Forming and solving

equations

Yea 9
r #MathsEveryoneCan
RM – Year 9 Scheme of Learning

Week Week Week Week Week Week Week Week Week Week Week Week
1 2 3 4 5 6 7 8 9 10 11 12

Reasoning with Algebra Constructing in 2 and 3 Dimensions

Autumn

Forming
Straight Testing Three-
and Constructions
line conjecture dimensional
solving and congruency
graphs s shapes
equations
Reasoning with Number Reasoning with Geometry
Spring

Using Rotation Pythagora

Maths and
Numbers percentag Deduction and s’
money
es translation Theorem

Reasoning with Proportion Representations and Revision

resentation
Summer

Solving

lgebraic
Enlargeme
ratio &
nt and Rates Probability Revision
proportion
similarity ©White Rose Maths
RM – Year 9 Scheme of Learning

Autumn 1: Reasoning with Algebra

Weeks 1 and 2: Straight line graphs good opportunity to practise non-calculator skills if
appropriate.
This block builds on Year 8 content where students plotted National Curriculum content covered includes:
simple straight line graphs. They now study as the general • move freely between different numerical, algebraic,
form of the equation of a straight line, interpreting and in graphical and diagrammatic representations [for example…
abstract and real-life contexts, and reducing to this form in equations and graphs]
simple cases. This will be explored further in the next block • use algebraic methods to solve linear equations in one
when students rearrange formulae. Higher strand students will variable (including all forms that require rearrangement)
also consider inverse relationships and perpendicular lines. • understand and use standard mathematical formulae;
National Curriculum content covered includes: rearrange formulae to change the subject
• develop algebraic and graphical fluency, including • model situations or procedures by translating them into
understanding linear and simple quadratic functions algebraic expressions or formulae and by using graphs
• recognise, sketch and produce graphs of linear and
quadratic functions of one variable with appropriate scaling, Weeks 5 and 6: Testing conjectures
using equations in and and the Cartesian plane
• interpret mathematical relationships both algebraically and Reasoning is encouraged throughout the White Rose Maths
graphically scheme of learning, and this block allows time for direct
• reduce a given linear equation in two variables to the teaching of this. The opportunity is taken to revisit primes,
standard form ; calculate and interpret gradients and factors and multiples which provides a wealth of opportunity
intercepts of graphs of such linear equations numerically, to make and test simple conjectures. As well as testing given
graphically and algebraically conjectures, students should be encouraged to create and test
• use linear and quadratic graphs to estimate values of for their own. An example given in the block is through looking at
given values of and vice versa and to find approximate relationships in a 100 square; another great source of patterns
solutions of simultaneous linear equations is Pascal’s triangle. Students also develop their algebraic skills
• solve problems involving direct and inverse proportion, through developing chains of reasoning and learning how to
including graphical and algebraic representations expand a pair of binomials, which Higher strand students met
in Y8
National Curriculum content covered includes:
Weeks 3 and 4: Equations and inequalities • make and test conjectures about patterns and relationships;
Students revisit and extend their knowledge of forming and look for proofs or counterexamples
solving linear equations and inequalities, including those • begin to reason deductively in geometry, number and
related to different parts of the mathematics curriculum. They algebra
also explore rearranging formulae seeing how this links to • use the concepts and vocabulary of prime numbers, factors
solving equations and reinforcing their understanding of the (or divisors), multiples, common factors, common multiples,
©White Rose Maths
RM – Year 9 Scheme of Learning

Why Small Steps?

We know that breaking the curriculum down into small
manageable steps should help students to understand
concepts better. Too often, we have noticed that
teachers will try and cover too many concepts at once
and this can lead to cognitive overload. We believe it
is better to follow a “small steps” approach.

As a result, for each block of content in the scheme of

learning we will provide a “small step” breakdown. It is
not the intention that each small step should last a
lesson – some will be a short step within a lesson,
some will take longer than a lesson. We would
encourage teachers to spend the appropriate amount • These include reasoning and problem-solving
of time on each step for their group, and to teach questions that are fully integrated into the
some of the steps alongside each other if necessary. scheme of learning. Depending on the
attainment of your students, you may wish to
use some or all of these exemplars, which are
What We Provide in approximate order of difficulty. Particularly
challenging questions are indicated with the
symbol .
• Some brief guidance notes to help identify key
• For each block, we also provide ideas forHkey
teaching and learning points
representations that will be useful for all
• A list of key vocabulary that we would expect
students.
teachers to draw to students’ attention when
teaching the small step, Some of the small steps are in bold and labelled
• A series of key questions to incorporate in lessons to with to indicate this is Higher tier GCSE
aid mathematical thinking. content. We would encourage teachers
R to use
• A set of questions to help exemplify the small step these with as many students as possible – if you
concept that needs to be focussed on. feel your class can access any particular ©White
smallRose Maths
| Autumn Term 1 | Forming and solving equations

Forming and solving equations

Small Steps
Solve one- and two-step equations and inequalities R

Solve one- and two-step equations and inequalities with brackets R

Inequalities with negative numbers

Solve equations with unknowns on both sides
Solve inequalities with unknowns on both sides
Solving equations and inequalities in context
Substituting into formulae and equations
Rearranging formulae (one-step)

denotes
H Higher Tier GCSE content

denotes
R ‘review step’ – content should have been covered earlier in KS3

©White Rose Maths

| Autumn Term 1 | Forming and solving equations

Forming and Solving Equations

Small Steps
Rearrange formulae (two-step)
Rearrange complex formulae including brackets and squares H

denotes
H Higher Tier GCSE content

denotes
R ‘review step’ – content should have been covered earlier in KS3

©White Rose Maths

| Autumn Term 1 | Forming and solving equations

R Exemplar Questions
/2-step equations and inequalities
Amir is solving some equations.
What mistakes has he made?
Notes and guidance
Students will be familiar with equations and
inequalities from previous learning. This step
will provide an opportunity for students to
revisit key ideas before looking at more
complex examples. Students could have access
to calculators throughout this step if Find the value of so that ABCD is a parallelogram.
appropriate and examples should include cm B
A
decimals to avoid “spotting” answers. Look out
for the common misconceptions of changing an
Key vocabulary
inequality sign for an equals sign.
cm 8 cm

Equation Inequality Greater/ less D 12 cm C

than
Which of the following have the solution set 7.5?
Solution Unknown Inverse
Key questions
Solve 1 5>2 𝑥 𝑥> 15− 𝑥
5 𝑥−17<23.5
What is the difference between an equation 1
and an inequality? 23 > 3 𝑥 −
2
How many solutions does an inequality 𝑥 𝑥
have? 3 .75 > <1.875
2 4
How many solutions does an equation have?
©White Rose Maths
| Autumn Term 1 | Forming and solving equations

R Exemplar Questions
quations/inequalities with brackets
Match the cards that have the same solution or set of
solutions.
Notes and guidance 2 ( 𝑥 −5 )< 1.4
Students should now be secure in solving one-
and two-step equations. In this step questions
that do not have integer solutions should be
2.85 <
𝑥
2 3 𝑥+9=22.5
encouraged. Students need to be clear that
they can leave solutions in fractional form. 0 .7 > 𝑥 −5 2.8< 8(
1
2
𝑥 − 2.5)
Calculators could be used to support this.
Students should be exposed to varying 22.5=3 (3+𝑥) 3 0 +6 𝑥=3
methods to solve the questions and these
Compare the two methods to solve
Key vocabulary
should be discussed in depth asking ‘what is
the same? what is different?’ What is the same? What is different?

Equation Inequality Greater/ less

than

Solution Unknown Inverse

Key questions
Expand Mo is working out value of . Comment on the mistake
he has made, and work out the value of .
Do you have to expand the brackets first to
be able to solve the equation?
Can we check the solution is correct? How?
Can we have a solution that is not a whole °
28.8
number? Give me an example. °
©White Rose Maths
| Autumn Term 1 | Forming and solving equations

equalities with negative numbers

Exemplar Questions
Fill in the blanks.
Notes and guidance +5 𝑥 +5 𝑥
In this step students will explore and therefore
understand the need to reverse the inequality
when multiplying and dividing by a negative −20
number. Students could compare and contrast
with solving equations and check their solution
sets by testing values either side of the
boundary values found. Number lines are useful
Here is an inequality.
to support this. It is useful to include examples − 10 <− 8
with non-integer solutions. Calculators should
Key vocabulary
be used to support fluency with the “change
Is the inequality still true if:
2 is added to both sides?
sign” key. Both sides are multiplied by 2?
Inequality Satisfy Reverse
2 is subtracted from both sides?
Both sides are multiplied by 2?
Solve Greater/less than (or equal)
Both sides are divided by 2?
Which inequality is the same as ?
Key questions − 𝑥 >− 5 − 𝑥 <− 5
What is the same and what is different about
solving an inequality where the variable has Solve the inequalities.
a negative coefficient?

Explain why the direction of inequality sign

has changed.
©White Rose Maths
| Autumn Term 1 | Forming and solving equations

nknowns on both sides - equations

Exemplar Questions
Which of the equations does the bar model represent?
Notes and guidance
Students should now be fully confident using
the ‘balance’ method to solve equations and
inequalities and we now focus on solving 23.1+3 𝑥=18.7+4 𝑥 3 𝑥+23.1=4 𝑥+18.7
equations where we have unknowns on both
sides. Bar models should be used alongside,
rather than instead of, the abstract calculation.
18.7+4 𝑥=3𝑥+23.1 18.7+3𝑥=4 𝑥+23.1
Students should be exposed to examples with Use the bar model and fill in the blanks to solve
the larger coefficient on the right as well as on
Key vocabulary
the left. Again, non-integer solutions and
checking by substitution should be encouraged. −3 𝑥

Equation Balance Coefficient

Solve Unknown Check

Match the equations that have the same solutions.
Key questions 1+ 𝑦=3 𝑦 +5 7 𝑦 +4 =5+5 𝑦
Why do we do the same operation to both
sides of an equation?
When solving a four-term equation should we 7 𝑦− 7=3+2 𝑦 1.5 − 𝑦=2 𝑦
deal with the variables or constants first?
Why?
When solving an equation do we always start 3 𝑦−5=−13− 𝑦 20 − 𝑦2 =4 𝑦 +11
by subtracting something? Why or why not? ©White Rose Maths
| Autumn Term 1 | Forming and solving equations

nknowns on both sides - inequalities

Exemplar Questions
The perimeter of the square is greater than the
perimeter of the isosceles triangle.
Notes and guidance Form and solve the inequality to find the possible
In this step students will extend their learning values of . cm
and understanding of the balancing method for
solving equations and inequalities with
unknowns on both sides. cm
Students should only move onto this step once
they are fully secure with solving equations and cm
inequalities with unknowns. Throughout this
step students should be encouraged to fully Rosie is solving .
Key vocabulary
check their solutions through substitution.
Find the mistakes in her solution.
Equation Inequality
Substitute Solve the inequality.

Solve Unknown Check

Solve the inequalities. What is the same? What is
Key questions different?
What would be the first step you would take 4 𝑥+ 9 ≤ 9 𝑥 9+ 4 𝑥 ≥ 9 𝑥 −4
to solve…?
“An equation only has one solution.” Is this − 4 𝑥+9>− 9 𝑥+4 − 4 𝑥 − 9<− 9 𝑥
True or False? Give an example.
How can we check that the solution to an 4 𝑥 − 9≥ 9 𝑥 +4 − 4 𝑥 +9> 9 𝑥
inequality is correct? ©White Rose Maths
| Autumn Term 1 | Forming and solving equations

quations and inequalities in context

Exemplar Questions
Work out the labelled angles.
°
Notes and guidance
Here students look at forming and solving °
equations in mathematical contexts. This gives
them the opportunity to revisit e.g. angles
rules, types of triangles and quadrilaterals, ° ° 27
probability, the mean and range, and a host of °
other areas. Teachers can choose the topics
their classes need to revise the most and
choose/create equation or inequality-based Annie has some coins.
Key vocabulary
questions accordingly. Dora has three more coins than Annie.
Mo has three times as many coins as Dora.
Form Solve Altogether they have more than 70 coins.
Equation What is the smallest number of coins Dora could have?
6 cm
The area of the trapezium is
Inequality Check
32 cm2.
5 cm
Key questions Work out the perimeter of cm

the trapezium.
Is your answer realistic given the context of
10 cm
the question?
How can you check your answer? The mean of the numbers on the cards is 9
Find the range.
What facts do we know that will hep us to
form an equation/inequality in this question? 𝑥 2 6 1 12
©White Rose Maths
| Autumn Term 1 | Forming and solving equations

Formulae and equations Exemplar Questions

A plumber charges a £35 call out fee, plus £15 per hour
worked.
Notes and guidance Which is correct formula for the total cost, £, to hire the
Here students explore the difference between
formulae and equations and substitute numbers 𝐶 =( 35+15 ) 𝑡 𝐶 =35+15 𝑡 𝐶 =35 𝑡+15
plumber for hours?

into formulae to produce equations to solve.

The concept of the subject of the formula can Form and solve equations to find:
be introduced here, as this step leads into the The cost of a job that takes the plumber 9
next few steps which focus on rearrangement. hours.
Teachers may wish to interleave familiar The perimeter of a rectangle
The length of a job is given
that by£125
costs the formula
formulae that students should know, rounding What do each of and represent?
Find the perimeter of a rectangle of length 11 cm and
Key vocabulary
and limits of accuracy, use of calculators,
and/or using numbers expressed in standard width 9.3 cm.
form. Find the width of a rectangle of length 9.2 cm and
Formula Equation The formula
perimeter 27for
cm.Ohm’s law, which links current,
Solve voltage and resistance is .
Work out when 14 and 18
Variable Substitute Work out when 14 and 18
Key questions
Subject Work out when 14 and 18
What is the difference between a formula
Pressure ( is found by dividing force () by area ().
and an equation?
Write down the formulae connecting and
How do you know which letter represents
Work out when 20 and 0.4
what quantity in a formula?
Work out when 1 000 and 0.1
Can you substitute into a formula/equation?
Work out when 140 and 7
Can you solve a formula/equation?
©White Rose Maths
| Autumn Term 1 | Forming and solving equations

earrange formulae (one-step)Exemplar Questions

Which of these formulae have as the subject?
Notes and guidance
Here students explore the link between solving
one-step equations and rearranging one-step
𝑝=
𝐹
𝐴 𝐴= 𝑏h 1
𝐴= 𝑏h
2 𝑉=𝐴𝑥
formulae. They could begin with simple “think The area of a rectangle is given by the formula
of a number puzzles” and move from particular How can you find the area of a rectangle of
solutions to general ones, and then repeat the
process with symbols. Bar models are useful
width 10 cm and height 3.7 cm? 𝑤 𝐴
How do you find the width of a rectangle of
tools from which to see both the original and area 864 cm2 and length 32 cm?
rearranged formulae. Substitution is a useful Complete the formula for the width of a
𝑙
Key vocabulary
strategy to check the new formula. 𝑤= ❑
rectangle given its length and its area.

Formula Subject Rearrange

❑
Match the formulae on the left with rearrangements on
Make the subject of the right.
Inverse operation Substitute values of and to check your answers.
Key questions 𝑥=𝑦 + 𝑧 𝑦 =𝑥 − 𝑧
Which variable is the subject of the formula?
How do you know?
𝑥= 𝑦𝑧 𝑦 = 𝑥𝑧 Rearrange the
formulae to
What is the inverse of ____? make the
subject.
Does it make a difference if a formula reads
… or ? Would it be different if it was an
equation?
𝑦 =𝑧+ 𝑥
©White Rose Maths
| Autumn Term 1 | Forming and solving equations

Rearrange formulae (two-step)Exemplar Questions

Compare solving the equation to making the subject
of the formula in . What is the same and what is
Notes and guidance different?
This builds from the last step, and students
need to be confident with the more basic +5 +5 +5 +5
formulae before proceeding to these. Again “I
think of a number, double it and add 7” type ÷3 ÷3 ÷3 ÷3
puzzles are a good introduction to the idea. This
is a very good opportunity to build on the last
block of work on straight line graphs,
rearranging into the form and revising the Rearrange the equations of straight lines to the form .
Key vocabulary
meaning of/how to find the gradient and - State the gradient and the coordinates of the -intercept
intercept. of 𝑥=
each4line.
𝑦 + 3 2 𝑦 + 8 𝑥=10 5 ( 𝑦 − 8 ) =𝑥
Formula Subject Rearrange
3=6 𝑦 − 12 𝑥 3 𝑥 − 2 𝑦=0 14 ( 5 − 2 𝑥 )=7 𝑦
Make the subject of
Inverse operation Make the letter in bold the subject of each formula.
What is the same and what is different?
Key questions
What is the first step you need to take to
rearrange the formula?
If you are multiplying or dividing, why is it
important to do this to every term?
How do you choose good values to check
your answers by substitution?
©White Rose Maths
| Autumn Term 1 | Forming and solving equations

H Exemplar Questions
earrange complex formulae
Dexter is rearranging the
Divide by
formula for the area of a
Notes and guidance circle to make the
Square
This final step looks at slightly more complex subject. root
rearrangement that involve more steps. In
particular, students explore formulae that What mistake has he
include squaring or square rooting and that made?
Dora and Teddy are rearranging to make the subject.
have terms in brackets. This is a Higher strand
Who is correct? How can you verify your answer?
step and should only be covered when students
are fully confident with the previous two steps.
Note that rearrangement where the subject
Key vocabulary
occurs more than once is not covered here, as
this is left until KS4
Formula Subject
Rearrange
Make the subject of each formula.
Make the subject of Inverse
Key questions
Square/Root
Starting with the same formulae, make the subject of
What is the first step you need to take to each.
rearrange the formula? Make the subject of each formula.
What is the inverse of 1 1
squaring/cubing/square rooting/cube rooting? 𝑇= 𝑎𝑏
2
𝑇 = 𝑎 √ 𝑏+𝑐
2 1 2 1
Do you need to multiply out the brackets or 𝑇 = 𝑎 √𝑏 𝑇 = 𝑎 √ 𝑏 +𝑐
2
not in this case? 2 2
©White Rose Maths