Year 7

Knowledge Organisers

Block: Algebraic thinking

Sequences
Algebraic notation
Equality and Equivalence

@whisto_maths
 Year 7 – Algebraic thinking…
@whisto_maths Sequences
What do I need to be able Keywords
to do? Sequence: items or numbers put in a pre-decided order
Term: a single number or variable
By the end of this unit you should be able
Position: the place something is located
to:
Rule: instructions that relate two variables
• Describe and continue both linear and
Linear: the difference between terms increases or decreases by the same value each time
non-linear sequences
• Explain term to term rules for linear Non-linear: the difference between terms increases or decreases in different amounts
sequence Difference: the gap between two terms
• Find missing terms in a linear sequence Arithmetic: a sequence where the difference between the terms is constant
Geometric: a sequence where each term is found by multiplying the previous one by a fixed non zero number

Describe and continue a sequence diagrammatically Predict and check terms Predictions:
Look at your pattern and
Count the What will the consider how it will increase.
number of next number
circles or be? Can you 3 5 7 e.g. How many lines in pattern
lines in 1 3 5 draw this?
+2 +2 6?
each image +2 +2
Prediction - 13
CHECK – draw the next terms
If it is increasing by 2 each
time - in 3 more patterns
Sequence in a table and graphically 9 11 13 there will be 6 more lines
Position: the place in the sequence
1 2 3
“The term in
position 3
Linear and Non Linear Sequences
Linear Sequences – increase by addition or subtraction and the same amount each time
has 7 squares”
Non-linear Sequences – do not increase by a constant amount – quadratic, geometric
3 5 7 and Fibonacci.
Term: the number or variable Graphically • Do not plot as straight lines when modelled graphically
(the number of squares in each image)
• The differences between terms can be found by addition, subtraction, multiplication or
division.
In a table
Fibonacci Sequence – look out for this type of sequence

+2 +2
0 1 1 2 3 5 8 …
Because the terms increase by the same addition each time this Each term is the sum of the previous two terms.
is linear – as seen in the graph

Continue Linear Sequences Continue non-linear Sequences

7, 11, 15, 19… 1, 2, 4, 8, 16 …
How do I know this is a non-linear sequence?
How do I know this is a linear sequence?
It increases by multiplying the previous term by 2. – this is a geometric sequence because the
It increases by adding 4 to each term.
constant is multiply by 2
How many terms do I need to make this conclusion?
How many terms do I need to make this conclusion?
At least 4 terms – two terms only shows one difference not if this difference is
At least 4 terms – two terms only shows one difference not if this difference is constant. (a
constant. (a common difference).
common difference).
How do I continue the sequence?
How do I continue the sequence?
You continue to repeat the same difference through the next positions in the
You continue to repeat the same difference through the next positions in the sequence.
sequence.

Explain term-to-term rule How you get from term to term The next term is
found by tripling 4, 12, 36., 108…
Try to explain this in full sentences not just with mathematical notation. the previous term. x3 x3
x3
Use key maths language – doubles, halves, multiply by two, add four to the previous term etc. The sequence
begins at 4. First term
To explain a whole sequence you need to include a term to begin at…
 Year 7 – Algebraic thinking…
@whisto_maths Algebraic notation
What do I need to be able to Keywords
Function: a relationship that instructs how to get from an input to an output.
do? Input: the number/ symbol put into a function.
By the end of this unit you should be able Output: the number/ expression that comes out of a function.
to: Operation: a mathematical process
• Be able to use inverse operations and Inverse: the operation that undoes what was done by the previous operation. (The opposite operation)
“operation families”. Commutative: the order of the operations do not matter.
• Be able to substitute into single and Substitute: replace one variable with a number or new variable.
two step function machines. Expression: a maths sentence with a minimum of two numbers and at least one math operation (no equals sign)
• Find functions from expressions. Evaluate: work out
• Form sequences from expressions Linear: the difference between terms increases or decreases by the same value each time
• Represent functions graphically. Sequence: items or numbers put in a pre-decided order

Single function machines Using letters to represent numbers Single function machines (algebra)
INPUT OUTPUT
INPUT OUTPUT 5+5+5 y+y+y+y 20 ÷ h
The number that goes IN The number that comes out 3x5 yx4 20 a 10a
x 10
This box gives the calculation instruction 5x3 4xy ℎ 3c 30c
4y
Addition and
multiplication can be 20 shared into ÷ 10
To find the input from the output ‘h’ number of
done in any order 4 lots of ‘y’ To find the input from the output
Use the INVERSE operation groups
Commutative calculations Use the INVERSE operation

Find functions from expressions Substitution into expressions Two step function machines
INPUT OUTPUT 4y 4 lots of ‘y’

OUTPUT
If y = 7 this means the expression is asking for 4
INPUT

7x ? 14x
‘lots of’ 7
Find the relationship between the input and the output Calculate the value at the end of each operation
4 x 7 OR 7 + 7 + 7 +7 OR 7 x 4 = 28
Sometimes there can be a number of possible functions. For the input use the INVERSE operations
e.g. +7x or x 2 could both be solutions to the above e.g. : y – 2
function machine =7–2=5

Two step function machines (algebra) Find functions from expressions

5b IMPORTANT f+5 f +5
NOTE: the difference in the two expressions
5b + 4 Calculate the value at the 3 3
b x5 +4
end of each operation
f divided by
f add 5 then
then add 5
÷5 -4 divide by 3
c+4 NOTE:
c +4 x5 5(c + 4) The whole first output is f x5 f ÷3
+3 +5
multiplied by 5
= 5c + 20
÷5 Sometimes it helps to try to explain the expression in word – and consider what has happened to the input
-4

Substitution into an expression Representing functions graphically Not all graphs will be linear only those with
Take the function and generate a sequence 2(x + 3) an integer value for x.
Put the expression into a function machine
2(x + 3) Powers and fractions generate differently
OUTPUT
INPUT

shaped graphs.
OUTPUT

+3 x2
INPUT

+3 x2
Add 3 to the input To represent graphically the input becomes x co-ordinates
then times 2 If x = 10
and the output becomes y co-ordinates
10 + 3 = 13….. 13 x 2 = 26
OUTPUT

y=2(x + 3)
Forming a sequence 2(x + 3) INPUT (x) 1 2 3 NOTE:
OUTPUT (y) 8 10 12 Because this is a linear
INPUT 1 2 3 graph you can predict
The substitution is the ‘input’ value other values
OUTPUT 8 10 12 The OUTPUT becomes the sequence This becomes a co-ordinate pair
(2, 10) to plot on a graph INPUT
 Year 7 – Algebraic thinking…
@whisto_maths Equality and Equivalence
What do I need to be able to Keywords
do? Equality: two expressions that have the same value
Equation: a mathematical statement that two things are equal
Equals: represented by ‘=‘ symbol – means the same
By the end of this unit you should be able
Solution: the set or value that satisfies the equation
to:
Solve: to find the solution.
• .Form and solve linear equations
Inverse: the operation that undoes what was done by the previous operation. (The opposite operation)
• Understand like and unlike terms
Term: a single number or variable
• Simplify algebraic expressions
Like: variables that are the same are ‘like’
Coefficient: a multiplicative factor in front of a variable e.g. 5x (5 is the coefficient, x is the variable)
Expression: a maths sentence with a minimum of two numbers and at least one math operation (no equals sign)

Equality Fact Families

The sum on the left has the same

Use a bar model to display the relationships between terms and numbers.
result as the sum on the right

2 + 14 = 5 + 5 + 6 13 7 14 y

Model the information

16 16
“Is equal t t t
to” 20 𝑥 10
t+t+t=y y–t–t=t
Fact Family

13 + 7 = 20 20 – 7 = 13 𝑥 + 10 = 14 14 – 10 = 𝑥 3xt=y y÷3=t
Saying it out loud sometimes helps you to understand equality 10 + 𝑥 = 14 14 - 𝑥 = 10
7 + 13 = 20 20 – 13 = 7 3t = y y÷t=3

Solve one step equations (+/-) There is more to this than just
spotting the answer
Solve one step equations ( x/÷)
x 42 5 5 5 5 Don’t forget you know how
x + 42 = 59 f=5 to use function machines
Don’t forget you know how
to use function machines 4
x + 42 = 59 5 x4 f
42 + x = 59 x + 42 59 f÷4=5
f÷5=4
59 f
59 – x = 42
59 – 42 = x
5x4=f ÷4
-42 4x5=f

Like and unlike terms Equivalence Collecting like terms symbol

Like terms are those whose variables are he same Check equivalence by substitution The symbol means equivalent to.
e.g. m=10 It is used to identify equivalent expressions
and 3 are like terms
5m 2 x 2m 7m – 3m Collecting like terms
the variable is 5 x 10 2 x (2x10) (7x10) – (3x10)
Only like terms can be combined
= 50 = 2 x 20 = 70 – 30
the same = 40
= 40
3 are unlike terms 4x +5b –2x +10b
Equivalent expressions
4x +5b –2x +10b
the variables are Repeat this with various values for m to check
NOT the same
5m
Examples and non-examples 2x + 15b

Like terms Un-like terms 2 x 2m Common misconceptions

y, 7y y, 7x 4m 2x + 3x2 + 4x 6x + 3x2
2x2, x2 2x2, 2c2
ab, 10ba ab, 10a
7m – 3m Although they both have the x variable x2 and x terms are un-
like terms so can not be collected
5, -2 5, -2t

Note here ab and ba are commutative operations, so are still like terms
4m
 Year 7
Knowledge Organisers

Block: place value and proportion

Place value & ordering integers & decimals

Fraction, decimal & percentage equivalence

@whisto_maths
Year 7 – Place Value and proportion
@whisto_maths Ordering integers and decimals
What do I need to be able to do? Keywords
By the end of this unit you should be able to: Approximate: To estimate a number, amount or total often using rounding of numbers to make them easier to calculate with
• Understand place value and the number Integer: a whole number that is positive or negative
system including decimals Interval: between two points or values
• Understand and use place value for decimals,
Median: A measure of central tendency (middle, average) found by putting all the data values in order and finding the middle
integers and measures of any size
value of the list.
• Order number and use a number line for
positive and negative integers, fractions and
Negative: Any number less than zero; written with a minus sign.
decimals; Place holder: We use 0 as a place holder to show that there are none of a particular place in a number
• use the symbols =, ≠, ≤, ≥ Place value: The value of a digit depending on its place in a number. In our decimal number system, each place is 10 times
• Work with terminating decimals and their bigger than the place to its right
corresponding fractions Range: The difference between the largest and smallest numbers in a set
• Round numbers to an appropriate accuracy Significant figure: A digit that gives meaning to a number. The most significant digit (figure) in an integer is the number on
• Describe, interpret and compare data the left. The most significant digit in a decimal fraction is the first non-zero number after the decimal point.
distributions using the median and range

Integer Place Value Intervals on a number line

Divide the difference by the number of intervals (gaps)..
20 40 60 80 E..g. 100 ÷ 5 = 20

Placeholder Rounding to the nearest power of ten If the number is halfway between we “round up”
5495 to the nearest 1000 5475 to the nearest 100 5475 to the nearest 10
Three billion, one hundred and forty eight million,
thirty three thousand and twenty nine 5470 5480
5000 6000 5400 5500
1 billion 1, 000, 000, 000
1 million 1. 000, 000

Range Spread of the values Median The middle value

Compare integers using <, >, =, ≠ Difference between the biggest and smallest Example 1 Median: put the in order 3 4 8 9 12
< less than = 4 3 9 8 12 find the middle number 3 4 8 9 12
> greater than 3 9 8 12
= equal to = Range: Biggest value – Smallest value
12 – 3 = 9 Example 2 Median: put the in order
≠ not equal to < 150 154 148
Range = 9 137 148 150 154 158 160
137 160 158 There are 2 middle numbers
Find the midpoint 152
Decimals ones tenths hundredths

We say
“nought point five two”
Decimal intervals on a number line
One whole spit into 10 parts makes tenths = 0.1
0 ones, 5 tenth and 2 hundredths One tenth split into 10 parts makes hundredths = 0.01
Five tenths and two 0 + 0.1 + 0.1 + 0.1 + 0.1 + 0.1 + 0.01 + 0.01
hundredths = 0 + 0.5 + 0.02
0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9
= 0.52

Comparing decimals Which the largest of 0.3 and 0.23? 0.02 0.04 0.06 0.08

0.3 > 0.23

Ones Tenths hundredths “There are more counters in the furthest 0.2 0.4 0.6 0.8 1.2 1.4 1.6 1.8 2
column to the left”

Round to 1 significant figure

0.30 Comparing the values both with
the same number of decimal 370 to 1 significant figure is 400
Ones Tenths hundredths 0.23 places is another way to 37 to 1 significant figure is 40 Round to the first non
compare the number of tenths zero number
and hundredths
3.7 to 1 significant figure is 4
0.37 to 1 significant figure is 0.4
0.00000037 to 1 significant figure is 0.0000004
 Year 7 – place value and proportion…
@whisto_maths FDP equivalence
What do I need to be able to Keywords
Fraction: how many parts of a whole we have
do? Decimal: a number with a decimal point used to separate ones, tenths, hundredths etc.
By the end of this unit you should be able Percentage: a proportion of a whole represented as a number between 0 and 100
to: Place value: the numerical value that a digit has decided by its position in the number
• .Convert fluently between fractions, Placeholder: a number that occupies a position to give value
decimals & percentages Interval: a range between two numbers
Tenth: one whole split into 10 equal parts
Hundredth: one whole split into 100 equal parts
Sector: a part of a circle between two radius (often referred to as looking like a piece of pie)
Recurring: a decimal that repeats in a given pattern

Tenths and hundredths ones tenths hundredths

On a number line
One hundredth (one
whole split into One whole – split into 10 equal parts
100 equal parts)
One Whole = 1

1
One tenth = = 0.1
= 1 = 0.01 10
100 0 ones, 5 tenth and 2 hundredths
0 + 0.1 + 0.1 + 0.1 + 0.1 + 0.1 + 0.01 + 0.01 One tenth – split into 10 equal parts
= 0 + 0.5 + 0.02 One hundredth = 1 = 0.01
1 = 0.52 100
One tenth (one whole split into 10 equal parts) = 10 = 0.1

Fifths Twenty hundredths Percentages on a hundred grid 6 tenths

One Whole = 1 100% = a whole = 100 hundredths
One tenth 7 hundredths 6 tenths and 3
One Whole = 1

7 out of 100 hundredths

63 hundredths
7 hundredths

7%
63%
Two tenths = one fifth
1
One fifth (one whole split into 5 equal parts) = = 0.2 3 hundredths
5

Quarters Simple pie charts Equivalent fractions

1
One quarter (one whole split into 4 equal parts) = 4 = 0.25 Represent equivalence with fraction walls
Twenty five hundredths Split into 10 parts
= 10% = 36⁰
One Whole = 1

One whole One half

= 0.5 Split into 2 parts
= 50% = 180⁰

One quarter = 0.25 A pie chart has 360⁰

Split into 5 parts
so all FDP calculations
= 20% = 72⁰
are out of 360
Fractions – on a diagram
The denominator is represented by EQUALLY
sized parts – this is split into quarters Convert FDP
This also 70 out of 100
70 squares 70 hundredths
means
100 = 70%
Fractions – on a number line 70 ÷ 100 70 “hundredths”
Using a = 7 “tenths”
One whole split into 18 calculator 0.7
equal parts Be careful of recurring decimals
18 is the denominator e.g 1 = 0.3333333
This point is at the 6th part S D Convert to a decimal
6 is the numerator 3 = 0. 3ሶ
6 3 1 This will give you the answer × 100 converts to a The dot above the 3
18 9 3 in the simplest form percentage :
 Year 7
Knowledge Organisers

Block: application of number

Solving problems with addition & subtraction

Solving problems with multiplication & division
Fractions & Percentages of amounts

@whisto_maths
Year 7 – application of number
@whisto_maths
Solving problems with addition and subtraction
What do I need to be able to do? Keywords
Commutative: changing the order of the operations does not change the result
By the end of this unit you should be able to: Associative: when you add or multiply you can do so regardless of how the numbers are grouped
• Understand properties of addition/ subtraction Inverse: the operation that undoes what was done by the previous operation. (The opposite operation)
• Use mental strategies for addition/subtraction
• Use formal methods of addition/Subtraction for integers Placeholder: a number that occupies a position to give value
• Use formal methods of addition/Subtraction for decimals Perimeter: the distance/ length around a 2D object
• Solve problems in context of perimeter Polygon: a 2D shape made with straight lines
• Solve problems with finance, tables and timetables Balance: in financial questions – the amount of money in a bank account
• Solve problems with frequency trees
• Solve problems with bar charts and line charts Credit: money that goes into a bank account
Debit: money that leaves a bank account

Addition/ Subtraction with integers Addition is commutative

Subtraction the order has to stay the same Formal written methods

• Number lines help for addition and

Modelling methods for addition/ subtraction subtraction
• Bar models 6 + 3 = 3 + 6 • Working in 10’s first aids mental
• Number lines addition/ subtraction Remember the place value of each column.
• Part/ Whole diagrams The order of addition does not • Show your relationships by writing You may need to move 10 ones to the ones
change the result fact families column to be able to subtract

Addition/ Subtraction with decimals Solve problems with perimeter

0 can be used Perimeter is the length around the outside of a polygon
to fill empty
places with value 8 cm 8 cm The triangle has a perimeter of 25cm.
Find the length of 𝑥
If represents 1 instead of 100

The decimal place acts as the 8cm + 8cm + 𝑥cm = 25cm

Revisit Fraction – Decimal Isosceles 16cm + 𝑥cm = 25cm
placeholder and aligns the other values 𝑥 cm Triangle
equivalence 𝑥cm = 9cm
5.43 + 0.8 notation

Solve problems with finance Tables and timetables Bus/ Train timetables Each column represents a journey, each
row represents the time the ‘bus’ arrives
Profit= Income - Costs Distance tables at that location
Credit – Money coming into an account TIME CALCUALTIONS – use a number line
Debit – Money leaving an account
Two-way tables
Money uses a two decimal place system.
14.2 on a calculator represents £14.20 Where rows and columns intersect is the
This shows the distance between outcome of that action.
Check the units of currency – work in the same Glasgow and London.
unit It is where their row and column intersects

Frequency trees 13
Bar and line charts
60 people visited the zoo one Saturday 26 Use addition/ subtraction methods to
morning. 13 extract information from bar charts.
26 of them were adults. 13 of the adult's 60
favourite animal was an elephant. 24 of e.g. Difference between the number of
24
the children’s favourite animal was an students who walked and took the bus.
34
elephant. Walk frequency – bus frequency
10
The overall total
“60 people’
When describing changes or making predictions.
Probabilities or statements can • Extract information from your data source
A frequency tree is made up from part-whole models. be taken from the completed
One piece of information leads to another • Make comparisons of difference or sum of values.
trees • Put into the context of the scenario
e.g. 34 children visited the zoo
Year 7 – application of number
@whisto_maths
Solving problems with multiplication and division
What do I need to be able to do? Keywords
By the end of this unit you should be able to: Array: an arrangement of items to represent concepts in rows or columns
• Understand and use factors Multiples: found by multiplying any number by positive integers
• Understand and use multiples Factor: integers that multiply together to get another number.
• Multiply/ Divide integers and decimals by powers Mili: prefix meaning one thousandth
of 10 Centi: prefix meaning one hundredth.
• Use formal methods to multiply Kilo: prefix meaning multiply by 1000
• Use formal methods to divide
Quotient: the result of a division
• Understand and use order of operations
• Solve area problems Dividend: the number being divided
• Solve problems using the mean Divisor: the number we divide by.

Factors Multiples Multiply/ Divide by powers

Arrays can help represent factors
4 4 4 4 4
of 10
Factors of 10 10 x 1 or 1 x 10
5 x 2 or 2 x 5 1, 2, 5, 10
The number itself is Bar models can represent by something is a multiple. E.g. 20 is a multiple of 4
always a factor The first time their
:Lowest Common Multiples LCM of 9 and 12 3 x 100 = 300
multiples match
Square numbers have an ODD number of factors 9 9, 18, 27, 36, 45, 54 LCM = 36
Be strategic
Factors of 4 Factors of 36 - Lay factors out in 12 12, 24, 36, 48, 60
1, 2, 4 1, 2, 3, 4, 6, 9, 12, 18, 36 pairs can help you not to
miss any 0.03 x 100 = 3
Repeated multiplication and division by powers
Metric conversions x10 x100 x1000 x1000 x1000 of 10 is commutative
Useful Conversions mm cm m km g kg ml L ÷ 10 then ÷ 10 ÷ 100
÷10 ÷100 ÷1000 ÷1000
÷1000

Multiplication methods Less effective method especially Division methods Short division Complex division
for bigger multiplication
÷ 24 = ÷ 6 ÷ 4
3584 ÷ 7 = 512
Break up the divisor using
factors
Multiplication with decimals Division with decimals
Long Grid method
multiplication Perform multiplications as integers The placeholder in division methods is essential – the decimal lines up on the dividend and the quotient
(column) Repeated e.g. 0.2 x 0.3 2x3
2.4 ÷ 0.02 24 ÷ 0.2 240 ÷2
addition Make adjustments to your answer to
match the question: 0.2 x 10 = 2
Estimations: Using estimations allows a All give the same solution as represent the same proportion.
0.3 x 10 = 3 Multiply the values in proportion until the divisor becomes an integer
‘check’ if your answer is reasonable
Therefore 6 ÷ 100 = 0.6

Order of operations Area problems Mean problems Mean – a measure of average

It gives an idea of the central value
Rectangle
Brackets
Base x Perpendicular height Lilly, Annie and Ezra have the following cubes
Indices or roots
Lilly
24 in
Multiplication or division Annie
Ezra total
Addition or subtraction
Parallelogram/ Rhombus
Finding the mean amount is the average amount each
Base x Perpendicular height person would have if shared out equally
If you have multiple operations from the
same tier work from left to right Lilly Annie Ezra

e.g. 10 – 3 + 5 10 - 3 7+5
Triangle
6x4+8x2 ½ x Base x Perpendicular height

24 + 16 = 40 A triangle is half the size of the

The mean number of blocks would be 8 each
rectangle it would fit in
Year 7 – application of number
@whisto_maths
Fractions and percentages of amounts
What do I need to be able to do? Keywords
By the end of this unit you should be able to: Fraction: how many parts of a whole we have
• Find a fraction of a given amount Equivalent: of equal value
• Use a given fraction to find the whole or other Whole: a number with no fractional or decimal part.
fractions Percentage: parts per 100 (uses the % symbol)
• Find the percentage of an amount using mental
Place Value: the value of a digit depending on its place in a number. In our decimal number system, each place is
methods
• Find the percentage of a given amount using a 10 times bigger than the place to its right
calculator Convert: change into an equivalent representation, often fraction to decimal to a percentage cycle.

Fraction of a given amount The bar represents the whole amount 90

𝟐
Find of £205 30 30 30
𝟓
£205 15
15 15
Use bar models for comparisons
𝟏
£41 £41 £41 £41 £41 of 90 = 30
45 𝟑

2 out of the 5 equal parts 𝟐

of 45 = 30
£205 ÷ 5 = £41 𝟑
2 x £41 = £82 𝟏 𝟐
Each part of the bar model represents £41. ∴ of 90 = of 45
𝟑 𝟑

Use a fraction of amount The wording of the question is important to setting up the bar model
𝟐
of a value is 70. What is the whole number? 70 ÷ 2 = 35 63
𝟑
70 Each part of the bar Find the whole
model represents 35. 𝟑
of a number is 63. 21 21 21 21
𝟒
35 35 35
What is
𝟏
of the number? 84 Use the
𝟔 whole to
35 x 3 = 105 find a given
=14 14 14 14 14 14 14
The whole number is 105 part

Find the percentage of an amount (Mental methods) Find the percentage of an amount (Calculator methods)
The whole represents 100% 1 Using a multiplier
10% = of the whole
10 Find 65% of 80 Fraction, decimal, percentage conversion
65 The multiplier
65% =
.
= 0.65
100
0 65 x 80 = 52

1 5 1
10% = of the whole 50% = = of the whole
10 10 2
Using the percent button This brings up the % button on screen
20% =
2
=
1
of the whole 5% =
1
of the whole You will see 65%
10 5 20 Find 65% of 80

Type 65 You can also use the

Method 1: calculator to support non
Find 65% of 80 65% = 10% x 6 + 5% Press calculator methods and
80 = (8 x 6) + 4 find 1% or 10% then add
= 52 Press 80 and then press = percentages together
Method 2:
8 8 8 8 8 8 8 8 8 8 65% = 50% + 10% + 5%
For bigger percentages it is sometimes easier to take away from
= 40 + 8 + 4 “of” can represent ‘x’ in calculator methods
100% = 52
 Year 7
Knowledge Organisers

Block: directed number

Operations with equations and directed

numbers

@whisto_maths
Year 7 – directed number
@whisto_maths
Operations with equations and directed numbers
What do I need to be able to do? Keywords
Subtract: taking away one number from another.
By the end of this unit you should be able to:
• Perform calculations that cross zero
Negative: a value less than zero.
• Add/ Subtract directed numbers Commutative: changing the order of the operations does not change the result
• Multiply/ Divide directed numbers Product: multiply terms
• Evaluate algebraic expressions Inverse: the opposite function
• Solve two-step equations Square root: a square root of a number is a number when multiplied by itself gives the value (symbol )
• Use order of operations with directed number Square: a term multiplied by itself.
Expression: a maths sentence with a minimum of two numbers and at least one math operation (no equals sign)

Add directed numbers

Perform calculations that cross zero 2 + - 4 = -2 Representations

Number lines are useful to help you visualise the calculation crossing 0 Two “ – 1 “ left
Zero pair
= =2
Use the number line to guide subtraction of 6 (-1 + 1 = 0 )
4 – 6 = -2

Find the difference 8 + -3 = 5

Start at 4
between 6 and -4
From 6 to 0 Partitioning
Rearrangements of
-5 + 5 = 0 the same equation
5–5=0 6
From 0 to -4
8 + -3 = 5 5+3+-3=5
4
Generalisation
10 beads between them Partition the value to create
a zero pair calculation +-=-

Subtract directed numbers Multiply/ Divide directed numbers Evaluate algebraic expressions
Representations -3 -3 a=5 b = -4
2 “Subtract” – means take Two representations of
a2 = 52 b2 = (-4)2
away or remove the same calculation 2 x -3 = -6
Representation for calculation
a2 = 25 b2 = 16
Negative, Negative calculation
2--1=3 =3 -2 x -3
With negative numbers the brackets are important so
The act of that it performs -4 x -4.
Take away one making
counters Brackets around negative substitutions helps remove
Start with the representation of 2
This is the negative of 2 x -3 into their calculation errors
negative is
2--3=5 =5 turning
them over
2a – b = 2 x 5 – (-4) = 10 + 4 = 14
-2 x -3 = 6 3b – 2a = 3(-4) – 2(5) = -12 – 10 = -22
Generalisation

--=+ Divisions are the inverse operations

Two-step equations 4x + 2 = 10 Use order or operations Brackets around negative

Bar Model Representing the same Brackets substitutions helps remove
10 question (use fact families) calculation errors
Indices or roots
10 – 4x = 2
x x x x 2 Multiplication or division
10 Function machine Addition or subtraction

x x x x x x x4 +2 10 Remember square roots have a

positive and negative value
8 2
Inverse operations to find x
 Year 7
Knowledge Organisers

Block: fractional thinking

Addition & subtraction of fractions

@whisto_maths
Year 7 – Fractional Thinking
@whisto_maths
Addition and subtraction of fractions
What do I need to be able to do? Keywords
By the end of this unit you should be able to: Numerator : the number above the line on a fraction. The top number. Represents how many parts are taken
• Convert between mixed numbers and fractions Denominator: the number below the line on a fraction. The number represent the total number of parts
• Add/Subtract unit fractions (same denominator) Equivalent: of equal value
• Add/Subtract fractions (same denominator) Mixed numbers: a number with an integer and a proper fraction
• Add/Subtract fractions from integers
Improper fractions: a fraction with a bigger numerator than denominator
• Use equivalent fractions
• Add/Subtract any fractions Substitute: replace a variable with a numerical value
• Add/Subtract improper fractions and mixed Place value: the value of a digit depending on its place in a number. In our decimal number system, each place is
numbers 10 times bigger than the place to its right
• Use fractions in algebraic contexts

Representing Fractions Mixed numbers and fractions Add/Subtract unit fractions Same denominator
𝟕
Improper fraction 𝟐
𝟏 𝟓 =
𝟏𝟐
𝟒
is represented in 𝟐 2
𝟏 Mixed number 1 1
all the images 𝟓 +4 =4
4
In this model 5
Fractions can be
parts make up a With the same denominator ONLY the numerator is added
𝟏÷𝟒 bigger than a whole
whole or subtracted

Add/Subtract fractions Same denominator Add/Subtract from integers Equivalent fractions Numerator and
denominator have
the same multiplier
5 2 4
= 1- = 2 4
7 6 6 =
3 6
Sequences 1
1 =3
3+6 6

1 2 Represent this on a The denominator indicates the number 1 2

2 2
3 3
+ + number line to help of parts a whole is made up of =
3 6
3 3

Add/Subtraction fractions (common multiples) Add/Subtraction any fractions

Addition/Subtraction needs a common denominator 4 2 2
− =
5 3 15
12 10
6 7 15
+ 15
10 10
13
Use equivalent fractions to find a common multiple for both denominators
10

Add/Subtraction fractions (improper and mixed) Fractions in algebraic contexts 𝑝=5 𝑚=2
1 3 𝑝 1
2 −1 +
5 10 8 𝑚
Apply inverse operations Form expressions with fractions Substitution
2
2 5
𝑏+
7
𝑏+
7 5 1
10 𝑘=2+ 9 9 +
8
8 2
22 13 9 • Convert to an improper fraction
10
= • Calculate with common denominator
10 10
Fractions and decimals
Partitioning method 1 Example 0.6 + 0.3
= 0.1
10
1 3 2 3 2 3 2 3 9 6 3 Remember to use equivalent
2 −1 =2 −1 =2 −1− = 1 − = 1 +
5 10 10 10 10 10 10 10 10 = 0.01 10 10 fractions and common
100
denominators
 Year 7
Knowledge Organisers

Block: Lines and Angles

Constructing, measuring and using

geometric notation
Developing geometric reasoning

@whisto_maths
Year 7 – lines and angles
Constructing, measuring and using
@whisto_maths geometric notation
What do I need to be able to do? Keywords
By the end of this unit you should be able to: Polygon: A 2D shape made with straight lines
• Use letter and labelling conventions Scalene triangle: a triangle with all different sides and angles
• Draw and measure line segments and angles Isosceles triangle: a triangle with two angles the same size and two angles the same size
• Identify parallel and perpendicular lines Right-angled triangle: a triangle with a right angle
• Recognise types of triangle Frequency: the number of times a data value occurs
• Recognise types of quadrilateral Sector: part of a circle made by two radii touching the centre
• Identify polygons Rotation: turn in a given direction
• Construct triangles (SAS, SSS, ASA)
Protractor: equipment used to measure angles
• Draw Pie charts
Compass: equipment used to draw arcs and circles.

Letter and labelling convention Draw and measure line segments Angles as measures of turn
The letter in the middle is the angle Conversions 1cm = 10mm, 1m = 100cm
The arc represents the angle East to South is a
The line segment is 3.9cm quarter turn
Which is 39mm clockwise
Clockwise Anti-Clockwise
AB is a line
Angle Notation: three letters ABC segment
This is the angle at B = 113 ° (part of the
line)
Line Notation: two letters EC Quarter Turn Half Turn Three-quarter Turn Full Turn
90° 180° 270° 360°
The line that joins E to C. Make sure the start of the line is at 0;
Clockwise Anti-Clockwise

Classify angles Measure angles to 180° Read from 0° Draw angles up to 180°
on the base
line. Draw a 35° angle Make a mark at 35° with a pencil
Right Angles
Acute Angles Remember to And join to the angle point (use a
90°
0°< angle <90° use estimation. ruler)
This is an
Obtuse obtuse angle so
90°< angle <180° Right angle between 90 °
notation and 180 °

Reflex Straight Line Make sure the cross Make sure the cross is at the end The angle
180°< angle <360° 180° The base line follows is at the point the of the line (where you want the
the line segment two lines meet angle)

Parallel and Perpendicular lines Angles over 180° 360 ° - smaller angle = reflex angle
Measure the smaller
Perpendicular lines Use your knowledge of straight lines angle first (less than
Parallel lines 180 °
Straight lines that never meet Straight lines that meet at 90° 180 ° and angles around a point
(Have the same gradient) 360 °

Properties of Quadrilaterals Parallelogram

Draw Pie Charts SAS, SSS, ASA constructions
Opposite sides are parallel Side, Angle, Angle
Square
Opposite angles are equal
All sides equal size
Co-interior angles 32
All angles 90° “32 out of 60 people had a dog” Side, Angle, Side
Opposite sides are parallel 60 Dog

Trapezium Side, Side, Side

Rectangle One pair of parallel lines This fraction of the 360 degrees
All angles 90° represents dogs Use a protractor to draw
Opposite sides are parallel 32 X 360 = 192° This is 192°
Kite
No parallel lines 60
Rhombus Equal lengths on top sides Polygons If all the sides and angles
All sides equal size Equal lengths on bottom 5 - Pentagon 8 - Octagon
Opposite angles are equal sides 3 - Triangle are the same, it is a regular
6 - Hexagon 9 - Nonagon
One pair of equal angles 4 - Quadrilateral polygon
7 - Heptagon 10 - Decagon
Year 7 – lines and angles
@whisto_maths Geometric reasoning
What do I need to be able to do? Keywords
By the end of this unit you should be able to: Vertically Opposite: angles formed when two or more straight lines cross at a point.
• Understand/use the sum of angles at a point Interior Angles: angles inside the shape
• Understand/use the sum of angles on a straight Sum: total, add all the interior angles together
line Convex Quadrilateral: a four-sided polygon where every interior angle is less than 180°
• Understand/use equality of vertically opposite Concave Quadrilateral: a four-sided polygon where one interior angle exceeds 180°
angles Polygon: A 2D shape made with straight lines
• Know and apply the sum of angles in a triangle Scalene triangle: a triangle with all different sides and angles
• Know and apply the sum of angles in a Isosceles triangle: a triangle with two angles the same size and two angles the same size
quadrilateral
Right-angled triangle: a triangle with a right angle

Sum of angles at a point The sum of angles around a point is 360° Sum of angles on a straight line
Adjacent angles that share a common point on a line add up to 180°
360° Angle notation – 90°
Find angle BOE W Z
V 42°
90° + 33° + 92° = 205° C 72°
360° - 205° D
B 33°
BOE =155° Y
67° O 92° X
360° - 67° Angle notation – find 72° + 42° = 114°
= 293 ° Find angle XWY 180° - 114° = 66°
this missing angle E

Vertically opposite angles Sum of angles in triangles Sum of interior angles in a triangle = 180°

Angle JNM is
The two base angles will be the
vertically opposite to
same size
angle KNL
Look at triangle notation.
A triangle can
This indicates an isosceles Have a go!
JNM = KNL only have
triangle Tearing the corners from triangles forms
ONE right
Vertically opposite angles are the same ∴ 180 - 43 = 137 angle a straight line which is therefore 180°
137 ÷ 2 = 68.5°
Other angle rules still
apply. Sum of angles in quadrilaterals Sum of interior angles in a quadrilateral = 360°
Look for straight line
sums and angles
around a point.
Form equations with
Convex Concave
information from Interior Angles
Quadrilateral Quadrilateral
diagrams:
A quadrilateral is made up of two
2𝑥 -12 = 42 triangles = the sum of interior angles is
2𝑥 = 54 Interior angles are those that make up the same as two triangles:
𝑥 = 27° the perimeter (outline) of the shape 180° + 180° = 360°

Angle Problems Split up the problem into chunks and explain your reasoning at each point using angle notation
Keep working out clear and
notes together
1. Angle DEF = 51° because it is a vertically opposite angle DEF = GEH
2. Triangle DEF is isosceles (triangle notation) ∴ EDF = EFD and the sum of interior angles is 180°
180° - 51° = 129° 129° ÷ 2 = 64.5°
3. Angle EDF = 64.5°
 Year 7
Knowledge Organisers

Block: reasoning with number

Developing number sense

Sets and probability
Prime numbers and proof

@whisto_maths
Year 7 – reasoning with number
@whisto_maths Developing number sense
What do I need to be able to do? Keywords
By the end of this unit you should be able to: Commutative: changing the order of the operations does not change the result
• Know and use mental addition/ subtraction
Associative: when you add or multiply you can do so regardless of how the numbers are grouped
• Know and use mental multiplication/ division
• Know and use mental arithmetic for decimals Dividend: the number being divided
• Know and use mental arithmetic for fractions Divisor: the number we divide by.
• Use factors to simplify calculations Expression: a maths sentence with a minimum of two numbers and at least one math operation (no equals sign
• Use estimation to check mental calculations Equation: a mathematical statement that two things are equal
• Use number facts Quotient: the result of a division
• Use algebraic facts

Mental methods for addition/ subtraction Mental methods for multiplication/ division
Addition is commutative Subtraction the order has to stay the same Multiplication is commutative Partitioning can help multiplication
24 x 6 = 20 x 6 + 4 x 6
= 120 + 24
= 144
• Number lines help for addition
6 + 3 = 3 + 6 2 × 4 = 4 × 2 Division is not associative
and subtraction
The order of addition does not The order of Chunking the division can help 4000 ÷ 25
change the result • Working in 10’s first aids multiplication does not “How many 25’s in 100” then how many chunks
mental addition/ subtraction change the result of that in 4000.

Mental methods for decimals Mental methods for fractions Use bar models where possible
Multiplying by a decimal <1 will make the original value smaller e.g x 0.1 = ÷ 10 2
I’ve spent of my money. I have
5
Methods for multiplication 1.2 x 0.03 £21 left
Methods for division 1.5 ÷ 0.05 £21 £14
How much did they have to begin with?
Multiply by powers of 10 until the
divisor becomes an integer £15
Methods for addition 2.3+2.4 1.5 ÷ 0.05 5
x100 x100 What is of £15?
3
3
150 ÷ 5 = 30
3 + 2
3

Using factors to simplify calculations 10 x 3 x 4 x 4 10 x 3 x 2 x 8 Multiplication is commutative

30 x 16 2x5x3x2x2x2x2 16 x 10 x 3 Factors can be multiplied in any order

Estimation Number facts Algebraic facts

Estimations are useful – especially when using fractions Use 124 x 5 = 620
and decimals to check if your solution is possible. 2a + 2b = 10 Everything x 2

Most estimations round to 1 significant figure For multiplication, each value that is
multiplied or divided by powers of 10 needs 0.1a + 0.1b = 0.5
to happen to the result Everything ÷ 10
Estimations are useful – especially when using fractions
and decimals to check if your solution is possible. a+b=5
620÷ 12.4 = 50
210 + 899 < 1200

For division you must consider the impact of The unknown

This is true because even if both numbers Add 2 to the total
the divisor becoming smaller or bigger. quantity isn’t
were rounded up, they would reach changing but the a+b+2=7
Smaller – the answer will be bigger
300 + 900. variables change
(It is being shared into less parts)
The correct estimation would be what is done to
Bigger – the answer will be smaller
200 + 900 = 1100. give the result.
(It is being shared into more parts)
Year 7 – reasoning with number
@whisto_maths Sets and probability
What do I need to be able to do? Keywords
Set: collection of things
By the end of this unit you should be able to:
Element: each item in a set is called an element
• Identify and represent sets
• Interpret and create Venn diagrams Intersection: the overlapping part of a Venn diagram (AND ∩)
• Understand and use the intersection of sets Union: two ellipses that join (OR ∪)
• Understand and use the union of sets Mutually Exclusive: events that do not occur at the same time
• Generate sample spaces for single events Probability: likelihood of an event happening
• Calculate the probability of a single event Bias: a built-in error that makes all values wrong (unequal) by a certain amount, e.g. a weighted dice
• Understand and use the probability scale Fair: there is zero bias, and all outcomes have an equal likelihood
Random: something happens by chance and is unable to be predicted.

Identify and represent sets Interpret and create Venn diagrams Intersection of sets
The universal set has this symbol 𝜉 – this means Mutually exclusive sets Elements in the intersection are
EVERYTHING in the Venn diagram is in this set The two sets have nothing in common in set 𝐴 AND set B
No overlap
The notation for this is 𝐴 ∩ 𝐵
A set is a collection of things – you write Union of sets
sets inside curly brackets { } The two sets have some elements
in common – they are placed in
𝜉 = {the numbers between 1 and 15 inclusive}
the intersection 𝐴 = {Multiples of 5} 𝐵 = {Multiples of 3}
𝜉 = {the numbers between 1 and 50 inclusive}
Subset
My sets can include every number between 1 All of set B is also in Set A so
and 50 including those numbers the ellipse fits inside the set.

𝐴 = {Square numbers}
𝐴 = {1, 4, 9, 16 ,25, 36, 49} The element in 𝐴 ∩ 𝐵 is 15
The box
Around the outside of every Venn diagram will be a box. If an In this example there is only one
All the numbers in set 𝐴 are square number element is not part of any set it is placed outside an ellipse but number that is both a multiple of 3
and between 1 and 50 inside the box and a multiple of 5 between 1 and 15

Union of sets 𝜉 = {the numbers between 1 and 15 inclusive}

𝐴 = {Multiples of 5} 𝐵 = {Multiples of 3}
Sample space – for single events • A Sample space represents a
Elements in the union
A sample space for rolling a six-sided possible outcome from an event
could be in set 𝐴 OR set The elements in 𝐴 ∪ 𝐵 are
B 5, 10, 15, 3, 9, 6, 12 dice is S = {1 , 2, 3, 4, 5, 6} • They can be interpreted in a
There are 7 elements that are either a
variety of ways because they do
The notation for this is 𝐴 ∪ 𝐵 A sample space for this spinner is not tell you the probability
multiple of 5 OR a multiple of 3 between 1
and 15 S = {Pink, Blue, Yellow}

This Venn shows the number of elements in each set You only need to write each element
once in a sample space diagram

Probability of a single event The probability scale Sum of probabilities

Probability = number of times event happens Probability is always a value between 0 and 1
total number of possible outcomes Impossible Even chance Certain 1
There are 4 blue sectors 0 or 0% 𝟏
0.5, or 50% 1 or 100% The probability of getting a blue ball is
P(Blue) = 4 . 𝟐
5
4
10 There are 10 sectors ∴The probability of NOT getting a blue ball is
Probability 5
overall
notation =2. The more likely an event the further up the probability it The sum of the probabilities is 1
P ( event ) 5 will be in comparison to another event
Probability can be a fraction, decimal or percentage (It will have a probability closer to 1)
value The table shows the probability of selecting a type of chocolate

4. = 40 . = 0.40 = 40%
10 100 There are 2
pink and 2 There are 5 possible outcomes P(white chocolate) = 1 – 0.15 – 0.35
yellow balls, so So 5 intervals on this scale, each = 0.5
Probability is always a value between 0 and 1
they have the 1
interval value is
5
same probability
Year 7 – reasoning with number
@whisto_maths Prime numbers and Proof
What do I need to be able to do? Keywords
By the end of this unit you should be able to: Multiples: found by multiplying any number by positive integers
• Find and use multiples Factor: integers that multiply together to get another number.
• Identify factors of numbers and expressions Prime: an integer with only 2 factors.
• Recognise and identify prime numbers Conjecture: a statement that might be true (based on reasoning) but is not proven.
• Recognise square and triangular numbers Counterexample: a special type of example that disproves a statement.
• Find common factors including HCF Expression: a maths sentence with a minimum of two numbers and at least one math operation (no equals sign)
• Find common multiples including LCM
HCF: highest common factor (biggest factor two or more numbers share)
LCM: lowest common multiple (the first time the times table of two or more numbers match)

Multiples The “times table” of a given number Factors Prime numbers 2

Arrays can help represent factors • Integer
All the numbers in this lists below are multiples of 3. Factors of 10 10 x 1 or 1 x 10 • Only has 2 factors
5 x 2 or 2 x 5 1, 2, 5, 10
3, 6, 9, 12, 15… 3𝑥, 6𝑥, 9𝑥 … • and itself The first prime number
The number itself is The only even prime number
This list continues and doesn’t Factors and expressions always a factor
end
𝑥 could take any value and
𝑥 𝑥 𝑥 𝑥 𝑥 𝑥 Factors of 6𝒙
Learn or how-to quick recall…
Non example of a multiple as the variable is a multiple of
6𝑥 × 1 OR 6 × 𝑥
6, 𝑥, 1, 6𝑥, 2𝑥, 3, 3𝑥, 2
3 the answer will also be a
4.5 is not a multiple of 3 multiple of 3 𝑥 𝑥 2, 3, 5, 7 , 11, 13, 17, 19, 23, 29…
𝑥 𝑥 𝑥 𝑥 𝑥
because it is 3 x 1.5 2𝑥 × 3 3𝑥 × 2
Not an integer 𝑥 𝑥 𝑥 𝑥 𝑥

Square and triangular numbers Common factors and HCF 1 is a common factor of all numbers
Square numbers Representations are useful to understand Common factors are factors two or more numbers share
a square number n2 HCF – Highest common factor
1, 4, 9, 16, 25, 36, 49, 64 …
odd even odd HCF of18 and 30 Common factors
Triangular numbers
(factors of both numbers)
Representations are useful – an extra counter is added to each new row 1, 2, 3, 6
18 1, 2, 3, 6, 9, 18
Add two consecutive triangular numbers
and get a square number
30 HCF = 6
1, 2, 3, 5, 6, 10, 15, 30
1, 3, 6, 10, 15, 21, 28, 36, 45… 6 is the biggest factor they share

Common multiples and LCM Common multiples are multiples two or more numbers share Product of prime factors
Multiplication
LCM – Lowest common multiple LCM = 36 The first time their
part-whole
multiples match
LCM of 9 and 12 models

9 9, 18, 27, 36, 45, 54 30 30 30

12 12, 24, 36, 48, 60
2 15 3 10 5 6
Comparing fractions
Compare fractions
6 7
using a LCM and 10
denominator
10
5 3 2 5 2 3

Conjectures and counterexamples

All three prime factor trees represent the same decomposition
Conjecture Counterexamples Multiplication is commutative
This sequence isn’t doubling it 30 = 2 x 3 x 5
is adding 2 each time
Multiplication of prime factors
Using prime factors for predictions
A pattern that is Only one counterexample
noticed for many is needed to disprove a e.g. 60 30 x 2 2x3x5x2
cases conjecture 150 30 x 5 2x3x5x5