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

Students will learn to expand brackets, factorise algebraic expressions and solve equations with fractions.

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)

A mathematical statement containing constant terms (numbers) and variables (unknown values)

Mathematical expressions that are equal in value and denoted with a '=' sign

A closed shape with straight sides

A polygon where all sides are equal and angles are equal

The total angles inside a polygon. Found by using formula 180(n-2) where n is the number of sides

The angle on the outside of a polygon. In a regular polygon is found by dividing 360 degrees by the number of sides

Number used to represent a percentage change: increase is 100% + percentage increase, decrease is 100% - percentage change

A function with an ever increasing gradient

- 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. 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)

The longest side of a right angled triangle, always opposite the right angle

a^2 + b^2 = h^2 where a & b are the shorter sides and h is the hypotenuse

How two variables are related- can be positive (as one goes up so does the other), negative (as one goes up the other goes down) or none

The running total of frequencies from a frequency table

A graph that shows how a variable changes over time

- 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)

The process of multiplying out two brackets to create an expression

The process of finding the factors of an expression (in other words: put into brackets). Can be done using the grid method

Method of factorising when one square number is subtracting another. a^2 - b^2 = (a+b)(a-b)

Numbers in the form a x 10^n where a is between 1 and 10 (but not including 10) and n is an integer

The largest and smallest possible value that will round to a given number

- 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)

A prism with a circle as a cross section

V = π(r^2)h where r is the radius and h is the height

A=2πr^2 + 2πrh where r=radius and h=height

The process of solving two or more equations at the same time

The process of plotting equations on a coordinate grid so they can be solved by finding intersections

An expression where the highest power is squared (x^2)

Expression where the highest power is cubed (x^3)

- 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)

Speed=Distance/Time, Distance = Speed x Time, Time = Distance/Speed

Density= Mass/Volume, Mass = Density x Volume, Volume= Mass/Density

The ratio between the opposite side and the hypotenuse of a right angled triangle

The ratio between the adjecent side and the hypotenuse of a right angled triangle

The ratio between the opposite side and adjacent side of a right angled triangle

The process of finding the size of an angle in a right angled triangle

- 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 solve simple simultaneous equations.

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

A diagram that shows how data can be sorted into different sets

A collection of data, e.g. students who study Mandarin, students who study Spanish

In a Venn Diagram: the data that is in one set or the other

In a Venn Diagram: data that is in both sets

The set in which all data is contained

The set in which no data is contained

A branching diagram that shows how sucessive probabilities are calculated

the probability of two events occurring: multiply the probabilities

The probability of one event or a different event occurring: add the probabilities

Sets which have no overlap-a coin toss cannot return a heads and a tails at the same time

Probabilities which have no influence on each other, e.g. rolling a 6 on a dice will not change the probability of rolling a 6 on the next roll

The angle made between a line and an arc

- Spiritual
- Moral
- Social
- Cultural

When solving mathematical problems students will develop their creative skills.