### Year 7, 8 & 9

Kick Start the Autumn Term with EdPlace!

We know that beginning of the school year can be tough, so we’ve created our Kick Start Maths Package to give you and your child a head start on the autumn term. We’ll help you get familiar with where your child is at in Maths so that you can help them, more specifically, with what you can prepare for in the autumn term.

Our Kick Start Package includes:

• A brief overview of what pupils will learn in Maths in year 7, 8 and 9 with the autumn term’s focus areas and main topics.*
• The EdPlace Maths Assessment that helps identify what level your child is at.
• Tailored package of Maths tutorial worksheets and videos for your child. Assign and measure your child’s progress during the autumn term.
• Home Extension Ideas - exclusive tips and ideas from our Maths teacher on how to bring Maths into everyday activities.
• Badges and Rewards - exclusive Kick Start badges awarded to your child for completion on each level.

*Please note that whilst there is an overall scheme with the National Curriculum requirements for the individual years, different schools will go different ways so our overview may not exactly correlate with what you experience.

The move into secondary school comes with a renewed expectation of mathematical fluency. Children need to make smart decisions with the 4 operations, to interchange terminating (non-recurring) decimals with percentages and fractions and to interpret bar graphs with ease. We really build from this base, and it needs to be solid! Algebraic notations are introduced and children need to be able to rearrange simple formulae as required and substitute values into them. They broaden their understanding of graphs by drawing and interpreting linear and quadratic graphs alongside starting to plot two variables against each other in scatter graphs. In year 7 we see probability introduced alongside Venn diagrams and children get the chance to be like a Greek and construct a variety of shapes using just a compass and a ruler. The Greek theme continues with the appearance of Pi and work on Pythagoras’ Theorem for right-angled triangles. With their new found knowledge of percentage increases and decreases, your children will be able to tell you that year 7 is at least 30% harder than year 6!

Algebra takes centre stage in year 8 as children simplify algebraic expressions by taking out common factors. They continue to graph linear equations and use the gradient and where it crosses the y-axis to help. The equation y=mx+c becomes so familiar that it feels as if they’ve been chanting it since birth! They also start to look at sequences of numbers algebraically, are able to discover patterns in the numbers and then find the nth term. Understanding of percentages is also developed at this point where one quantity is seen as a percentage of another and the terms percentage and fraction begin to be understood as operators. Children encounter scales on maps, are able to design their own scale drawings and recognise the link between scale and ratio. They also use all 4 transformations of translation, enlargement, rotation and reflection to manipulate shapes in many ways. Finally, there is a step up in terms of statistics where children need to be increasingly confident interpreting all types of graphs drawing out data such as the mean, median, mode and range.

In Year 9 the expectation is that children fluently use the 4 operators with positive and negative numbers, be they integers, fractions or decimals. This foundation will be heavily relied on at GCSE. Standard form is also introduced which, whilst looking odd, shouldn’t be too tough. The focus on algebra continues as children rearrange formulae with multiple steps and interpret words into algebraic expressions. There is also a strong focus on graphs which are used to estimate values and solve simultaneous equations. Children will also start to appreciate the difference between geometric and arithmetic expressions and graphs. The real life application of the work on percentages is evident in terms of calculating interest or the original prices of discounted products. There is also a move towards measuring compound units such as speed and density and considering how they can be converted. In terms of probability, the use of sample spaces is encouraged to identify all possible outcomes and therefore the probability of a desired outcome. Finally, sin, cos and tan make their first appearance and are initially used to work out angles and side lengths in right-angled triangles.

## Find out your child’s Maths level with The EdPlace Online Assessment

Our Maths teacher has created 3 levels, depending on the scores:

• 1. Bronze Mathematician (0-11 points)
• 2. Silver Mathematician (12-40 points)
• 3. Gold Mathematician (41-72 points)

You'll learn from the assessment which level your child is at. Follow our easy step-by-step guide:

• 1. Click on the + sign to open the Maths Assessment
• 2. Now your child can work through the questions carefully (in this test, they’ll find 30 main questions and some sub-questions).
• 3. On the last screen you’ll see your child’s score. Use this score to understand where your child is currently performing.
• 4. Scroll down to Assign & Track Progress section. Based on your child’s score, you’ll find the list of recommended tutorial worksheets.
• 5. Assign the worksheets, track their progress in your account and see their results during the autumn term.

## Home Extensions

Bring Maths into everyday activities with this fun home extension Maths activity.

Randomly choose 3 numbers between 1 and 10. Don’t just think of them – they wouldn’t be random! Use a die, a pack of cards, an app or any other random method you can think of.

Grab a ruler and a pair of compasses and construct a triangle using your three random numbers as side lengths. (Please see the animation on how to draw a triangle given three sides here: http://www.mathopenref.com/consttrianglesss.html)

• How many different triangles could you draw using those side lengths?
• Do you think that different random numbers might let you construct more or fewer triangles? How can you tell?
• Are there any numbers that wouldn’t let you construct any triangles at all?

Now randomly generate 4 numbers and draw a quadrilateral using these side lengths. Think about how you constructed the triangle and apply that thinking.

• How many different quadrilaterals could you draw?
• Do you think that different random numbers might let you construct more or fewer quadrilaterals? How can you tell?
• Are there any numbers that wouldn’t let you construct any quadrilaterals at all?

What other great shapes or constructions could you make with just a pair of compasses and a ruler?

## Badges & Rewards

When your child completes their worksheets on their level and their year group we’ll reward them with exclusive Kick Start badges to help boost their confidence. If you feel they’ve done well in the current level, go ahead and assign the next level up! Alternatively, if your child is struggling, consider assigning worksheets one level down.