Unit 7.

5 Probability

7.5 Topic 2
7.5 Topic 1 Mutually
exclusive Thinking and Working
Learning objectives covered in Unit 7.5 and topic summary: Expressing
outcomes and Mathematically
probability
experimental
probability

Use the language associated with probability and proportion to describe, compare, TWM.04 Convincing
7Sp.01 
order and interpret the likelihood of outcomes. TWM.07 Critiquing

Understand and explain that probabilities range from 0 to 1, and can be represented TWM.04 Convincing
7Sp.02 
as proper fractions, decimals and percentages. TWM.07 Critiquing

Identify all the possible mutually exclusive outcomes of a single event, and
7Sp.03  TWM.02 Generalising
recognise when they are equally likely to happen.

7Sp.04 Understand how to find the theoretical probabilities of equally likely outcomes. 

Design and conduct chance experiments or simulations, using small and large
7Sp.05 numbers of trials. Analyse the frequency of outcomes to calculate experimental 
probabilities.
Unit 7.5 Topic 1 Expressing probability
Outline of topic:
Learners will become familiar with the language of probability. They will write theoretical probabilities of equally likely outcomes in the context of a game. Learners
will create and critique probability statements and consider their relationship by ordering them in terms of how likely they are to occur.

Language:
Key vocabulary:
probability scale
theoretical probability
impossible, likely, certain
random
outcome

Key phrases:
The probability of …. is ….
p(___) =__

Recommended prior knowledge:

Know the basic concept of probability (as the chance of things happening) and its associated language
 Mental strategies, possible misconceptions
Learning objectives Suggested teaching activities and resources
and comments
7Sp.04 Understand how to Learners work in small groups to play a card game and consider the When expressing probability, the fraction form
find the theoretical probabilities of outcomes of the game. Give learners a set of 13 playing cards is often useful and it is recommended not to
probabilities of equally likely of one suit. For the purpose of the game, the King is the highest card, followed simplify the fraction since the denominator
outcomes. by the Queen, then the Jack, then the 10 etc. The Ace represents one. indicates the number of total possible
outcomes being considered.
The game:
Ask learners to shuffle the 13 cards and place them face down in a line. The Learners can start using the correct notation for
first card should be turned over to reveal its value. The player has to guess expressing probability: p(___) =__
whether the next card will be higher or lower. If the player guesses correctly
they continue and guess the next card, but if they guess incorrectly they lose
the game. The aim is to keep guessing correctly to turn over all 13 cards.

Each learner should play the game to see how many cards they can guess
correctly.

After each learner has played the game, ask learners to calculate the
theoretical probability of each card being higher or lower once the first card
was turned over and to write this in a table. For example:

First card Probability second Probability second

card is lower card is higher
Ace 0 1
1 11
Two
12 12
2 10
Three
12 12
…

This activity can be extended by asking learners to consider the probabilities of

getting higher and lower when they turn the third card. Learners will have to
make assumptions about the first card they turned and remember that there
are now fewer hidden cards.

Resources:
 Mental strategies, possible misconceptions
Learning objectives Suggested teaching activities and resources
and comments
Playing cards

7Sp.01 Use the language Learners work in pairs write six probability statements onto cards: two that are To support learners with this activity, display a
associated with probability and impossible, two that are likely and two that are certain. On the reverse of the probability scale from 0 to 1, with appropriate
proportion to describe, two likely cards they should indicate how likely they are by writing a fraction, descriptors written below.
compare, order and interpret decimal or percentage. Collect the likely statements from all learners and
the likelihood of outcomes. discuss with the class an agreed order from least likely to most likely.
Afterwards, the probabilities, recorded as fractions, decimals or percentages
7Sp.02 Understand and on the reverse, can be shown.
explain that probabilities range
from 0 to 1, and can be Learners will show they are critiquing (TWM.07) when they challenge
represented as proper any probabilities which appear out of order. They will show they are
fractions, decimals and convincing (TWM.04) when they determine whether the statement
percentages. order should be adjusted or whether the probability of some
statements could be changed, and explain their reasoning.
TWM.07 Critiquing
Comparing and evaluating For example:
mathematical ideas,
representations or solutions to Probability a consonant
identify advantages and Probability of scoring at Probability this
is chosen when you pick
disadvantages least 2 when you throw maths lesson will
a random letter from
a die finish on time
ZYXWVUTSRQ
TWM.04 Convincing 5
Presenting evidence to justify or 0.99 90%
6
challenge a mathematical idea or
solution 5
In this case the probabilities and 90% are accurate theoretical probabilities,
6
so cannot be adjusted. As the middle probability is an estimate, learners could
decide to adjust 0.99 to be lower than 90%, or to reorder the statements to be
correct.

Resources:
Blank cards
Unit 7.5 Topic 2 Mutually exclusive outcomes and experimental probability
Outline of topic:
Learners will become familiar with the meaning of mutually exclusive outcomes of an event and the significance of calculating outcomes. Learners will be able to
write probability statements, making use of the knowledge of chosen outcomes and possible outcomes and expressing them in fractional form.

Learners will explore the difference and relationship between experimental probability and theoretical probability and recognise the importance of increasing the
number of trials when doing an experiment.

Language:
Key vocabulary:
theoretical probability, experimental probability
mutually exclusive
outcome, event
random
frequency
trial

Key phrases:
The experimental probability of … is …
… and … are mutually exclusive outcomes

Recommended prior knowledge:

Know the basic concept of probability (as the chance of things happening) and its associated language
Know that mutually exclusive events are two or more events that cannot happen at the same time
Understand that probability can be estimated by conducting experiments
Know that frequency is a measure of how many times something occurs
 Mental strategies, possible misconceptions
Learning objectives Suggested teaching activities and resources
and comments
7Sp.03 Identify all the possible Give each learner a selection of coloured counters. Ask learners to imagine a
mutually exclusive outcomes counter is chosen at random and to write the probability of selecting each
of a single event, and colour. Ask learners:
recognise when they are Which colour was most likely to be chosen? How do you know?
equally likely to happen. Which colour was least likely to be chosen? How do you know?
Are any two colours equally likely to be chosen? How do you know?

Ask learners to find the total of the probabilities of all the colours.
What do the probabilities of outcomes total? Why do you think this is?
What does ‘1’ represent on a probability scale?

TWM.02 Generalising Discuss the results as a class. Learners will show they are
Recognising an underlying pattern generalising (TWM.02) when they notice that although each person
by identifying many examples that had a different selection of counters, each person calculated the same
satisfy the same mathematical total, so the sum of the probabilities of all mutually exclusive outcomes
criteria is 1.

Resources:
Coloured counters

7Sp.05 Design and conduct Give each pair of learners a selection of 10 coloured counters in a non-
chance experiments or transparent bag or box. Learners should not look at the counters.
simulations, using small and
large numbers of trials. Ask learners to choose a counter from the bag, record its colour and then put it
Analyse the frequency of back into the bag. They should do ten trials and record their results. Ask
outcomes to calculate learners to write the experimental probability of each colour. Explain to learners
experimental probabilities. that this is different from theoretical probability, as they are basing their
probabilities on an experiment and they do not know how many of each colour
are in the bag.

Now ask learners to do 100 trials and record their results. Before they begin,
ask them to predict what will happen, and then to explain their prediction.

Once they have calculated the experimental probabilities for each colour based
on 100 trials, learners can look at the counters in their bag. They should reflect
on all their results and consider the effect of doing more trials.
 Mental strategies, possible misconceptions
Learning objectives Suggested teaching activities and resources
and comments
Resources:
Coloured counters
Non-transparent bags or boxes

Unit 7.6 Sequences, functions and graphs

7.6 Topic 1 7.6 Topic 4

Generating 7.6 Topic 3 Graphs
Learning objectives covered in Unit 7.6 and 7.6 Topic 2 Thinking and Working
terms and Straight line related to Mathematically
topic summary: finding rules
Functions
graphs rates of
of sequences change

Understand term-to-term rules, and generate

TWM.01 Specialising
7As.01 sequences from numerical and spatial patterns (linear 
TWM.03 Conjecturing
and integers).
Understand and describe 𝑛th term rules algebraically
7As.02 
(in the form 𝑛 ± 𝑎, 𝑎 × 𝑛 where 𝑎 is a whole number).

Understand that a function is a relationship where each

input has a single output. Generate outputs from a
7As.03  TWM.02 Generalising
given function and identify inputs from a given output
by considering inverse operations (linear and integers).

Understand that a situation can be represented either

in words or as a linear function in two variables (of the TWM.02 Generalising
7As.04  
form 𝑦 = 𝑥 + 𝑐 or 𝑦 = 𝑚𝑥), and move between the TWM.03 Conjecturing
two representations.
 7.6 Topic 1 7.6 Topic 4
Generating 7.6 Topic 3 Graphs
Learning objectives covered in Unit 7.6 and 7.6 Topic 2 Thinking and Working
terms and Straight line related to Mathematically
topic summary: finding rules
Functions
graphs rates of
of sequences change

Use knowledge of coordinate pairs to construct tables

of values and plot the graphs of linear functions, where TWM.02 Generalising
7As.05 
𝑦 is given explicitly in terms of 𝑥 (𝑦 = 𝑥 + 𝑐 or TWM.03 Conjecturing
𝑦 = 𝑚𝑥).

Recognise straight-line graphs parallel to the 𝑥- or 𝑦-

7As.06 
axis.

Read and interpret graphs related to rates of change. TWM.01 Specialising

7As.07 
Explain why they have a specific shape. TWM.05 Characterising
Unit 7.6 Topic 1 Generating terms and finding rules of sequences
Outline of topic:
Learners will create different sequences considering term-to-term relationships. Learners will become familiar with position-to-term relationships and understand
how to write the nth term rule of a sequence.

Language:
Key vocabulary:
term, position, rule
nth term
Fibonacci sequence

Key phrases:
The next number in the sequence will be …
The term-to-term rule for this sequence is …
The nth term of the sequence is …

Recommended prior knowledge:

Count on and count back in steps of constant size, including fractions and decimals, and extend beyond zero to include negative numbers
Generate and continue sequences from term-to-term rules
Use the relationship between repeated addition of a constant and multiplication to find and use a position-to-term rule
 Mental strategies, possible misconceptions
Learning objectives Suggested teaching activities and resources
and comments
7As.01 Understand term-to- Ask learners to choose two single-digit numbers and use these to generate a
term rules, and generate sequence, similar to the Fibonacci sequence, where each term is the sum of
sequences from numerical and the two previous terms. For example, beginning with first and second terms 3
spatial patterns (linear and and 5, learners should generate the sequence:
integers). 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, …

Ask learners to find a sequence like this where the 10th term is 165.
(Answer: start with 3 and 3).
Ask learners to find a sequence like this where the 10th term is 144.
(Answer: start with 2 and 3).
TWM.01 Specialising
Choosing an example and Learners will show they are specialising (TWM.01) when they
checking to see if it satisfies or systematically try different starting numbers to generate a sequence
does not satisfy specific with the required 10th term.
mathematical criteria
Ask learners:
What other questions could you ask about these types of sequences? What
could you investigate further?

TWM.03 Conjecturing Learners will show they are conjecturing (TWM.03) when they
Forming mathematical questions suggest questions or ideas that may or may not be true. For example,
or ideas learners may conjecture that they can find a similar sequence where
the 5th term is 50. Or they may question whether it is possible to have
an odd number in the10th term when at least one of the two starting
terms is even.

7As.02 Understand and Give learners a set of cards showing nth term rules in the form a × n and the It is important to establish that nth term relates
describe 𝑛th term rules matching sequences. Ask learners to match the nth term with the sequence. to position-to-term. 2n does not mean double
algebraically (in the form For example, 5𝑛 and 5,10,15 …, 11𝑛 and 11, 22, 33, … the previous term. Rather, it is the double the
𝑛 ± 𝑎, 𝑎 × 𝑛 where 𝑎 is a position. So, the value of the 10th term will be
whole number). Ask learners: 2 × 10 which gives 20.
What do you notice?

Ask learners to create other similar ‘times table’ sequences and establish the
nth term for each one.
 Mental strategies, possible misconceptions
Learning objectives Suggested teaching activities and resources
and comments
Then repeat the activity for sequences with nth term rules in the form n ± a. Ask
learners what they notice about sequences in the form n ± a where a is a
whole number. (Answer: they always increase by one each time, but have
different starting points.)

Unit 7.6 Topic 2 Functions

Outline of topic:
Learners will consider 3-step function machines, their inputs and outputs, and how they operate, making links with equations in the form 𝑦 = 𝑥 + 𝑐 or 𝑦 = 𝑚𝑥.

Language:
Key vocabulary:
function
input, output
operation, inverse operation

Key phrases:
The input of the function is …
The output of the function is …

Recommended prior knowledge:

Understand that letters can represent variables, coefficients, constants or unknown numbers
Understand and use the correct conventions for writing algebra
 Mental strategies, possible misconceptions
Learning objectives Suggested teaching activities and resources
and comments
7As.03 Understand that a Learners work in pairs for this activity. Ask each learner to create a 3-step
function is a relationship where function machine using three of these operations in any order:
each input has a single output.
Generate outputs from a given 5 +3 2 10
function and identify inputs
from a given output by For example, they might create the 3-step function machine:
considering inverse operations
(linear and integers).

Ask learners to choose an integer input number and generate the output. Then
they should give the output number, and the 3-step function, to their partner
and ask them to try to find the input they used. They should repeat this several
times and aim to find the inputs by using inverse operations rather than using a
trial and error method.
TWM.02 Generalising
Recognising an underlying pattern Learners will show they are generalising (TWM.02) when they begin
by identifying many examples that to recognise and describe a relationship between the output values
satisfy the same mathematical and the input values.
criteria
Then show learners other representations of functions, such as mapping
diagrams or tables of values, and ask them to describe in words how the
7As.04 Understand that a
function works. They should also write each representation as a linear function
situation can be represented
in two variables e.g.
either in words or as a linear
function in two variables (of
the form 𝑦 = 𝑥 + 𝑐 or 0 1 2 3 4 5 6 7 8 9 10
𝑦 = 𝑚𝑥), and move between Double the input to get the output
the two representations.
𝑦 = 2𝑥
0 1 2 3 4 5 6 7 8 9 10

Input Output
𝒙 𝒚 Add 5 to the input to get the output
36 41
2 7 𝑦=𝑥+5
477 482
 Mental strategies, possible misconceptions
Learning objectives Suggested teaching activities and resources
and comments

7As.04 Understand that a Show learners the following problem:

situation can be represented
either in words or as a linear Jamila is raising money for a charity by completing a long-distance running
function in two variables (of event. Hassan says he will donate $3 for every mile she runs.
the form 𝑦 = 𝑥 + 𝑐 or
𝑦 = 𝑚𝑥), and move between Ask learners:
the two representations. How much money will Hassan donate if Jamila runs 16 miles?
If Hassan donates $24, how many miles did Jamila run?

Ask learners to represent the situation as a function where j (input) is the

number of miles Jamila runs and h (output) is the amount of money Hassan
donates. (Answer: ℎ = 3𝑗)

Then tell learners the amount of money Safia will donate to Jamila can be
represented by the function 𝑠 = 𝑗 + 5.

Ask learners:
How much money will Safia donate if Jamila runs 16 miles?
If Safia donates $24, how many miles did Jamila run?

Ask learners to describe in words how much money Safia will donate. (Answer:
Safia will donate $5 more than the number of miles Jamila runs.)
Unit 7.6 Topic 3 Straight line graphs
Outline of topic:
Learners will use rules (nth term) to generate sets of coordinate pairs to represent sequences graphically. They will consider the positions of these lines and their
gradients to support their understanding of the sequence rules.

Language:
Key vocabulary:
nth term
coordinate pairs
linear graphs
parallel
gradient, intercept
y-axis, x-axis

Key phrases:
The graph with equation … is parallel to the x-axis/y-axis

Recommended prior knowledge:

Drawing axes and scales accurately
Reading and plotting points using coordinate notation
Understand that letters can represent variables, coefficients, constants or unknown numbers
 Mental strategies, possible misconceptions
Learning objectives Suggested teaching activities and resources
and comments
7As.06 Recognise straight-line Give learners the equations of lines parallel to the x- or y- axis, e.g. x = 4, Possible misconceptions:
graphs parallel to the 𝑥- or 𝑦- y = -3, x = 0, y = 0. They draw each of the lines as graphs and describe them. Learners often incorrectly think that graphs of
axis. Ask learners: the form x = a are parallel to the x-axis and
What points are on your line? What do you notice? graphs of the form y =b are parallel to the y-
axis. Asking learners to discuss the
Discuss findings and then ask: coordinates on the lines should lead them to
Without drawing the graph, what can you say about the graph y = 5? realise this is incorrect.
(Answer: It is parallel to the x-axis and 5 units above it.)
Without drawing the graph, what can you say about the graph x = -2?
(Answer: It is parallel to the y-axis and 2 units to the left of it.)

7As.05 Use knowledge of Draw an empty table of values and a set of axes on the board. Ask learners to
coordinate pairs to construct write a coordinate pair where the y-coordinate is double the x-coordinate. Then
tables of values and plot the ask each learner to write their coordinate pair in the table of values on the
graphs of linear functions, board and plot their coordinate on the set of axes, if possible.
where 𝑦 is given explicitly in Ask learners:
terms of 𝑥 (𝑦 = 𝑥 + 𝑐 or What do you notice about the coordinates?
𝑦 = 𝑚𝑥). Learners should notice the coordinates can be connected with a single straight
line.
7As.04 Understand that a
situation can be represented Explain to learners that, as a class, they have drawn the graph of the linear
either in words or as a linear function 𝑦 = 2𝑥. Then ask them to follow the same process, firstly to draw a
function in two variables (of set of axes and table of values for the linear function 𝑦 = 3𝑥 and then to draw
the form 𝑦 = 𝑥 + 𝑐 or the graph.
𝑦 = 𝑚𝑥), and move between
the two representations. Ask learners:
Describe the function in words (Answer: the y-coordinate is treble the x-
coordinate)
What do you think the graph will look like?
How is the graph of 𝑦 = 3𝑥 similar to, and different from, the graph of
TWM.03 Conjecturing 𝑦 = 2𝑥?
Forming mathematical questions
or ideas Learners will show they are conjecturing (TWM.03) when they
suggest ideas of what the graph of 𝑦 = 3𝑥 will look like. Learners will
TWM.02 Generalising show they are generalising (TWM.02) when they notice how changing
Recognising an underlying pattern
by identifying many examples that
the value of 𝑚 affects the graph of 𝑦 = 𝑚𝑥.
 Mental strategies, possible misconceptions
Learning objectives Suggested teaching activities and resources
and comments
satisfy the same mathematical Repeat this activity with graphs of 𝑦 = 𝑥 + 𝑐.
criteria

Unit 7.6 Topic 4 Graphs related to rates of change

Outline of topic:
Learners will explore line graphs that have practical applications. They will examine graphs and discuss possible variables that they could represent. Learners will
understand that rates of change relate to graphs where the 𝑥-axis represents time.

Language:
Key vocabulary:
rate of change
axes
variables

Recommended prior knowledge:

Reading points using coordinate notation
Understand that letters can represent variables, coefficients, constants or unknown numbers
 Mental strategies, possible misconceptions
Learning objectives Suggested teaching activities and resources
and comments
7As.07 Read and interpret Show learners the graph below: One possibility is that this graph shows the rate
graphs related to rates of of change of a variable over time. Some
change. Explain why they possible variables for the axes could be:
have a specific shape. time and distance from home
time and temperature of water in a pan
time and depth of water in a flask

Ensure learners understand that this graph

could not be a conversion graph, for example
where the variables are miles and kilometres,
as this relationship would be represented by a
straight-line graph.

Ask learners:
How would you describe this graph to someone who could not see it and had
to recreate it on a blank piece of paper?
What variables might be on the two axes? Think of as many examples as you
can.
Are there any variables for the two axes that would not be good examples for
this graph? Why?
TWM.05 Characterising
Identifying and describing the
Learners will show they are characterising (TWM.05) when they
mathematical properties of an
object describe the features of the graph using mathematical terms and
definitions. They will show they are specialising (TWM.01) when they
TWM.01 Specialising think of possible and impossible variables for each of the two axes.
Choosing an example and
checking to see if it satisfies or Then ask learners to choose one pair of variables (e.g. time and temperature)
does not satisfy specific and ask:
mathematical criteria What is the ‘story’ of this graph?

For another challenge, involving graphs related to rates of change try the
NRICH task: Maths Filler (https://nrich.maths.org/6424).
 Mental strategies, possible misconceptions
Learning objectives Suggested teaching activities and resources
and comments
Resources:
NRICH task

Unit 7.7 Position and transformation

7.7 Topic 1
7.7 Topic 2
Distance Thinking and Working
Reflection,
Learning objectives covered in Unit 7.7 and topic summary: between
rotation and Mathematically
coordinates
enlargement
and translation

Understand that if two 2D shapes are congruent, corresponding sides and angles
7Gg.02   TWM.04 Convincing
are equal.

Use knowledge of 2D shapes and coordinates to find the distance between two
7Gp.02  TWM.04 Convincing
coordinates that have the same 𝑥 or 𝑦 coordinate (without the aid of a grid).

Use knowledge of translation of 2D shapes to identify the corresponding points

7Gp.03  TWM.02 Generalising
between the original and the translated image, without the use of a grid.

Reflect 2D shapes on coordinate grids, in a given mirror line (𝑥- or 𝑦-axis),

7Gp.04 
recognising that the image is congruent to the object after a reflection.

Rotate shapes 90º and 180º around a centre of rotation, recognising that the image
7Gp.05 
is congruent to the object after a rotation.

Understand that the image is mathematically similar to the object after enlargement.
7Gp.06 
Use positive integer scale factors to perform and identify enlargements.
Unit 7.7 Topic 1 Distance between coordinates and translation
Outline of topic:
Learners will develop understanding of finding dimensions of 2D shapes from given coordinates and will explore properties of congruent shapes. They will identify
corresponding points between original and translated images.

Language:
Key vocabulary:
x- and y-coordinates
congruent
transformation
translation, translate

Key phrases:
The distance between the coordinates … and … is …
The shape has been translated … right/left and … up/down

Recommended prior knowledge:

Read and plot coordinates
Translate 2D shapes on coordinate grids
 Mental strategies, possible misconceptions
Learning objectives Suggested teaching activities and resources
and comments
7Gp.02 Use knowledge of 2D Learners work in pairs to find the coordinates of points A and B in the diagram
shapes and coordinates to find below, which shows six congruent rectangles:
the distance between two
coordinates that have the
same 𝑥 or 𝑦 coordinate
(without the aid of a grid).

7Gg.02 Understand that if two

2D shapes are congruent,
corresponding sides and
angles are equal.

Learners should record the steps taken to reach their solutions.

Ask learners to explain their reasoning, which will draw on their
TWM.04 Convincing knowledge of coordinates but which will also involve calculating the
Presenting evidence to justify or length and breadth of the six rectangles. Learners will show they are
challenge a mathematical idea or convincing (TWM.04) when they can explain their method with
solution coherent reasoning.

7Gp.03 Use knowledge of A computer game involves moving shapes onto their identical shapes. Shapes Tracing paper can be used to support this
translation of 2D shapes to can only move horizontally or vertically. Learners discuss in pairs how activity. Learners will see that there is a
identify the corresponding rectangle A can be moved so that it is on top of matching rectangle B. The movement across and down. Establish that the
points between the original rectangle is 4 units long and 3 units wide. ‘across’ movement is given first, positive
and the translated image, indicating to the right, negative indicating to the
without the use of a grid. left. The ‘vertical’ movement is given second,
positive indicating up, negative indicating
7Gp.02 Use knowledge of 2D down.
shapes and coordinates to find
the distance between two
coordinates that have the
same 𝑥 or 𝑦 coordinate
(without the aid of a grid).
Tell learners the top left corner of rectangle A is on the coordinate (9, 4). Ask
learners:
 Mental strategies, possible misconceptions
Learning objectives Suggested teaching activities and resources
and comments
What is the coordinate of the top left corner of rectangle B?
What are the other coordinates of rectangle B?

Repeat this activity with other shapes, such as a scalene triangle.

Ask learners:
How would you move shape A so that it is on top of shape B?
Fill in the missing coordinates of the vertices of triangle A and triangle B.
Can you find the length of the base of the triangle?

Resources:
Tracing paper (for support)

7Gp.03 Use knowledge of Give learners the following problem:

translation of 2D shapes to Point A has coordinates (5, 6). Point A is translated 2 left and 4 up and labelled
identify the corresponding point B. Point B is then translated 5 left and 6 up and labelled point C.
points between the original What are the coordinates of point C?
and the translated image, Describe the translation between point A and point C. What do you notice?
without the use of a grid.
Learners will show they are generalising (TWM.02), when they notice
TWM.02 Generalising the translation between point A and point C (7 left and 10 up) can be
Recognising an underlying pattern found by combining the translations from A to B and B to C.
by identifying many examples that
 Mental strategies, possible misconceptions
Learning objectives Suggested teaching activities and resources
and comments
satisfy the same mathematical Ask learners similar questions, this time including negative numbers and mixed
criteria directions, for example:
The point A has coordinates (-4, 0). Point A is translated 3 left and 7 down and
labelled point B. Point B is then translated 5 right and labelled point C.
What are the coordinates of point C?

Unit 7.7 Topic 2 Reflection, rotation and enlargement

Outline of topic:
Learners will become familiar with reflection and rotation and understand a shape is congruent after reflections and rotations. They will begin to distinguish
between shapes that are congruent and similar. They will understand that enlargements are defined using scale factors and that scale factors are used to compare
similar shapes.

Language:
Key vocabulary:
corresponding sides and angles
grid, x- and y-axis
transformation
reflect, rotate, enlarge
congruent, similar
mirror line
centre of rotation, direction, clockwise, anticlockwise, angle of rotation
scale factor

Key phrases:
The shape has been enlarged by a scale factor of …

Recommended prior knowledge:

Read and plot coordinates
Reflect 2D shapes in a given mirror line
Rotate shapes 90º around a vertex
 Mental strategies, possible misconceptions
Learning objectives Suggested teaching activities and resources
and comments
7Gp.04 Reflect 2D shapes on Establish that a reflection is defined by specifying a mirror line, e.g. ‘Triangle Possible misconceptions:
coordinate grids, in a given ABC is reflected along the 𝑦-axis.’ Learners may not recognise that shapes are
mirror line (𝑥- or 𝑦-axis), congruent if they are in different orientations
recognising that the image is Give learners three coordinates. Ask them to join the points and then reflect after a reflection.
congruent to the object after a the triangle in the 𝑦-axis.
reflection.
Ask learners:
What do you notice about the coordinates of the new points?
What do you notice about the triangles?

Learners should recognise the triangles are congruent after a reflection

because the corresponding sides and angles are equal.

Give learners three new coordinates and ask:

What would the coordinates of the vertices of the triangle be if the triangle was
reflected in the 𝑦-axis?
What would the coordinates of the vertices of the triangle be if the triangle was
reflected in the 𝑥-axis?

Resources:
Squared paper, tracing paper

7Gp.05 Rotate shapes 90º and Establish that rotation is defined by specifying the centre of rotation, the Possible misconceptions:
180º around a centre of amount of rotation and the direction of rotation (clockwise or anticlockwise), Learners may not recognise that shapes are
rotation, recognising that the e.g. 'Triangle ABC is rotated 90° in an anticlockwise direction about (0, 0).' congruent if they are in different orientations
image is congruent to the after a rotation.
object after a rotation. Give learners three coordinates. Ask them to join the points and then rotate the
triangle 90° anticlockwise around (0, 0) three times.
Ask learners:
What do you notice about the coordinates of the new points?
What do you notice about the triangles?

Learners should recognise that the triangles are congruent after each rotation
because the corresponding sides and angles are equal.

Give learners three new coordinates and ask:

 What would the coordinates of the vertices of the triangle be if it was rotated
90° about (0, 0)?
What about when it has been rotated through 180° about (0, 0)?

For another challenge involving rotations of 90º try the NRICH task: Attractive
Rotations (https://nrich.maths.org/6987).

Resources:
NRICH task
Squared paper, tracing paper

7Gp.06 Understand that the Show learners a rectangle measuring 4 units by 3 units and another rectangle Possible misconceptions:
image is mathematically measuring 8 units by 6 units. Learners often think that enlargements also
similar to the object after have an effect on the angles of the shape.
enlargement. Use positive Ensure learners notice that in the first example,
integer scale factors to the angles of the rectangle are still 90º after the
perform and identify enlargement.
enlargements.

7Gg.02 Understand that if two

2D shapes are congruent,
corresponding sides and
angles are equal.
Ask learners:
Can you use a translation, reflection or rotation to make rectangle A go on top
of rectangle B? Why not?

Learners should notice that the rectangles are not congruent. Establish that the
rectangles are mathematically similar, as the length of the sides of rectangle B
are double the length of the sides of rectangle A. The transformation is an
enlargement by scale factor 2.

Ask learners:
Does an enlargement change the angles and the lengths of a shape or both?
What happens when a shape is enlarged by scale factor 1? (Answer: the
shapes will be congruent).

Learners now create similar questions, by drawing two similar shapes and
asking another learner to find the scale factor of the enlargement.
 Resources:
Squared paper, tracing paper

Unit 7.8 Statistics

7.8 Topic 1
7.8 Topic 2
Collecting, 7.8 Topic 3
Learning objectives covered in Unit 7.8 and topic Using Thinking and Working
recording and The statistical Mathematically
summary: interpreting
descriptive
cycle
statistics
data

Select and trial data collection and sampling methods to

investigate predictions for a set of related statistical questions, TWM.05 Characterising
7Ss.01  
considering what data to collect (categorical, discrete and TWM.06 Classifying
continuous data).

Understand the effect of sample size on data collection and TWM.07 Critiquing
7Ss.02  
analysis. TWM.08 Improving

Record, organise and represent categorical, discrete and

continuous data. Choose and explain which representation to
use in a given situation:
- Venn and Carroll diagrams
- tally charts, frequency tables and two-way tables
7Ss.03 - dual and compound bar charts  
- waffle diagrams and pie charts
- frequency diagrams for continuous data
- line graphs
- scatter graphs
- infographics.
 7.8 Topic 1
7.8 Topic 2
Collecting, 7.8 Topic 3
Learning objectives covered in Unit 7.8 and topic Using Thinking and Working
recording and The statistical Mathematically
summary: interpreting
descriptive
cycle
statistics
data

Use knowledge of mode, median, mean and range to describe

7Ss.04 and summarise large data sets. Choose and explain which one  
is the most appropriate for the context.

Interpret data, identifying patterns, within and between data

sets, to answer statistical questions. Discuss conclusions,
7Ss.05   
considering the sources of variation, including sampling, and
check predictions.
Unit 7.8 Topic 1 Collecting, recording and interpreting data
Outline of topic:
Learners will begin to select relevant data that will provide evidence for questions asked. They will consider sample size, sampling methods and data collection
methods. Learners will consider a range of different data types, how to group them, represent them and interpret them.

Language:
Key vocabulary:
categorical data, discrete data, continuous data
primary data, secondary data
survey, questionnaire, experiment
data, statistics
diagram, tally, table, frequency, data collection
sample, sampling
patterns

Key phrases:
Data collection method
Sampling method
Appropriate presentation of data

Recommended prior knowledge:

Knowledge of different types of data collection methods
Knowledge of a range of data representations and which to apply to a given situation
Able to interpret and summarise data
 Mental strategies, possible
Learning objectives Suggested teaching activities and resources
misconceptions and comments
7Ss.01 Select and trial data collection Learners work in groups for this activity. Ask learners to consider collecting data Learners conduct statistics
and sampling methods to investigate on the topic of ‘screen time’. investigations as part of a four-part
predictions for a set of related statistical cycle:
statistical questions, considering what They should consider:
data to collect (categorical, discrete possible types of screen time, e.g. use of mobile devices or digital devices, time
and continuous data). watching television, films watched in the cinema.
questions they could investigate, e.g. Do Stage 7 learners spend more time
watching television than using mobile devices?
possible data that can be collected, e.g. for cinema: how long do films last.

The group should then agree on a set of related questions they wish to ask and
based on this, decide what data to collect. They should also discuss which
methods of data collection and which sampling methods are most appropriate.

7Ss.01 Select and trial data collection Learners work in pairs for this activity. Give each pair of learners a set of ten cards One possible way of sorting the
and sampling methods to investigate where each card shows a different type of information such as: data is into groups of categorical,
predictions for a set of related a person’s height discrete and continuous data.
statistical questions, considering what a person’s favourite colour Discuss these data types as a class
data to collect (categorical, discrete the number of pets a person owns to ensure learners understand the
and continuous data). a person’s favourite food difference between them.
the time it takes a person to run 100m
how many brothers a person has
the number of marks a person gets on a mathematics test
the length of a person’s hair
the month of a person’s birthday
the colour of a person’s eyes.

Ask learners to decide how they could sort the data into two or more groups and
must be prepared to explain their choice of groupings to the rest of the class.

TWM.05 Characterising Learners will show they are characterising (TWM.05) when they can
Identifying and describing the mathematical identify and describe properties of the data types. They will show they are
properties of an object classifying (TWM.06) when they organise the data into groups according
to the mathematical properties they have identified.
TWM.06 Classifying
Organising objects into groups according to
their mathematical properties
Resources:
Sets of cards with different data types
 Mental strategies, possible
Learning objectives Suggested teaching activities and resources
misconceptions and comments

7Ss.02 Understand the effect of Write this information on the board for learners to discuss, first in pairs, and then Possible misconceptions:
sample size on data collection and as a class: Learners may incorrectly think that
analysis. Samira must ask all 1000 learners
Samira wants to find what the favourite drink is of the 1000 learners in her school. in the school their opinion about
She asks three of her friends, and they all agree with her that orange juice is their their favourite drink to make a
favourite drink. Samira concludes that orange juice is the favourite drink of conclusion. Explain that while three
learners in her school. learners is too few in this case, it is
often necessary to take a sample of
Ask learners to identify the advantages and disadvantages of Samira’s survey and the population to make data
suggest how she could design a better one. collection more time and cost
TWM.07 Critiquing efficient. Allow learners to discuss
Comparing and evaluating mathematical
Learners will show they are critiquing (TWM.07) when they can identify what they think the size of Samira’s
ideas, representations or solutions to
identify advantages and disadvantages possible problems with Samira’s data collection method, such as only sample should be in this situation.
asking her friends, asking too few people and trying to make sure they
TWM.08 Improving agree with her. They will show they are improving (TWM.08) when they
Refining mathematical ideas or suggest how Samira could refine her survey and data collection method to
representations to develop a more effective develop a more reliable conclusion.
approach or solution

7Ss.03 Record, organise and Provide learners with secondary data for a number of different countries, such as:
represent categorical, discrete and  average temperature for each month
continuous data. Choose and explain  average rainfall for each month
which representation to use in a given  population
situation:  gold, silver and bronze medals won in the last Olympics
- Venn and Carroll diagrams  number of tourists visiting per year
- tally charts, frequency tables and  area of the country
two-way tables  colours of the country’s flag.
- dual and compound bar charts
- waffle diagrams and pie charts They should choose which data they wish to use and present the data using
- frequency diagrams for continuous appropriate graphs or charts to help them decide which country they would like to
data visit. Learners should make conclusions and explain their decision based on what
- line graphs the graphs and charts show.
- scatter graphs
- infographics. Learners could also use their graphs and charts to create an infographic about the
country they would most like to visit.
 Mental strategies, possible
Learning objectives Suggested teaching activities and resources
misconceptions and comments
7Ss.05 Interpret data, identifying Resources:
patterns, within and between data Data on a number of different countries
sets, to answer statistical questions.
Discuss conclusions, considering the
sources of variation, including
sampling, and check predictions.

Unit 7.8 Topic 2 Using descriptive statistics

Outline of topic:
Learners will investigate different statistical measures to describe and summarise large data sets, with consideration for the context of each situation. They will
revisit the three types of average (mean, median and mode) as well as the range and consider when it is most appropriate to use each of them.

Language:
Key vocabulary:
average, mode, median, mean, range
outlier
primary data, secondary data

Key phrases:
The mean/mode/median/range of the data is …

Recommended prior knowledge:

Able to interpret and summarise data
Can find the mode, median, mean and range
 Mental strategies, possible misconceptions
Learning objectives Suggested teaching activities and resources
and comments
7Ss.04 Use knowledge of Give learners a list of data showing the shoe sizes and gender of 100 adults. This activity will highlight why regrouping data
mode, median, mean and Tell learners they are going to find the mean, median, mode and range of the can give more meaningful results (e.g. male
range to describe and shoe sizes of the adults. and female results treated separately).
summarise large data sets. Ask learners:
Choose and explain which one Before we start, is there a different way we could present this data that would
is the most appropriate for the be more helpful?
context.
Learners should suggest presenting the data in a frequency table. Discuss
methods for finding the mode, median, mean and range from a frequency
table.
Then ask learners to find the averages and range of the shoe sizes of males
and of females separately. Again, before they start, they should create two new
frequency tables: one for males and one for females.

Ask learners:
Are all the averages appropriate to use in this context? Is one average more
appropriate than the others? Why?

Resources:
Data showing shoe sizes and gender of 100 adults

7Ss.04 Use knowledge of Give learners four situations on cards, each with a partial set of data. Learners conduct statistics investigations as
mode, median, mean and part of a four-part statistical enquiry cycle:
range to describe and Ask learners:
summarise large data sets. Which measure of ‘average’ (mean, mode or median) would be the most
Choose and explain which one appropriate to use in each situation? Why?
is the most appropriate for the
context. 1) The average household savings ($) of two streets in a town are compared,
but it is known that on one street, a neighbour recently won a competition
7Ss.05 Interpret data, with a large cash prize. Street A: 2000, 3500, 4000, 12 000 000, 1000 ….
identifying patterns, within and 2) A cricketer wants to see if she has improved her batting average since last
between data sets, to answer season. In her matches this season, she has scored the following number
statistical questions. Discuss of runs: 25, 49, 78, 35, 55, 35, 50, 25, …
conclusions, considering the 3) A swimming club caters for swimmers of all abilities. New members were
sources of variation, including asked how many meters they can swim. Their responses were: 10, 25,
sampling, and check 100, 0, 400, 0, 2000 ….
predictions.
 Mental strategies, possible misconceptions
Learning objectives Suggested teaching activities and resources
and comments
4) A shoe shop sold the following sizes of shoes: 4, 3, 6, 5, 7, 4, 9, 11,12, 6,
11, 9 …
They need to order some new stock.

To explore this data further, ask learners whether calculating the range would
be useful in each situation and if so, why.

Resources:
Sets of cards showing situations with partial data sets

7Ss.04 Use knowledge of Show learners the following information:

mode, median, mean and
range to describe and It has been reported that children and teenagers aged 8 to 18 spend an
summarise large data sets. average of more than seven hours a day looking at screens (television, digital
Choose and explain which one devices, mobile devices etc.).
is the most appropriate for the
context. Ask the class to write how much time they look at a screen on an average day.
Collect this data and keep it anonymous. Show the data on the board and ask
7Ss.05 Interpret data, the class to find the mean, median and mode screen time.
identifying patterns, within and
between data sets, to answer Ask learners:
statistical questions. Discuss Are all the averages appropriate to use in this context? Is one more
conclusions, considering the appropriate than others? Why?
sources of variation, including How did you estimate your screen time? Is there a better way of estimating?
sampling, and check (Some mobile devices, for example, have usage trackers.)
predictions. How do the averages you found compare with the amount quoted in the
report?
Why might there be a difference? Which result is more accurate? Why?
How could you improve the sample to make it more representative of the data?

Consider the following and how they might impact data collection and
interpretation:
primary versus secondary data sources
method of data collection and why anonymity is important
how to ensure the sample is representative
how to ensure the data collection method is accurate and reliable.
Unit 7.8 Topic 3 The statistical cycle
Outline of topic:
Learners will apply the statistical enquiry cycle to conduct a statistics investigation by:
specifying the problem, planning the investigation and making predictions
collecting, recording and organising the data
considering how to appropriately represent the data
interpreting the data and discussing conclusions.

Language:
Key vocabulary:
categorical data, discrete data, continuous data
primary data, secondary data
survey, questionnaire, experiment
data, statistics
tally, table, frequency
sample
diagrams, tables, graphs, charts
average, mode, median, mean, range
outlier

Key phrases:
Data collection method
Sampling method
Appropriate presentation of data
The mean/mode/median/range of the data is …

Recommended prior knowledge:

Able to interpret and summarise data
Can find the mode, median, mean and range
 Mental strategies,
possible
Learning objectives Suggested teaching activities and resources
misconceptions
and comments
7Ss.01 Select and trial data Choose two sports teams, Team A and Team B, and pose the statistical question: Learners conduct
collection and sampling Is Team A better than Team B? statistics
methods to investigate investigations as part
predictions for a set of related Learners should discuss their ideas and consider what data they could collect to help them answer the of a four-part
statistical questions, question. They should identify some measures, depending on the sport, such as: statistical enquiry
considering what data to number of wins in a specific championship cycle:
collect (categorical, discrete number of points scored per game
and continuous data). number of misconducts per match
distance of throws
7Ss.02 Understand the effect time taken
of sample size on data popularity.
collection and analysis.
Ask learners to decide how they will record their data and how they will make their investigation fair.
7Ss.03 Record, organise and They should also consider how they will sample their data and choose an appropriate sample size. For
represent categorical, discrete example, learners may decide to collect data on the number of points each team scored in their most
and continuous data. Choose recent 50 games, or they could put all the games over the last 10 years in a hat and choose 50 for each
and explain which team at random.
representation to use in a
given situation: Learners should also suggest some predictions, e.g.
- Venn and Carroll diagrams Team A will have scored more goals than Team B
- tally charts, frequency Team B will have less misconducts than Team A
tables and two-way tables
- dual and compound bar Learners should then organise and create representations of the data e.g. frequency tables, frequency
charts diagrams for continuous data, dual bar charts, pie charts etc., considering which representation is best.
- waffle diagrams and pie e.g.
charts
- frequency diagrams for Number of Frequency
continuous data misconducts
- line graphs 0 10
- scatter graphs 1 9
- infographics. 2 7
3 8
4 10
5 6
 Mental strategies,
possible
Learning objectives Suggested teaching activities and resources
misconceptions
and comments

Learners could also decide to calculate the mean, median or mode for their data, including data
7Ss.04 Use knowledge of presented in a frequency table, such as the table showing number of misconducts above. Learners
mode, median, mean and should consider which of these averages is most appropriate and how well the average represents the
range to describe and data, e.g. they might note that most values were a long way from the mean, so it does not represent the
summarise large data sets. data very well.
Choose and explain which one
is the most appropriate for the Learners should then interpret their data and identify patterns within and between data sets.
context.

7Ss.05 Interpret data,

identifying patterns, within and
between data sets, to answer
statistical questions. Discuss
conclusions, considering the
sources of variation, including
sampling, and check
predictions.

For example, for the graph above learners may identify that the graph for Team A is quite flat which
shows they have been consistent between 2008 and 2018, whereas the graph for Team B has more
bumps and drops significantly between 2012 and 2013.

Learners should discuss conclusions, identifying reasons for these, and check their predictions. For
example, when interpreting the graph above, they might discover 2013 was the year Team B received
more funding or employed a new manager. They should also consider possible sources of variation,
including data sampling. For example, they might have noticed their sample of games for Team A
included mostly low-stakes games against local teams, whereas the sample for Team B included many
high-stakes games against international teams.

Resources:
 Mental strategies,
possible
Learning objectives Suggested teaching activities and resources
misconceptions
and comments
Access to the internet to gather data