Computation with integers and indices | Stage 4 Year 7 Mathematics Start date: 5/02/24

Class: 7B Teacher: W. Ali End date:

4 weeks
Duration Detail: 4 × 55 min periods/ week
Term 1, Weeks 1-4

Outcomes Unit overview

Strand: Number and Algebra In this unit, students will build upon their foundational maths knowledge,
A student applying concepts such as order of operations, number lines, and numerical
§ develops understanding and fluency in mathematics patterns. They'll proficiently locate positive and negative integers on number lines
through exploring and connecting mathematical concepts, and employ inequality symbols for integer comparisons. Students will extend their
choosing and applying mathematical techniques to solve skills to perform all four basic mathematical operations (addition, subtraction,
problems, and communicating their thinking and reasoning multiplication, and division) on both positive and negative integers, enabling them
coherently and clearly MAO-WM-01 to solve real-world problems effectively.
§ compares, orders and calculates with integers to solve
Additionally, they will utilise prior knowledge of factors, multiples, and prime
problems MA4-INT-C-01
numbers to express whole numbers using index notation. Calculating and
§ operates with primes and roots, positive-integer and zero
simplifying expressions involving squares, cubes, square roots, and cube roots will
indices involving numerical bases and establishes the
enhance their ability to work with complex mathematical structures.
relevant index laws MA4-IND-C-01

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 Islamic Worldview
This comprehensive Number and Algebra unit, deeply rooted in our Islamic worldview, integrates the principles of algebra, equations, ratios, rates, and
financial math into our students' education, all within a broader perspective. Algebra empowers students with critical thinking and creative problem-
solving abilities, reflecting the Islamic principle of independent reasoning (ijtihad). Equations symbolise balance and precision, mirroring the divine
order found in Allah's creation. Ratios, rates, and financial math serve as tools to comprehend proportionality, resonating with the Islamic belief in the
interconnectedness of all things. Linear relationships, explored in various contexts, enhance students' pattern recognition and prediction skills, aligning
with the Islamic virtue of foresight and preparation. Through differentiation, this unit embodies the Islamic value of justice ('adl), ensuring equitable
access to mathematical knowledge. By nurturing mathematical competence and highlighting its alignment with the order and wisdom of Allah, this unit
prepares students for effective problem-solving across diverse aspects of life, including financial matters, consistent with our Islamic worldview.

Prescribed text & chapter reference Assessment overview

Year 7 Cambridge Maths (NSW Stage 4) Assessment for Learning: exit tickets, think-pair-share, concept maps.

Chapter 6: Negative numbers Assessment as Learning: Peer Teaching- Have students work in pairs or
small groups to create presentations or teaching materials on negative
Chapter 2: Number properties and patterns
numbers and indices.

Assessment of Learning: Topic test at the end of the unit.

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 Content Reg. Teaching/Learning Strategies Textbook
reference and
resources

Compare and order integers W.Ali Use the term integers to describe positive and negative whole numbers and Ex 6A
zero
6/02/24
Interpret integers in everyday contexts
§ Recognise and describe the Stage 4: Unit 3,
direction and magnitude of Recognise and describe the direction and magnitude of integers Representing
integers. numbers
Recognise the location of negative whole numbers in relation to zero and
place them on a https://
education.nsw.g
§ Identify and represent integers number line
ov.au/teaching-
on a number line. Identify and represent integers on a number line and-learning/
Compare the relative value of integers using the less than (<) and greater curriculum/
§ Compare the relative value of than (>) symbols mathematics/
integers using the less than (<) planning-
Order integers. programming-
and greater than (>) symbols
Example(s): and-assessing-
mathematics-7-
Recognising that the temperature on a warm, sunny day is 23 °C while the 10/
§ Order integers temperature in the snow is −10 °C. mathematics-7-
Example(s): 10-units
Using digital tools to identify and record temperatures above and below
zero from local Aboriginal Nations and various cities around the world, at
a particular point in time.

Using real-life situations to represent positive and negative integers, such

as a building with underground parking, sea level or a thermometer.

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 Content Reg. Teaching/Learning Strategies Textbook
reference and
resources

Example(s):
Demonstrating that 5>−4 and −5←1.

Example(s):
Arranging a set of numbers in descending order and justifying the order
using a number line.

ICT Activities: Direction and Magnitude

Select relevant activities from the following link.
https://education.nsw.gov.au/content/dam/main-education/en/home/
schooling/curriculum/mathematics/mathematics-s4-unit-03-lesson-03-
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 Content Reg. Teaching/Learning Strategies Textbook
reference and
resources

direction-and-magnitude.docx

Add and subtract positive and Recognise that negative whole numbers can result from subtraction Ex 6B
negative integers Add and subtract integers with and without the use of digital tools Ex 6C
Construct a directed number sentence to model a situation
 Add and subtract positive Examine different meanings (position or operation) for the + and - signs, NSW Govt
and negative integers depending on context Activities
 Add and subtract integers Example(s):
with and without the use of
digital tools Using a number line to show that 3+ (−5 )=−2
 Construct a directed number
sentence to model a situation
 Examine different meanings
(position or operation) for
the +¿ and −¿signs,
depending on context
Recognising time zones and calculating the time difference between 2
locations using a number line.

Example(s):
Constructing a directed number sentence for the situation where a student
has $10 in their bank account and $12 worth of fees are charged resulting
in a balance of negative $2.

Multiply and divide positive and Represent multiples of negative integers as repeated addition Ex 6D

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 Content Reg. Teaching/Learning Strategies Textbook
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resources

negative integers Multiply and divide positive and negative integers with and without the use
of digital tools
 Represent multiples of
negative integers as repeated Examining and generalising the sign of the result when a negative number
addition is raised to an odd or even power.
 Multiply and divide positive Examining and generalising the sign of the result when a negative number
and negative integers with is raised to an odd or even power.
and without the use of digital Example(s):
tools
Considering4 ×−3 as (−3 ) + (−3 )+ (−3 ) + (−3 ) and −4 ×−3 as
−[ (−3 ) + (−3 )+ (−3 ) + (−3 ) ] .

Representing 4 ×−2 as repeated addition on a number line:

Image long description: Number line demonstrates that 4 multiplied by

minus 2 is the same as minus 2, plus minus 2, plus minus 2, plus minus 2.

Example(s):
Considering the outcome of squaring a negative number, and explaining
the difference in value of (−4 )2 and −42.

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Example(s): Ex 6E
Apply the 4 operations to integers
§ Apply the 4 operations to 15+9 15+9 18−12
Evaluating , , 5+ −12 and 5 × ( 2−8 ).
integers 6 15−3 6
§ Solve problems involving
grouping symbols with integers  As a class, students are to design a poster that explains the rules of the 4
§ Apply the order of operations to operations with directed numbers and they are to be hanged in class for
evaluate expressions involving future reference.
integers, with and without the  Students investigate order of operation by discussing the answers to
use of digital tools simple expressions like 9 + 5 × 4 and then proceed to expressions with
directed numbers and fractional expressions with directed numbers as a
numerator or as a denominator. Teacher guides the discussion and
highlight the process of the order by clarifying students answers
 Teacher revises the concept of order of operations and reminds the
students of the BODMAS acronym which they can apply taking care that
multiplication/division have the same order whichever occurs first and
add/subtract in the same way. The same rules can be applied to mixed
operations involving directed numbers.
Teacher models how to use a calculator when working with mixed
operations.

Indices

Review Factors and Multiples, Students to complete review exercises from textbook. Ex 2A
HCF and LCM. The phrase highest common factor does not appear in Stages 2 or 3 Ex 2B
Prime and composite numbers. The phrase lowest common multiple does not appear in Stages 2, 3 or 4, but Ex 2D
it is needed for adding / subtracting fractions with different denominators.
Stage 4:

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 Content Reg. Teaching/Learning Strategies Textbook
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Determine the highest common factor (HCF) of 2 whole numbers. Eg the

HCF of 16 and 24 as 8.
Stage 3:
Determine whether a whole number is prime, composite or neither
A prime number is a positive integer which has exactly 2 distinct factors,
itself and 1.
Modelled as an array it has only one row. A composite number is a positive
integer which has more than 2 factors. The number one is neither prime or
composite as it has exactly one unique factor. Zero is not a positive integer.

§ Determine and apply tests for Stage 3: No mention of divisibility tests Ex 2C

divisibility for 2, 3, 4, 5, 6 Stage 4:
and 10
Determine and apply tests for divisibility for 2, 3, 4, 5, 6 and 10
Example(s):
Finding the smallest number that is greater than 1000 and is divisible by 6.

Apply index notation to Describe numbers written in index form using terms such as base, power, Ex 2E
represent whole numbers as index and exponent. Eg Representing a number with a base of 5 and an FreeFall
products of powers of prime index of 2. resource yr 7:
numbers Represent in expanded form and evaluate numbers expressed in index indexed
 Describe numbers written in notation, including powers of 10. numbers
index form using terms such Apply the order of operations to evaluate expressions involving indices.
as base, power, index and
exponent Example(s):
 Represent in expanded form Representing a number with a base of 5 and an index of 2.
and evaluate numbers
expressed in index notation,

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 Content Reg. Teaching/Learning Strategies Textbook
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including powers of 10 Example(s):

 Apply the order of operations Explaining that 10³ ¿ 10 × 10 × 10 ¿ 1000.
to evaluate expressions
involving indices Examining and generalising the sign of the result when a negative number
is raised to an odd or even power.

Example(s):
Evaluating 32 + 42 , 4 3 +2 ×52.

§ Represent numbers in index Example(s): Ex 2E

notation limited to positive Expressing 2, 4, 8, 16 and 32 as powers of 2.
powers

§ Represent a whole number Example(s): 2F

greater than one as a product Representing 324 as 2 × 2 × 3 × 3 × 3 × 3 ¿ 2² × 3⁴.
of its prime factors, using
index notation where
appropriate On the board the teacher will write a number for eg. 40. Teacher will ask
for factors of 40 (What makes up 40), and stating since 10 and 4 are
composite numbers we need to keep finding factors until all numbers are
prime number, then students will draw up a factor tree, expressing 40 as a
product of its prime factors
40
10 4
5 2 2 2
and teacher expresses40 as 40=2×2×2×5=23×5

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 Students draw factor tree and share their work with the class to make
the point that different factor trees can lead to the same prime
factorisation
 Students evaluate numerical indices and compare their answers using a
calculator or by completing a three column table where they have to
compare between prime factors, index form and the number

Examine cube roots and Example(s): Ex 2G

square roots
Evaluating √3 8 and 3 √ 8 and explaining why they are different.
§ Use the notations for square
root (√ ) and cube root (√3 )
 Teacher introduces the notation for square root and cube root and
explain to students the symbol, meaning and when to use the notation.
Students will do several examples from related text book.
 Teacher creates 2 columns on the whiteboard asking students to give
squared numbers and to write them in index form and then square root
the number and compare between the two columns. Teacher
discusses and concludes that the square root or cube root of a number is
the reverse of squaring or cubing a number
Eg1. 32 = 9 and √9= 3
Eg2. 53 = 125 and 3√125=5

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§ Recognise and describe the Example(s): Ex 2G
relationship between squares
and square roots, and cubes Deducing that if 72 =49, then √ 49=7 and if 53=125 , then √3 125=5 .
and cube roots for positive
numbers

§ Verify, through numerical Example(s): Ex 2G

examples, that
Showing that if √ 9 × 4= √ 36=6 and √ 9 × √ 4=3 × 2=6, then
√ ab=√ a × √ b √ 9 × 4= √ 9× √ 4 .

 Teacher demonstrates and models to class through numerical

examples the equality of (2 x 3)2 = 22 x 32 and √9×4=√9×√4 by working
out each side separately
 Students explore different numerical examples by questioning and
substitution.
 Students do practice exercises realising that all square/cube numbers
have an integer as an answer when square/cube rooting them.
 Students are given an opportunity to become familiar with using the
square root and cube root key on their calculator.

§ Estimate the square root of Example(s): Ex 2G

any non-square whole
Estimating the value of √ 30 by first considering that it lies between √ 25
number and the cube root of
and √ 36 .
any non-cube whole number,
then check using a calculator Creating a true statement with the smallest possible interval of the form:

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§ Identify and describe exact □ . □ □< √6 < □ . □ □ using the digits 1 to 6, at most one time each.
and approximate solutions in
the context of square roots
and cube roots Teacher gives varieties of square and non-square numbers for students to
first estimate an answer before using their calculator. They will estimate by
using mental strategies and prior knowledge. For e.g. Square root of
15 students should know it is going to be close to but less than 4, because
square of 16 is = 4.

§ Apply the order of operations Example(s): Ex 2G

to evaluate expressions Finding the missing numbers to make the number sentence true:
involving square roots, cube
roots, square numbers and [ 3 × □2 +( √25−□ ) ]= √ □ × 9× 3−5.
cube numbers
Cover a variety of examples as a class.

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Teacher’s Signature: __________________ Head of Department’s Signature: ________________________ Date: ____________

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