Table of Content

Revised Edition
Expression and formulae
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to simplify using the basic laws.

Secure: students will be able to apply the basic laws of indices to algebraic
expressions.
Cambridge Reference: Simplifying algebraic expression
Discuss with your Partner
Cambridge Reference: Simplifying algebraic expression
Discuss with your Partner
Cambridge Reference: Simplifying algebraic expression
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 34. 9Ae.7, Exercise 2.3
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
Check point Example: April/May 2008/Paper 1/Question 10
Discuss with your Partner
Check point Example: Oct/Nov 2010/Paper 2/Question 8
Discuss with your Partner
Check point Example: April/May 2015/Paper 2/Question 19
Discuss with your Partner
Check point Example: Oct/Nov 2005/Paper 2/Question 7
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing : Students will be able to substitute numbers into given
expressions.

Excelling: Students will be able to substitute positive and negative numbers

into expressions and formulae

Keywords
Simplify, expand, factorise, multiply out, simplest form
Cambridge Reference: Expression & Formulae
Discuss with your Partner

Keywords
Simplify, expand, factorise, multiply out, simplest form
Cambridge Reference: Expression & Formulae
Discuss with your Partner

Keywords
Simplify, expand, factorise, multiply out, simplest form
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 24. 9Ae.7, Exercise 2.1
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017

Keywords
Simplify, expand, factorise, multiply out, simplest form
 Check point Example: April/May 2009/Paper 1/Question 5
Discuss with your Partner

Keywords
Simplify, expand, factorise, multiply out, simplest form
Check point Example: April/May 2009/Paper 1/Question 5
Discuss with your Partner
 Check point Example: April/May 2012/Paper 1/Question 6
Discuss with your Partner

Keywords
Simplify, expand, factorise, multiply out, simplest form
Check point Example: Oct/Nov 2005/Paper 1/Question 6
Discuss with your Partner
 Check point Example: Oct/Nov 2016/Paper 1/Question 1
Discuss with your Partner

Keywords
Simplify, expand, factorise, multiply out, simplest form
Formulae

What is a
formula?

In maths a formula is a rule for working something out.

The plural of formula is formulae.

For example:
How can we work out the number of days in
a given number of weeks?
number of days = 7 × number of weeks
 Writing formulae

The number of seats in a theatre,

n, with 25 seats in each row, r.
n = 25r

The age of a boy Andy, a, if he is 5

years older than his sister Betty, b.
a=b+5

The average weight, w, of Alex who weighs a kg,

Bob who weighs b kg and Claire who weighs c kg.
a+b+c
w=
3

1 of 20
Substituting into formulae and solving equations

l
The formula used to find the perimeter P of a rectangle
with length l and width w is:

P = 2l + 2w

What is the length of a rectangle with a

perimeter of 20 cm and a width of 4 cm?
Substituting into formulae and solving equations

Substitute P = 20 and w = 4 into the formula:

P = 2l + 2w
20 = 2l + (2 × 4)
Solve this equation:

Simplifying: 20 = 2l + 8
Subtracting 8: 12 = 2l
Dividing by 2: 6=l
l=6
So the length of the rectangle is 6 cm.
Substituting into formulae and solving equations

b
The area A of a triangle with base b and perpendicular
height h is given by the formula:
1
A= bh
2

What is the length of the base of a triangle with an

area of 48 cm2 and a perpendicular height of 12 cm?
Substituting into formulae and solving equations

Substitute A = 48 and h = 12 into the formula:

1
A= bh
2
1
48 = b × 12
2
Solve this equation.
1
Dividing by 12: 4= b
2

Multiplying by 2: 8=b
b=8
So the base of the triangle measures 8 cm.
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 50. 9Ae.7, Exercise 2.6
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2014/Paper 2/Question 23
Discuss with your Partner
Check point Example: April/May 2015/Paper 1/Question 22
Discuss with your Partner
Check point Example: Specimen 2014/Paper 2/Question 3
Discuss with your Partner
Check point Example: April 2014/Paper 1/Question 10
Discuss with your Partner
Check point Example: April 2015/Paper 2/Question 18
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to factorise brackets with numbers as
factors.

Secure: Students will be able to factorise brackets with unknowns as factors.

Excelling: Students will be able to factorise brackets with numbers and

unknowns as factors.

Keywords
Simplify, expand, factorise, multiply out, simplest form
 Every Child is a Potential High Performer Edited by Salami

Equations and Formulae

Factorising single brackets.pptx

Friday, 28 October 2022
© Mr Salami,
Mathematics Department
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Lower Mathematics Book 9
Page 91. Exercise 9.5
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing : Students will be able to add and subtract simple algebraic
fractions.

Excelling: Students will be able to solve algebraic fractions with numerical

denominators that simplify to linear equations.

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
Cambridge Reference: Algebraic fraction
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Lower Mathematics Book 9
Page 44. Exercise 2.5
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to expand single brackets.

Secure: Students will be able to expand double brackets.

Excelling: Students will be able to expand the product of two linear

expressions of the form x ± n and simplify the corresponding quadratic
expression
Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

 Every Child is a Potential High Performer Edited by Salami

Expand Brackets .

Expanding quadratics.pptx
.
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
 Cambridge Reference: Expand Bracket
Discuss with your Partner

Keywords
Proof, prove, odd, even, sum, difference, product, square, factor, multiple, consecutive
 Cambridge Reference: Expand Bracket
Discuss with your Partner

Keywords
Proof, prove, odd, even, sum, difference, product, square, factor, multiple, consecutive
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 40. 9Ae.10, Exercise 2.4
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to rearranging formulae with one step.

Secure: Students will be able to rearrange formulae with multiple steps.

Excelling: Students will be able to rearrange formulae where the unknown

appears more than once.

Keywords
Rearrange, formula(e), subject, add, subtract, multiply, divide, factorise, expand, square,
root, inverse, operation, fraction
 Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

Keywords
Rearrange, formula(e), subject, add, subtract, multiply, divide, factorise, expand, square,
root, inverse, operation, fraction
Check Point Student Book 3: Chapter 2, Exercise 2.3
Discuss with your Partner
Check Point Student Book 3: Chapter 2, Exercise 2.3
Discuss with your Partner
Check Point Student Book 3: Chapter 2, Exercise 2.3
Discuss with your Partner
Check Point Student Book 3: Chapter 2, Exercise 2.3A
Discuss with your Partner
Check Point Student Book 3: Chapter 2, Exercise 2.3A
Discuss with your Partner
Check Point Student Book 3: Chapter 2, Exercise 2.3B
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Lower Mathematics Book 9
Page 50. Exercise 2.6
Discuss with your Partner
Gradient of a Graph
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to draw straight line graphs.

Secure: Students will be able to compare lines and their gradients.

Excelling: Students will be able to construct tables of values and plot the
graphs of linear functions

Keywords
Positive, negative, substitute, coordinates, straight line, table of values, axes
 Cambridge Reference: Gradient of a Graph
Discuss with your Partner

Keywords
Positive, negative, substitute, coordinates, straight line, table of values, axes
 Cambridge Reference: Gradient of a Graph
Discuss with your Partner

Keywords
Positive, negative, substitute, coordinates, straight line, table of values, axes
 Cambridge Reference: Gradient of a Graph
Discuss with your Partner

Keywords
Positive, negative, substitute, coordinates, straight line, table of values, axes
 Cambridge Reference: Gradient of a Graph
Discuss with your Partner

Keywords
Positive, negative, substitute, coordinates, straight line, table of values, axes
62
63
64
65
66
 Cambridge Reference: Gradient of a Graph
Discuss with your Partner

Keywords
Positive, negative, substitute, coordinates, straight line, table of values, axes
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 166. 9As.4, Exercise 18.1
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

Twig Film

Keywords
Positive, negative, substitute, coordinates, straight line, table of values, axes
70
71
72
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 222. 9As.4, Exercise 10.3
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

Straight Line Graph

Straight line graphs table of
values.pptx
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
Keywords
Positive, negative, substitute, coordinates, straight line, table of values, axes
 Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

Keywords
Positive, negative, substitute, coordinates, straight line, table of values, axes
 y Here is a straight line
10

9 Find the gradient

8
• Choose two points on the line
7
4
6 • Find the height and base
5 • Gradient = height
4
2 base
3 m=2
2
Find the intercept
1
x
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 c=3
-1
All straight line are of
-2
the form y = mx + c
-3

-4 Equation of this straight line

-5 y = 2x + 3
-6
76
 y Here is a straight line
10

9 Find the gradient

8

7
• Choose two points on the line
6 • Find the height and base
5 • Gradient = height
4 base
3 m=½
2
Find the intercept
1
x
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 c = -4
-1
All straight line are of
-2
the form y = mx + c
-3
3
-4 Equation of this straight line
-5 y = ½x - 4
6
-6
77
 y Here is a straight line
10
5
9 Find the gradient
8

7
• Choose two points on the line
6 • Find the height and base
5 • Gradient = height
4
-15 base
3 m = -3
2
Find the intercept
1
x
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 c=6
-1
All straight line are of
-2
the form y = mx + c
-3

-4 Equation of this straight line

-5 y = -3x + 6
-6
78
 y B A Find the equations of
10
each of the lines
9
Two points have been draw
8

7
on each line to help you
6 Left click to
5
C see answers
4

3 A y = 2x - 3
2
B y=x+7
1
x
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

-1
C y = ½x + 1
-2

-3
D y = -x + 2
-4
D E y = -2x - 1
-5

-6
E 79
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 219. 9As.4, Exercise 10.2
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017

Keywords
Solve, equation, graph, linear, graphically, axes/axis, coordinate, gradient, y-intercept,
intersect, solution
Check point Example: April/May 2012/Paper 1/Question 8
Discuss with your Partner

Keywords
Positive, negative, substitute, coordinates, straight line, table of values, axes
Check point Example: April/May 2012/Paper 1/Question 8
Discuss with your Partner
Check point Example: April/May 2014/Paper 1/Question 25
Discuss with your Partner
Check point Example: April/May 2014/Paper 1/Question 25
Discuss with your Partner

Keywords
Positive, negative, substitute, coordinates, straight line, table of values, axes
Check point Example: April/May 2014/Paper 2/Question 4
Discuss with your Partner

Keywords
Positive, negative, substitute, coordinates, straight line, table of values, axes
Check point Example: April/May 2014/Paper 2/Question 4
Discuss with your Partner
Check point Example: April/May 2015/Paper 1/Question 12
Discuss with your Partner

Keywords
Positive, negative, substitute, coordinates, straight line, table of values, axes
Check point Example: April/May 2015/Paper 1/Question 12
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to identify the gradient and y-intercept
from the equation of a graph.

Secure: Students will be able to sketch straight line graphs using m and c.

Excelling: Students will be able to find the approximate solutions of a

simple pair of simultaneous linear equations by finding the point of
intersection of their graphs
 Every Child is a Potential High Performer Edited by Salami

Simultaneous Equation
Solving simultaneous graphically.pptx
Friday, 28 October 2022
© Mr Salami,
Mathematics Department

Keywords
Solve, equation, graph, linear, graphically, axes/axis, coordinate, gradient, y-intercept,
intersect, solution
 Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

Keywords
Solve, equation, graph, linear, graphically, axes/axis, coordinate, gradient, y-intercept,
intersect, solution
 Cambridge Reference: Simultaneous Equation
Discuss with your Partner

Keywords
Function, equation, rearrange, substitute, expression, notation, mapping, domain, range
 Cambridge Reference: Simultaneous Equation
Discuss with your Partner

Keywords
Function, equation, rearrange, substitute, expression, notation, mapping, domain, range
 Cambridge Reference: Simultaneous Equation
Discuss with your Partner

Keywords
Function, equation, rearrange, substitute, expression, notation, mapping, domain, range
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017

Keywords
Solve, equation, graph, linear, graphically, axes/axis, coordinate, gradient, y-intercept,
intersect, solution
Check point Example: April/May 2007/Paper 2/Question 9
Discuss with your Partner

Keywords
Solve, equation, graph, linear, graphically, axes/axis, coordinate, gradient, y-intercept,
intersect, solution
Check point Example: April/May 2007/Paper 2/Question 9
Discuss with your Partner
Check point Example: April/May 2009/Paper 2/Question 10
Discuss with your Partner
Check point Example: April/May 2009/Paper 2/Question 10
Discuss with your Partner
Check point Example: April/May 2010/Paper 2/Question 7
Discuss with your Partner
Check point Example: April/May 2010/Paper 2/Question 7
Discuss with your Partner
Check point Example: Specimen2014/Paper 2/Question 11
Discuss with your Partner
Check point Example: Specimen2014/Paper 2/Question 11
Discuss with your Partner
Check point Example: Oct/Nov 2005 /Paper 1/Question 7
Discuss with your Partner
Check point Example: Oct/Nov 2005 /Paper 1/Question 7
Discuss with your Partner
Check point Example: Oct/Nov 2016 /Paper 1/Question 20
Discuss with your Partner
Check point Example: Oct/Nov 2016 /Paper 1/Question 20
Discuss with your Partner
Ratios
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to simplify a ratio of numbers.

Secure: Students will be able to find an equivalent ratio.

Excelling: Students will be able to compare two ratios; interpret

and use ratio in a range of contexts
.

Keywords
HCF, simplify, equivalent, ratio, integer, parts
Every Child is a Potential High Performer Edited by Salami

Twig Film
 Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

Keywords
HCF, simplify, equivalent, ratio, integer, parts
 Cambridge Reference: Ratio
Discuss with your Partner

Keywords
HCF, simplify, equivalent, ratio, integer, parts
 Cambridge Reference: Ratio
Discuss with your Partner

Keywords
HCF, simplify, equivalent, ratio, integer, parts
 Cambridge Reference: Ratio
Discuss with your Partner

Keywords
HCF, simplify, equivalent, ratio, integer, parts
 Cambridge Reference: Ratio
Discuss with your Partner

Keywords
HCF, simplify, equivalent, ratio, integer, parts
 Cambridge Reference: Ratio
Discuss with your Partner

Keywords
HCF, simplify, equivalent, ratio, integer, parts
 Cambridge Reference: Ratio
Discuss with your Partner

Keywords
HCF, simplify, equivalent, ratio, integer, parts
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 238. 9Nf.5, Exercise 11.1
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017

Keywords
HCF, simplify, equivalent, ratio, integer, parts
Check point Example: April/May 2009/Paper 1/Question 10
Discuss with your Partner

Keywords
HCF, simplify, equivalent, ratio, integer, parts
Check point Example: April/May 2009/Paper 1/Question 10
Discuss with your Partner
Check point Example: April/May 2012/Paper 1/Question 16
Discuss with your Partner
Check point Example: April/May 2015/Paper 2/Question 5
Discuss with your Partner
Check point Example: Specimen 2014/Paper 2/Question 10
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 2/Question 1
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 2/Question 13
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to calculate the constant k.

Secure: Students will be able to solve problems involving direct

proportion.

Excelling: Students will be able to recognise when two quantities

are directly proportional; solve problems involving proportionality
Every Child is a Potential High Performer Edited by Salami

Twig Film
 Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

 Every Child is a Potential High Performer Edited by Salami

Proportions
Proportion.ppt
Friday, 28 October 2022
© Mr Salami,
Mathematics Department

Keywords
Recipes, ratio, proportion, ingredients, unitary method, scale factor
Cambridge Reference: Proportion
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 244. 9Nf.6, Exercise 11.2
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017

Keywords
Recipes, ratio, proportion, ingredients, unitary method, scale factor
Check point Example: April/May 2012/Paper 1/Question 3
Discuss with your Partner

Keywords
Recipes, ratio, proportion, ingredients, unitary method, scale factor
Check point Example: April/May 2012/Paper 1/Question 3
Discuss with your Partner

Keywords
Recipes, ratio, proportion, ingredients, unitary method, scale factor
Check point Example: April/May 2014/Paper 2/Question 9
Discuss with your Partner

Keywords
Recipes, ratio, proportion, ingredients, unitary method, scale factor
Check point Example: April/May 2015/Paper 2/Question 24
Discuss with your Partner
Area, Perimeter and volume
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to identify the main metric units of
measure.

Secure: Students will be able to convert between metric units of measure.

Excelling: Students will be to able understand the relationships and convert

between metric units of area, including hectares (ha), square metres (m²),
square centimetres (cm²) and square millimetres (mm²).
.
Every Child is a Potential High Performer Edited by Salami

Twig Film
Cambridge Lower Secondary Learner’s Book 7
7Gg.04, Exercise 15.1
Discuss with your Partner
Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

 Every Child is a Potential High Performer Edited by Salami

Conversion of Units
Converting units.ppt
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2008/Paper 1/Question 9
Discuss with your Partner
Check point Example: April/May 2012/Paper 1/Question 9
Discuss with your Partner
Check point Example: April/May 2014/Paper 1/Question 20
Discuss with your Partner
Check point Example: April/May 2014/Paper 2/Question 7
Discuss with your Partner
Check point Example: April/May 2015/Paper 2/Question 1
Discuss with your Partner
Check point Example: April/May 2015/Paper 2/Question 6
Discuss with your Partner
Check point Example: April/May 2015/Paper 2/Question 26
Discuss with your Partner
Check point Example: Specimen 2014/Paper 2/Question 1
Discuss with your Partner
Check point Example: Oct/Nov 2005/Paper 2/Question 1
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 1/Question 8
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 1/Question 16
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to calculate area of circles.

Secure: Students will be able to calculate circumference of circles.

Excelling: Students will be able to solve problems involving the

circumference and area of circles, including by using the π key of a
calculator.
 Every Child is a Potential High Performer Edited by Salami

2D Shapes
Area and circumference A.pptx
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
159
160
161
162
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 141. 9Ma.3, Exercise 7.1
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2012/Paper 2/Question 12
Discuss with your Partner
Check point Example: April/May 2014/Paper 2/Question 18
Discuss with your Partner

Keywords
Circle, area, circumference, perimeter, radius, diameter, compound shape, pi (π)
Check point Example: Specimen 2014/Paper 2/Question 23
Discuss with your Partner
Cambridge Lower Secondary Learner’s Book 7
Discuss with your Partner
Cambridge Lower Secondary Learner’s Book 7
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 148. 9Ma.3, Exercise 7.2
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to calculate areas of 2D
shapes.
Secure: Students will be able to calculate volumes and surface
areas of prisms.
Excelling: Students will be able to calculate lengths, surface
areas and volumes in right-angled prisms and cylinders

Cross Session of a Prism.pptx

 Volume of a Prism
Remember:

Prisms are 3 dimensional shapes that have a constant cross-sectional area.

Cuboid

Triangular-based prism Rectangular-based prism Pentagonal-based prism

Cylinder

Hexagonal-based prism Octagonal-based prism Circular-based prism

 Every Child is a Potential High Performer Edited by Salami

Maths watch Film

 Prisms
The volume of any prism is simply its: cross-sectional area x length

a b

100 cm2
9 m2 2m
9 cm
V = 9 x 2 = 18 m3 V = 100 x 9 = 900 cm3

60 mm2

V = 60 x 3 = 180 mm3
3 mm
Diagrams
Find the volume of the following prisms.
Not
to scale

1 2 3

8 cm2 7 mm2
9 m2
10 mm
5m
4 cm

V = 9 x 5 = 45 m3 V = 8 x 4 = 32 cm3 V = 7 x 10 = 70 mm3

4 5 6

10 mm 2½ m 40 cm2
20 mm2 30 m2

3 ¼ cm
V = 20 x 10 = 200 mm3 V = 30 x 2½ = 75 m3 V = 40 x 3¼ = 130 cm3
Diagrams
Find the volume of the following prisms.
Not
to scale In each of the following examples the cross-sectional ends have to be
calculated.

1 2

1.5 m 8 cm
2m 4 cm
4m
9 cm
V = 4 x 1.5 x 2 = 12 m3 V = ½ (9 x 8) x 4 = 144 cm3
3
6 mm
7 mm
Remember: A = A = ½ the sum of the
5 mm
½ base x height parallel sides x height
8 mm
V = ½ (8 + 6) x 7 x 5 = 245 mm3
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 303. 9Ma.4, Exercise 14.1
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

PRISM
(Surface area of a Prism).ppt
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
Cambridge Reference: Prism
Discuss with your Partner
Cambridge Reference: Prism
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 310. 9Ma.4, Exercise 14.2
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2014/Paper 2/Question 12b
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to calculate the volume of a cylinder.

Secure: Students will be able to calculate the surface area of a cylinder.

Excelling: Students will be able to calculate lengths, surface areas and

volumes in right-angled prisms and cylinders
Every Child is a Potential High Performer Edited by Salami

Twig Film
 The Volume of a Cylinder

A cylinder is a prism with a circular cross-section.

r2

Volume = r2h
 The Volume of a Cylinder

Calculate the volume of the following cylinders.

1 2

3 cm 2m

15 m
V = r2h
10 cm =  x 22 x 15 = 188.5 m3
3

4.2mm
V = r2h
9.2 mm
=  x 32 x 10 = 282.7 cm3
V = r2h =  x 4.62 x 4.2 = 279.2 mm3
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 305. 9Ma.4, Exercise 14.1
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Surface Area of a Cylinder
A cylinder is a prism with a circular cross-section.

2r

h
Surface Area of a Cylinder

r2

2r
Open out

Surface Area = 2r2 +Removing

2rh
top and h
= 2r(r + h) bottom


r2
 Surface Area of a Cylinder

Surface area = 2r(r + h)

Find the surface area of

the cylinder.
3cm

SA = 2 x  x 3(3 + 8)
8cm
= 6 x 11
= 66
= 207 cm2 (3 sf)
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 308. 9Ma.4, Exercise 14.2
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

Objective

To solve questions on isometric drawing

 Every Child is a Potential High Performer Edited by Salami

Isometric Drawing
 Every Child is a Potential High Performer Edited by Salami

Isometric Drawing

Isometric Drawing.ppt
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 312. Exercise 14.3
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2014/Paper 2/Question 13
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 1/Question 17
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 1/Question 17
Discuss with your Partner
Equations and Inequalities
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to solve equations with unknowns on
one side.

Secure: Students will be able to solve equations with unknowns on both

sides.

Excelling: Students will be able to construct and solve linear equations

with integer coefficients (with and without brackets)
Every Child is a Potential High Performer Edited by Salami

Twig Film
 Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

 Cambridge Reference: Linear Equations
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
 Cambridge Reference: Linear Equations
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
 Every Child is a Potential High Performer Edited by Salami

Simple Equation
Solving linear equations with
brackets.pptx
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 85. 9Ae.8, Exercise 4.1
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2014/Paper 1/Question 10
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
Check point Example: April/May 2014/Paper 1/Question 10
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
Check point Example: April 2014/Paper 1/Question 4
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing : Students will be able to solve simultaneous linear equations
in two variables by substitution method

Excelling: Students will be able to solve a simple pair of simultaneous

linear equations by eliminating one variable.
Simultaneous Equation
Cambridge Reference: Simultaneous Equations
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 90. 9Ae.9, Exercise 4.2
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

Elimination Method

Simultaneous equations
introduction.pptx
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

Cambridge Reference: Simultaneous Equations
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
Cambridge Reference: Simultaneous Equations
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
Cambridge Reference: Simultaneous Equations
Discuss with your Partner
Cambridge Reference: Simultaneous Equations
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 93. 9Ae.9, Exercise 4.2
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2012/Paper 1/Question 18
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
 Every Child is a Potential High Performer Edited by Salami

Objective
To use systematic trial and improvement to find approximate solutions of equations
where there are no simple analytical methods of solving them.
Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

 Every Child is a Potential High Performer Edited by Salami

Trial and Improvement

Trial and Improvement.ppt

 Cambridge Reference: Trial & improvement
Discuss with your Partner

Keywords
Function, equation, rearrange, substitute, expression, notation, mapping, domain, range
 Cambridge Reference: Trial & improvement
Discuss with your Partner

Keywords
Function, equation, rearrange, substitute, expression, notation, mapping, domain, range
 Cambridge Reference: Trial & improvement
Discuss with your Partner

Keywords
Function, equation, rearrange, substitute, expression, notation, mapping, domain, range
 Cambridge Reference: Trial & improvement
Discuss with your Partner

Keywords
Function, equation, rearrange, substitute, expression, notation, mapping, domain, range
 Cambridge Reference: Trial & improvement
Discuss with your Partner

Keywords
Function, equation, rearrange, substitute, expression, notation, mapping, domain, range
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2012/Paper 2/Question 18
Discuss with your Partner
Check point Example: Specimen 2014/Paper 2/Question 20
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing students will be able to use inequality symbols to compare
numbers.

Secure students will be able to write numbers that satisfy given inequalities.

Excelling students will be able to show inequalities on number lines.

 Every Child is a Potential High Performer Edited by Salami

Inequalities .

Introduction to .inequalities.pptx
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
 Cambridge Reference: Inequalities
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
 Cambridge Reference: Inequalities
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
 Cambridge Reference: Inequalities
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
 Cambridge Reference: Inequalities
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
 Cambridge Reference: Inequalities
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
 Cambridge Reference: Inequalities
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
 Cambridge Reference: Inequalities
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
 Cambridge Reference: Inequalities
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
 Cambridge Reference: Inequalities
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
 Cambridge Reference: Inequalities
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
 Cambridge Reference: Inequalities
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
Cambridge Reference: Inequalities
Discuss with your Partner
 Cambridge Reference: Inequalities
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 98. 9Ae.9, Exercise 4.3
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2009/Paper 1/Question 5
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
Check point Example: Oct/Nov 2010/Paper 2/Question 6
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
Check point Example: Oct/Nov 2010/Paper 2/Question 6
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
Check point Example: April/May 2012/Paper 1/Question 20
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
Check point Example: April/May 2014/Paper 2/Question 19
Discuss with your Partner

Keywords
Inequality, number line, greater than, less than, equal to, compare, negative, positive
Check point Example: April/May 2015/Paper 1/Question 23
Discuss with your Partner
Check point Example: April/May 2013/Paper 1/Question 23
Discuss with your Partner
Constructions
 Every Child is a Potential High Performer Edited by Salami

Objective
Developing: Students will be able to use a pair of compasses accurately.

Secure: Students will be able to construct a perpendicular bisector of a

straight line segment.

Excelling: Students will be able to bisect an angle.

Keywords
Bisect, perpendicular, angle, line, construct, radius, centre, equidistant, arc, segment, pair
of compasses
 Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

Keywords
Bisect, perpendicular, angle, line, construct, radius, centre, equidistant, arc, segment, pair
of compasses
 Constructions

To draw a perpendicular to a given point on a line.

1. Place compass at P and with distance PA set, draw arc at C.
2. With compass at A and distance set greater than AP, draw arc above line AB.
3. Repeat with compass at C and same distance set.
4. Draw line through intersection of arcs to P. This line is
perpendicular to P.
D

A B
P C
 Constructions
To Construct a Regular Hexagon.
1. Draw a circle of any radius.
2. With compass fixed at 1 radius place anywhere on the circumference and mark
off 6 arcs.
3. Join intersections of arcs together to form a regular hexagon.

Can you explain why

a regular hexagon
is formed?

What about now?

Each side is the base of an

equilateral triangle of
length equal to the radius
of the circle.
 Cambridge Reference: How to inscribed shapes
Discuss with your Partner

Keywords
Bisect, perpendicular, angle, line, construct, radius, centre, equidistant, arc, segment,
pair of compasses
Cambridge Reference: How to inscribed shapes
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 116. Exercise 5.4
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017

Keywords
Bisect, perpendicular, angle, line, construct, radius, centre, equidistant, arc, segment,
pair of compasses
Check point Example: April/May 2009/Paper 2/Question 8
Discuss with your Partner
Check point Example: April/May 2012/Paper 1/Question 12
Discuss with your Partner

Keywords
Bisect, perpendicular, angle, line, construct, radius, centre, equidistant, arc, segment,
pair of compasses
Check point Example: April/May 2012/Paper 1/Question 12
Discuss with your Partner
Check point Example: April/May 2014/Paper 2/Question 8
Discuss with your Partner
Check point Example: April/May 2015/Paper 1/Question 18
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to calculate the length of the longest side of a right-
angled triangle.

Secure: Students will be able to calculate the length of any of the longest side of a
right-angled triangle.

Excelling: Students will be able to answer worded questions on Pythagoras’ Theorem.

Every Child is a Potential High Performer Edited by Salami

Twig Film
 Every Child is a Potential High Performer Edited by Salami

Pythagoras
Pythagoras Theorem.pptx
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

 Cambridge Reference: Pythagoras Theorem
Discuss with your Partner

Keywords
Right-angled triangle, Pythagoras, hypotenuse, side, length, square, square root, calculate
Cambridge Reference: Pythagoras Theorem
Discuss with your Partner
Cambridge Reference: Pythagoras Theorem
Discuss with your Partner
 Cambridge Reference: Pythagoras Theorem
Discuss with your Partner

Keywords
Right-angled triangle, Pythagoras, hypotenuse, side, length, square, square root, calculate
 Cambridge Reference: Pythagoras Theorem
Discuss with your Partner

Keywords
Right-angled triangle, Pythagoras, hypotenuse, side, length, square, square root, calculate
 Cambridge Reference: Pythagoras Theorem
Discuss with your Partner

Keywords
Right-angled triangle, Pythagoras, hypotenuse, side, length, square, square root, calculate
 Cambridge Reference: Pythagoras Theorem
Discuss with your Partner

Keywords
Right-angled triangle, Pythagoras, hypotenuse, side, length, square, square root, calculate
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 121. 9Gs 7, Exercise 5.5
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2007/Paper 2/Question 10
Discuss with your Partner

Keywords
Right-angled triangle, Pythagoras, hypotenuse, side, length, square, square root, calculate
Check point Example: April/May 2007/Paper 2/Question 10
Discuss with your Partner

Keywords
Right-angled triangle, Pythagoras, hypotenuse, side, length, square, square root, calculate
Check point Example: April/May 2009/Paper 2/Question 9
Discuss with your Partner

Keywords
Right-angled triangle, Pythagoras, hypotenuse, side, length, square, square root, calculate
Check point Example: Oct/Nov 2010/Paper 2/Question 10
Discuss with your Partner

Keywords
Right-angled triangle, Pythagoras, hypotenuse, side, length, square, square root, calculate
Check point Example: April 2012/Paper 2/Question 17
Discuss with your Partner

Keywords
Right-angled triangle, Pythagoras, hypotenuse, side, length, square, square root, calculate
Check point Example: April/May 2015/Paper 2/Question 20
Discuss with your Partner

Keywords
Right-angled triangle, Pythagoras, hypotenuse, side, length, square, square root, calculate
Check point Example: Oct/Nov 2005/Paper 2/Question 10
Discuss with your Partner

Keywords
Right-angled triangle, Pythagoras, hypotenuse, side, length, square, square root, calculate
Check point Example: Oct/Nov 2005/Paper 2/Question 10
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to calculate exterior angles of polygons.

Secure: Students will be able to calculate interior angles of polygons.

Excelling: Students will be able to calculate the interior or exterior angle of any
regular polygon; prove and use the formula for the sum of the interior angles of
any polygon; prove that the sum of the exterior angles of any polygon is 360°

Keywords
Degrees, angles, reason, right angle, interior, exterior, sum
 Every Child is a Potential High Performer Edited by Salami

Polygon
Shapes(Polygons).ppt
Friday, 28 October 2022
© Mr Salami,
Mathematics Department

Keywords
Degrees, angles, reason, right angle, interior, exterior, sum
 Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

Keywords
Degrees, angles, reason, right angle, interior, exterior, sum
 Interior Angles of Polygons

(n – 2)
Find the triangles
connection
180o 180o
180o between the number
of=sides
(n –and
2)180 o
the
180o number of triangles. 180o

4 sides Quadrilateral 5 sides Pentagon

2 2 x 180o = 360o 3 3 x 180o = 540o

The sum of
180o the interior 180o 180o
180o angles of an” 180o 180o
180o n” sided
180o polygon is?
180o

6 sides Hexagon 7 sides Heptagon/Septagon

4 4 x 180o = 720o 5 5 x 180o = 900o
 Every Child is a Potential High Performer Edited by Salami

Polygon
Interior angle sum.ppt
Friday, 28 October 2022
© Mr Salami,
Mathematics Department

Keywords
Degrees, angles, reason, right angle, interior, exterior, sum
Cambridge Reference: Polygon
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 108. Exercise 5.2
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

Polygon
Exterior Angle.ppt
Friday, 28 October 2022
© Mr Salami,
Mathematics Department

Keywords
Degrees, angles, reason, right angle, interior, exterior, sum
Cambridge Reference: Polygon
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 111. Exercise 5.3
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017

Keywords
Degrees, angles, reason, right angle, interior, exterior, sum
Check point Example: Specimen 2014/Paper 1/Question 13
Check point Example: Oct/Nov 2016/Paper 1/Question 13
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to identify types of angles.

Secure: Students will be able to identify parallel and perpendicular lines.

Excelling: Students will be able to recognise the properties of angles formed

by parallel lines and transversals, perpendicular lines, intersecting lines..
 Every Child is a Potential High Performer Edited by Salami

Angle Properties
Calculating angles.ppt
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
 Cambridge Reference: Angle Properties
Discuss with your Partner

Keywords
Angle, obtuse, acute, reflex, right angle, estimate, parallel, perpendicular
Cambridge Reference: Angle Properties
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2007/Paper 2/Question 7
Discuss with your Partner
Check point Example: April/May 2008/Paper 1/Question 5
Discuss with your Partner
Check point Example: April/May 2008/Paper 1/Question 5
Discuss with your Partner
Check point Example: April/May 2009/Paper 1/Question 9
Discuss with your Partner
Check point Example: Oct/Nov 2010/Paper 2/Question 5
Discuss with your Partner
Check point Example: Oct/Nov 2010/Paper 2/Question 5
Discuss with your Partner
Check point Example: April/May 2012/Paper 2/Question 4
Discuss with your Partner
Check point Example: April/May 2015/Paper 1/Question 9
Discuss with your Partner
Check point Example: April/May 2015/Paper 1/Question 9
Discuss with your Partner
Check point Example: April/May 2013/Paper 1/Question 6
Discuss with your Partner
Check point Example: Specimen 2014/Paper 2/Question 24
Discuss with your Partner
Check point Example: Oct/Nov 2005/Paper 2/Question 6
Discuss with your Partner
Tessellating Shapes
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to measure bearings.

Secure: Students will be able to draw bearings.

Excelling: Students will be able to solve problems involving bearings

using angle facts.
Every Child is a Potential High Performer Edited by Salami

Bearing
Bearings.pptx
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

Cambridge Reference: Bearing
Discuss with your Partner
Cambridge Reference: Bearing
Discuss with your Partner
Cambridge Reference: Bearing
Discuss with your Partner
Cambridge Reference: Bearing
Discuss with your Partner
Cambridge Reference: Bearing
Discuss with your Partner
Cambridge Reference: Bearing
Discuss with your Partner
Cambridge Reference: Bearing
Discuss with your Partner
Cambridge Reference: Bearing
Discuss with your Partner

Always add 180.

 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 274. Exercise 13.1
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2012/Paper 2/Question 15
Discuss with your Partner
Check point Example: April/May 2012/Paper 2/Question 15
Discuss with your Partner

Keywords
Bearing, angle, North line, clockwise, digit, parallel, degrees, scale
Check point Example: April/May 2014/Paper 1/Question 18
Discuss with your Partner
Check point Example: April/May 2014/Paper 1/Question 18
Discuss with your Partner

Keywords
Bearing, angle, North line, clockwise, digit, parallel, degrees, scale
Check point Example: April/May 2013/Paper 1/Question 18
Discuss with your Partner
Every Child is a Potential High Performer Edited by Salami

STARTER
 Every Child is a Potential High Performer Edited by Salami

Tessellations

Tessellations.ppt
 Cambridge Reference: Polygon
Discuss with your Partner

Keywords
Translation, object, move, slide, x, y, vector, up, down, left, right, positive, negative
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to enlarge objects by scale factor 2.

Secure: Students will be able to enlarge objects from a centre of

enlargement.
Excelling: Students will be able to recognise that translations,
rotations and reflections preserve length and angle, and map objects on
to congruent images, and that enlargements preserve angle but not
length

Keywords
Enlarge, size, scale factor, centre, similar, congruent
 Every Child is a Potential High Performer Edited by Salami

Twig Film

Keywords
Translation, object, move, slide, x, y, vector, up, down, left, right, positive, negative
 Every Child is a Potential High Performer Edited by Salami

Transformations
Translation A.pptx
Friday, 28 October 2022
© Mr Salami,
Mathematics Department

Keywords
Enlarge, size, scale factor, centre, similar, congruent
Every Child is a Potential High Performer Edited by Salami

Reflection
 Every Child is a Potential High Performer Edited by Salami

Transformations

Reflection B.pptx
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
Keywords
Enlarge, size, scale factor, centre, similar, congruent
 Every Child is a Potential High Performer Edited by Salami

Transformations
Rotation C.pptx
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
Keywords
Enlarge, size, scale factor, centre, similar, congruent
Cambridge Reference: Transformations
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 285. 9Gp5, Exercise 13.3
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

Transformations
Enlargement A.pptx
Friday, 28 October 2022
© Mr Salami,
Mathematics Department

Keywords
Enlarge, size, scale factor, centre, similar, congruent
 Every Child is a Potential High Performer Edited by Salami

Enlargement

Keywords
Enlarge, size, scale factor, centre, similar, congruent
Cambridge Reference: Transformations
Discuss with your Partner
 Cambridge Reference: Transformations
Discuss with your Partner

Keywords
Enlarge, size, scale factor, centre, similar, congruent
 Cambridge Reference: Transformations
Discuss with your Partner

Keywords
Enlarge, size, scale factor, centre, similar, congruent
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 293. 9Gp5, Exercise 13.4
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: Oct/Nov 2016/Paper 1/Question 24
Discuss with your Partner
Check point Example: April/May 2015/Paper 2/Question 13
Discuss with your Partner
Check point Example: April/May 2007/Paper 2/Question 1
Discuss with your Partner
Check point Example: April/May 2007/Paper 2/Question 1
Discuss with your Partner
Check point Example: April/May 2009/Paper 2/Question 1
Discuss with your Partner
Check point Example: April/May 2009/Paper 2/Question 1
Discuss with your Partner
Check point Example: Oct/Nov 2010/Paper 2/Question 3
Discuss with your Partner
Check point Example: Oct/Nov 2010/Paper 2/Question 3
Discuss with your Partner
Check point Example: April/May 2014/Paper 1/Question 7
Discuss with your Partner
Check point Example: April/May 2015/Paper 1/Question 8
Discuss with your Partner
Check point Example: April/May 2015/Paper 1/Question 8
Discuss with your Partner
Check point Example: Specimen 2014/Paper 2/Question 9
Discuss with your Partner
Check point Example: Specimen 2014/Paper 2/Question 9
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Drawing a Locus
Every Child is a Potential High Performer Edited by Salami

Loci
Loci.pptx
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
 Every Child is a Potential High Performer Edited by Salami

Objective

Draw items using a given scale

Work out information from a given scale drawing
 Every Child is a Potential High Performer Edited by Salami

Scale Drawing
Scale drawing.pptx
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
Check point Example: April/May 2015/Paper 2/Question 21
Discuss with your Partner
Check point Example: April/May 2013/Paper 1/Question 21
Discuss with your Partner
Probability
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to use words to describe the probability of
events.

Secure: Students will be able to use fractions, decimals and percentages to

describe the probability of events.

Excelling: Students will be able to use a sample space diagram to find a

probability.
Every Child is a Potential High Performer Edited by Salami

Twig Film
 Probability
number of wanted outcomes
The probability of an event happening =
total number of outcomes

2 Getting a 3 when you Being born in the

1 Getting a tail when 3
tossing a coin. throw a die. month of March.
1 1 1
2 6 12

4 Choosing a red cube at 5 Getting a 5 on the Choosing a blue bead at

6
random from the bag. random from the bag.
spinner.
4 11
5 3 9
5 5 
12 5 4 12 12
 From what we have done below it should be clear that:
The probability of an event not happening = 1 - probability of it happening
If we call the event “A” then symbolically we have:
P(not A) = 1 - P(A)

2 Not getting a 3 when Not being born in the

1 Not getting a tail 3
when tossing a coin. you throw a die. month of March.
1 5 11
6 12
2

4 Not choosing a red Not choosing a blue

5 Not getting a 5 6
bead at random from
cube at random from on the spinner.
the bag. the bag.
4
7 1 1
5 5 12
12 5 4
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 253. 9Db1, Exercise 12.1
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

Twig Film (Independent Events)

 Every Child is a Potential High Performer Edited by Salami

Probability .

Independent. Events.ppt
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 257. 9Db2, Exercise 12.2
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

Probability .

(Relative Frequency).ppt
.
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2007/Paper 2/Question 8
Discuss with your Partner

Keywords
Probability, experiment, outcomes, relative frequency, fraction, decimal, percentage,
Check point Example: April/May 2007/Paper 2/Question 8
Discuss with your Partner

Keywords
Probability, experiment, outcomes, relative frequency, fraction, decimal, percentage,
Check point Example: April/May 2008/Paper 1/Question 7
Discuss with your Partner

Keywords
Probability, experiment, outcomes, relative frequency, fraction, decimal, percentage,
Check point Example: April/May 2008/Paper 1/Question 7
Discuss with your Partner

Keywords
Probability, experiment, outcomes, relative frequency, fraction, decimal, percentage,
Check point Example: April/May 2009/Paper 2/Question 6
Discuss with your Partner

Keywords
Probability, experiment, outcomes, relative frequency, fraction, decimal, percentage,
Check point Example: April/May 2009/Paper 2/Question 6
Discuss with your Partner

Keywords
Probability, experiment, outcomes, relative frequency, fraction, decimal, percentage,
Check point Example: April/May 2012/Paper 1/Question 4
Discuss with your Partner
Check point Example: April/May 2012/Paper 1/Question 21
Discuss with your Partner
Check point Example: April/May 2012/Paper 1/Question 4
Discuss with your Partner
Check point Example: April/May 2014/Paper 1/Question 8
Discuss with your Partner
Check point Example: April/May 2014/Paper 1/Question 8
Discuss with your Partner
Check point Example: April/May 2014/Paper 2/Question 6
Discuss with your Partner
Check point Example: April/May 2014/Paper 2/Question 20
Discuss with your Partner
Check point Example: April/May 2015/Paper 1/Question 3
Discuss with your Partner

Keywords
Probability, experiment, outcomes, relative frequency, fraction, decimal, percentage,
Check point Example: April/May 2015/Paper 2/Question 11
Discuss with your Partner
Check point Example: April/May 2015/Paper 2/Question 25
Discuss with your Partner
Check point Example: April/May 2015/Paper 2/Question 25
Discuss with your Partner
Check point Example: April/May 2013/Paper 1/Question 4
Discuss with your Partner
Check point Example: April/May 2013/Paper 1/Question 4
Discuss with your Partner
Check point Example: April/May 2013/Paper 1/Question 8
Discuss with your Partner

Keywords
Probability, experiment, outcomes, relative frequency, fraction, decimal, percentage,
Check point Example: Specimen 2014/Paper 2/Question 21
Discuss with your Partner
Check point Example: Oct/Nov 2005/Paper 2/Question 4
Discuss with your Partner

Keywords
Probability, experiment, outcomes, relative frequency, fraction, decimal, percentage,
Check point Example: Oct/Nov 2005/Paper 2/Question 4
Discuss with your Partner

Keywords
Probability, experiment, outcomes, relative frequency, fraction, decimal, percentage,
Check point Example: Oct/Nov 2016/Paper 2/Question 2
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 2/Question 9
Discuss with your Partner

Keywords
Probability, experiment, outcomes, relative frequency, fraction, decimal, percentage,
Check point Example: Oct/Nov 2016/Paper 2/Question 14
Discuss with your Partner

Keywords
Probability, experiment, outcomes, relative frequency, fraction, decimal, percentage,
Check point Example: Oct/Nov 2016/Paper 2/Question 14
Discuss with your Partner
Interpreting Results
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to draw a stem and leaf diagram.

Secure: Students will be able to calculate the median and the range from a stem and
leaf diagram.

Excelling: Students will be able to answer questions involving stem and leaf diagrams,
including comparisons.
Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

 Every Child is a Potential High Performer Edited by Salami

Stem and Leaf

STEM AND LEAF DIAGRAMS.pptx
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
 Cambridge Reference: Stem and Leaf
Discuss with your Partner

Keywords
Stem, leaf, key, tens, units, range, median, greater than, less than, order
 Cambridge Reference: Stem and Leaf
Discuss with your Partner

Keywords
Stem, leaf, key, tens, units, range, median, greater than, less than, order
 Cambridge Reference: Stem and Leaf
Discuss with your Partner

Keywords
Stem, leaf, key, tens, units, range, median, greater than, less than, order
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 332. 9Dp2, Exercise 15.3
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
Every Child is a Potential High Performer Edited by Salami

Stem and Leaf

Collecting data.ppt
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2012/Paper 2/Question 16
Discuss with your Partner
Check point Example: April/May 2012/Paper 2/Question 16
Discuss with your Partner

Keywords
Stem, leaf, key, tens, units, range, median, greater than, less than, order
Check point Example: April/May 2012/Paper 2/Question 16
Discuss with your Partner

Keywords
Stem, leaf, key, tens, units, range, median, greater than, less than, order
Check point Example: April/May 2012/Paper 2/Question 16
Discuss with your Partner

Keywords
Stem, leaf, key, tens, units, range, median, greater than, less than, order
Check point Example: April/May 2013/Paper 1/Question 24
Discuss with your Partner
Check point Example: April/May 2013/Paper 1/Question 24
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 1/Question 21
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 1/Question 21
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 1/Question 21
Discuss with your Partner

Keywords
Stem, leaf, key, tens, units, range, median, greater than, less than, order
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to draw a line of best fit on a
scatter graph.

Secure: Students will be able to identify the type of correlation of a

scatter graph.

Excelling: Students will be able to make estimates from a scatter

graph.
 Scatter Graphs
Scatter graphs are used to show whether there is a relationship
between two sets of data. The relationship between the data can be
described as either:

1. A positive correlation. As one quantity increases so does the other.

2. A negative correlation. As one quantity increases the other decreases.

3. No correlation. Both quantities vary with no clear relationship.

Soup Sales

Shoe Size
Height

Shoe Size Temperature Annual Income

Positive Correlation Negative correlation No correlation
 Scatter Graphs
Scatter graphs are used to show whether there is a relationship
between two sets of data. The relationship between the data can be
described as either:

1. A positive correlation. As one quantity increases so does the other.

2. A negative correlation. As one quantity increases the other decreases.

3. No correlation. Both quantities vary with no clear relationship.

A negative
positive correlation
correlation is
is characterised
characterised by
by aa straight
straight line
line with
with aa positive
negativegradient.
gradient.
Soup Sales

Shoe Size
Height

Shoe Size Temperature Annual Income

 State the type of correlation for the scatter graphs below and
write a sentence describing the relationship in each case.
Physics test scores

1 Positive 2 Negative 3 None

Petrol consumption
(mpg)

Height
Maths test scores Car engine size (cc) KS 3 Results
People
There
As
Thethe is
with
older nothe
tend relationship
higher
engine
outside
tosize
car
buy maths
air the between
scores
temperature
of
more
cars
less
sun tend
KSwhen
increase,
itscream
value. 3to
results
increases,
they get
the
use higher
and the
heating
weather
more physics
billsheight
petrol.
iswill scores.
of
sunnier.
(Less
be students.
lower.
mpg)
4 5 6
Sales of Sun cream

Negative Positive Negative

Value of car (£)

Heating bill (£)

Outside air temperature Daily hours of sunshine Age of car (years)

A positive or negative correlation is characterised by a straight line
with a positive /negative gradient. The strength of the correlation
depends on the spread of points around the imagined line.

Strong Positive Moderate Positive Weak Positive

Strong negative Moderate Negative Weak negative

 Drawing a Line of Best Fit

A line of best fit can be drawn to data that shows a correlation. The
stronger the correlation between the data, the easier it is to draw
the line. The line can be drawn by eye and should have roughly the
same number of data points on either side.

The sum of the vertical distances above the line should be roughly
the same as those below.
 Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

 Plotting
(1). The theshows
table below datathe
points/Drawing a line
shoe size and mass of of
10 men.

bestgraph
(a) Plot a scatter fit/Answering
for this data andquestions.
draw a line of best fit.

Size 5 12 7 10 10 9 8 11 6 8
Mass 65 97 68 92 78 78 76 88 74 80

100
95
90
85
Mass (kg)

80
75
70
65
60

4 5 6 7 8 9 10 11 12 13
Shoe Size
(1). The table below shows the shoe size and mass of 10 men.
(a) Plot a scatter graph for this data and draw a line of best fit.

Size 5 12 7 10 10 9 8 11 6 8
Mass 65 97 68 92 78 78 76 88 74 80

100
95
90
85
Mass (kg)

80
75
70
65
60

4 5 6 7 8 9 10 11 12 13
Shoe Size
(1). The table below shows the shoe size and mass of 10 men.
(a) Plot a scatter graph for this data and draw a line of best fit.

Size 5 12 7 10 10 9 8 11 6 8
Mass 65 97 68 92 78 78 76 88 74 80

100
95
90
85
Mass (kg)

80
75
70
65
60

4 5 6 7 8 9 10 11 12 13
Shoe Size
(1). The table below shows the shoe size and mass of 10 men.
(a) Plot a scatter graph for this data and draw a line of best fit.

Size 5 12 7 10 10 9 8 11 6 8
Mass 65 97 68 92 78 78 76 88 74 80

100
95
90
85
Mass (kg)

80
75
70
65
60

4 5 6 7 8 9 10 11 12 13
Shoe Size
(1). The table below shows the shoe size and mass of 10 men.
(a) Plot a scatter graph for this data and draw a line of best fit.

Size 5 12 7 10 10 9 8 11 6 8
Mass 65 97 68 92 78 78 76 88 74 80

100
95
90
85
Mass (kg)

80
75
70
65
60

4 5 6 7 8 9 10 11 12 13
Shoe Size
(1). The table below shows the shoe size and mass of 10 men.
(a) Plot a scatter graph for this data and draw a line of best fit.

Size 5 12 7 10 10 9 8 11 6 8
Mass 65 97 68 92 78 78 76 88 74 80

100
95
90
85
Mass (kg)

80
75
70
65
60

4 5 6 7 8 9 10 11 12 13
Shoe Size
(1). The table below shows the shoe size and mass of 10 men.
(a) Plot a scatter graph for this data and draw a line of best fit.

Size 5 12 7 10 10 9 8 11 6 8
Mass 65 97 68 92 78 78 76 88 74 80

100
95
90
85
Mass (kg)

80
75
70
65
60

4 5 6 7 8 9 10 11 12 13
Shoe Size
(1). The table below shows the shoe size and mass of 10 men.
(a) Plot a scatter graph for this data and draw a line of best fit.

Size 5 12 7 10 10 9 8 11 6 8
Mass 65 97 68 92 78 78 76 88 74 80

100
95
90
85
Mass (kg)

80
75
70
65
60

4 5 6 7 8 9 10 11 12 13
Shoe Size
(1). The table below shows the shoe size and mass of 10 men.
(a) Plot a scatter graph for this data and draw a line of best fit.

Size 5 12 7 10 10 9 8 11 6 8
Mass 65 97 68 92 78 78 76 88 74 80

100
95
90
85
Mass (kg)

80
75
70
65
60

4 5 6 7 8 9 10 11 12 13
Shoe Size
(1). The table below shows the shoe size and mass of 10 men.
(a) Plot a scatter graph for this data and draw a line of best fit.

Size 5 12 7 10 10 9 8 11 6 8
Mass 65 97 68 92 78 78 76 88 74 80

100
95 (b) Draw a line of best fit
and comment on the
90 87 kg correlation. Positive
85
(c) Use your line of best fit
Mass (kg)

80
to estimate:
75
(i) The mass of a man with
70 shoe size 10½.
65 (ii) The shoe size of a man
Size 6
60 with a mass of 69 kg.

4 5 6 7 8 9 10 11 12 13
Shoe Size
(2).The table below shows the number of people who visited a museum
over a 10 day period last summer together with the daily sunshine totals.
(a) Plot a scatter graph for this data and draw a line of best fit.
Hours Sunshine 6 0.5 8 3 8 10 7 5 3 2
Visitors 300 475 100 390 200 50 175 220 350 320
500
450
Number of Visitors

400
350
300
250
200
150
100

0 1 2 3 4 5 6 7 8 9 10
Hours of Sunshine Question2
(2).The table below shows the number of people who visited a museum
over a 10 day period last summer together with the daily sunshine totals.
(a) Plot a scatter graph for this data and draw a line of best fit.
Hours Sunshine 6 0.5 8 3 8 10 7 5 3 2
Visitors 300 475 100 390 200 50 175 220 350 320
500
450
Number of Visitors

400
350
300
250
200
150
100

0 1 2 3 4 5 6 7 8 9 10
Hours of Sunshine
(2).The table below shows the number of people who visited a museum
over a 10 day period last summer together with the daily sunshine totals.
(a) Plot a scatter graph for this data and draw a line of best fit.
Hours Sunshine 6 0.5 8 3 8 10 7 5 3 2
Visitors 300 475 100 390 200 50 175 220 350 320
500
450
Number of Visitors

400
350
300
250
200
150
100

0 1 2 3 4 5 6 7 8 9 10
Hours of Sunshine
(2).The table below shows the number of people who visited a museum
over a 10 day period last summer together with the daily sunshine totals.
(a) Plot a scatter graph for this data and draw a line of best fit.
Hours Sunshine 6 0.5 8 3 8 10 7 5 3 2
Visitors 300 475 100 390 200 50 175 220 350 320
500
450
Number of Visitors

400
350
300
250
200
150
100

0 1 2 3 4 5 6 7 8 9 10
Hours of Sunshine
(2).The table below shows the number of people who visited a museum
over a 10 day period last summer together with the daily sunshine totals.
(a) Plot a scatter graph for this data and draw a line of best fit.
Hours Sunshine 6 0.5 8 3 8 10 7 5 3 2
Visitors 300 475 100 390 200 50 175 220 350 320
500
450
Number of Visitors

400
350
300
250
200
150
100

0 1 2 3 4 5 6 7 8 9 10
Hours of Sunshine
(2).The table below shows the number of people who visited a museum
over a 10 day period last summer together with the daily sunshine totals.
(a) Plot a scatter graph for this data and draw a line of best fit.
Hours Sunshine 6 0.5 8 3 8 10 7 5 3 2
Visitors 300 475 100 390 200 50 175 220 350 320
500
450
Number of Visitors

400
350
300
250
200
150
100

0 1 2 3 4 5 6 7 8 9 10
Hours of Sunshine
(2).The table below shows the number of people who visited a museum
over a 10 day period last summer together with the daily sunshine totals.
(a) Plot a scatter graph for this data and draw a line of best fit.
Hours Sunshine 6 0.5 8 3 8 10 7 5 3 2
Visitors 300 475 100 390 200 50 175 220 350 320
500
450
Number of Visitors

400
350
300
250
200
150
100

0 1 2 3 4 5 6 7 8 9 10
Hours of Sunshine
(2).The table below shows the number of people who visited a museum
over a 10 day period last summer together with the daily sunshine totals.
(a) Plot a scatter graph for this data and draw a line of best fit.
Hours Sunshine 6 0.5 8 3 8 10 7 5 3 2
Visitors 300 475 100 390 200 50 175 220 350 320
500
450
Number of Visitors

400
350
300
250
200
150
100

0 1 2 3 4 5 6 7 8 9 10
Hours of Sunshine
(2).The table below shows the number of people who visited a museum
over a 10 day period last summer together with the daily sunshine totals.
(a) Plot a scatter graph for this data and draw a line of best fit.
Hours Sunshine 6 0.5 8 3 8 10 7 5 3 2
Visitors 300 475 100 390 200 50 175 220 350 320
500
450
Number of Visitors

400
350
300
250
200
150
100

0 1 2 3 4 5 6 7 8 9 10
Hours of Sunshine
(2).The table below shows the number of people who visited a museum
over a 10 day period last summer together with the daily sunshine totals.
(a) Plot a scatter graph for this data and draw a line of best fit.
Hours Sunshine 6 0.5 8 3 8 10 7 5 3 2
Visitors 300 475 100 390 200 50 175 220 350 320
500
450 (b) Draw a line of best fit
and comment on the
Number of Visitors

400 correlation. Negative

350
(c) Use your line of best fit
300
310 to estimate:
250
(i) The number of visitors
200 for 4 hours of sunshine.
150 (ii) The hours of sunshine
5½
100 when 250 people visit.

0 1 2 3 4 5 6 7 8 9 10
Hours of Sunshine
 A line of best fit MUST
go through the origin.

Keywords
Stem, leaf, key, tens, units, range, median, greater than, less than, order
 A positive correlation is
where the points are in a
straight line.

Keywords
Stem, leaf, key, tens, units, range, median, greater than, less than, order
 A correlation describes
the relationship between 2
variables.

Keywords
Stem, leaf, key, tens, units, range, median, greater than, less than, order
 A line of best fit is a
straight line.

Keywords
Stem, leaf, key, tens, units, range, median, greater than, less than, order
 The correlation of a
scatter graph is either
positive or negative.

Keywords
Stem, leaf, key, tens, units, range, median, greater than, less than, order
 A strong positive
correlation is when the
points are close to the line
of best fit.

Keywords
Stem, leaf, key, tens, units, range, median, greater than, less than, order
 If your graph shows NO
correlation, your graph is
wrong!

Keywords
Stem, leaf, key, tens, units, range, median, greater than, less than, order
 The accuracy of the line
of best fit is not
important.

Keywords
Stem, leaf, key, tens, units, range, median, greater than, less than, order
A line of best fit needs to
be drawn with a ruler.
 A line of best fit can be
used to estimate values of
one of the two variables.

Keywords
Stem, leaf, key, tens, units, range, median, greater than, less than, order
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 326. 9Dp2, Exercise 15.2
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2012/Paper 2/Question 11
Discuss with your Partner
Check point Example: April/May 2012/Paper 2/Question 11
Discuss with your Partner
Check point Example: April/May 2012/Paper 2/Question 11
Discuss with your Partner
Check point Example: April/May 2015/Paper 1/Question 17
Discuss with your Partner
Check point Example: April/May 2015/Paper 1/Question 17
Discuss with your Partner
Check point Example: Specimen 2014/Paper 2/Question 19
Discuss with your Partner
Check point Example: Specimen 2014/Paper 2/Question 19
Discuss with your Partner
Calculating Statistics
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to calculate the mode, median and
range.
Secure: Students will be able to calculate the mean and compare sets of
data uses averages

Excelling: Students will be able to calculate statistics and select those

most appropriate to the problem.
Every Child is a Potential High Performer Edited by Salami

Twig Film
 Every Child is a Potential High Performer Edited by Salami

Ungrouped data
Averages.pptx
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
 Every Child is a Potential High Performer Edited by Salami

Statistics: Ungrouped data

Averages 2 (From Frequency

Table).ppt
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 337. 9Dp1, Exercise 15.4
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
Cambridge Reference: Calculating Statistics
Discuss with your Partner

Keywords
Average, mode, median, mean, range, order, data, set, frequency, sample, population
Cambridge Reference: Calculating Statistics
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2007/Paper 1/Question 2
Discuss with your Partner
Check point Example: April/May 2008/Paper 1/Question 2
Discuss with your Partner
Check point Example: April/May 2008/Paper 1/Question 2
Discuss with your Partner
Check point Example: April/May 2009/Paper 1/Question 8
Discuss with your Partner
Check point Example: Oct/Nov 2010/Paper 1/Question 8
Discuss with your Partner
Check point Example: Oct/Nov 2010/Paper 1/Question 8
Discuss with your Partner
Check point Example: Oct/Nov 2005/Paper 1/Question 4
Discuss with your Partner
Sequences
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to identify patterns.

Secure: Students will be able to work out what the next image/
number would be in a pattern or sequence.

Excelling: Students will be able to describe the rule of a sequence.

Every Child is a Potential High Performer Edited by Salami

Twig Film
Cambridge Reference: Sequences
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Lower Mathematics Book 9
Page 194. Exercise 9.1
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

Every Child is a Potential High Performer Edited by Salami

Sequences
nth term A.pptx
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
Cambridge Reference: Sequences
Discuss with your Partner
Cambridge Reference: Sequences
Discuss with your Partner
Cambridge Reference: Sequences
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Lower Mathematics Book 9
Page 199. Exercise 9.2
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2007/Paper 2/Question 2
Discuss with your Partner
Check point Example: April/May 2009/Paper 1/Question 7
Discuss with your Partner
Check point Example: April/May 2009/Paper 1/Question 7
Discuss with your Partner
Check point Example: April/May 2012/Paper 2/Question 9
Discuss with your Partner
Check point Example: April/May 2014/Paper 1/Question 12
Discuss with your Partner
Check point Example: April/May 2015/Paper 1/Question 24
Discuss with your Partner
Check point Example: April/May 2013/Paper 1/Question 3
Discuss with your Partner
Check point Example: Oct/Nov 2005/Paper 2/Question 8
Discuss with your Partner
Check point Example: Oct/Nov 2005/Paper 2/Question 8
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 2/Question 25
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to use and understand function notation in
the form f(x).

Secure: Students will be able to substitute into f(x) given x.

Excelling: Students will be able to find the inverse of a linear function

Keywords
Function, equation, rearrange, substitute, expression, notation, mapping, domain, range
 Every Child is a Potential High Performer Edited by Salami

Functions .

Introduction to. functions.pptx

Friday, 28 October 2022
© Mr Salami,
Mathematics Department

Keywords
Function, equation, rearrange, substitute, expression, notation, mapping, domain, range
Input Output

2 x 2 + 3 7
Input Output

3 x 3 - 5 4
Input Output

6 x 4 - 8 16
Input Output

8 x 6 + 2 50
Input Output

15 x 2 - 6 24
Input Output

5 x 5 + 12 37
Input Output

7 x 3 - 15 6
Input Output

8 x 7 + 7 63
Input Output

10 x 5 - 6 44
 Inverse Functions

Find the inverse for each of the

functions given.

Year 9
Function 4y

Inverse y
function 4
Function y + 8

Inverse
function y - 8
Function y - 12

Inverse
function y + 12
Function 7y

Inverse y
function 7
Function 2y + 4

Inverse (y - 4)
function 2
Function 3y - 6

Inverse y + 6
function 3
Function 5y + 7

Inverse y - 7
function 5
Function 12 + 6y

Inverse y - 12
function 6
Function 6 + 3y

Inverse y - 6
function 3
Function 12 - y

Inverse
function 12 - y
Function 7y + 15

Inverse y - 15
function 7
Function y - 30

Inverse
function y + 30
Function 6y - 9

Inverse y + 9
function 6
Function 20 - y

Inverse
function 20 - y
Function
y + 3
5

Inverse
function 5y - 3
Function
y - 6
7

Inverse
function 7y + 6
Function
4 + y
3

Inverse
function 3y - 4
Function 2y - 10

Inverse y + 10
function 2
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 205. 9As.3, Exercise 9.3
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017

Keywords
Function, equation, rearrange, substitute, expression, notation, mapping, domain, range
Check point Example: April/May 2015/Paper 1/Question 15
Discuss with your Partner

Keywords
Function, equation, rearrange, substitute, expression, notation, mapping, domain, range
Check point Example: April/May 2015/Paper 1/Question 15
Discuss with your Partner

Keywords
Function, equation, rearrange, substitute, expression, notation, mapping, domain, range
Cambridge Reference: Functions
Discuss with your Partner
Cambridge Reference: Functions
Discuss with your Partner
 Check point Example: April/May 2013/Paper 1/Question 11
Discuss with your Partner

Keywords
Function, equation, rearrange, substitute, expression, notation, mapping, domain, range
Check point Example: Oct/Nov 2016/Paper 2/Question 6
Discuss with your Partner
Fractions
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to choose an appropriate method to
add or subtract mixed numbers

Secure: Students will be able to add and subtract two fractions with
the same denominator, then simplify the result.

Excelling: Students will be able to add and subtract two fractions with
the different denominator, then simplify the result
 Writing Fractions in their Simplest Form

Express the following fractions in their simplest form.

4 9 15 8 20
(a ) (b ) (c ) (d ) (e )
6 12 35 12 24
2 3 3 2 5
3 4 7 3 6

5 9 15 24 24
(f ) (g ) (h ) (i ) (j )
15 15 18 40 30
1 3 5 3 4
3 5 6 5 5
Cambridge Reference: Fractions
Discuss with your Partner
Cambridge Reference: Fractions
Discuss with your Partner
Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

 3 2 5 Left click to
Calculate (1)
7
+
7
= 7 ? see answers
3 + 2 5
= 5 2 7
8 8 8 (2) 9 + 9 = 9 ?
3 4 7 2 7 3 10
5
+
5
=
5
= 1 5 (3) + =
11 11 11
?
4 4 3
(4) 5 + 5 = ?1 5

7 4 2
(5) 9 + 9 = ?1 9

3 6 2
(6)
7
+
7
= ?1 7
569
 2
(1) =
?
10
(6)
7
=
?
63
5 25 10 90
×4

(2)
5
=
?
15 2 6?
3 ? 6 18 (7) =
12 3 9
5 = 20
4 ?8 5 ?15
(3) 7 = 14 (8) =
8 24
× 4?
×3 3 ?
33 7 ?
35
(4) 8 = (9) =
88 12 60
2
=
?
6
7 21 4 ?
16
(10) =
?
4 24
(5) 9 = 5 30
36
× 3? Left click to see answers
570
Calculate

? 5? = 17
3 + 1 = 12
+
5 4 20 20 20

3 5
+ = ?9
+
? = 19
10
8 12 24 24 24

7 5 ?
14 ?
15 = 29 = 11
+
9 6
=
18
+
18 18
1 18
3+ 5 = 9? + 10
? = 19 7
24 36 5 12
5 12
= 6 12
12

2+ 3 = ? + 9? =
10 19 =
9 415
53 35 8 15 15 8 15

571
Calculate

1 23 3 31 Left click to
(1) 3 + = (6) 2 2 + 3 = 5
5 6 30 5 8 40 see answers

1 2 11 3 7
(2) 3 + = (7) 3 + 12 = 4
5 15 10 5 10

4 1 3 3 7 9
(3) 5 +
2
= 1 10
(8) 4
4
+3
10
= 8 20

5 3 13 3 5 7
(4) +
6
= 1 30 (9) 5 + = 6
5 4 6 12

2 7 1 5 5 11
(5) +
5 10
= 1 10
(10)
8
+ 6 6
= 7 24
572
 Calculate

? - 5? = 7
3 - 1 = 12
5 4 20 20 20

5 5
- =
? =5
? - 10
15
8 12 24 24 24

8
59 - 2 5
=3 ?
16
-
?
15 = 3
1
6 18 18 18

3-
3 5 = ?9 ? =
10 12
+ 9 - 10 =
11
1 12
54 6 2 12 12
- 1 12 12 12

2- 4 = 10 ? =
? - 12 15 + 10 - 12 = 13
53 35 2 15 15 115 15 15 1 15

573
Calculate

1 13 3 17 Left click to
(1) 3 - = (6) 4 4 - 38 = 1
5 6 30 5 40 see answers

2 2 4 7 2 = 3
(2) 3 -
5
=
15
(7) 3
10
- 15 2 10

4 1 3 1 7 11
(3) 5 -
2
=
10
(8) 4
4
- 1 10 = 2 20

5 3 7 3 5 11
(4) -
6
=
30 (9) 5 -1 = 3
5 4 6 12

2 3 1 5- 5 19
(5) 2 5
-1 =
10 1 10
(10) 9
8
6 6
= 2 24
574
Cambridge Reference: Fractions
Discuss with your Partner
Cambridge Reference: Fractions
Discuss with your Partner
Cambridge Reference: Fractions
Discuss with your Partner
Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

 Every Child is a Potential High Performer Edited by Salami

Calculating with fractions

Fractions 7 ( Multiplication).ppt
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
Cambridge Reference: Fractions
Discuss with your Partner
Cambridge Reference: Fractions
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Lower Mathematics Book 9
Page 174. Exercise 8.3
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Calculating with fractions

Fractions 8 (Division).ppt
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
Cambridge Reference: Fractions
Discuss with your Partner
Cambridge Reference: Fractions
Discuss with your Partner
Find the value of
this calculation • Make the fractions “top-heavy”

7
14 74 • Turn the 2nd fraction upside
2 ⅘ ÷ 4/7 = ÷× down change ÷ to ×
5 74
2
• Cancel fractions down
49
=
10 • Times the tops
– Times the bottoms

= 4 9/10 • Change “top-heavy” fraction

to a mixed fraction

586
Find the value of
this calculation

2 2 7
14 10
2 ⅘ ÷ 7/10 = ÷×
5 10
7 1
1

4
=
1

= 4

587
Find the value of
this calculation

3 1 12
5
18
3⅗÷2⅖ = ÷×
5 5
12
1 2

3
=
2

= 1½

588
Find the value of the following: Left click to see answers
(1) 3⅜ ÷2¼ = 1½
(2) 3 ⅓ ÷ 3 1/6 = 1 1/19
(3) 4 ⅘ ÷ 1 1/7 = 4⅕
(4) 5⅝÷1½ = 3¾
(5) 2⅘÷3⅓ = 21/
25

(6) 4¾÷½ = 9½
(7) 1⅘÷5⅖ = ⅓
(8) 2 1/12 ÷ 1 ¼ = 1⅔
(9) ¾÷3⅜ = 2/
9

(10) 5¼÷3¾ = 1⅖
589
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Lower Mathematics Book 9
Page 180. Exercise 8.4
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2008/Paper 1/Question 3
Discuss with your Partner
Check point Example: April/May 2008/Paper 1/Question 3
Discuss with your Partner
Check point Example: April/May 2012/Paper 1/Question 17
Discuss with your Partner
Check point Example: April/May 2014/Paper 1/Question 19
Discuss with your Partner
Check point Example: April/May 2015/Paper 1/Question 13
Discuss with your Partner
Check point Example: April/May 2015/Paper 1/Question 13
Discuss with your Partner
Check point Example: April/May 2015/Paper 1/Question 13
Discuss with your Partner
Check point Example: April/May 2013/Paper 1/Question 20
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 1/Question 15
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 1/Question 23
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 2/Question 4
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 2/Question 19
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to apply the correct order of operations.

Secure: Students will be able to justify when the correct order of

operations has not been used.

Excelling: Students will be able to use the order of operations, including

brackets and powers

Keywords
Brackets, indices, division, multiplication, addition, subtraction, order, operations
 Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

Keywords
Brackets, indices, division, multiplication, addition, subtraction, order, operations
 Every Child is a Potential High Performer Edited by Salami

Using BODMAS
Order of operations.ppt
Friday, 28 October 2022
© Mr Salami,
Mathematics Department

Keywords
Brackets, indices, division, multiplication, addition, subtraction, order, operations
Cambridge Reference: BIDMAS
Discuss with your Partner
 Cambridge Reference: BIDMAS
Discuss with your Partner

Keywords
Brackets, indices, division, multiplication, addition, subtraction, order, operations
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 169. 9Np3, Exercise 8.2
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017

Keywords
Brackets, indices, division, multiplication, addition, subtraction, order, operations
Check point Example: April/May 2015/Paper 1/Question 14
Discuss with your Partner

Keywords
Brackets, indices, division, multiplication, addition, subtraction, order, operations
Check point Example: April/May 2013/Paper 1/Question 22
Discuss with your Partner

Keywords
Brackets, indices, division, multiplication, addition, subtraction, order, operations
Check point Example: Oct/Nov 2016/Paper 1/Question 19
Discuss with your Partner

Keywords
Brackets, indices, division, multiplication, addition, subtraction, order, operations
 Every Child is a Potential High Performer Edited by Salami

Recurring Decimals .
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 164. 9Np3, Exercise 8.1
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
Decimal, Percentage
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to calculate upper and lower bounds.

Secure: Students will be able to add and multiply with bounds.

Excelling: Students will be able to subtract and divide with bounds

 Every Child is a Potential High Performer Edited by Salami

Limit of Accuracy .

Bounds.pptx
.
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
 BASIC CONCEPTS
The following error value will be used for measurements to
the nearest:
S/N MEASUREMENT TO THE NEAREST: ERROR
1 To the nearest cm, m, kg, km, g, ml ± 0.5
2 To the nearest 10 cm, 10m, 10kg, 10g, 10ml ±5
3 To the nearest 100 cm , 100m , 100kg, 100g, 100ml ± 50

4 To the nearest 1000 cm, 1000m, 1000kg, 1000g ± 500

5 To the nearest 1 Decimal Place ± 0.05
6 To the nearest 2 Decimal Places ± 0.005
7 To the nearest 3 Decimal Places ± 0.0005
8 To the nearest Whole Number ± 0.5

METHOD: To determine the error value for any particular unit: what
you need to do is to divide the measurement involved by 2
Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 58. 9Np3, Exercise 3.1
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to recognise the place value of a digit.

Secure: Students will be able to understand that that the value of a digit
varies based on its place value.

Excelling: Students will be able to multiply and divide by powers of 10.

Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

Cambridge Reference: Power of 10
Discuss with your Partner
Cambridge Reference: Power of 10
Discuss with your Partner
Cambridge Reference: Power of 10
Discuss with your Partner
Cambridge Reference: Power of 10
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Lower Mathematics Book 9
Page 27. Exercise 3.1
Discuss with your Partner
Every Child is a Potential High Performer Edited by Salami

Decimals
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Lower Mathematics Book 9
Page 65. Exercise 3.2
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: students will be able to solve problems involving compound
interest.

Secure: Students will be able to solve problems involving depreciation.

Excelling: Students will be able to explain methods involving compound

interest and depreciation.
 When the interest for one year is added to the
investment or debt and the interest for the next
year is calculated on the increased investment or
debt, it is called Compound interest.

t
 r 
A  P 1  
 100 
Remember : A = P + I
Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

Cambridge Reference
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Lower Mathematics Book 9
Page 69. Exercise 3.3
Discuss with your Partner
Number and Calculation
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing students will be able to write numbers in standard form.

Secure students will be able to calculate with numbers written in standard

form.

Excelling students will be able to solve questions involving numbers in

standard form.
 Every Child is a Potential High Performer Edited by Salami

Standard Form .

.
Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

Cambridge Reference Example : Unit 2, Number 2 Exercise 1
Discuss with your Partner
Cambridge Reference Example : Unit 2, Number 2 Exercise 1
Discuss with your Partner
Cambridge Reference Example : Chapter 9,Exercise 9B

Discuss with your Partner

Cambridge Reference Example : Unit 2, Number 2 Exercise 1
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2007/Paper 1/Question 9
Discuss with your Partner
Check point Example: April/May 2009/Paper 2/Question 3
Discuss with your Partner

Keywords
Estimate, round, significant figure, approximate, add, subtract, multiply, divide
Check point Example: Oct/Nov 2010/Paper 2/Question 4
Discuss with your Partner
Check point Example: Oct/Nov 2014/Paper 1/Question 9
Discuss with your Partner

Keywords
Estimate, round, significant figure, approximate, add, subtract, multiply, divide
 Every Child is a Potential High Performer Edited by Salami

Rational Number .

.
 Rational and Irrational Numbers
Rational Numbers
A rational number is any number that can be expressed
as the ratio of two integers.
a
All terminating and repeating decimals can be expressed
in this way so they are rational numbers.
b
Examples

4 2 8 6 3 27
5
2
3
= 3
6 = 1 -3 = - 1
2.7 = 10
7 5 3456
0.7 = 10 0.625 = 8 34.56 = 100
1 3 1
0.3 = 3 0.27 =
11 0.142857 = 7
 Every Child is a Potential High Performer Edited by Salami

Irrational Number .

.
 Rational and Irrational Numbers

a
Irrational Numbers
An irrational number is any number that cannot be
expressed as the ratio of two integers.
Surds are Irrational Numbers
b
1 1 1 1
We can simplify numbers such as  and 3 
into rational numbers. 4 2 27 3
However, other numbers involving
roots such as those shown cannot
be reduced to a rational form.
2, 8 , 3
12 Pythagoras

Any number of the form n m which cannot be written

as a rational number is called a surd. 2
1
Other irrational numbers include  and e, (the Euler number)

1
All irrational numbers are non-terminating, non-repeating decimals.
Their decimal expansion form shows no pattern whatsoever.
Rational and Irrational Numbers
Rational and Irrational Numbers
Rational and Irrational Numbers
Rational and Irrational Numbers
Rational and Irrational Numbers
 Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

Keywords
Brackets, indices, division, multiplication, addition, subtraction, order, operations
Cambridge Reference: Integers, powers and roots
Discuss with your Partner
©
T
M
a
Calculate the following Square Roots
d
a WITHOUT a calculator:
s

4 = 2 36 = 6

100 = 10 121 = 11
25 = 5 81 = 9

9= 3 64 = 8
49 = 7 144 = 12

16 = 4 10000 = 100
Cambridge Reference: Integers, powers and roots
Discuss with your Partner
Cambridge Reference: Integers, powers and roots
Discuss with your Partner
Cambridge Reference: Integers, powers and roots
Discuss with your Partner
Cambridge Reference: Integers, powers and roots
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 12. 9Ni2, Exercise 1.1
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
Check point Example:
Discuss with your Partner

Keywords
Estimate, round, significant figure, approximate, add, subtract, multiply, divide
Check point Example:
Discuss with your Partner

Keywords
Estimate, round, significant figure, approximate, add, subtract, multiply, divide
Check point Example:
Discuss with your Partner

Keywords
Estimate, round, significant figure, approximate, add, subtract, multiply, divide
Check point Example:
Discuss with your Partner

Keywords
Estimate, round, significant figure, approximate, add, subtract, multiply, divide
Every Child is a Potential High Performer Edited by Salami

Twig Film
 Every Child is a Potential High Performer Edited by Salami

Indices
Multiplication division power
indices.pptx
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
Cambridge Reference: Integers, powers and roots
Discuss with your Partner
Cambridge Reference: Integers, powers and roots
Discuss with your Partner
Cambridge Reference: Integers, powers and roots
Discuss with your Partner
Cambridge Reference: Integers, powers and roots
Discuss with your Partner
Cambridge Reference: Integers, powers and roots
Discuss with your Partner
Cambridge Reference: Integers, powers and roots
Discuss with your Partner
Cambridge Reference: Integers, powers and roots
Discuss with your Partner
Cambridge Reference: Integers, powers and roots
Discuss with your Partner
Cambridge Reference: Integers, powers and roots
Discuss with your Partner
Cambridge Reference: Integers, powers and roots
Discuss with your Partner
Cambridge Reference: Integers, powers and roots
Discuss with your Partner
Cambridge Reference: Integers, powers and roots
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 17. 9Ni2, Exercise 1.3
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
Cambridge Reference: Integers, powers and roots
Discuss with your Partner
Cambridge Reference: Integers, powers and roots
Discuss with your Partner
Cambridge Reference: Integers, powers and roots
Discuss with your Partner
Cambridge Reference: Integers, powers and roots
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2008/Paper 1/Question 10
Discuss with your Partner
Check point Example: April/May 2008/Paper 1/Question 10
Discuss with your Partner
Check point Example: Oct/Nov 2010/Paper 2/Question 8
Discuss with your Partner
Check point Example: April/May 2014/Paper 2/Question 17
Discuss with your Partner
Check point Example: April/May 2015/Paper 2/Question 19
Discuss with your Partner
Check point Example: April/May 2013/Paper 1/Question 19
Discuss with your Partner
Check point Example: Oct/Nov 2005/Paper 2/Question 7
Discuss with your Partner
Check point Example: Oct/Nov 2005/Paper 2/Question 7
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 2/Question 15
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 2/Question 21
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 2/Question 21
Discuss with your Partner
Miscellaneous
Travel Graph
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to match graphs to real life situations.

Secure: Students will be able to draw graphs for real life situations.

Excelling: Students will be able to describe graphs of real life situations.

Every Child is a Potential High Performer Edited by Salami

Travel Graph
 Travel Graphs(1)
50 (a)
Time of arrival at
Bedford.
Catford 10:30

40 (b) Distance from Alford

to Catford. 45 km

30 (c) How long at Catford?

Distance (km) 30 mins

Bedford 20 (d) Average speed:

Alford to Catford.
S = d/t = 45/1 = 45 km/hr

10 (e) Average speed:return

journey.
S = d/t = 45/½ = 90 km/hr
Alford
10.00 11.00 12.00

Time
 Travel Graphs (2) (a) How long at Bigby?
36 mins

Catby 20 (b) How far is it from

Bigby to Catby?
16 12 miles

(c) Average speed

Distance from Bigby to Catby?
12
(Miles) S = d/t = 12/0.4
= 30 mph
Bigby 8
(d) Average speed on
return journey?
4
S = d/t = 20/0.8
= 25 mph
Airby
0800 0900 1000 1100 (e) Average speed for
whole journey?
Time S = d/t = 40/3
= 13 and 1/3 mph
 Travel Graphs (3)
Burton 100
How can you
tell from the
80
graph that the
Distance journey
60 between Cady
(km) and Burton
was the slower
Cadby 40 of the 3
journeys?
20
Line is less
Watton steep.

0900 1000 Time 1100 1200

The graph shows part of a return car journey from Watton to Burton.
The car arrived in Burton at 1030 and stopped for 18 minutes before
returning to Watton, at an average speed of 100 km/hr. Complete the
travel graph for this journey.
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2014/Paper 1/Question 5
Discuss with your Partner
Check point Example: April/May 2013/Paper 1/Question 14
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 1/Question 11
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Conversion Graph
 Every Child is a Potential High Performer Edited by Salami

Conversion Graph

Conversion Graphs.ppt
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2008/Paper 1/Question 6
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 2/Question 27
Discuss with your Partner
Check point Example April/May 2015/Paper 1/Question 25
Check point Example: April/May 2012/Paper 2/Question 5
Discuss with your Partner
Check point Example: April/May 2012/Paper 2/Question 5
Discuss with your Partner
Research Question
 Every Child is a Potential High Performer Edited by Salami

Objective
To be able to design a set of questionnaires
 Every Child is a Potential High Performer Edited by Salami

Research Question .

Planning and. collecting

data.ppt
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2007/Paper 2/Question 1
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 2/Question 7
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 2/Question 7
Discuss with your Partner
Place Value
Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

Every Child is a Potential High Performer Edited by Salami

PLACE VALUE
Place value A.pptx
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to round to one significant figure.

Secure: Students will be able to estimate calculations.

Excelling: Students will be able to use estimation in real life problems.

Keywords
Estimate, round, significant figure, approximate, add, subtract, multiply, divide
Every Child is a Potential High Performer Edited by Salami

Rounding
 Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

Keywords
Estimate, round, significant figure, approximate, add, subtract, multiply, divide
 Every Child is a Potential High Performer Edited by Salami

ROUNDING
Rounding (Decimal Places and
Significant Figures).ppt
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
Keywords
Estimate, round, significant figure, approximate, add, subtract, multiply, divide
 Cambridge Reference: Rounding
Discuss with your Partner

Keywords
Estimate, round, significant figure, approximate, add, subtract, multiply, divide
 Cambridge Reference: Rounding
Discuss with your Partner

Keywords
Estimate, round, significant figure, approximate, add, subtract, multiply, divide
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 29. 9Np3, Exercise 3.3
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017

Keywords
Estimate, round, significant figure, approximate, add, subtract, multiply, divide
Check point Example: April/May 2007/Paper 1/Question 9
Discuss with your Partner
Check point Example: April/May 2009/Paper 2/Question 3
Discuss with your Partner

Keywords
Estimate, round, significant figure, approximate, add, subtract, multiply, divide
Check point Example: Oct/Nov 2010/Paper 2/Question 4
Discuss with your Partner
Check point Example: April/May 2012/Paper 2/Question 10
Discuss with your Partner

Keywords
Estimate, round, significant figure, approximate, add, subtract, multiply, divide
Check point Example: April/May 2014/Paper 1/Question 11
Discuss with your Partner

Keywords
Estimate, round, significant figure, approximate, add, subtract, multiply, divide
Check point Example: April/May 2015/Paper 2/Question 17
Discuss with your Partner

Keywords
Estimate, round, significant figure, approximate, add, subtract, multiply, divide
Check point Example: Specimen 2014/Paper 2/Question 18
Discuss with your Partner

Keywords
Estimate, round, significant figure, approximate, add, subtract, multiply, divide
Check point Example: Oct/Nov 2014/Paper 1/Question 9
Discuss with your Partner

Keywords
Estimate, round, significant figure, approximate, add, subtract, multiply, divide
Check point Example: Oct/Nov 2016/Paper 2/Question 10
Discuss with your Partner

Keywords
Estimate, round, significant figure, approximate, add, subtract, multiply, divide
Percentage Changes
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to calculate any percentage of a given
amount.
Secure: Students will be able to increase or decrease an amount by a given
percentage.

Excelling: students will be able to solve problems involving percentage

changes, choosing the correct numbers to take as 100% or as a whole,
including simple problems involving personal or household finance, e.g. simple
interest, discount, profit, loss and tax

Keywords
Percent, out of one hundred, increase, decrease, quantity, amount, divide, multiply
 Every Child is a Potential High Performer Edited by Salami

Percentages
Percentages (Calculating ).ppt
Friday, 28 October 2022
© Mr Salami,
Mathematics Department

Keywords
Percent, out of one hundred, increase, decrease, quantity, amount, divide, multiply
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 104. 9Nf3, Exercise 11.1
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

Keywords
Percent, out of one hundred, increase, decrease, quantity, amount, divide, multiply
Cambridge Reference: Percentages
Discuss with your Partner
 Cambridge Reference: Percentages
Discuss with your Partner

Keywords
Recipes, ratio, proportion, ingredients, unitary method, scale factor
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 105. 9Nf3, Exercise 11.2
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017

Keywords
Percent, out of one hundred, increase, decrease, quantity, amount, divide, multiply
Check point Example: April/May 2007/Paper 1/Question 4
Discuss with your Partner

Keywords
Percent, out of one hundred, increase, decrease, quantity, amount, divide, multiply
Check point Example: April/May 2007/Paper 1/Question 4
Discuss with your Partner

Keywords
Percent, out of one hundred, increase, decrease, quantity, amount, divide, multiply
Check point Example: April/May 2012/Paper 1/Question 7
Discuss with your Partner

Keywords
Percent, out of one hundred, increase, decrease, quantity, amount, divide, multiply
Check point Example: April/May 2012/Paper 1/Question 7
Discuss with your Partner

Keywords
Percent, out of one hundred, increase, decrease, quantity, amount, divide, multiply
Check point Example: April/May 2012/Paper 2/Question 3
Discuss with your Partner

Keywords
Percent, out of one hundred, increase, decrease, quantity, amount, divide, multiply
Check point Example: April/May 2014/Paper 1/Question 3
Discuss with your Partner

Keywords
Percent, out of one hundred, increase, decrease, quantity, amount, divide, multiply
Check point Example: April/May 2014/Paper 1/Question 6
Discuss with your Partner

Keywords
Percent, out of one hundred, increase, decrease, quantity, amount, divide, multiply
Check point Example: April/May 2014/Paper 2/Question 16
Discuss with your Partner
Check point Example: April/May 2015/Paper 1/Question 16
Discuss with your Partner

Keywords
Percent, out of one hundred, increase, decrease, quantity, amount, divide, multiply
Check point Example: April/May 2015/Paper 2/Question 8
Discuss with your Partner

Keywords
Percent, out of one hundred, increase, decrease, quantity, amount, divide, multiply
Check point Example: April/May 2013/Paper 1/Question 9
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 1/Question 6
Discuss with your Partner

Keywords
Percent, out of one hundred, increase, decrease, quantity, amount, divide, multiply
Check point Example: Oct/Nov 2016/Paper 2/Question 22
Discuss with your Partner

Keywords
Percent, out of one hundred, increase, decrease, quantity, amount, divide, multiply
Cambridge Reference: Percentage change
Discuss with your Partner
 Percentage Change
A computer accessories shop increased the price of one of its printers from £80 to
£100. Find the percentage increase in price.

Original New Price

Price change In this case the
Percentage change = x 100
original quantity change is an
increase.
increase
Percentage increase = x 100
original quantity
20
Percentage increase = x 100 = 25%
80
 Percentage Change
The items below show the old price and new price after an increase. Calculate the
percentage increase in price in each case. (1 dp)

£90 £600 £300

8 40 30
x 100 = 8.9% x 100 = 6.7% x 100 = 10%
90 600 300

£20 £6.20 £44

4 1.90 6
x 100 = 20% x 100 = 30.6% x 100 = 13.6%
20 6.20 44
 Percentage Change
A computer accessories shop reduced all its prices in a sale. Simon bought a printer
in the sale for £90. What was the percentage decrease in price?

Sale

Original Sale Price

Price change In this case the
Percentage change = x 100
original quantity change is a
decrease.
decrease
Percentage decrease = x 100
original quantity
10
Percentage decrease = x 100 = 10%
100
 Percentage Change
Calculate the percentage decrease in prices for each of the items shown Sale
in the sale. (I dp)

£105 £700 £350

20 80 20
x 100 = 19.0% x 100 = 11.4% x 100 = 5.7%
105 700 350

£20 £10.00 £54

2 1.90 6
x 100 = 10% x 100 = 19% x 100 = 11.1%
20 10.00 54
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 106. 9Nf3, Exercise 11.3
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

Percentages
Percentages (Profit and
Loss).ppt
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
Keywords
Percent, out of one hundred, increase, decrease, quantity, amount, divide, multiply
Cambridge Reference: Percentage change
Discuss with your Partner
Cambridge Reference: Percentage change
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 106. 9Nf3, Exercise 11.4
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2007/Paper 1/Question 3
Discuss with your Partner
Check point Example: April/May 2007/Paper 1/Question 3
Discuss with your Partner
Check point Example: April/May 2007/Paper 1/Question 3
Discuss with your Partner
Check point Example: April/May 2008/Paper 1/Question 8
Discuss with your Partner
Check point Example: April/May 2009/Paper 1/Question 6
Discuss with your Partner
Check point Example: April/May 2009/Paper 1/Question 6
Discuss with your Partner
Check point Example: April/May 2015/Paper 1/Question 20
Discuss with your Partner
Check point Example: April/May 2013/Paper 1/Question 25
Discuss with your Partner
Check point Example: Specimen 2014/Paper 2/Question 16
Discuss with your Partner
Shapes
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to draw plans and elevations of basic 3D
shapes.

Secure: Students will be able to represent front, side and top view of 3D
shapes to scale.

Excelling: Students will be able to visualise and represent front, side and
top view of 3D shapes
Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

 Every Child is a Potential High Performer Edited by Salami

Plans and Elevations

Plan, Front and Side
Elevation.ppt
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Lower Mathematics Book 9
Page 50. Exercise 5.5
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2014/Paper 1/Question 21
Discuss with your Partner
Check point Example: April/May 2014/Paper 1/Question 21
Discuss with your Partner
Check point Example: April/May 2015/Paper 2/Question 22
Discuss with your Partner
Check point Example: April/May 2015/Paper 2/Question 22
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 1/Question 17
Discuss with your Partner
Check point Example: Oct/Nov 2016/Paper 1/Question 17
Discuss with your Partner
Compound Measures
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to convert between hours and minutes.

Secure: Students will be able to answer simple questions on speed,

distance and time.

Excelling: students will be able to answer exam questions involving speed,

distance and time.
 Every Child is a Potential High Performer Edited by Salami

Compound Measures .

Speed distance
. time.pptx
Friday, 28 October 2022
© Mr Salami,
Mathematics Department
Every Child is a Potential High Performer Edited by Salami

Maths Watch Film

Cambridge Reference: Compound Measure
Discuss with your Partner

Keywords
Speed, distance, time, compound measures, kilometres, metre, hours, minutes, mph, km/h,
Cambridge Reference: Compound Measure
Discuss with your Partner

Keywords
Speed, distance, time, compound measures, kilometres, metre, hours, minutes, mph, km/h,
Cambridge Reference: Compound Measure
Discuss with your Partner

Keywords
Speed, distance, time, compound measures, kilometres, metre, hours, minutes, mph, km/h,
Cambridge Reference: Compound Measure
Discuss with your Partner

Keywords
Speed, distance, time, compound measures, kilometres, metre, hours, minutes, mph, km/h,
Cambridge Reference: Compound Measure
Discuss with your Partner

Keywords
Speed, distance, time, compound measures, kilometres, metre, hours, minutes, mph, km/h,
Cambridge Reference: Compound Measure
Discuss with your Partner

Keywords
Speed, distance, time, compound measures, kilometres, metre, hours, minutes, mph, km/h,
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 36. Exercise 4.2 - 4.3
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

CHECK POINT PAST PAPER

Class Worksheets.
Discuss with your Partner
Reference: Check Point Past Papers 2008 - 2017
Check point Example: April/May 2014/Paper 2/Question 22
Discuss with your Partner

Keywords
Speed, distance, time, compound measures, kilometres, metre, hours, minutes, mph, km/h,
Check point Example: April/May 2015/Paper 2/Question 14
Discuss with your Partner

Keywords
Speed, distance, time, compound measures, kilometres, metre, hours, minutes, mph, km/h,
 Check point Example: Oct/Nov 2005/Paper 2/Question 2a
Discuss with your Partner

Keywords
Speed, distance, time, compound measures, kilometres, metre, hours, minutes, mph, km/h,
 Check point Example: Oct/Nov 2016/Paper 2/Question 18
Discuss with your Partner

Keywords
Speed, distance, time, compound measures, kilometres, metre, hours, minutes, mph, km/h,
Check point Example: Oct/Nov 2016/Paper 2/Question 18
Discuss with your Partner
Integers, Powers and Roots
 Every Child is a Potential High Performer Edited by Salami

Objectives
Developing: Students will be able to simplify using the basic laws.

Secure: students will be able to apply the basic laws of indices to algebraic
expressions.

Excelling: Students will be able to combine the basic laws of indices.

Cambridge Reference: Integers, powers and roots
Discuss with your Partner
Cambridge Reference: Integers, powers and roots
Discuss with your Partner
 Every Child is a Potential High Performer Edited by Salami

Students Task
Cambridge Checkpoint Mathematics Book 9
Page 8. 9Ni2, Exercise 1.1
Discuss with your Partner

Keywords
Term, expression, equation, linear, quadratic, fraction, numerator, denominator, brackets,
solution/s
 Every Child is a Potential High Performer Edited by Salami

THANK YOU

Mr. Salami
Revised 4th January,2022