Topic 5 Year 9 Mathematics
|No of lessons||8|
|When is it happening||Term 1|
|What will students learn||
Understand coordinates as solutions to linear equations, including intersections as simultaneous solutions.
Be able to solve simultaneous linear equations graphically .
Experience visualising trends in and intersections of linear equations.
Understand parallel lines have no solution as they do not intersect.
Be able to identify whether a pair of simultaneous equations have a solution algebraically and graphically.Experience connecting graphical and algebraic representations of linear relationships.
|Key Knowledge that students should know at the end of 'Topic'||This is the knowledge that students will meet for the first time in this topic||
Students look at cases in which
addition and subtraction of linear
equations with 2 variables results in
the elimination of a variable. Students investigate how scaling can
help to force a matching absolute
coefficient, and use this to solve
simultaneous equations through
elimination of a variable .Students continue to practice solving
linear simultaneous equations. The
rearranging practice in Week 1 is used
to help organise and simplify the calculations. Students look at a new representation
for simultaneous equations – Venn
diagrams. Focus is drawn on the Students look at substitution between
equations as a means reducing the
number of variables.
relationship between the intersection
of the Venn and the algebraic solution. Students solve simultaneous
equations through substitution to
remove a variable. Two methods are
looked at but rearranging is not necessary. Rearranging before substituting, or
rearranging allow simpler substitution
is looked at as a specific focus. Students consider when equations
hide within each other and howsubstitution can be used more flexibly
|This is knowledge that students may have met before but will need to deepen their understanding||Angles are revisited and defined as a measure of turn. Rays are used to emphasise the irrelevance of the length of the ‘sides’ to the size of the angle. Formal notation and congruence are introduced.|
|Key Skills that students should be able to demonstrate at the end of 'Topic'||This is the skills that students will meet for the first time in this topic||Finding the roots of an equation|
|This is skills that students may have met before but will need to develop||Reading graphs|
|Key vocabulary that students should know and understand|
|The Big Question||Can you solve simultaneous equations graphically?|
Key questions that students should be able to answer at the end of the 'Topic'
|Can you understand how linear equations are represented graphically?|
|Can you find solutions (coordinates) for linear equations arranged in various ways?|
|Can you estimate or find solutions to simultaneous linear equations from graphs?|
|Can you visualise linear relationships?|
|Can you identify the intersections of a pair of lines on a graph?|
|Can you identify whether a pair of lines are parallel from their equations?|
|Can you find solutions to simultaneous inequalities graphically?|
|Can you identify from a graph whether a pair of simultaneous equations have 0, 1 or multiple solutions?|