1) The document provides an overview of the Year 7 mathematics curriculum, which includes topics like number, algebra, ratio, proportion, probability, geometry, measures, and statistics. 2) It emphasizes the importance of math skills for courses, jobs, logical reasoning, and personal finances. It also outlines expectations for homework, assessments, equipment needed, and websites for additional practice. 3) The document encourages a positive attitude towards math, practice to improve skills, and notes that the best way to learn is by doing math problems.

1. Aspire and Achieve inYear 7
Mathematics
To learn, you must want
to be taught.

2. Why is Maths important?
•Many courses and jobs require GCSE Maths
•It improves your logical reasoning, abstract thinking
and problem solving skills
•It gives you the skills to manage your personal finances
•Research shows that people who are good at Maths, on
average, earn more
Pencil, protractor and calculator –
weapons of Maths destruction.

3. The final score in a football
match was 3 – 2.
How many different
possible half-time scores are
there?
The answer is 36.
What was the question?
Nessie, the Loch Ness monster,
weighs
‘600kg plus half her weight’.
How much does Nessie weigh?
In an enclosure at the zoo there
are ostriches and giraffes.
If there are 16 heads and 52 legs,
how many of each animal are
there?

4. HalfTime Scores
Full time 3 - 2
Random
1 - 0
2 - 1
1 - 1

5. HalfTime Scores
• Full time 3 - 2
• Random Organised
• 1 - 0 0 - 0 1 – 0 2 – 0 3 – 0
• 2 - 1 0 – 1 1 – 1 2 – 1 …
• 1 - 1 0 – 2 1 – 2 …

6. HalfTime Scores
• Full time 3 - 2
• Random Organised Pattern
• 1 - 0 0 - 0 1 – 0 2 – 0 3 – 0 4 lots of 3
• 2 - 1 0 – 1 1 – 1 2 – 1 …
• 1 - 1 0 – 2 1 – 2 … …

7. HalfTime Scores
• Full time 3 - 2
• Random Organised Pattern Rule
• 1 - 0 0 - 0 1 – 0 2 – 0 3 – 0 4 lots of 3 1 more than 3
• 2 - 1 0 – 1 1 – 1 2 – 1 … = times
• 1 - 1 0 – 2 1 – 2 … … 12 results 1 more than 2

8. HalfTime Scores
• Full time 3 - 2
• Random Organised Pattern Rule
• 1 - 0 0 - 0 1 – 0 2 – 0 3 – 0 4 lots of 3 1 more than 3
• 2 - 1 0 – 1 1 – 1 2 – 1 … = times
• 1 - 1 0 – 2 1 – 2 … … 12 results 1 more than 2
• Algebra ( m + 1 ) x ( n + 1 ) if the final score is m - n

9. Course Overview
•The course involves working with:-
•Number Algebra
•Ratio and Proportion Probability
•Geometry and Measures Statistics
5 out of 4 people have difficulty with fractions

10. Expectations
Behaviour for learning Complete homework
Do your best Ask for help if you need it
Show your working Keep your book neat and accurate
Attendance Be prepared for each lesson
If there is a 50 – 50 chance that something will go wrong,
then 9 times out 10 it will.

11. Equipment
Calculator – have your own to become familiar with it
Pen & Pencil Sharpener
Ruler Protractor
Rubber Compasses
It is not how many times you fall that is important,
but how many times you get back up again.

12. Homework
•Set twice per week
•1 x Consolidation, Learning
•1 x Puzzle, Research
•Should take between 20 and 30 minutes
If 4 x – 7 = 25 find x
Here it is!

13. Maths Assessments
•Students are set by ability based on KS2 results.
•Regular feedback is given in exercise books and verbally
•They are assessed formally every half term.
•Students can be moved to a Higher or Lower set, for
their benefit, if needed.
Maths, the only place where you can buy 80 watermelons
without anyone thinking you’re weird.

14. Websites
•mymaths
•bbc bitesize
•Khan Academy
•Mr Barton maths
•mathsisfun
Maths is not a spectator sport.

15. What do the students do?
• Individual work and Paired work
• Basic skills and applied skills
• Familiar and unfamiliar situations
• Multi-stage problems
• Regular assessments to track progress
• Target sheet so students know where they are going …
• … and how to get there.
The only way to learn Maths is to do Maths.

16. What can parents do?
• Provide an appropriate place to work free from distraction
• Be supportive and encouraging
• Ask your child to explain what they have been doing
• Let them work out the cost of shopping and the change
• Check that homework is completed
• Do not say ‘Well I was never any good at maths’.
• If you are positive then your child will be positive.
• If you have a concern contact the school.
The will to succeed is not nearly so important as
the will to prepare to succeed.