9.

1 Sequences
Objectives
• Work out the terms of an arithmetic sequence using the term-to-term rule.
• Work out a given term in a simple arithmetic sequence.

Curriculum references
• A7.2A Describe simple pattern or number sequences.
• A7.2B Find or generate terms of a sequence using a term-to-term rule.
• A7.2D Generate terms of a sequence using a simple position-to-term rule given in
words.

Resources
• 9.1 Answers

Key words
Sequence, terms, finite, infinite, ascending descending, arithmetic sequence, common
difference, integers, 1st term, term-to-term rule

Common errors and misconceptions

• Assuming the 5th term of a sequence is n then the 10th term is 2n. Look at the 2nd
and 4th, 5th and 10th etc. terms of arithmetic sequences and discuss whether they
are double one another. Discuss why this system will not work.

Confidence
Why learn this?
Economists spot patterns and sequences when they are predicting trends in
business growth.
Banks and investors are advised by economists to work out whether a business will get
bigger or smaller when they are deciding how to invest their money.

Fluency
• Multiples.
• Finding a value halfway between two others.

Explore
How long will it take you to count in 2s up to 1 million?
The information needed to answer the Explore question is given in the plenary Explore
notes below.
Main lesson
Warm up
• Find the next three terms in linear sequences.
• Find missing terms in simple sequences.

Main teaching
• Introduce the word ‘sequence’ and the idea that it can be ascending/descending
and finite/infinite.
• Explain that each number is called a term.
• Draw out how we might describe a sequence using the first term and term-to-term
rule.
• Introduce the terminology ‘arithmetic sequence’ and the definition.
• Look at some examples of arithmetic sequences, finding the next few terms.
• Draw out a method for finding the 20th term (first term + 19 × common
difference).
• Extend the method to any term in an arithmetic sequence.

Question notes
Q4 Remind students of the definition of multiples, squares and primes.
Q7 Discussion What type of sequence do you get from a positive common difference? …
a negative common difference? Positive common difference: ascending; negative
common difference: descending
Q9b Encourage students not to simply ‘count on’ to solve this problem. Discuss the fact
that many lots of 2 will need to added to make the total more than 40.
Discussion How did you work out the answer to part b? Is there a quick way to work out
the answer? Add (2 × 9) to 1.
Q10c Discuss why it might be useful not to have to find all the terms in between if you
wish to find the 100th term.

Differentiation
Support
Q5 To find the term-to-term rule we have to calculate the 2nd term and subtract the 1st
term.
Q6 If the differences between the 1st and 2nd terms, and the 2nd and 3rd terms, and the
3rd and 4th terms are all equal then the sequence is arithmetic. The ‘gaps’ between
terms must be the same.

Stretch
Q11 Modelling / Reasoning When could you expect values to increase/decrease
arithmetically?
Plenary
Explore
How long will it take you to count in 2s up to 1 million?
There are 500 000 even numbers between 0 and 1 million. If you assume it will take an
1 1
average of a second to count each number then: 500 000 × = 250 000 seconds =
2 2
69.4 hours 3 days!
≈

Reflect
This reflective task encourages students to think carefully about what a sequence is, and
so how they recognise and understand sequences. It also encourages them to
acknowledge that though other students may have written different definitions, these
may be just as valid.

Homework
Online homework is available in the Maths Progress International ActiveCourse. Further
practice questions are available in the Maths Progress International Year 7 Workbook.

9.2 The 𝑛th term

Objectives
• Work out and use expressions for the 𝑛th term in an arithmetic sequence.

Curriculum references
• A7.2E Use linear expressions to describe the nth term of simple sequences.
• A7.2F Solve problems involving sequences.

Resources
• 9.2 Answers

Key words
General term

Common errors and misconceptions

• If the common difference is 3 the general term is always 3𝑛.

Confidence
Why learn this?
Surveyors need a general rule to work out the materials needed for different
heights of building.
Have a look at some different buildings in your local area. How would you work out how
much material was needed to build them?
Fluency
• Finding the 10th term of sequences of multiples.

Explore
How many windows do you need for a row of 100 beach huts?
The information needed to answer the Explore question is given in the plenary Explore
notes below.

Main lesson
Warm up
• Identify the term-to-term rule for an arithmetic sequence.
• Substitute positive values into linear algebraic expressions.
• Solve one- and two-step equations.

Main teaching
• Remind students of the new vocabulary introduced in the previous lesson.
• Explain that a sequence can be described by giving a general term.
• Find the first few terms of a sequence given the general term. (Use 2𝑛, 3𝑛, 4𝑛)
• Draw out how the general term might be found by looking at the sequence (use the
examples of the multiples of 2, 3 and 4 that are on the board)
• Display the sequence: 4, 7, 10...
• Draw out that it is one more than the multiples of 3 by looking at differences. Hence
the general term is 3𝑛 + 1

Question notes
Q4 Discussion How else could you describe these sequences? The multiples of 5, 7 and
12.
Q5 Reasoning Discussion Is it easier to find a term of a sequence using the general term
of a sequence or the 1st term and the term-to-term rule? Explain your answer. It’s easier
using the general term since you can find any term without finding the terms in
between.
Q6 Encourage students to notice that the common difference is equal to the coefficient
of 𝑛 in the general term.
Q9, Q12 Students could draw up tables of values to help them identify the relationship
between the term number and the sequence, e.g.
Q10, Q12 Students could draw up tables (as in Q9) to record their answers. This will
also help support the relationship between the common difference and the coefficient of
𝑛 in the general term.
Q10 Discussion How does the common difference relate to the general term in each
sequence? The common difference is the coefficient of 𝑛.
Q18 Encourage students to use the general term rather than counting on.

Differentiation
Support
Q14 What are the first few terms in the sequence? What other way could they be
described?
Q15 Encourage students to look at how they answered Q14.

Stretch
Q17 How can you tell if all the terms in a sequence will be odd/even or whether they are a
combination?

Plenary
Explore
How many windows do you need for a row of 100 beach huts?
Discuss how many windows each beach hut has. Are there more on the beach huts at
the end?

Reflect
This metacognitive task asks students to think about the different ways a general term
can be used. It encourages them to see the nth term as a useful formula as well as a term
itself.

Homework
Online homework is available in the Maths Progress International ActiveCourse. Further
practice questions are available in the Maths Progress International Year 7 Workbook.

9.3 Pattern sequences

Objectives
• Generate sequences and predict how they will continue.
• Recognise geometric sequences and work out the term-to-term rule.

Curriculum references
• A7.2A Describe simple pattern or number sequences.
• A7.2C Recognise different types of sequences.
Resources
• 9.3 Answers

Key words
Consecutive, geometric sequence

Common errors and misconceptions

• Assuming all sequences increase arithmetically.

Confidence
Why learn this?
Identifying patterns in nature can help biologists spot population growth or
decline in the animal kingdom.
A decline in populations might lead to extinction if nothing is done to protect animal
species.

Fluency
• Finding terms in the sequence of multiples of 2 and identifying an arithmetic
sequence.
• Substitution

Explore
What is the half-life of a radioactive substance?
The information needed to answer the Explore question is given in the plenary Explore
notes below.

Main lesson
Warm up
• Draw the next term in a sequence of simple patterns.
• Triangular and square numbers

Main teaching
• Remind students of the definition of an arithmetic sequence.
• Display: 2, 4, 8, 16 ...
Discuss why this is not arithmetic and introduce the concept of geometric.
• Explain that a geometric series can be described by giving the first term and the
term-to-term rule.
• Ask students to suggest first terms and rules for a geometric sequence.
• Challenge students to suggest a sequence that is neither arithmetic nor geometric.

Question notes
Q6 Suggest looking for a multiplying factor if the sequence is not arithmetic.
Discussion Is the sequence in part c geometric? Geometric, since you are multiplying by
1
2
Q9 Remind students of the priority of operations.
Investigation Suggest different colours for the offspring of different rabbits. Also work
out the number of children ‘Rabbit 1’ has, then ‘Rabbit 2’ and so on.

Differentiation
Support
Q6 Explain all the rules are ‘multiply by …’
Investigation Simplify the problem by asking them to work out how many rabbits there
will be after 3 months, then after 6 months.

Stretch
Q10 Can you design a Fibonacci style sequence using positive numbers with a fifth term
of 7? No. Hint: work backwards.

Plenary
Explore
What is the half-life of a radioactive substance?
The half-life of a radioactive substance is the length of time it will take for the level of
1
radioactivity to decay by
2
The half-life can be viewed as a geometric sequence where the term-to-term rule is
‘divide by 2’, e.g. The half-life of radon is 3.8 days, so if you started with 10 radioactive
atoms after 3.8 days there will only be 5 atoms.

Reflect
This metacognitive task encourages students to think about the types of geometric
sequences that exist, and challenges the misconception that geometric sequences are
always increasing.
Narayani could have been thinking of the geometric sequence 2, 4, 8, 16, 32, ... and the
arithmetic sequence 2, 4, 6, 8, 10, ... Here, multiplying by 2 has a more 'dramatic' effect
than simply adding 2 each time.
Uzma could have been thinking of a geometric sequence where the multiplier is 1.1,
giving a sequence that is close to constant: 3, 3.3, 3.63, 3.993
Students should experiment with different types of numbers to multiply by or add, and
see what effect that has on the sequence. Using a spreadsheet is a good way for them to
see the effect more quickly.
Homework
Online homework is available in the Maths Progress International ActiveCourse. Further
practice questions are available in the Maths Progress International Year 7 Workbook.

9.4 Coordinates and line segments

Objectives
• Use positive and negative coordinates.
• Work out the midpoint of a line segment.

Curriculum references
• A7.3D Find the midpoint of a line segment given the coordinates of the endpoints.

Resources
• 9.4 Answers

Key words
Coordinate, line segment, 𝑥-axis,𝑦-axis, origin

Common errors and misconceptions

• Mixing 𝑥 and 𝑦 coordinates.
• In Q4 remind students of the ‘along the runway before taking off’ method.
• Adding –1 + 7 to give 8

Confidence
Why learn this?
Air traffic controllers use the coordinates of aircraft and plot their journeys to
ensure there are no accidents.
Areas around airports can be very busy with a lot of planes taking off and landing. Using
coordinates lets air traffic controllers track the course of all the planes to keep them a
safe distance apart.

Fluency
• Halving whole numbers, adding a negative to a positive, order of operations.

Explore
How do you tell a computer to display graphics in the bottom left corner of the
screen?
The information needed to answer the Explore question is given in the plenary Explore
notes below.
Main lesson
Warm up
• Coordinates in the first quadrant.

Main teaching
• Remind students how to plot coordinates in the first quadrant and extend to all
four quadrants.
• Ask students to plot the points (–2, 3) and (–2, 7). They then join them. Explain this
is a line segment.
• Work though finding a midpoint using the graph. Elicit how to find the midpoint
without plotting the points.
• Find the midpoint of the points (2, 7) and (–4, 2) without plotting them.

Question notes
Q3 Discuss whether the line segments are horizontal or vertical.
Discussion How could you find the distance between (2, 7) and (2, 3) without plotting
them? Does this work for (3, 1) and (5, 6)? By finding the point halfway between both
the 𝑥 and 𝑦 coordinates separately.
Q7, Q8 Provide a coordinate grid, if necessary.
Q8 Remind students how to add a negative value to a positive value.

Differentiation
Support
Q7 Encourage students to plot and then discuss with them how they might find the
midpoint without plotting.
Q8 Simplify the question by replacing negative coordinates with positive values.

Stretch
Q8 If the midpoint of a line is (3, 5) what are the possible endpoints?

Plenary
Explore
How do you tell a computer to display graphics in the bottom left corner of the
screen?
A coordinates system is used: the number of pixels along the horizontal axis and then
the number of pixels up the vertical axis.

Reflect
This reflective task encourages students to recognise common mistakes, including
stating the 𝑥 and 𝑦 coordinates the wrong way around (Freya), and forgetting the
negative sign for points below the 𝑥-axis (Stef). Only Melanie is correct. It then asks
students to write a hint about reading coordinates, thus reinforcing the correct method.

Homework
Online homework is available in the Maths Progress International ActiveCourse. Further
practice questions are available in the Maths Progress International Year 7 Workbook.

9.5 Graphs
Objectives
• Draw straight-line graphs.
• Recognise straight-line graphs parallel to the axes.
• Recognise graphs of 𝑦 = 𝑥 and 𝑦 = –𝑥

Curriculum references
• A7.3A Recognise, name and plot graphs parallel to the axes and the graphs of 𝑦 = 𝑥
and 𝑦 = –𝑥
• A7.3B Plot straight-line graphs using a table of values.

Resources
• 9.5 Answers
• Coordinate grids for various questions

Key words
Graph, equation

Common errors and misconceptions

• Assuming graphs of the form 𝑥 = 𝑎 are parallel to the 𝑥-axis and 𝑦 = 𝑎 are parallel to
the 𝑦-axis.

Confidence
Why learn this?
Meteorologists plot graphs to show trends in data and predict future weather.
It’s important to try and predict future weather so people can prepare themselves for
any dangerous weather, such as flooding.

Fluency
• Order of operations including negative numbers.

Explore
Do two straight lines always cross? Can they cross more than once?
The information needed to answer the Explore question is given in the plenary Explore
notes below.
Main lesson
Warm up
• Calculate missing values in 2-step function machines.
• Substitute value of 𝑥 into simple linear equations.

Main teaching
• Show students the graph of 𝑥 = 2 and draw out the fact that any point has 𝑥-
coordinate 2.
Repeat for 𝑦 = 3 (always have 𝑦–coordinate 3).
• Discuss how 𝑥 = 2 is parallel to the 𝑦-axis and 𝑦 = 3 is parallel to the 𝑥-axis.
• Explain that the equation of a graph describes the relationship between the 𝑥 and 𝑦
coordinates.
• Use the example of 𝑦 = 𝑥 + 1 (the 𝑦-coordinate is always one more than the 𝑥
coordinate).
• Draw a table of values giving positive and negative values of 𝑥 and draw out
corresponding values of 𝑦.
• Plot the graph on the coordinate axis.
• Repeat for graph of 𝑦 = 4𝑥 – 10, discussing your choice of 𝑥-coordinates and the
coordinate axis required to plot the graph.

Question notes
Q4 Discussion Which axis is the graph of 𝑥 = 6 parallel to? The 𝑦-axis.
Q5 Discussion Which axis is the graph of 𝑦 = 2 parallel to? The 𝑥-axis.
Q6–Q12 Provide coordinate grids.
Investigation This may be carried out as a whole-class investigation or using ICT with
students discussing the properties of the graphs.

Differentiation
Support
Q5 Ask students to list some of the coordinates of points that lie on these lines before
plotting.
Q9–Q11 Replace the negative values of 𝑥 with positive values.

Stretch
Q11 What is the minimum number of coordinates you need in order to be able to plot a
straight-line graph?

Plenary
Explore
Do two straight lines always cross? Can they cross more than once?
No, if they are parallel they don’t cross. Discuss which two are parallel in the exercise.
They cannot cross more than once.

Reflect
This metacognitive task encourages students to reflect on the aspects of graphs that
they find easy and hard, and so where they may require more help or work to improve
understanding. In doing so, it urges students to take responsibility for their own
learning.

Homework
Online homework is available in the Maths Progress International ActiveCourse. Further
practice questions are available in the Maths Progress International Year 7 Workbook.

9.6 Working with graphs

Objectives
• Draw graphs that represent relationships.
• Solve problems involving coordinates and straight lines.

Curriculum references
• A7.3C Draw graphs to represent relationships.
• A7.3E Solve problems involving coordinates and straight lines.

Resources
• 9.6 Answers
• Square grid paper

Key words
Coordinates, coordinate grid, coordinate pair

Common errors and misconceptions

• Misreading axis scales. Advise students to read the graphs’ titles and axis labels,
then look carefully at the axes and work out what each square represents before
answering the question; encourage them to use a ruler to read off values or follow
the grid lines with their finger.
• Confusing 𝑥- and 𝑦-coordinates (especially when one or the other is 0). Resolve by
giving students lots of practice before the lesson, so they become fluent.
• Confusing positive and negative coordinates. Resolve by encouraging students to
relate the coordinate grid to a number line.

Confidence
Why learn this?
Scientists can draw graphs to see how two variables relate to one another.
Fluency
• Finding terms in sequences.

Explore
Do the age and value of a car form a straight-line graph?
Most cars lose value as they get older. If you want to buy a used car, it helps to know how
much you need to spend to get a car of a certain age.
The information needed to answer the Explore question is given in the plenary Explore
notes below.

Main lesson
Warm up
• Reading and plotting points on a coordinate graph.
• Reading values from a real-life graph.

Main teaching
• Pictorial Display the following graph.
• What does this graph show? (the amount charged by an electrician by the hour).
• Explain the call-out charge, which is the cost for 0 hours.
• Ask questions to check that students can read values off the graph. How much does
it cost for 3 hours? ($65).
• A customer pays $80 for a repair job. How long did the electrician take for the work?
(4 hours).
• Pictorial Display a coordinate grid, with both axes numbered from 0 to 6. Explain
that the horizontal axis is the 𝑥-axis and the vertical axis is the 𝑦-axis. Plot the point
(4, 3) and label it A. Demonstrate reading off the 𝑥-coordinate and explain that this
is the 𝑥-coordinate. Repeat with the 𝑦-coordinate and explain that points on a
coordinate grid are represented by coordinate pairs. The plotted point is
represented by the coordinate pair (4, 3).
• Plot another point, such as (1, 4) and label it B. What is the 𝑥-coordinate? What is
the 𝑦-coordinate? How do we write the coordinates? Write up the answers as you go.
Repeat with more points. As students become more confident, omit the first two
questions and just ask What are the coordinates? Include pairs where both
coordinates are the same, e.g. (3, 3), or where one is 0.
• Display a fresh grid, with both axes numbered from 0 to 6. Ask students to tell you
how to plot the point (3, 6). Call out points and ask individual students to come up
and plot them.
• Display a coordinate grid with both axes numbered from –6 to 6. Again, plot points
and ask What are the coordinates? focusing first on coordinates with negative 𝑥-
coordinates. Repeat with points in each quadrant.
• Explain that we can write the 𝑥- and 𝑦-values in a table. Display a table similar to
the table in Q2 and write in the 𝑥-values. When 𝑥 is 0, what is the value of 𝑦? Write
in the 𝑦 value for 0. Repeat to complete the table.
• How could we show these values on a graph? Establish that we can write the 𝑥-
and 𝑦-values as coordinates. Say, for example, When 𝑥 = 0, 𝑦 = 0. How do we write
this as coordinates? Write up (0, 0). Repeat for the other coordinates.

Question notes
Q3 Check students choose suitable scales for the axes. It will be easier to answer the
questions if they use 2 squares per hour on the 𝑥-axis.
Q5e Reasoning Responses could be anywhere from 300 g upwards. Stress that it’s
impossible to give a more precise answer from the information you are given.
Q6b There is only one possible answer for part 𝐢 (square), but multiple answers for
parts 𝐢𝐢-𝐢𝐯.

Differentiation
Support
Q3, Q4 Some students might think that graphs need to go through the origin. Explain
that this isn’t always the case.
Q6 Some students may need reminding about the different quadrilaterals

Stretch
Q5e Reasoning How could you find out what the elastic limit is?
Q7 Describe the difference between the lines plotted for 𝑦 = –𝑥 + 2 and 𝑦 = –𝑥 – 2

Plenary
Explore
Do the age and value of a car form a straight-line graph?
Most cars lose value as they get older. If you want to buy a used car, it helps to know how
much you need to spend to get a car of a certain age.
Use a magazine or website to look at the prices of used cars. Most cars lose a lot of value
in the first year, and then less in following years, so the age and value probably don’t
form a straight-line graph.

Reflect
This reflective task encourages students to reflect on the aspects of graphs that they
find easy and hard, and so where they may require more help or work to improve
understanding. In doing so, it urges students to take responsibility for their own
learning.

Homework
Online homework is available in the Maths Progress International ActiveCourse. Further
practice questions are available in the Maths Progress International Year 7 Workbook.
9 Check up, Strengthen and Extend
9 Check up
• Formative assessment on the core objectives, grouped by topic.
• A challenge at the end, for those who finish the test early.
• The final question: ‘How sure are you of your answers?’ encourages students to
reflect on their level of confidence and helps them to choose their next step:
Strengthen or Extend.

Resources
• 9 Check up answers
• Centimetre squared paper
• Coordinate axes for some of the questions

Test question notes

Sequences
Q1 Tests understanding of the term ‘term-to-term rule’.
Q3 Tests understanding of the term ‘arithmetic sequence’.
Q7 Tests the distinction between arithmetic and geometric sequences.

Graphs
Q11 Tests students’ understanding of the equations of graphs parallel to the 𝑥- and 𝑦-
axis.
Q12 Tests students’ ability to follow the priority of operations and calculate with
negative numbers
Q14 Tests students’ recognition of the graphs 𝑦 = 𝑥 and 𝑦 = –𝑥

Challenge
Q18 Can students answer this without writing out all the terms?
Q20 There are lots of answers to this. Encourage students to go beyond the obvious.

9 Strengthen and Extend

• This content can be taught over two lessons.
• Starters for the whole class, to begin each lesson, are provided.
• Based on their results and confidence in the Check up, students decide whether to
Strengthen or Extend their learning.
• Students may feel confident enough to move straight on to the Extend material.
• The content in Strengthen is divided in to topics so that students can select specific
areas for improvement, followed by Enrichment activities.

Resources
• 9 Strengthen answers and 9 Extend answers
• Centimetre squared paper
• Graph paper (Extend only)

Whole class starter activity

Lesson 1
Invite two pupils to give you a whole number each. Display these as the first two in a
sequence and discus how the sequence continues. Extend to discussing whether it is
arithmetic, geometric or neither.

Lesson 2
Using a graph-sketching package, display the graphs of: 𝑥 = 2, 𝑦 = 5, 𝑥 = –4, 𝑦 = –3.5, 𝑦
= 𝑥, 𝑦 = –𝑥. Invite students to suggest their equations.

Question notes: Strengthen

Sequences
Q5 Write out the sequence and show the number added, drawing loops between terms.
Discuss how many more ‘loops’ you need to draw to find the 10th term.
Q9 Encourage students to draw a table of values for each of these questions.

Graphs
Q1 When 𝑥 is constant, the line is parallel to the 𝑦-axis.
Q2 When 𝑦 is constant, the line is parallel to the 𝑥-axis.
Q4 Provide a coordinate axis for these questions.
Q6 Pictorial Show students the graph of 𝑦 = 𝑥 and 𝑦 = –𝑥 and ask them to find the
coordinates on the grid and see which line they are on.
Q7 Pictorial Encourage drawing the line segments.

Enrichment
Q2 Students may not realise this is a sequences problem.

Question notes: Extend

Q1 Modelling Discussion Are these predictions sensible? No, the profits will be affected
by a recession or a growth of the business so are unlikely to increase in a linear fashion.
Q4 Problem-solving Plot the points.
Q10 Reasoning Draw the line on the grid and work out the equation of the line.
Discussion Does the graph in part 𝐜 go through point 𝐷? No since graph is 𝑦 = 𝑥 and D is
the point (4, 3).
Q22 Reasoning Start by looking at the differences between consecutive terms.
Investigation
2 First difference: 3, 5, 7, 9, …
3 Second difference: 2, 2, 2, 2, …
4a First difference: 3, 5, 7, 9, … second difference: 2, 2, 2, 2, ...
4b First difference: 3, 5, 7, 9, … second difference: 2, 2, 2, 2, ...
4c First difference: 6, 10, 14, 18, … second difference: 4, 4, 4, 4, …
For 𝑛3:
First difference: 7, 19, 37, 61, 91, …
Second difference: 12, 18, 24, 30, …
Third difference: 6, 6, 6, 6, …

Reflect: Strengthen
This reflective task encourages students to notice the most common mathematics words
in a unit, and so the most important words to understand. In this case, the words are
term and coordinates. Students are asked to define them in their own words, to
reinforce their meaning.

Reflect: Extend
This metacognitive task asks students to bring together everything they have learned in
this unit and consider how it has been about following patterns. Therefore, students
may write sentences such as ‘Sequences in diagrams always add the same number of
tiles each time, so follow a pattern’; ‘A term-to-term rule is all about following the same
pattern to make a sequence‘; ‘Coordinates of straight line graphs add the same to the 𝑥-
value each time, and the same to the 𝑦-value each time, so they follow a pattern.

End of Unit 9 tests: Sequences and graphs

Pearson published resources
Test and mark scheme
• Year 7 End of Unit 9 test
• Year 7 End of Unit 9 mark scheme

10.1 Congruency and enlargements

Objectives
• Identify congruent shapes.
• Use the language of enlargement.
• Enlarge shapes using given scale factors.
• Work out the scale factor given an object and its image.
Curriculum references
• G7.5G Identify congruent shapes.
• G7.5H Enlarge shapes using positive-integer scale factors (without a centre of
enlargement).
• G7.5I Work out the scale factor given an object and its image.

Resources
• 10.1 Answers
• Ruler
• Centimetre squared grid paper
• Tracing paper
• Geometry software or alternative prepared 2D shapes

Key words
Congruent, enlargement, scale factor, object, image

Common errors and misconceptions

• Confusing similar shapes and congruent shapes. Reinforce: similar shapes are the
same shape, but can be different sizes; congruent shapes are the same shape and
size. Use short starter activities to highlight the difference.
• Not understanding enlargement as a multiplicative relationship. Use dynamic
geometry software or similar electronic images that model enlargement by a scale
factor.

Confidence
Why learn this?
Logo designers must think about what a logo will look like when enlarged from
their drawing on to big advertisements.
A good logo can be a very powerful tool to help sell products and services. Think about
some of the big businesses you are familiar with. What do their logos look like?

Fluency
• Multiplying integers

Explore
Does Andy Warhol use congruency in any of his art works?
Andy Warhol was an American artist who used a lot of repeated images in his work, such
as portraits of film stars.
The information needed to answer the Explore question is given in the plenary Explore
notes below.
Main lesson
Warm up
• Identify identical shapes.
• Simple single-digit multiplication and division.

Main teaching
• Pictorial Using dynamic geometry software or prepared images, show two
congruent images and one enlargement of them. Do the shapes look the same? Move
one of the congruent images so that it is directly over the other congruent image.
Say that this is a test of whether two shapes are congruent.
• Move one of the congruent shapes next to the enlarged image. Do the angles look
the same? Yes. Is it the same size? No. Describe what has happened to the shape.
Draw out the word ‘enlarged’ or ‘enlargement’. Explain the crucial difference
between congruent and enlarged or similar shapes.
• Next, display the original image and reflect it or rotate it. Is this still congruent or
not? It is. Make clear to the students that shapes are regarded as congruent if they
are the same shape and size even if they are in a different orientation. We can test
for congruency by flipping (or reflecting) the shape or rotating it.
• Display a simple shape such as a rectangle. Describe how enlargement means to
change the size of the shape and introduce the term ‘scale factor’. Show how a scale
factor of 2 means multiplying the lengths of all sides of the rectangle by 2. Test
understanding of congruency by asking Is the bigger shape still congruent with the
smaller original?
• Repeat the enlargement with triangles and more complicated shapes. In each case,
show how the enlargement factor must be applied to all sides of the shape.

Question notes
Q3 Discussion Which countries use congruent shapes in their flags? This puts
congruence into the context of flags. Some students will not be aware that the blue
triangles in the Union Jack are not all congruent. Are all the bars in the UAE flag the same
size and shape? Are the red and blue parts of the South African flag congruent?
Investigation Problem-solving Pentominoes using five squares to create a shape.
Students find as many different (non-congruent) shapes as they can (there are twelve).
Rotations and reflections (see main teaching) count as congruent.
Q9 This links to ratio, as students need to connect the scale factor of the enlargement to
the multiplicative changes in length.
Q10 Reasoning Ensure that students do not confuse perimeter and area here, as the
relationships are different.
Differentiation
Support
Q6 STEM Some students may need help identifying congruent shapes in different
orientations (such as shapes H and I). Get students to use different colours to colour in
pairs of congruent shapes.

Stretch
1
Q7 Encourage students to consider what a scale factor of would do to the image.
2

Plenary
Explore
Does Andy Warhol use congruency in any of his art works?
Andy Warhol was an American artist who used a lot of repeated images in his work, such
as portraits of film stars.
A quick online search of Andy Warhol art images shows that he used repeated and
congruent images frequently. Students have learned from this lesson what congruent
means.

Reflect
This task asks students to think about places where they regularly see similar shapes.
They should be encouraged to consider what they see in daily life and how enlarged
shapes are used.

Homework
Online homework is available in the Maths Progress International ActiveCourse. Further
practice questions are available in the Maths Progress International Year 7 Workbook.

10.2 Reflection
Objectives
• Recognise and carry out reflections in a mirror line.
• Reflect a shape on a coordinate grid.
• Describe a reflection on a coordinate grid.

Curriculum references
• G7.5B Recognise and carry out reflections in a mirror line.
• G 7.5C Reflect a shape on a coordinate grid, describe a reflection on a coordinate
grid.

Resources
• 10.2 Answers
• Geometry software or alternative
• Squared paper
• Tracing paper

Key words
Reflection, transformation, mirror line, lines of reflection, equations

Common errors and misconceptions

• Errors in reflections of non-vertical and horizontal lines. These can be modelled
using dynamic geometry software. Common misconceptions around reflecting in
the line 𝑥 = 𝑦 can also be addressed by using tracing paper.

Confidence
Why learn this?
Symmetry and reflections are used a lot in science. Scientists use the reflection of
light to measure distances, such as the distance between the Earth and the Moon.
What is the distance between the Earth and the Moon? What can scientists use this
information for?

Fluency
• Identify the 𝑥-axis and 𝑦-axis.
• Read coordinates in the first quadrant.

Explore
What symmetries are there in nature?
Do you see symmetry in plants? Or in animals?
The information needed to answer the Explore question is given in the plenary Explore
notes below.

Main lesson
Warm up
• Plot coordinates in all four quadrants.
• Match lines of the form 𝑥 = 𝑛, 𝑦 = 𝑛 and 𝑦 = 𝑥 to their equations.

Main teaching
• Use dynamic geometry software to demonstrate how shapes can be reflected in a
mirror line when the mirror line is not an edge of the shape. Moving the mirror line
away from the shape will show that the image also moves away. Students should
observe that the distance between the object and the mirror and the image and the
mirror remains the same.
• Tilt the mirror so that it appears non-vertical or horizontal. Ask students to focus
on a particular point or vertex. Again, show that this remains the same distance
 away from the mirror, and contrast with a nearer or further point. Connect a point
and its image with a straight line.
• If dynamic geometry software is not available, similar demonstrations are available
online, or can be modelled using card shapes and string for mirror lines.

Question notes
Q3 Reasoning These questions will expose common misconceptions such as the
distance between the mirror line and the image and the orientation of the image.
Address these issues by modelling using tracing paper or dynamic geometry software.
Discussion Is your body symmetrical? Humans are largely symmetrical externally, but
not precisely so. Images created by using mirror imaging software make the human face
look androgynous. Internally, humans are very asymmetric, e.g. the heart is on the left
side.
Q5 Discussion When a shape is reflected in a mirror line, what can you say about the
perimeter of the shape and its reflection? What about the area of both? The perimeter and
area of a shape and its image after reflection remain the same.
Q7 Students identify what shapes have been reflected in what lines. Look out for
misnaming of 𝑥 = −1 as 𝑥 = 1.
Q8 Demonstrate this using the notes in the main teaching section as a guide.
Investigation Reasoning Investigates how the coordinates are connected when
reflecting through 𝑦 = 𝑥 and 𝑦 = −𝑥 i.e. (0, 3) becomes (3, 0) in 𝑦 = 𝑥 and (−3, 0) in 𝑦 =
−𝑥.

Differentiation
Support
Q6c iii Students might need support to find the area. Point out that all four triangles
have the same area, and suggest that students think what would happen if two triangles
were joined in a different way to form a rectangle.
Q8 Students might find reflection in the lines 𝑦 = 𝑥 and 𝑦 = –𝑥 difficult. Demonstrate
how to draw the perpendicular lines across the lines of reflection from each corner of
the shape.

Stretch
Q8 Reflect through other non-horizontal lines such as 𝑦 = 2𝑥.

Plenary
Explore
What symmetries are there in nature?
Do you see symmetry in plants? Or in animals?
There are an almost infinite set of examples of symmetry in nature, e.g. sunflowers,
honeycombs, butterflies. Fantastic images can be found by searching for ‘symmetry in
nature’ on the internet. Lots of books have been written on this topic. The
understanding of reflection learned in this lesson should help an appreciation of
symmetry.

Reflect
This task encourages students to become aware of the steps they take when solving
problems that require reflecting in lines parallel to the 𝑥- and 𝑦-axes (Q3), and
reflecting in the lines 𝑦 = 𝑥 and 𝑦 = −𝑥 (Q8). For both questions, students might include a
step that involves counting distances from the mirror line. However, for Q3, these
distances are horizontal or vertical; while for Q8, they are diagonal.

Homework
Online homework is available in the Maths Progress International ActiveCourse. Further
practice questions are available in the Maths Progress International Year 7 Workbook.

10.3 Rotation
Objectives
• Recognise and carry out rotations.
• Describe and carry out rotations on a coordinate grid.

Curriculum references
• G7.5D Recognise and draw rotations about a centre of rotation.
• G7.5E Rotate a shape on a coordinate grid, describe a rotation on a coordinate grid.

Resources
• 10.3 Answers
• Tracing paper
• Geometry software or alternative

Key words
Clockwise, anticlockwise, rotation, centre of rotation

Common errors and misconceptions

• Rotating a shape clockwise instead of anticlockwise and vice versa. Concrete Place
a clock in the room and refer to the movement of the hands.
• Not rotating every part of the shape. Can be addressed by showing appropriate
models.
• Not maintaining the distance to the centre of rotation. Dynamic geometry software
will model this, but tracing paper can also be used by students.
Confidence
Why learn this?
For fairground rides and moving machinery you need to be able to trace the path
of an object as it rotates around a fixed point to check that it won’t hit anything.
This is an introduction to the concept of a locus. Objects which rotate around a single
point always leave a circular locus.

Fluency
• Name regular polygons.

Explore
What does it mean when scientists say, ‘The Earth rotates about its axis’?
How do we know the Earth spins? What is meant by ‘axis’? Which way does the Earth spin?
The information needed to answer the Explore question is given in the plenary Explore
notes below.

Main lesson
Warm up
• Identify coordinate points in all four quadrants.
• Recap the number of degrees in a full, half and quarter circle.
• Recap clockwise and anticlockwise.

Main teaching
• Explain that another way to translate a shape is to rotate it.
• Concrete Ask students to draw a square on a handheld whiteboard/piece of paper
1 1 3
and to rotate it through , , turns and discuss what it looks like. Repeat for
4 2 4
other shapes (rectangle, trapezium, kite etc.)
1
• Draw a shape on the board and an image that has been rotated through turn
4
clockwise and ask students to identify what it has been rotated through.
• Show how to work this out using a piece of tracing paper.
1 3
• Discuss the two different ways of describing the rotation: clockwise /
4 4
anticlockwise.
Question notes
1
Q3 Discussion Does it matter in which direction you rotate shape b? No, rotating turn
2
1 1 3
clockwise is the same as turn anticlockwise. turn clockwise is the same as turn
2 4 4
1 3
anticlockwise. turn anticlockwise is the same as turn clockwise.
4 4
Q5 Discussion Which direction is the rotation in part c? Does it matter? The direction
does matter; if you rotate clockwise it is 270°, anticlockwise it is 90°.
Q6 Ensure that students write complete and correct sentences for their answers.
Q7 Discussion Why do you not need to state clockwise or anticlockwise with 180°
rotation? Since 180° is half a turn, it does not matter whether you go clockwise or
anticlockwise.
Q8 Insist on complete answers that include direction, angle and the centre of rotation.

Differentiation
Support
Q4 When drawing the image, suggest students trace the original, turn the tracing paper
through the required angle, then pressing very hard draw over the shape on the tracing
paper. When the tracing paper is removed the indentation of the shape should be visible
on the page and can be drawn.
Q7 This can be made simpler by using tracing paper.
Q8 Trial and error with tracing paper is a strategy for students who find this difficult.

Stretch
Q8 Can students think of another way of describing how triangle C maps onto triangle
D? D onto E?

Plenary
Explore
What does it mean when scientists say, ‘The Earth rotates about its axis’?
How do we know the Earth spins? What is meant by ‘axis’? Which way does the Earth spin?
Scientists have long known that Earth rotates around its axis in a clockwise direction, as
viewed from the south pole. The axis means a line drawn through the centre of the
planet. Through this lesson, the students should be able to appreciate what a rotation is.
Connect the idea that one complete rotation is a day, and that days on other planets are
different lengths.
Reflect
This task aims to bring together the knowledge students have gained in lessons 10.2
and [Link] encourages students to consider not only what it means to reflect and/or
rotate, but also the nature of the shapes that they are working with. A reflection of a
symmetrical shape (say a letter T) in the x-axis can give the same result as a rotation of
180° about (0, 0). However, a reflection of a shape with no symmetry (say a letter R)
cannot give the same result as a rotation.

Homework
Online homework is available in the Maths Progress International ActiveCourse. Further
practice questions are available in the Maths Progress International Year 7 Workbook.

10.4 Translations and combined transformations

Objectives
• Translate 2D shapes.
• Transform 2D shapes by combinations of rotations, reflections and translations.

Curriculum references
• G7.5A Translate 2D shapes.
• G7.5F Transform 2D shapes by combinations of rotations, reflections and
translations.

Resources
• 10.4 Answers
• Tracing paper
• Squared paper
• Geometry software or alternative prepared 2D shapes

Key words
Translation, transformation

Common errors and misconceptions

• Translation errors usually involve incorrect use of negative numbers or travelling
vertically first. Remind students of the conventions used with coordinates, i.e.
horizontal before vertical. Visual Show an aeroplane taking off. It must travel along
a runway before it takes off, therefore you must give the instructions for sideways
movement before up / down.
• Assuming the translation is the ‘space’ between the two shapes. Visual Show
students how to choose a corner to move initially on the shape and then move the
other corners.
Confidence
Why learn this?
With 3D modelling software, designers can use transformations to move objects
around their screen.
All computer games use transformations to move characters or objects around the
screen, and all the computer programs used to write games are based around
transformation geometry.

Fluency
• Identify left and right direction.

Explore
How many squares of a chessboard can the knight land on?
How does a knight move on a chess board? Where does it start on the board? Are there any
squares it cannot eventually get to?
The information needed to answer the Explore question is given in the plenary Explore
notes below.

Main lesson
Warm up
• Reflect an object in 𝑦 = 1, 𝑥 = −1.
• Draw the image of a rotation.

Main teaching
• Explain that translating a shape requires sliding the shape.
• Concrete Ask pupils to stand and take 3 steps forward; explain that they have been
translated 3 up. Repeat for other movements giving left/right instructions first and
up/down second.
• Model translation on the board by using dynamic geometry software, online
resources or a large shape made of card. Whichever resource you use, it is
important that students see the translation occur. Does the shape change shape, size
or the way it is facing when it is translated? No. Make it clear that although
translations can go in any direction, they are controlled by a horizontal movement
followed by a vertical movement. Ensure students understand that this is the only
order, and point out how negative directions (left and down) are used.
• Ask students to name the transformations they have learned about in the past
three lessons – reflection, rotations and translations. Explain that reflections,
rotations and translations can be combined to transform a 2D shape.
• Display an object and its image after two transformations, e.g. reflected in the x-axis
and rotated 90° about the origin. Can you describe the combination of
transformations that have been performed? Encourage the use of accurate language
to describe the transformations. Break down the transformations to cement
understanding.
Question notes
Q2 Remind students to describe the translation in terms of the horizontal movement
first before the vertical movement.
Q3 Discussion When a shape is translated what can you say about the perimeter and
area of both shapes? Are both shapes congruent? The perimeter and area of a shape and
its image after translation remain the same. The shapes are congruent.
Q4 Make sure students are translating shape X in each part, and not translating each
successive new position.
Q5 Make sure students go across before going up or down.
Q7 This is a first attempt at combining transformations. Check students’ answers
carefully, as minor errors are common when combining transformations.
Q8 Reflecting in 𝑦 = 𝑥 will catch some students out. Show how to map each corner of the
triangle in the line of reflection.

Differentiation
Support
Q4 It might help to provide tracing paper, or a cut-out of the shape which can be moved
on the squared paper.
Q6 Students might need help remembering the three different types of transformation.
Q7 Get students to draw the first part of the transformation before trying to do the
second part. Make sure they choose the correct lines of reflection. Which lines are
parallel to the 𝑥-axis, and which are parallel to the 𝑦-axis?

Stretch
Q4 Describe the translation from 𝐴 to 𝐷.
Q7 What happens if you do the transformations in the reverse order, e.g. in part 𝐚, do
the reflection first and then do the translation. What do you notice? The resulting shape
is the same. Is this always the case? No. See what happens if you do the same in part 𝐛.

Plenary
Explore
How many squares of a chessboard can the knight land on?
How does a knight move on a chess board? Where does it start on the board? Are there any
squares it cannot eventually get to?
A knight’s move is any ‘L’ shape consisting of 2 then 1 or 1 then 2 squares with a right-
angled turn in between. Students can represent this using an ‘L’ shape consisting of four
squares and as a result of the learning in this chapter transform it around a chess board
to demonstrate that any square can eventually be reached.
Reflect
This task asks students to consider which transformations they found easiest and
hardest. Then students are asked to write themselves a hint to help with the
transformation they found hardest. Encourage them to write a hint that directly
addresses whatever it is they found so hard.

Homework
Online homework is available in the Maths Progress International ActiveCourse. Further
practice questions are available in the Maths Progress International Year 7 Workbook.

10 Check up, Strengthen and Extend

10 Check up
• Formative assessment on the core objectives, grouped by topic.
• A challenge at the end, for those who finish the test early.
• The final question: ‘How sure are you of your answers?’ encourages students to
reflect on their level of confidence, and helps them to choose their next step:
Strengthen or Extend.

Resources
• 10 Check up answers
• Centimetre squared paper

Test question notes

Congruency and enlargements
Q1 Reinforces understanding of congruency.
Q2 Shows ability to apply a scale factor correctly.
Q3 Shows the relationship between ratios and scale factor.

Reflections and rotations

Q6 Tests proper understanding of reflections in lines parallel to the 𝑥- and 𝑦-axes.
Q7 Tests understanding of centres of rotation.

Translations and combinations of transformations

Q10 Tests whether students carry out transformations in the correct order.

Challenge
Q12 Niko is not correct. Shapes D and F are not congruent, so D cannot be translated
onto F.
Idris is correct. H is a reflection of B in the line 𝑦 = 2.
10 Strengthen and Extend
• This content can be taught over two lessons.
• Starters for the whole class, to begin each lesson, are provided.
• Based on their results and confidence in the Check up, students decide whether to
Strengthen or Extend their learning.
• Students may feel confident enough to move straight on to the Extend material.
• The content in Strengthen is divided in to topics so that students can select specific
areas for improvement, followed by Enrichment activities.

Resources
• 10 Strengthen answers and 10 Extend answers
• Centimetre squared paper
• Tracing paper
• Prepared cards with the words: translation, reflection, rotation, congruent,
polygon, shape, mirror line

Whole class starter activity

Lesson 1
Pair students and give each pair a set of cards on which is written:
translation, reflection, rotation, congruent, polygon, shape, mirror line
Students need to describe each mathematical term to their partner, without using the
actual word.

Lesson 2
Draw a square on squared paper. Using one line, how many ways can you cut this square
into two congruent shapes?

Question notes: Strengthen

Congruency and enlargements
Q4 Choose one line that matches on each of shape A and B. How many squares long is the
line on 𝐴? How many squares long is it on 𝐵? Divide the larger number by the smaller
number to find the scale factor.

Reflections and rotations

Q1 Supply students with a mirror.
Q2, Q3 Strategy/Pictorial If required, keep a reminder of clockwise and anticlockwise
displayed.
Q4 Draw the lines parallel to the 𝑥 and 𝑦-axes.
Q5 Provide squared paper.
Q6 Check students plot the points correctly, particularly those with negative
coordinates.
Translations and combinations of transformations
Q1 Check the order of the translations – across first, then up/down.
Q3 Check that the transformations are done in the correct order, e.g. in part 𝐛, do the
rotation first, and then do the translation.

Enrichment
Q1 Strategy/Concrete Model using cubes if required.
Q2a You can use lines of symmetry to check for congruent shapes.

Question notes: Extend

Q5 Reasoning/Strategy Suggest students look for a connection between the scale
factor of enlargement from A to B, B to C and A to C. They should be able to spot that A
1 1
to B is 2 and B to C is 1 , so A to C is 1 × 2 = 3.
2 2
Q6 Problem-solving/Strategy Suggest that students use what they have learned in Q5
to help them.
Q10 Problem-solving/Strategy Students might find it helpful to write movements to
the right as positive numbers, to the left as negative numbers, and likewise up (positive)
and down (negative). From this, the idea of vectors can emerge.
Q12 Reasoning/Strategy Most students will need to create a copy of the diagram to
complete this activity.
Investigation Problem-solving/Reasoning Encourage students to generalise what
they find out. Then test these generalisations with other shapes but the same
transformations.

Reflect: Strengthen
This task asks students to think about reflection, rotation and translation, and to choose
words and shapes to describe them. Then students are asked how the definition helped
them choose the shapes. This emphasises to students the importance of understanding
mathematical definitions to help decide what to do.

Reflect: Extend
This task encourages students to seek and be aware of the links between concepts in
mathematics. For example, students may notice that for rotation they used angles, for
enlargement they used multiplication, and for reflection they used coordinates.

End of Unit 10 test: Transformations

Pearson published resources
Test and mark scheme
• Year 7 End of Unit 10 test
• Year 7 End of Unit 10 mark scheme

11.1 Comparing and calculating probabilities

Objectives
• Use and interpret probability scales.
• Calculate and compare probabilities.

Curriculum references
• S7.3A Use and interpret a probability scale with words.
• S7.3B Use and interpret the probability scale from 0 to 1 or 0% to 100%.
• S7.3C Identify outcomes and equally likely outcomes.
• S7.3D Calculate probability of single and mutually exclusive events.

Resources
• 11.1 Answers

Key words
Probability, probability scale, impossible, unlikely, even chance, likely, certain, outcome,
event, fair, random

Common errors and misconceptions

• Students confuse outcomes and events. Use an ordinary dice to demonstrate 6
outcomes. Define the event 'even' that comprises 3 of the outcomes (the successful
outcomes 2, 4, 6).
An event is a set of outcomes. A single outcome can also be an event, e.g. 'roll a 5'.
• Students do not list all of the outcomes, e.g. miss out identical outcomes. Use the
spinner in the worked example to list the five possible outcomes: red, red, blue,
blue, blue. The spinner has five ways to land, so there are five possible outcomes,
even though they look the same when written.

Confidence
Why learn this?
Understanding probabilities helps you predict how likely it is to rain today.
Weather forecasters use probabilities based on their data and computer models to
predict the likelihood of rain.

Fluency
• Compare probabilities using diagrams.

Explore
What chance of rain (in percentage) would make you decide to take an umbrella?
What do you think a 40% chance of rain means? Why do many weather forecasters now
like to use descriptions like "scattered showers" rather than percentages? What
information would you need to answer the question?
The information needed to answer the Explore question is given in the plenary Explore
notes below.

Main lesson
Warm up
• Compare fractions.
• Identify equivalent fractions, decimals and percentages.

Main teaching
• Display the probability scale in Q3. Write a probability as a decimal, percentage or
1
fraction, e.g. . Ask for its equivalent decimal, percentage or fraction. Invite
4
students to mark the probability on the scale. Where on the scale would you write
'very likely' and 'very unlikely'? (further to the right and left of likely and unlikely;
there is no precise definition)

3
• The probability of rain tomorrow in London is , in Sydney is 55% and Moscow is 0.7.
5
How can you decide where it is most likely to rain tomorrow? (convert the
probabilities to percentages)
• Display this spinner.

How many ways can this spinner land? (5) Each way is called an outcome. What are
the possible outcomes? Write 2, 2, 3, 3, 4 emphasising that duplicate outcomes must
be included. Define the term fair. There is one 4 out of five possible outcomes. One
1 1
out of five can be written as the fraction . The probability of spinning a 4 is . How
5 5
2
many ways can the spinner land on 3? (2) What is the probability of spinning a 3? ( )
5
There are two successful outcomes that satisfy the event 'spin a 3'. What is the
3
probability of the event 'spin an even number'? ( )
5
• Display the fair spinner below.

Which is more likely: spinning a 3 with the first or second spinner? (second because
 2 2
is greater than ) Would a game be fair if John has to spin a 2 with the first spinner
4 5
and Karen has to spin a 2 with the second spinner? (no because John has a
2
probability of = 40% of winning compared to Karen who only has a probability of
5
1
of winning)
4

Question notes
Q5d Check that students don't count 2 twice.
Q9 Advise students not to cancel the fractions so that comparison is easier.
Investigation Students work out the smallest number of each coloured counter in a bag
and give the fractional probability of each colour. What is the lowest common
denominator? (30)

Differentiation
Support
0
Q6a iii How many red sectors are there? None, 0 So what is the probability of red? or 0
10
Q7 Concrete Deal out 10 playing cards face up. Ask for simple probabilities, e.g. P(red),
P(picture). Students can repeat this in pairs.

Stretch
Q12 A combination lock on a safe has two wheels, with one wheel with numbers 0–9 and
one wheel with letters A–Z. Is this more safe or less safe than a two-wheel combination
lock with both wheels with numbers 0–9?

Plenary
Explore
What chance of rain (in percentage) would make you decide to take an umbrella?
What do you think a 40% chance of rain means?
Why do many weather forecasters now like to use descriptions like "scattered showers"
rather than percentages? The average person is unlikely to understand descriptions
based on percentages. So, forecasters prefer descriptions that everyone can understand.

Reflect
This reflective task involves a typical probability situation, which students may have
met many times: having to throw a 6 on a fair dice in a game. It challenges the
commonly held belief that throwing a 6 is more difficult. However, students should be
able to use what they have learnt in this lesson to work out that the probability of
1
throwing a 6 on a fair dice is and this is the same as the probability of throwing a 3.
6

Homework
Online homework is available in the Maths Progress International ActiveCourse. Further
practice questions are available in the Maths Progress International Year 7 Workbook.

11.2 More probability calculations

Objectives
• Calculate more complex probabilities.
• Find the probability of an event not happening.

Curriculum references
• S7.3C Identify outcome and equally likely outcomes.
• S7.3D Calculate probability of single and mutually exclusive events.
• S7.3E Calculate the probability of an event not happening.

Resources
• 11.2 Answers
• Number cards
• 10-sided spinner

Key words
Relative frequency, expected frequency, estimated probability, mutually exclusive, risk

Common errors and misconceptions

• Students may not include outcomes that appear identical. Spin a spinner such as
the one in the student book worked example to emphasise that outcomes may look
the same but are in fact different. They must all be listed.
• Students may not understand the difference between an event and an outcome. To
distinguish between the two, use the idea of successful outcomes, i.e. the successful
outcomes make the event happen.
• Students may count the same outcome twice. Demonstrate using playing cards by
asking questions involving ‘or’, e.g. How many cards are black or an ace?

Confidence
Why learn this?
A roadside repair service can use probabilities to help decide on the spare parts
to carry.
It is best to carry the spare parts that are most likely to be needed. You would carry
parts for the most common makes of cars and the parts which are most likely to need to
be repaired or replaced.
Fluency
• Calculate simple probabilities.

Explore
What is the probability of a car breaking down because of a flat tyre or flat
battery?
What is the probability of a car having a flat tyre? What is the probability of a car having
a flat battery?
The information needed to answer the Explore question is given in the plenary Explore
notes below.

Main lesson
Warm up
• Express probabilities in words, decimals and percentages.

Main teaching
• Concrete/pictorial Show the class the 10-sided spinner.

• How many ways can this spinner land on a 1 or 2? 2 + 2 = 4. How many possible
4
outcomes are there? 10. What is the probability of it landing on a 1 or 2? . Remind
10
students that they do not need to simplify the fractions. Repeat for other
combinations, e.g. red or blue, 2 or 3.
• Write the numbers $\color{blue} {1}$, $\color{red} {1}$, $\color{red} {2}$, $\
color{black} {2}$, $\color{black} {3}$, $\color{black} {3}$, $\color{black} {3}$, $\
color{black} {3}$, $\color{blue} {3}$, $\color{blue} {3}$ on the board. How many
ways can the spinner land on a red number or 1? 3. Cross out the red numbers first
then the blue 1. Count each successful outcome once. What is the probability of the
3
spinner landing on a red number or 1? . Repeat for other combinations, e.g. black
10
or 3.
2
• What is the probability of spinning a 2? . What is the probability of not spinning
10
8 8 10 2
a 2? . Write = - . If you know the probability of something happening,
10 10 10 10
you can find the probability of it not happening.
Repeat to find P(not red).
• What is the percentage probability of spinning a 2? 20%. How can you work out the
percentage probability of not spinning a 2? 100% − 20% = 80%. Repeat for
 decimals. If the probability of rain tomorrow is 40%, what is the probability of it
not raining?
• Show students the table in Q7. Make sure students know how to read information
from the table. How many girls have hazel eyes? (25) How many students are there in
25 5
total? (160). What is the probability of picking a girl with hazel eyes? ( = ).
160 32
Remind students that they should always try to simplify probabilities.

Question notes
Q6 Each occurrence of the letter E and the letter P must be counted.
Q7b In this case, it is better to leave the probabilities as fractions of 160 instead of
simplifying them, to make it easier to make the comparison. Alternatively, express the
probability as a percentage or decimal.
Q12 P(1) + P(2) + P(3) =1. You know P(3) = 0.4, and you know P(1) = P(2), so you can
solve for P(1) and P(2).

Differentiation
Support
Q6c This may confuse some students. Explain that an impossible outcome can still be
expressed as a probability.
Q11 To avoid possible confusion explain that sound cards that are thrown away are
scrapped.

Stretch
Q7 Given that the students picked is a girl, what is the probability that she has blue eyes?
This introduces the idea of conditional probability.

Plenary
Explore
What is the probability of a car breaking down because of a flat tyre or flat
battery?
What is the probability of a car having a flat tyre? What is the probability of a car having
a flat battery? The probabilities of these events are not fixed. If you live somewhere with
very uneven rocky roads, you are more likely to get a flat tyre than if you always drive
on smooth roads. Batteries don’t work so well in very cold temperatures, so you are
more likely to get a flat battery if you live in a very cold place.

Reflect
This task asks students to look at probabilities in simply mathematical terms. Because a
6 is worth more than a 3 in games which use dice, it can feel that rolling a 6 happened
less often than rolling a 3. But in mathematical terms, both are equally likely. Students
should recognise that the desirability of an outcome is not related to the probability of
the outcome.

Homework
Online homework is available in the Maths Progress International ActiveCourse. Further
practice questions are available in the Maths Progress International Year 7 Workbook.

11 Check up, Strengthen and Extend

11 Check up
• Formative assessment on the core objectives, grouped by topic.
• A challenge at the end, for those who finish the test early.
• The final question: ‘How sure are you of your answers?’ encourages students to
reflect on their level of confidence, and helps them to choose their next step:
Strengthen or Extend.

Resources
• 11 Check up answers

Test question notes

Calculating properties
Q1 Tests proper understanding of outcomes.
Q5 Tests recall of prime numbers and square numbers as well as knowledge of
probability.
Q6 Tests understanding that the sum of the probabilities of all possible outcomes is 1.

Probability problems
Q10 Students should calculate the probabilities for red, blue and black cars.
Q11 The probabilities can be expressed as fractions, decimals or percentages.
Q12 P(1) = 2 × P(2). P(2) = 2 × P(3), or x + 2x + 2 (2x) = 7

Challenge
Q14 Students’ answers will vary according to the ways they fill in the sections of the
spinners.
2 and 3 must be included at least once on each spinner.

11 Strengthen and Extend

• This content can be taught over two lessons.
• Starters for the whole class, to begin each lesson, are provided.
• Based on their results and confidence in the Check up, students decide whether to
Strengthen or Extend their learning.
• Students may feel confident enough to move straight on to the Extend material.
• The content in Strengthen is divided in to topics so that students can select specific
areas for improvement, followed by Enrichment activities.

Resources
• 11 Strengthen answers and 11 Extend answers

Whole class starter activity

Lesson 1
Ask various questions about an ordinary six-sided dice in order to consolidate
understanding of probability and its terminology. How many different ways can this dice
land? 6 Which number is most likely to happen? All numbers are equally likely. Is it
possible to roll a 3? Yes. A 7? No.
How likely is it to roll a number less than 7? Certain. How likely is a number less than 5?
Likely. How likely is a six? Unlikely. If you rolled the dice 60 times, how many sixes would
you expect? 10. How many even numbers? 30.

Lesson 2
Display a row of 10 playing cards, including some picture cards. These cards are
shuffled and one taken from the pack. If it is a picture card, I win. If it is a spade, you
win. Is this a fair game? Repeat for other rules. Invite rules from the class.

Question notes: Strengthen

Calculating properties
Q2 Make sure students compare fractions with common denominators.
Q4 Students must simplify the probabilities they calculate.
Q5 Use a probability scale like the one in Lesson 11.1 Q3.
Q9 Remind students that a fair coin would have equal probability of landing heads or
tails, and that the total probability P(heads) + P(tails) must be equal to 1.
Q11a ii How many 2-digit numbers are on the dice?
Q11c Some students may need to be reminded how to express decimals as percentages.

Probability problems
Q1 Take care with the number of zeroes!
Q3 How many yellow marbles are in the bag?
Q4 Encourage students to be creative and design their spinner with more than three
sides.

Enrichment
Q1 Express the probabilities as fractions and simplify.
 1 2
Q2 On a 6-sided dice, an unlikely probability is or .
6 6

Question notes: Extend

Q1b Do all outcomes have equal probabilities?
Q2 Students need to convert the probabilities to fractions, decimals or percentages in
order to make the comparison. Fractions is probably easiest.
Q4 Encourage students to work systematically. Write separate lists of square numbers,
even numbers and multiples of 4. For P(6, 8, 10) to be even, five of the cards must have
one of these numbers.
Q5 First, establish whether the hidden card has a prime number written on it. How do
you know?
Q8 P(black) = 1 – [P(red) + P(blue) + P(green)]
1
Q9 What is the minimum number of counters he needs? If P(green) = , there must be
20
a minimum of 20 counters.

Challenge
Q10 The chances of rain and sunshine are independent of each other, so the prediction
could be valid. For rain, the relative probabilities are P(rain) and P(not rain). For
sunshine, the relative probabilities are P(sunshine) and P(not sunshine), so the two
quoted probabilities do not have to add up to 1.

Reflect: Strengthen
In this task, students are asked to reflect on the different types of questions they have
encountered in these lessons, and to identify those questions they found easier and
those they found harder. This will encourage deeper thinking about the processes
involved in the different types of questions. Writing a sentence about the things they
need more practice on will help crystallise their own understanding of the processes.

Reflect: Extend
This metacognitive task asks students to write down what they have learned in these
lessons, and then aims to raise awareness of how they felt about how they did. Students
are encouraged to think about both their positive and negative reactions, and where
they may still need some additional help.

End of Unit 11 test: Probability

Pearson published resources
Test and mark scheme
• Year 7 End of Unit 11 test
• Year 7 End of Unit 11 mark scheme
End of term 3 test: Units 9 to 11
Pearson published resources
Test and mark scheme
• Year 7 End of Term 3 test
• Year 7 End of Term 3 mark scheme

Revision
Revision
End of Year test: Units 1 to 11
Pearson published resources
Test and mark scheme
• Year 7 End of Year test
• Year 7 End of Year test mark scheme