth term rule to solve sequence problems.
1. I understand what an equation is and how to solve it.
2. I can solve one-step equations using inverse operations.
20-21 Equations 3. I can solve multi-step equations with the unknown on one side.
4. I can solve equations with the unknown on both sides.
5. I can apply equations to solve problems in geometry, such as finding the perimeter or area.
1. I understand the concept of angles as a measure of turn.
2. I can calculate missing angles on a straight line and around a point.
24-25 Angles, 2D Shapes, and Coordinates 3. I can recognise and calculate angles in triangles and quadrilaterals.
4. I can use a protractor to draw and measure angles accurately.
5. I can plot and interpret coordinates in all four quadrants.
1. I can calculate the perimeter of rectangles, triangles, and compound shapes.
2. I can calculate the area of rectangles, triangles, and other shapes using formulas.
26-28 Measures, Perimeter, and Area 3. I understand and can calculate the volume of cuboids and triangular prisms.
4. I can identify 3D shapes and their properties.
5. I can convert between different metric units of measurement.
Week Topic Success Criteria Checklist (Student’s edition)
1. I can plot points on a Cartesian grid accurately.
2. I can draw and interpret simple linear graphs.
29 Graphs 3. I understand the equations of horizontal and vertical lines.
4. I can generate coordinate pairs that satisfy a simple linear rule.
5. I can identify whether points lie on a given line based on its equation.
1. I can perform and describe reflections of shapes in horizontal and vertical lines.
2. I can perform and describe translations of shapes on a grid.
30 Transformations and Symmetry 3. I can perform rotations of shapes and understand rotational symmetry.
4. I understand the concept of scale factor and can enlarge shapes by a positive integer.
5. I can identify and describe lines of symmetry and the order of rotational symmetry.
1. I can simplify ratios and express them in their simplest form.
2. I can solve simple direct proportion problems using the unitary method.
31-32 Ratio and Proportion 3. I can convert between fractions, decimals, and percentages in ratio problems.
4. I can apply percentage increases and decreases to real-life problems.
5. I can divide a quantity into a given ratio.
1. I understand basic probability concepts and can calculate probabilities.
2. I can express probabilities as fractions, decimals, and percentages.
33-34 Probability and Sets 3. I can draw and interpret Venn diagrams.
4. I can use set notation to solve problems.
5. I can compare theoretical and experimental probabilities.
1. I can perform long division with whole numbers confidently.
2. I can perform long division with decimals accurately.
Long Division and Decimal
35-36 3. I can round decimal answers to a specified number of decimal places.
Calculations
4. I can use a calculator to perform long division and check my answers.
5. I can solve real-life problems involving long division and decimals.
 Lesson: Understanding Place Value in Whole Numbers and Decimals
Objective:
Students will be able to:
• Demonstrate understanding of place value in whole numbers and decimals
• Use decimal notation and recognize negative numbers
• Order decimal numbers
• Perform multiplication and division by 10 and 100

Assessment Criteria:
Students will complete a multi-part assessment that includes:
1. Identifying place values in whole numbers and decimals
2. Converting between standard and expanded form for decimals
3. Ordering a set of positive and negative decimals
4. Multiplying and dividing decimals by 10 and 100

Key Points:
• Place value determines the value of a digit based on its position in a number
• Decimal notation extends place value to the right of the decimal point
• Negative numbers represent values less than zero
• When multiplying by 10 or 100, digits move to the left; when dividing, they move to the right

Opening:
• Begin with a quick "number of the day" activity using 3.14
o Ask students to write this number in words
o Identify the place value of each digit
o Round to the nearest whole number
• Introduce the lesson objective and its relevance to real-world applications (e.g., money,
measurements)

Introduction to New Material:

• Use a place value chart to explain whole number and decimal place values
• Demonstrate how to read and write decimals in standard and expanded form
• Introduce negative numbers using a number line
• Explain the process of ordering decimals by comparing digits from left to right
• Show how multiplication and division by 10 and 100 affect place value
• Common misconception to address: Students may think that 3.5 is less than 3.14 because 5 is less
than 14
Guided Practice:
• Set expectations: Students will work in pairs, taking turns to solve problems and explain their
reasoning
• Provide a set of decimal numbers for students to order
• Guide students through multiplying and dividing decimals by 10 and 100 using place value charts
• Use think-pair-share to discuss strategies for comparing positive and negative decimals
• Monitor by circulating the room, providing feedback and support as needed

Independent Practice:
• Students will work individually on a worksheet with various problems:
1. Write numbers in expanded form
2. Order a set of positive and negative decimals
3. Multiply and divide decimals by 10 and 100
4. Solve word problems involving decimals and place value
• Encourage students to show their work and explain their reasoning

Closing:
• Exit ticket: Students create their own decimal number and explain the place value of each digit

Extension Activity:
• Challenge students to explore how multiplying and dividing by 1000 or 0.1 affects place value
• Investigate how to convert between fractions and decimals

Homework:
• Complete 5 word problems involving decimals in real-life contexts (e.g., money, measurements)
• Create a place value chart for a large number (e.g., population of a country) and explain the value of
each digit

Standards Addressed:
1. Cambridge Lower Secondary Mathematics Framework (Stage 8):
o Number 8Ni1: Recognise and use the relationships between decimals, fractions, ratios and
percentages
2. Cambridge Lower Secondary Mathematics Framework (Stage 8):
o Number 8Nc1: Add, subtract, multiply and divide integers and decimals, including negative
numbers
Understanding Place Value in Whole Numbers and Decimals Rubric

Criteria 4 - Exemplary 3 - Proficient 2 - Developing 1 - Beginning

Demonstrates a thorough Demonstrates a good Shows a basic

Understanding of Place Struggles to understand
understanding of place value in understanding of place understanding but makes
Value place value.
whole numbers and decimals. value with minor errors. frequent errors.

Accurately uses decimal Occasionally misuses Rarely uses decimal

Use of Decimal Uses decimal notation
notation and recognizes decimal notation or fails to notation correctly and
Notation and Negative and recognizes negative
negative numbers in all recognize negative does not recognize
Numbers numbers with few errors.
contexts. numbers. negative numbers.

Correctly orders decimal

Ordering Decimal Orders decimal numbers Orders decimal numbers Cannot order decimal
numbers consistently and
Numbers with minor mistakes. but makes frequent errors. numbers correctly.
confidently.

Accurately multiplies and Multiplies and divides by Demonstrates limited Struggles with
Multiplication and
divides whole numbers and 10 and 100 with minor ability with multiplication multiplication and division
Division by 10 and 100
decimals by 10 and 100. errors. and division by 10 and 100. by 10 and 100.

Shows limited
Uses inequality signs Uses inequality signs
Familiarity with understanding of inequality Does not understand or
accurately and confidently in correctly with minor
Inequality Signs signs, with frequent use inequality signs.
all contexts. errors.
mistakes.

Demonstrates full recall of Recalls most times Limited recall of times

Mental Recall of Times Struggles with recall of
times tables up to 12 with tables up to 12, with tables, with frequent
Tables times tables.
confidence. minor errors. mistakes.

Orders positive and

Ordering Positive and Accurately orders both positive Shows some ability to order Cannot order positive and
negative integers and
Negative Integers and and negative integers and integers and decimals, but negative integers and
decimals with minor
Decimals decimals consistently. makes frequent errors. decimals correctly.
mistakes.

Uses mental methods for

Struggles with mental
Mental Methods of addition, subtraction, Uses mental methods Does not use mental
methods and makes
Computation multiplication, and division with minor errors. methods effectively.
frequent mistakes.
accurately and confidently.

Adding and Subtracting Accurately adds and subtracts Shows limited ability to add Cannot add or subtract
Adds and subtracts with
Two and Three Digit two and three-digit numbers and subtract, with frequent two and three-digit
few errors.
Numbers using written methods. mistakes. numbers correctly.

Shows some ability to add

Accurately adds and subtracts Adds and subtracts Struggles to add or
Adding and Subtracting and subtract negative
negative numbers using a negative numbers with subtract negative
Negative Numbers numbers, but makes
number line effectively. minor errors. numbers.
frequent errors.

Struggles with
Multiplying and Accurately multiplies and Shows limited ability with
Multiplies and divides multiplication and division
Dividing Small Positive divides small positive and multiplication and division
with minor errors. of small positive and
and Negative Numbers negative numbers consistently. of small numbers.
negative numbers.