KUEEN LAI INTERNATIONAL SECONDARY SCHOOL

Mathematics Year 7

Scheme of Work: Number

Key Stage: 3 Year Group: 7 Duration: 6 Weeks

Aim / Information about the unit This unit is number unit. The aim of this unit is providing the fundamental of number concepts to the students for them to study mathematics at a higher level and
apply the skills in other subjects when needed.

Topic and Syllabus Reference This topic covered prime numbers, factors, multiples, highest common factor, least common multiple, number patterns, sets, Venn diagram, union and intersection of
Covered sets.

Prior Learning Addition, subtraction, multiplication and division of numbers

Expectations At the end of this unit:

All: students can identify and state the prime number, factors, multiples, highest common factor, least common multiple, union and intersection of sets.

Most: students can compute highest common factor, least common multiple, union and intersection of sets.

Some: students can solve the problems involving highest common factor, least common multiple, union and intersection of sets.

Keywords / Language for Prime numbers, factors (divisor), multiples, highest common factor (greatest common divisor), least common multiple, rectangular numbers, square numbers,
learning triangular numbers, sets, Venn diagram, union of sets, intersection of sets

Resources/Link https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-lower-secondary/curriculum/science/

Assessment https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-lower-secondary/assessment/

Future learning Mathematics Year 8

Adapting the Unit/ cross subject

Learning
KLISS Mathematics Year 7 Number
Week Unit Reference Lesson Objectives Learning Outcomes Suggested Learning Assessment Resources Remarks
Activities / Points to
Note

1 Number and patterns – 7Ni1 Recognise negative Students can - Explain the concept of AO1 Demonstrate
Integers, Rational Numbers numbers as positions on a negative numbers using sea knowledge and
number line, and order, - Understand the terms
level, temperature, understanding of
add and subtract positive whole numbers, integers,
rational numbers, and real directions mathematical
and
negative integers in numbers. - Use number lines to techniques using and
context - Give examples of numbers indicate the position of interpreting
that belong in whole integers and negative mathematical notation
8Ni1 Add, subtract, numbers, integers, rational integers correctly
numbers, and real
multiply and divide numbers.
integers - Compare integers in order.

Number and patterns – 7Ni1 Recognise negative Students can - Add and subtract integers AO1 Demonstrate
Integers, Rational Numbers numbers as positions on a by using the number line. knowledge and
number line, and order, - Add and subtract negative
understanding of
add and subtract positive integers
mathematical
and
negative integers in techniques using and
context interpreting
8Ni1 Add, subtract, mathematical notation
multiply and divide correctly
integers

2
KLISS Mathematics Year 7 Number
Week Unit Reference
2 Number and patterns –
Factors, Multiples, Prime
numbers
Number and patterns –
Index numbers, Finding
prime factors, Expressing a
number as a product of
prime number
Lesson Objectives Learning Outcomes Suggested Learning Assessment Resources Remarks
Activities / Points to
Note
7Ni2 – Recognise Students can - Give students the definition AO1 Demonstrate Multiples game :
multiples, factors, of factors, multiples and prime knowledge and https://www.turtlediar
- Understand the terms
common factors, primes number and compute the understanding of y.com/game/finding-
multiples and factors.
(all less than 100), - give examples of common factors and multiples of a mathematical factors.html
making use of simple multiples and common numbers techniques using and
tests of divisibility; find factors. interpreting
the lowest common - Can work out the highest - Students finding multiples mathematical notation
multiple in simples cases; common factor and least through the online game correctly Factors and multiples
use the ‘sieve’ for common multiple using the game :
division method - Dividing students in pairs, https://www.nctm.org/
generating primes
developed by find factors or multiples Classroom-
Eratosthenes through the online maths game Resources/Illuminatio
ns/Interactives/Factor-
- Students do the exercises of Game/
factors, multiples and prime
numbers in paper form and ask
one student to show one
answer to a question in Eratostheses’ sieve:
whiteboard
https://
www.transum.org/
software/
Sieve_of_Eratosthene
s/
7Ni2 – Recognise Students can - Teach students to find AO1 Demonstrate Expressing a number
multiples, factors, common factors, common knowledge and as a product of prime
- Can work out the highest
common factors, primes multiple by list down the understanding of number:
common factor and least
(all less than 100), common multiple using the factors and multiples mathematical https://mrnussbaum.co
making use of simple division method techniques using and m/factorization-forest-
tests of divisibility; find - Can work out the highest - Teach students to find the interpreting online-game
the lowest common common factor and least lowest common multiple and mathematical notation
multiple in simples cases; common multiple using the highest common factor by Lowest common
prime factorisation method division multiple, Highest
3
KLISS Mathematics Year 7 Number
Week Unit Reference
3 Number and patterns –
Place values, decimals, and
rounding
Lesson Objectives Learning Outcomes Suggested Learning Assessment Resources Remarks
Activities / Points to
Note
use the ‘sieve’ for - Give examples of prime - Students practices compute correctly common factor game:
generating primes numbers and prime factors. the lowest common multiple
developed by - Use the Sieve of and highest common factor https://
Eratosthenes to identify www.interactive-
Eratosthenes through the online maths
prime numbers. maths.com/hcf-and-
exercise
lcm-qqi-bingo.html
- Students do the exercises of
common factors, common
multiples, lowest common
multiples and highest common
factors in paper form and ask
one student to show one
answer to a question in
whiteboard
- Bingo game to find lowest
common multiple and highest
common factor
7Np1 Interpret decimal Students can - Use a place value table to AO1 Demonstrate
notation and place value; learn about place value and knowledge and
- Describe the value of each
multiply and divide digit values. understanding of
digit in a decimal
whole numbers and - Multiply and divide a mathematical
decimals by 10, 100 or - Arrange numbers using place techniques using and
number by 10, 100, or
1000 1000. values. interpreting
- Write whole numbers from mathematical notation
7Np2 Order decimals smallest to largest. - Use the place value table to correctly
including measurements, - Round numbers to the help students multiply and
changing these to the nearest 10, 100, or 10000 divide by 10, 100, or 1000
same units
- Round numbers to the nearest
7Np3 Round whole 10, 100, or 1000
numbers to the nearest
10, 100 or 1000 and
decimals, including
measurements, to the
nearest whole number or
4
KLISS Mathematics Year 7 Number
Week Unit Reference Lesson Objectives Learning Outcomes Suggested Learning Assessment Resources Remarks
Activities / Points to
Note

one decimal place

Number and patterns –
Place values, decimals, and
rounding
7Nc8 Add and subtract
integers and decimals,
including numbers with
different numbers of
decimal places
7Nc9 Multiply and divide
decimals with one and/or
two places by single-digit
numbers, e.g. 13.7 × 8,
4.35 ÷ 5
Students can
- Add and subtract decimals,
including numbers with
different decimal places
- Multiply and divide
decimals with one or two
decimal places by single-digit
numbers
- Use columns to add and AO1 Demonstrate
subtract decimals knowledge and
understanding of
mathematical
techniques using and
- Show the working to interpreting
multiply decimals with one mathematical notation
or two digit numbers correctly

4 Number and patterns –
Place values, decimals, and
rounding
7Nc8 Add and subtract
integers and decimals,
including numbers with
different numbers of
decimal places
7Nc9 Multiply and divide
decimals with one and/or
two places by single-digit
numbers, e.g. 13.7 × 8,
4.35 ÷ 5
Students can
- Add and subtract decimals,
including numbers with
different decimal places
- Multiply and divide
decimals with one or two
decimal places by single-
digit numbers
- Use columns to add and AO1 Demonstrate
subtract decimals knowledge and
understanding of
mathematical
techniques using and
Show the working to multiply interpreting
decimals with one or two digit mathematical notation
numbers correctly

8Nc12 Divide integers
and decimals by a single-
digit number, continuing
the division to a specified
number of decimal
places, e.g. 68 ÷ 7
7Nc11 Know when to
round up or down after
division when the context
Students can - Show students to add a 0 at AO1 Demonstrate
the right when dividing knowledge and
- Divide integers and
decimals. understanding of
decimals by a single-digit
number to a specified - Describe when to round up mathematical
number of decimal places or down depending on the techniques using and
- Know when to round up or context of the answer. interpreting
down depending on the mathematical notation
context which requires a correctly
whole number answer

5
KLISS Mathematics Year 7 Number
Week Unit Reference Lesson Objectives Learning Outcomes Suggested Learning Assessment Resources Remarks
Activities / Points to
Note

requires a whole-number
answer

5 Number and patterns –
Fractions
7Nf1 Recognise the Students can AO1 Demonstrate
equivalence of simple knowledge and
- Convert between fractions - Show students how to
fractions, decimals and understanding of
and decimals convert from decimals to
percentages - Simplify a fraction to its mathematical
fractions. techniques using and
lowest terms
7Nf2 Simplify fractions - Order fractions from the - Define the term equivalent interpreting
by cancelling common smallest to the largest. fraction and show it. mathematical notation
factors and identify - Show students what is correctly
equivalent fractions; meant by lowest terms.
change an improper - Ask students to use the
fraction to a mixed equivalent fraction concept
number, and vice versa; to change the denominator
convert terminating and compare their value.
decimals to fractions, e.g.
23
0.23 =
100
7Nf3 Compare two
fractions by using
diagrams, or by using a
calculator to convert the
fractions to decimals,

3 13
e.g. and
5 20

6 Number and patterns – 7Nf4 Add and subtract Students can - Show students the steps to AO1 Demonstrate
Fractions two simple fractions, e.g. add and subtract fractions. knowledge and
- Add and subtract fractions
1 9 11 5 and mixed numbers
- Instruct students to convert understanding of
+ , − ; find the mixed numbers into an mathematical
8 8 12 6 - Order fractions by writing
with common improper fraction before techniques using and
fractions of quantities
denominators interpreting

6
KLISS Mathematics Year 7 Number
Week Unit Reference Lesson Objectives Learning Outcomes Suggested Learning Assessment Resources Remarks
Activities / Points to
Note

(whole number answers) - Find fractions of quantities adding or subtracting. mathematical notation
- Demonstrate how to find correctly
8Nf2 Convert a fraction fractions of quantities.
to a decimal using
division; know that a
recurring decimal is a
fraction

8Nf3 Order fractions by

writing with common
denominators or dividing
and converting to
decimals

8Nf4 Add and subtract

fractions and mixed
numbers; calculate
fractions of quantities
(fraction answers);

7
 KUEEN LAI INTERNATIONAL SECONDARY SCHOOL

Mathematics Year 7

Scheme of Work: Algebra

Key Stage: 3 Year Group: 7 Duration: 6 Weeks

Aim / Information about the unit This unit is algebra. The aim of this unit is providing the fundamental algebra ideas to the students for them to study mathematics at a higher level and apply the skills
in other subjects when needed.

Topic and Syllabus Reference This topic covered variables, algebraic terms, like terms, sequences, brackets, simple factorisation, changing the subject of the formula, solving linear equations with
Covered one variable

Prior Learning Addition, subtraction, multiplication and division of numbers

Expectations At the end of this unit:

All: students can add and subtract like terms, factorise common factors,

Most: students can generate sequences, construct linear expressions, substitute number into expressions and find the value of unknowns using a function
machine

Some: students can change the subject of the equation and solve linear equations

Keywords / Language for Variables, unknowns, algebraic terms, sequences, expanding brackets, factorisation with common factors, changing the subject of the formula, solving linear equations
learning with one variable.

Resources/Link https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-lower-secondary/curriculum/science/

Assessment https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-lower-secondary/assessment/

Future learning Mathematics Year 8

Adapting the Unit/ cross subject

Learning
KLISS Mathematics Year 7 Algebra
Week Unit Reference Lesson Objectives
1 Algebra 7Ae1 Use letters to
represent unknown
- Generating Sequences
numbers or variables;
- Variables
know the meanings of the
words term, expression
and equation
7Ae2 Know that
algebraic operations
follow the same order as
arithmetic operations
7Ae3 Construct simple
algebraic expressions by
using letters to represent
numbers
7As1 Generate terms of
an integer sequence and
find a term given its
position in the sequence;
find simple term-to-term
rules
7As2 Generate sequences
from spatial patterns and
describe the general term
in simple cases
Algebra 7As3 Represent simple
functions using words,
- Representing simple symbols and mappings
functions
- Constructing 7Ae6 Substitute positive
integers into simple linear
Expressions
expressions/formulae
- Deriving and Using
Formula
Learning Outcomes
Students can
- Use letters to represent an
unknown quantity
- Generate terms of an
integer sequence
- Find a term in the
sequence given its position
in a sequence
- Generate sequences from
patterns
Students can
- Use function machine and
mapping diagram to
represent functions
- Work out the input and
output of a function
machine
- Construct simple algebraic
Suggested Learning Assessment Resources Remarks
Activities / Points to
Note
- Describe an unknown AO1 Demonstrate
quantity as a variable knowledge and
- Demonstrate how to find understanding of
patterns by using shapes. mathematical
When students have been techniques using and
more aware of their task, interpreting
show them sequences of mathematical notation
numbers. correctly
- Define terms and how it
relates to sequences
- Show students a function AO1 Demonstrate
machine knowledge and
- Use the function machine to understanding of
help students understand the mathematical
idea of an inout and output. techniques using and
- Use the input and output to interpreting
mathematical notation
9
KLISS Mathematics Year 7 Algebra
Week Unit Reference Lesson Objectives Learning Outcomes Suggested Learning Assessment Resources Remarks
Activities / Points to
Note

7Ae7 Construct and solve
simple linear equations
with integer coefficients
(unknown on one side
only),
e.g. 2x = 8, 3x + 5 = 14, 9
– 2x = 7
expression define domain and range correctly
- Substitute integers into - Introduce the concept of
expressions in a formula mapping in functions.
- Show students how to
substitute integers into their
expressions

9Ae7 Substitute positive

and negative numbers
into expressions and
formulae

10
KLISS Mathematics Year 7 Algebra
Week Unit Reference Lesson Objectives Learning Outcomes Suggested Learning Assessment Resources Remarks
Activities / Points to
Note

2 Algebra 7As3 Represent simple
functions using words,
- Representing simple symbols and mappings
functions
- Constructing 7Ae6 Substitute positive
integers into simple linear
Expressions
expressions/formulae
- Deriving and Using
Formula 7Ae7 Construct and solve
simple linear equations
with integer coefficients
(unknown on one side
only),
e.g. 2x = 8, 3x + 5 = 14, 9
– 2x = 7
Students can - Show students a function AO1 Demonstrate
machine knowledge and
- Use function machine and
- Use the function machine to understanding of
mapping diagram to
represent functions help students understand the mathematical
- Work out the input and idea of an inout and output. techniques using and
output of a function - Use the input and output to interpreting
machine define domain and range mathematical notation
- Construct simple algebraic - Introduce the concept of correctly
expression mapping in functions.
- Substitute integers into
- Show students how to
expressions in a formula
substitute integers into their
expressions

9Ae7 Substitute positive

and negative numbers
into expressions and
formulae

Algebra 7Ae4 Simplify linear
expressions, e.g. collect
- Like terms
like terms; multiply a
- Adding and subtracting
constant over a bracket
like terms
- Expanding brackets 8Ae2 Know that
algebraic operations,
including brackets,
follow the same order as
Students can
- Simplify an expression by
collecting like terms
- Expand a term that
includes brackets
- Apply the law of
arithmetic operations on
algebraic terms
- Understand the index
- Define like terms AO1 Demonstrate
knowledge and
- Show how to add and subtract
understanding of
like terms
mathematical
techniques using and
interpreting
mathematical notation
- Teach students the steps to
11
KLISS Mathematics Year 7 Algebra
Week Unit Reference Lesson Objectives Learning Outcomes Suggested Learning Assessment Resources Remarks
Activities / Points to
Note

3 Algebra
- Collecting like terms
arithmetic operations; use
index notation for small
positive integer powers
7Ae4 Simplify linear
expressions, e.g. collect
like terms; multiply a
constant over a bracket
operations for the cases of expand brackets correctly
2 3
x , x ,and x
- Identify and represent
unknown numbers in
- problems.
Students can - Define common factors AO1 Demonstrate
knowledge and
- Collect like terms by - Show students factorisation
understanding of
factorising the common by common factor and like
factors mathematical
terms. techniques using and
interpreting
mathematical notation
correctly

Algebra 7Ae4 Simplify linear
expressions, e.g. collect
- Change the subject of a
like terms; multiply a
formula
constant over a bracket
9Ae6 Derive formulae
and, in simple cases,
change the subject; use
formulae from
mathematics and other
subjects
Students can - Teach students the steps to AO1 Demonstrate
rearrange an equation knowledge and
- Simplify algebraic
understanding of
equations by collecting
mathematical
like terms
techniques using and
- Rearrange the equation to
interpreting
express a variable in the
mathematical notation
terms of a different
correctly
variable.

4 Algebra 7Ae6 Substitute positive
integers into simple linear
- Constructing Linear
expressions/formulae
Equations
- Solve Linear Equations 7Ae7 Construct and solve
simple linear equations
with integer coefficients
(unknown on one side
only), e.g. 2x = 8, 3x + 5
= 14, 9 – 2x = 7
Students can
- Substitute integers into
expressions and equations
- Construct and solve linear
equations with integer
coefficients (unknown on
either or both sides with or
without brackets).
- Show students how to AO1 Demonstrate
substitute integers into knowledge and
expressions and equations understanding of
- Demonstrate how to mathematical
construct linear equations techniques using and
- Show students how to interpreting
change the subject of the mathematical notation
formula correctly
- Solve the linear equation
after changing the subject of

12
KLISS Mathematics Year 7 Algebra
Week Unit Reference Lesson Objectives Learning Outcomes Suggested Learning Assessment Resources Remarks
Activities / Points to
Note

9Ae8 Construct and solve the formula

linear equations with
integer coefficients (with
and without brackets,
negative signs anywhere
in the equation, positive
or negative solution);
solve a number problem
by constructing and
solving a linear equation

5 Algebra 9Ae11 Understand and Students can AO1 Demonstrate

use inequality signs (<, >,
- Inequalities
⩽, ⩾); construct and
- Linear Inequalities in
solve linear inequalities
One Variable in one variable;
represent the solution set
on a number line
- Represent an inequality on
the number line
- Understand and use
inequality signs
- Construct linear inequality
in one variable
- Solve linear inequality in
one variable
- Represent the solution set
in one line
knowledge and
- Define inequalities
understanding of
- Show students how to
mathematical
construct linear inequalities techniques using and
- Teach students about interpreting
changing the subject of the mathematical notation
formula in equalities to correctly
solve the inequality

13