Scheme of Work: Maths Year Group 9

Length of Enquiry (SOL)

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8 Weeks

Synopsis Topic / Overview

Students now will work on the Geometry and

measures aspect of the curriculum. Problems with
right angled triangles will be solved Pythagoras and
Trigonometry. Working on 2D shapes area and
perimeter to 3D shapes volume and surface area.

Fertile Question

How do shapes shape our lives?

Key Concept/s to be learnt this Enquiry

Curriculum Opportunities

SMSC

Summative Assessment
Key Vocabulary

Angles, Regular Polygons, Perimeter, Area and Volume of 2D

Polygons and 3D shapes. Pythagoras and Trigonometry. Venn
Diagrams. Tree Diagrams. Set notation. Metric Conversions.
Students can apply their knowledge learnt from this scheme
to Science, design and technology, computing, IT,
construction.
Students will work on how shapes can be used to aid them in
life situations such as construction and interior design.
Students will look at the effects of how enlarging a shape will
lead to changes in its surface area and its volume.
See teacher planner

End of unit mini tests.

Assessment Point 5 Non-calculator and Calculator
paper.
Hypotenuse, opposite, adjacent, sine, cosine, tangent, angle of
elevation, angle of depression Line segment, midpoint,
perpendicular Quadratic equation, parabola, minimum point,
maximum point, trajectory Cubic function, asymptotes. Isosceles

Scheme of Work: Maths Year Group 9

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trapezium. Surface area, prism, volume, capacity. Circumference.

Literacy opportunities

To structure mathematical problems and

explanations accurately. Students have the
opportunity to discuss the properties of shapes.
Discussion of applications of 2D and 3D shapes in
real life.

Lesson Questions

See Below

Differentiation strategies

Students will be able to solve problems involving 2D and 3D

shapes.
Pearson 1-9 Textbook has Strengthen, problem solving and
extend sections.

Resources and Texts

Pearson 1-9 GCSE higher textbook

Homework

See Below
At least 1 per week

Core Learning Outcomes

Week

1.
Probabili
ty

Lesson
Questions

Learning
Objectives

A bag contains
4 red, 3 blue
and 2 green
marbles. Jamie
chooses 2
marbles at
random from
the bag. What
is the
probability
they are the
same colour?

1. To draw tree
diagrams to
calculate
conditional
probability

Activation Phase (Learning

Activities)
1. Demonstrate how to
draw a tree diagram for 2
dependent events and
calculate the probabilities
by multiplying across the
branches.

Demonstration Phase
Assessment (GEM
TASK)

H/W

1. Students draw tree

diagrams and practice
calculating the conditional
probabilities.

1.

Extension
task

Scheme of Work: Maths Year Group 9

Who was the
2. To be able to
Venn diagram
calculate
named after?
conditional
probability from
Venn diagrams
What does the
Venn diagram
for (AB)
look lie?

2. Angles

What is the
size of any
angle in an
equilateral
triangle?

3. To know how to
use set notation

4. Probability END
OF CHAPTER TEST
1. To know how to
apply angle properties
of triangles and
quadrilaterals to solve
problems

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2. explain to students that

probability of b given a
can be found by dividing
probability of a and by
probability of a .highlight
the area of Venn diagram
being used .
3. explain what union

intersection, A means.

4.

1. Derive and use the sum

of angles in a triangle and
quadrilateral.
Discuss with students how
they might solve a problem
where they need to find the
size of a missing angle.
Establish that sometimes it is
necessary to find other
angles first.
Find the size of angle ADB?
What angle do you need to
find first?

2. Students draw Venn

diagrams and fond the
conditional probabilities
using intersections of two
events.

2.

3. Students answer
questions where they have
to recognise the set
notation and calculate
probabilities using
appropriate method.
4.

3.

1. Review what students know

about special types of triangle
and quadrilateral: equilateral
triangle, isosceles triangle,
scalene triangle, quadrilateral,
isosceles trapezium,
trapezium, kite, parallelogram,
square, rectangle,
parallelogram, rhombus.
Encourage the use of correct
mathematical vocabulary.

Angle
Reason
ing

Ensure students understand

three-letter angle notation.

3 event Venn
Diagrams

4.
Discuss what
students know
about the
angles formed
when a straight
line crosses a
pair of parallel
lines: alternate
angles are
equal; cointerior angles
add up to 180;
vertically
opposite angles
are equal;
corresponding
angles are
equal.

Scheme of Work: Maths Year Group 9

What is the
2. To be able to
calculate the sum of
sum of the
interior angles the interior angles of a
polygon
of a triangle?

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2.Discuss the word

regular when applied to
polygons (all angles and
sides are equal). What do
we call a regular triangle?
(answer: equilateral
triangle) a regular
quadrilateral? (answer:
square)

2. Students calculate the sum

of the interior angles of a
polygon.

2. Sum
of
angles
of a
polygon

Discuss why a
rhombus is
not a regular
polygon
(angles are
not all equal).

3. Students apply

One interior
angle of a
regular polygon
is 108.
How can you
work out how
many sides it
has?

Remind students that they

know the sum of the interior
angles in a triangle and in a
quadrilateral (180 and 360
respectively). Elicit the
definition of interior and
exterior angles through
discussion. Show students
how to divide a quadrilateral
into two triangles by joining
one vertex to all others.
Relate to the sum of angles
in a quadrilateral.

Why do we use
polygons in the
construction of
buildings and
bridges?

3. To know how to use

the interior angles of
polygons to solve
problems

3 Encourage students to
recognise the number of
triangles in a polygon is 2
less than the number of
sides. The sum of the
angles in a dodecagon is
10 180 = 1080.

knowledge of the interior

angles of polygons to solve
problems
Students can draw a
dodecagon and divide it into
triangles to check.

(answer: solve
180( n 2)
n

=
108; n = 5)

Scheme of Work: Maths Year Group 9

What can you
4. To know the sum of
say about the
exterior angles to solve
sides and angles problems
in a regular
polygon?

What is a right
3. Right
angle triangle?
angled
triangles.
Pythagora
s and
Trigonome

1. To know how to
calculate the
hypotenuse in a right
angled triangle

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4. 360/n
Establish that an exterior
angle is formed by
continuing one side of a
polygon in a straight line.
Establish that, if a polygon
is regular, 360 divided by
the exterior angle must
give a whole number. 360
70 = 5.14 (2 d.p.) and a
shape cannot have 5.14
sides. Therefore a regular
polygon cannot have an
exterior angle of 70.

4. Students apply knowledge

to solve problems that require
the use of an exterior angle.

Internal
Externa
l angles
of a
polygon

1 Review the meaning of the

term hypotenuse and
establish that it means the
longest side of a right-angled
triangle, opposite the right
angle.

1. Students work out the

missing lengths in right angled
triangles.

1.

Explain/Derive Pythagoras

Display
several
regular and
irregular
polygons with
the exterior
angles drawn.
Take a ruler
and turn it
through the
exterior
angles. What
do you
notice?
(Answer: The
ruler always
rotates
through 360.)
Establish that
this is always
the case,
however
many sides
the polygon
has and
whether it is
regular or
irregular.
Show
students a 3 :
4 : 5 rightangled
triangle and
draw squares
on each side.

Scheme of Work: Maths Year Group 9

try

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Calculate the
area of each
square and
note the
values down.
Invite students
to draw their
own rightangled
triangle and
draw squares
on each side.
Ask them to
find the area
of the squares
(you might
want to guide
them towards
Pythagorean
triples).
Discuss the
relationship
between the
area of the
square on the
hypotenuse
and the sum
of the squares
on the shorter
sides.

theorem:

c2 = a2 + b2
Identify the longest side.

What do you notice?

(answer: It is always
opposite the right
angle)

Calculate the
length of the
largest square
that fits inside a
12cm diameter

2. To be able to
calculate the shorter
sides of a triangle

2 Display Pythagoras
theorem:

c2 = a2 + b2
How could you find the
length of one of the

2. Students calculate shorter

side problems

2.
Pythag
oras
theore
msides

Scheme of Work: Maths Year Group 9

circle?

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shorter sides? (answer:

rearrange the equation
into the form c2 a2 =
b2)
Work through a question
again with a = 4 and b = 5.
Establish that
52 + 42 = 42 + 52, so a and
b are interchangeable.

How far away

from the step
does the ramp
start?

3. To be able to apply
Pythagoras' Theorem
to solve real world
problems

3. c2 = a2 + b2
Some students may assume
that the unknown length in a
triangle is always the
hypotenuse. Remind
students of the meaning of
hypotenuse and encourage
them to identify the
hypotenuse before they
answer the question.

Some may think that

16 16
= 16. What is
32
16 + 16? What is
?

3.
Students solve real world
Pythagoras problems.
Problems that require
Pythagoras to be used twice.

3.

Discuss what
students know
about surd form

100
and write
on the board.
Would you give

100
as an
answer?
(answer: no,
you would work
it out to give an
answer of 10.)
Remind
students that if
an answer is
given in surd
form, the
number within
the root is
prime. Review
how to simplify
surds; for
example,

Scheme of Work: Maths Year Group 9

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27

3
=3

3 3
8

=
2

=2

2 2

.
Explain that
you should
always look for
a perfect
square that is a
factor first.

Name the
opposite and
adjacent sides in
these triangles?

4. To know the
trigonometric ratios
and apply this to work
out lengths in a right
angled triangle (2
lessons)

4 Explain that the

trigonometric ratios represent
the relationships between
different sides of a rightangled triangle. Explain that
you can use a calculator to
find the sine, cosine or
tangent of an angle; the keys
are labelled with the
abbreviations sin, cos and
tan. Ask students to find the
keys on their calculators and
show them how to use them.
For example, to find the sine
of 30, press [sin] [3] [0] [=].
SOH CAH TOA

4.Student use trigonometric

ratios and apply this to work

out lengths in a right angled
triangle

Calculat
e
missing
sides in
a right
angled
triangle

Scheme of Work: Maths Year Group 9

4. Angles
and
Calculate the
trigonomet length of the
ry
adjacent side?

A ladder is 7m
long is leaning
against a wall.
The angle of
elevation is 72
degrees. What
height does the
ladder reach?

1. As above
2. To be able to use
trigonometric ratios to
find angles in right
angled triangles

3. To apply the
trigonometric ratios to
find angles of elevation
and angles of
depression

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Explain that the

trigonometric ratios can
be used to calculate
the lengths of missing
sides in a right-angled
triangle.
1. As above
1. As above
2. Remind students of
the terms adjacent,
opposite and
hypotenuse.
Explain that you can
use the trigonometric
ratios to find angles in
right-angled triangles.
3. To know exact values of
sine, cosine and tangent.
Eg sine 30 = 0.5 =cos 60
Emphasise the
importance of
identifying the correct
ratio, and encourage
students to always
label the sides of the
triangle opp, adj and
hyp as a first step.

2. To be able to use

trigonometric ratios to find

angles in right angled
triangles

3. To apply the trigonometric

ratios to find angles of

elevation and angles of
depression

Find
angles
in a
right
angles
triangle
using
trig.
Angles
of
elevatio
n and
depress
ion

Check
students
understand
which is the
angle of
depression.
Sketch a
horizontal line
parallel to the
ground at the
top of the tree
to show the
alternate
angles.
Different
places of
angles of
elevation and
depression

Scheme of Work: Maths Year Group 9

4. Angles END OF
CHAPTER TEST
Which of these
1. To know how to find
5. PAV?
measurement
the area and perimeter
are areas and
of compound shapes
which are
perimeters?

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4.

4.

4.

1. Explain that an Lshape is made from two

rectangles. Emphasise
that you can use the
same method (dividing
into two or more
shapes whose area
formulae you know) for
any compound shape.

1. Students apply prior

knowledge with problems
finding the area and perimeter
of compound shapes.

Perimet
er of a
compou
nd
shape

Derive how how the formula

for the area of a trapezium is
derived. Emphasise that the
perpendicular height is the
distance between the two
parallel sides.

What is the
meaning of LSF,
ASF and VSF?

2. To be able to
convert between
metric units of area
and volume

2. Establish and explain that,

to convert between cm2 and
m2, you multiply or divide by
10000.

Discuss some units of

area (possible answers:
mm2, cm2, m2). What
do these look like?
What are suitable units
for the area of a sheet
of paper? (answer: cm2)
The area of a carpet?
(answer: m2) and so on.
How many mm2 are there in
1 cm2? What squares could
you draw to help you work
out how many cm2 there are
in 1 m2? (answer: 1m and

2. Students could accurately

2

draw 1 mm and 1 cm on
paper, or identify them on a
piece of graph paper. Mark
out 1 m2 on the wall or floor
using chalk or tape. If
students have an idea of the
actual size of these area
measurements, it is helpful
in checking their answers to
area calculations are
sensible.

Metric
units

From 2015
the formula for
the area of a
trapezium will
no longer be
given on the
exam paper,
so students
will need to
memorise it.

Enlargement of
shapes by
scale factor.
What is the

Scheme of Work: Maths Year Group 9

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100cm)

Work out the

upper and lower
bounds for the
perimeter?

3. To be able to
calculate the maximum
and minimum possible
values of
measurement

3. Explain bounds and

degree of accuracy.
Define the lower and
upper bounds as half a
unit either side of the
measurement.
Ensure students
understand the
inequality notation
3.35 x < 3.45 (the
upper bound is not
included in the
inequality).

Calculating
percentage
error intervals
is new to the
Higher tier
GCSE 2015.
Emphasise
that for errors
due to
rounding, the
upper bound
is not included
in the
inequality (as
this would
round up), but
in percentage
error intervals,
both upper
and lower
bounds are
possible
values and so
both are
included in the
inequality.

3. Students work with bounds

to work out the max and min
possible
lengths/measurements.

Using inequality notation to

specify simple error intervals
due to truncation or rounding
is new to the Higher tier
GCSE 2015. Students will
have used inequality notation
in grouped frequency tables,
so should be familiar with it.

What is a prism?
What is a cross
section?

4. To be able to
calculate volumes of
prisms (2 lessons)

4. V = Area of cross
section x Length (depth of
the prism)

4. Students to calculate
Volumes of prism.

Volume
of prism

Show
students a
measuring
cylinder or
beaker used

Scheme of Work: Maths Year Group 9

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in science.
How much
liquid does
this hold?
Establish that
the amount of
liquid is
measured in
litres, ml or
cm3 and that
capacity is the
amount of
liquid an
object can
hold.

6. PAV?

1. As above
How could you
work out the
surface area of a
cuboid?

1. As above
2. To be able to
calculate the surface
area of prisms

What is the
diameter?

3. To be able to
calculate the area and
circumference of
circles

1. As above
2. using the nets of the 3D
shapes calculate the total
area.

1. As above
2. Students calculate the total
surface area by creating nets
of a 3D solid.

2.

Ensure students correctly

transfer the measurements
from the prism to their net.

3. Define Pi as the ratio

between the
Circumference and its
diameter.
Define circumference
as the distance around
a circle.
circumference
diameter
Rearrange
=
to get circumference =

3. Students calculate the

area and circumference of

circles

Circumf
erence
of circle

Hypothetical
answers of
Area/Circumfer
ence. What are
the lengths of
the radius or
diameter.
The Did you
know? feature
at the start of
this lesson
explains how
speedometers

Scheme of Work: Maths Year Group 9

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diameter or C = d. What is
the relationship between
radius and diameter? (2r =
d). So C = 2 r = 2r.
Make sure students realise
the two formulae are
equivalent.
Area is measured in square
units, and the area formula
contains r2.
Answers to also be given in
terms of Pi to have exact
answers.

work, in
principle.
Display the
following
information.
A wheel
has
circumference
180 cm and
does 400
revolutions per
minute.

Work through
the following
questions as a
class, or allow
students to
demonstrate
parts of the
calculation.
How far does
the wheel
travel in one
minute?
(answer: 180
400 = 72
000 cm = 720
m) In one
hour?
(answer: 720
60 = 43 200
m = 43.2 km)
What speed is
it travelling?
(answer: 43.2
km/h)

Scheme of Work: Maths Year Group 9

What fraction of
4. To be able to
the whole circle
calculate area and
is each sector?
perimeter of sectors

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4. Display a circle with a

sector drawn. What is
the mathematical
name for a slice of a
circle? (answer: a
sector) What are the
two straight lengths
called? (answer: radii)
What is the angle at
the centre of the circle?
(answer: 360)
Explain that areas of
sectors are simply
fractions of a whole circle.
Explain that a perimeter of
a sector is made up of the
radii and the arc length
which in turn is simply a
fraction of the
circumference.

4. Students calculate the area

and perimeter of sectors.
Display a circle with radius 8
cm. What is the area of this
circle? (answer: 64 cm2)
Shade half. What is the area of
this semicircle? (answer: 32
cm2) Repeat for a quarter
circle (answer: 16 cm2).
Display another circle with
radius 8cm. What is the
circumference? (answer: 16
cm) Shade half. What is the
length of this arc? Trace the
semicircular arc (answer: 8
cm). What is the perimeter?
Trace the arc and the diameter
(answer: 8 + 16 cm).

Area of
sectors

Compound
shapes
involving
Sectors.
How are
sectors related
to cones?
Display the
following
problem.
Students can
work in pairs or
small groups to
answer it.
A 12-inch
diameter pizza
1
2
has a
inch
crust all round.
It is cut into 8
slices. Work out
the area of
crust on each
slice.

Invite students
to
present/discus
s their
methods. For
example, work
out the area of
the whole
circle and the
area of
topping,
subtract and

Scheme of Work: Maths Year Group 9

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divide by 8; or
work out the
area of a
slice, the area
of topping on
the slice and
subtract.
(answer: 2.3
square
inches)

7. 3D Area
and
Volume?

How could you

calculate the
curved surface
area of a
hemisphere?

1. To be able to
calculate volume and
surface area of
cylinders (and
spheres)

1. Explain that a cylinder is a

prism and thus the volume is
the cross-sectional area x
length.
Surface area is made up of
the two bases and the curved
surface area which is a
rectangle as a net.

Find the surface area and

volume of a sphere of
radius 8cm, giving your
answer in terms of and
to 3 s.f. (answer: SA =
256 = 804 cm2, V =
2048
3
= 1100 cm3). How
could you calculate the
volume of a hemisphere?
(answer: find the volume of
the sphere, then halve it.)

1. Students calculate

volume and surface area of

cylinders (and spheres)

Vol and
surface
areas of
cylinder
s

As a class,
work out the
surface area of
the Earth, given
its radius is
6371 km
(answer: 510
000 000 km2 to
3 s.f.). 71% of
the Earths
surface is
covered by
water. What is
the total area of
land? (answer:
148 000 000
km2 to 3 s.f.)

For extension,
tell students
the population
of the world is
about 7 billion.
Estimate the
number of
people per
km2. (answer:

Scheme of Work: Maths Year Group 9

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47 people per
km)
Is a cone a
pyramid with a
circular base?
What is the
relationship
between a
cylinder and a
cone?

2. To be able to
calculate the volume
and surface area of
pyramids
3. To be able to
calculate volume and
surface area of cones

2. Discuss pyramids and

ensure students know the
difference between slant
height and vertical height.
3.

2. Students calculate the

Discuss the difference

between curved surface area
and total surface area.

and surface area of cones

Surface area is made up of

the sector (which is the
curved surface area) and the
base.

volume and surface area of

different types of pyramids
3.Students calculate volume

Volume
of
Prism/P
yramids
Volume
of
cones
and
spheres

Surface
area of
cones,p
yramids
and
spheres

Show
students a
cone. Ask
them to
sketch the
shape that
would remain
if the top part
of the cone
were cut off.
Define this as
a frustum.
Display this
problem and
ask students to
solve it in pairs
or small
groups.
When
you double the
height of a
cone, do you
double its
volume?
Groups can
then present
their solutions
to the class.

Students may

Scheme of Work: Maths Year Group 9

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try cones of,

for example,
10 cm radius
and height 6
cm and 12 cm
to show that
doubling the
height
doubles the
volume.
Encourage
them to use
the formula
only, with h
and 2h, to
prove the
general case.

8.
Transform
ations
RICH
TASK?

1. What career
would we need
plans for?
2. What is a
resultant vector?
3. When you
reflect a shape
are the object
and image
congruent?
4. Why dont
you need
direction?

4. Perimeter, Area and

Volume 1 END OF
CHAPTER TEST
1. To be able to draw
plans and elevations of
3D solids

4.

4.

1. Explain to students to
sketch a 3D solid
indicating the lengths of
the sides of the plan,
front elevation and side
elevation.

1. Students draw complex 3D

shapes on isometric paper and
draw the front, end elevation
and plan for these shapes.

1.

2. To be able to
translate shapes by a
given vector and
describe them

2. Discuss the concept of a

column vector and how to
write one. Show how
column vectors work in
practice.
3. Use equations of lines to
describe reflections.

2. Students to translate by a
given vector on coordinate
axis.

2.Tran
slating
shapes

3. Reflect 2D shapes on
lines parallel to the axis,
y=x, and y=-x.
Students to also reflect on
diagonal lines.

3.
Reflect
ing
shapes

3. To be able to reflect
2D shapes in a mirror
line and describe them
using equations of
lines

Draw a simple polygon on a

coordinate grid and
demonstrate how to reflect

Students draw
3d shapes
given the plan
the front and
end elevation.

Identify
reflection on
double
reflection and
write equation

Scheme of Work: Maths Year Group 9

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for the line of

reflection.
Describe as
rotations

each vertex of the polygon in

a line of reflection. Once all
vertices have been mapped
across connect the vertices
up to create the mapped
shape.

4. To be able to rotate
2D shapes about a
centre of rotation and
describe the rotation
fully

4. Demonstrate how to use

tracing paper to rotate the
triangle.
Collate all the information
and come up with the three
pieces of information needed:
the type of transformation
(rotation)
the angle and direction of
turn
the centre of rotation.

4. Students find the point of

rotation, angle of rotation
and direction of rotation.

4.
Rotatin
g
shapes

Student use the

vocabulary of
rotation and
reflection to
describe a
complex
picture.