Topic Intro designed to introduce Year 7 students to careers and real life uses of maths plus its place in their learning journey and other skills that they will be building on.

Introduce students to the essential concepts of budgeting, saving, and managing money with this interactive and practical resource. Designed to simulate real-world financial decisions, it helps students understand the importance of living within their means and planning for the future. Key Features: Percentage-based budgeting: Teaches students the 50-30-20 rule for allocating income effectively. The Budget Game: A dice-based activity where students navigate monthly expenses, income, and unexpected costs to balance their budget. Real-world salary insights: Includes quizzes and activities on average salaries and the cost of living in various professions. Mathematical applications: Encourages calculations of percentages, averages, and savings rates, fostering numeracy skills. Discussion and reflection: Prompts students to consider advantages and drawbacks of financial strategies and analyze their outcomes in a report. Usage: Perfect for maths or life skills classes in secondary schools, this resource combines practical mathematics with financial literacy, preparing students for adulthood. Format: Microsoft PowerPoint presentation, complete with instructions, quizzes, and interactive activities.

Topic Intro designed to introduce Year 7 students to careers and real life uses of maths plus its place in their learning journey and other skills that they will be building on.

Topic Intro designed to introduce Year 7 students to careers and real life uses of maths plus its place in their learning journey and other skills that they will be building on.

Topic Intro designed to introduce Year 7 students to careers and real life uses of maths plus its place in their learning journey and other skills that they will be building on.

The ‘Why’: Why do we count in 10’s? This lesson builds on the understanding of Place value and includes a recap of this if the first place value lesson wasn’t used. When asking students, “Why do we count in tens?” the suggestions around the room are often “Because we do” or “Because that’s the system that makes sense”. Students are often surprised to learn that it is likely due to the convenience of having 10 fingers. Showing the pattern that leads to anything to the power of 1 and 0 also allows students to understand that this pattern goes on in both directions forever. Once there is a good understanding of negative powers of 10, a task framing the usefulness of this to Motorsport lap times is included as extension. There is also a short introduction to standard form which students often see on their calculators. Activities included: Pocket Money Starter The History of Number Systems Place Value Recap Counting in Tens Definition of Powers Multiplying by Powers of 10 Dividing by Powers of 10 Negative Powers Standard Form Motorsport

Much of this lesson references the idea of thinking about division in terms of multiplication. As such, the lesson starts with an exercise designed to provide students with a complete set of multiplication grids. You will need to print slide 1 for students and hand them to them on the way in to lessons. The answers are on slide 2. Then follows a true or false exercise designed to refresher students understanding of division. Do this using thumbs up or thumbs down across the room (They can always do in the middle if they aren’t sure). The next activity gets students to think of division in terms of worded sentences e.g. How many 5’s are there in 15? followed by a look at fact families. This is to get students to remember and understand the inverse relationship between multiplication and division. Similar to the other arithmetic lessons, there are then mental and written methods of division. The mental methods of division are a series of divisibility tests and what to look for to see if a number will divide to give an integer answer. Provide students with a copy of the green grid on slide 7 and fill in the rules as they go along. It’s fun to do the number sort activities at the board with some board pens. When they have all the rules, they should attempt to complete the orange grid on slide 13. Bonus points for any students who can recognize that all the divisions can be completed but some will give a decimal answer. To lead in to the written division techniques, first is a reminder of some of the literacy such as dividend, quotient and divisor and a visual demonstration of how division works as a method of grouping. There is then an “I do, you do” section to teach bus stop method. Most students should have seen this before. There is then a differentiated challenge. Students should challenge themselves to get as far as they can. The next section is about dividing decimals including giving decimal answers, dividing a decimal by an integer and giving recurring decimal answers and some practice on these skills. A trickier extension is to ask students to explain how to divide by a decimal. This slide includes a visual explanation of why it works and some practice. Lastly, there is some problem solving questions and a division dot to dot. Students will need a copy of slide 28 and 29. Students should start at an underlined question. They then need to join the question number to it’s answer. The answer then becomes the next question number until they reach a dead end. They should then start at the next underlined number. Activities included: Timetable grid starter Division True or False Division as a sentence Mental Divisibility tests Division Literacy Written division explanation & practice Mixed decimal division Dividing by a decimal Problem Solving Division Dot to Dot

Topic Intro designed to introduce Year 8 students to careers and real life uses of maths plus its place in their learning journey and other skills that they will be building on.

Topic Intro designed to introduce Year 8 students to careers and real life uses of maths plus its place in their learning journey and other skills that they will be building on.

Topic Intro designed to introduce Year 8 students to careers and real life uses of maths plus its place in their learning journey and other skills that they will be building on.

Topic Intro designed to introduce Year 7 students to careers and real life uses of maths plus its place in their learning journey and other skills that they will be building on.

Topic Intro designed to introduce Year 7 students to careers and real life uses of maths plus its place in their learning journey and other skills that they will be building on.

Topic Intro designed to introduce Year 7 students to careers and real life uses of maths plus its place in their learning journey and other skills that they will be building on.

Topic Intro designed to introduce Year 7 students to careers and real life uses of maths plus its place in their learning journey and other skills that they will be building on.

Topic Intro designed to introduce Year 7 students to careers and real life uses of maths plus its place in their learning journey and other skills that they will be building on.

Topic Intro designed to introduce Year 7 students to careers and real life uses of maths plus its place in their learning journey and other skills that they will be building on.

Topic Intro designed to introduce Year 7 students to careers and real life uses of maths plus it’s place in their learning journey and other skills that they will be building on

The ‘Why’: Why do we use the current number system? Because Place value is taught to Primary students, many come in to lessons with a working understanding of ‘what’ place value is and ‘how’ it works. What is often not made clear, is the motivations behind it. The early part of this lesson gets students to understand that numbers (as we think of them today) are in fact symbols that represent a value and that many other systems existed before this. It then gets students to understand why it would be inconvenient to have a new symbol for every single number and how handy the positional notation system is. Some students will go on to ask “Why do we count in tens?” This leads nicely into talking about different bases and binary as extension. Activities included: Number Symbols from the past Counting systems throughout history Representing Number activity Design your own Number system Where our symbols came from The History of 10 Positional Notation activity Problem Solving Questions Different Bases Counting in Binary

Topic Intro designed to introduce Year 7 students to careers and real life uses of maths plus its place in their learning journey and other skills that they will be building on.

Topic Intro designed to introduce Year 7 students to careers and real life uses of maths plus its place in their learning journey and other skills that they will be building on.