Year 7: Number
Objectives:
- Is secure with all Year 5 and Year 6 objectives
- Can use the four operations, including formal written methods, applied to integers, decimals and proper fractions, all both positive and negative
- Can interpret fractions and percentages as operators
- Works interchangeably with terminating decimals and their corresponding fractions
- Uses a calculator accurately
This year pupils must develop the skills of reading a calculation using their knowledge of order of operations. They should be able to explain their thinking in identifying the first and subsequent steps. Spend time on developing this skill, for example, give pupils the steps in sequence: square, multiply, subtract or divide, add, multiply, and invite them to devise three calculations to match these orders.
Pupils will need to practise formal written methods, and some will need to secure their learning. A good approach is to give pupils calculations to mark, including some with common mistakes that they can then identify, explain and correct.
To remember fractions and their decimal equivalents, pupils will need to recognise patterns and relationships within and across sets of fractions, for example quarters and eighths. Pupils can build up their understanding by generating the decimal equivalents of sets of fractions using a calculator (or by short division), and recording each in turn. The process of writing each down provides important thinking time for pupils to see connections and patterns, which can then be shared and discussed. Display the sets of fractions and their decimal equivalents and use the odd minute in lessons to test pupils’ recall and understanding.
Securing the four operations in calculating with fractions could be challenging for some pupils. Rules can get mixed up and applied incorrectly because they are thinking about which rule to use rather than understanding the calculation. For adding and subtracting it can help to refer to sets of fractions (fractions with the same denominator) and changing fractions (using equivalence) so they are in the same set and hence can be added or subtracted. For multiplying and dividing, initial mental work can help to make sense of the rules, for example of 1 – how many quarters in 1 . Give pupils plenty of practice with calculating with fractions.