Math Games

9.NS.1.1

Use number facts and relationships • Learners are able to: - use known facts to derive others, e.g. use 7 x 6 to derive 42 ÷ 0.0006 - use powers and understand the importance of powers of 10 - show awareness of the need for standard form and its representation on a calculator - represent standard form on a calculator - multiply, divide and use brackets with powers - write a number as a product of its prime factors in index form

9.NS.1.2

Fractions, decimals, percentages and ratio • Learners are able to: - use equivalence of fractions, decimals, and percentages to select the most appropriate for a calculation - use and interpret different representations of fractions, e.g. mixed numbers and improper fractions - calculate a percentage increase or decrease - express one quantity as a percentage of another - use ratio and proportion to calculate quantities

9.NS.1.3

Calculate using mental and written methods • Learners are able to: - use efficient written methods to add and subtract numbers and decimals of any size, including a mixture of large and small numbers with differing numbers of decimal places - multiply and divide whole numbers and decimals - use the order of operations including brackets and powers - use the four operations in multistep calculations involving negative numbers, using mental and written methods

9.NS.1.4

Estimate and check • Learners are able to: - make and justify estimates and approximations of calculations - choose the appropriate degree of accuracy to present answers

9.NS.1.5

Manage money • Learners are able to: - calculate using foreign money and exchange rates - understand the risks involved in different ways of saving and investing - describe why insurance is important and understand the impact of not being insured

9.AS.1.1

Number sequences • Learners are able to: - use the nth term rule to determine whether a number is in a sequence - determine the position number of a given term - distinguish between a linear and non-linear sequence

9.AS.1.2

Expressions and formulae • Learners are able to: - show and use rules that involve the multiplication, division and use of brackets with index variables - simplify expressions including expansion of a single bracket, including a(b + c) + d(e + f), and double brackets - factorise algebraic expressions of two or more terms into a single bracket where there is one common factor - rearrange formulae involving two or more variables

9.AS.1.3

Functions and graphs • Learners are able to: - examine features of linear functions, read an intercept from a graph, and recognise positive and negative gradients - recognise the impact of the coefficient of x on the gradient of the line

9.AS.1.4

Equations and inequalities • Learners are able to: - construct and solve equations that include brackets () and a() + b() - construct and solve equations where the variable appears on both sides of the equals sign - solve equations by trial and improvement and justify the solution - express situations as inequalities - solve inequalities and show the solutions on a number line - construct and interpret information graphs that relate to a variety of situations, e.g. running a bath

9.GS.1.1

Shape • Learners are able to: - recognise similar shapes and calculate the size of missing sides with whole number scale factor - explore properties of shapes that tessellate

9.GS.1.2

Construction • Learners are able to: - select and use appropriate equipment to draw triangles when given sufficient angles and sides

9.GS.1.3

Movement • Learners are able to: - rotate shapes about the origin - describe rotations about the origin - enlarge a shape around a centre where the scale factor is positive - explore locus where the path is a given distance from a point, line or shape

9.DS.1.1

Collect and record data Present and analyse data Interpret results • Learners are able to: - test hypotheses, making decisions about how best to record and analyse the information from large data sets - construct and interpret graphs and diagrams (including pie charts) to represent discrete or continuous data, with the learner choosing an appropriate scale - select and justify statistics most appropriate to the problem considering extreme values (outliers) - examine results critically, select and justify choice of statistics recognising the limitations of any assumptions and their effect on the conclusions drawn - use appropriate mathematical instruments and methods to construct accurate drawings - find the mean, median, mode and range from grouped frequency tables and explain why it is an estimate

9.DS.1.2

Probability • Learners are able to: - use the sum of all probabilities is 1 - simple cases, e.g. rolling a dice P (not 6) - recognise that practice is different from theory and that repeated experiments may give different results - understand that reliability/stability increases with a greater number of trials - construct a sample space diagram and a two way table.

9.M.1.1

Length, weight/mass, capacity • Learners are able to: - find circumferences of circles - derive and use PythagorasÂ’ theorem - make links between speed, distance and time - understand and use a variety of compound measures, including speed and density - define upper and lower bounds of discrete measurements - recognise that there are different considerations for continuous data

9.M.1.2

Time • Learners are able to: - use timetables and time zones to plan a journey

9.M.1.3

Temperature • Learners are able to: - convert temperatures between appropriate temperature scales

9.M.1.4

Area and volume Angle and position • Learners are able to: - find areas of circles - calculate surface areas of cubes and cuboids - calculate volumes of prisms and cylinders - calculate angles on parallel lines - calculate interior and exterior angles of polygons - draw the relative position of objects given the bearing of one from the other - apply understanding of bearings and scale to interpret maps and plans, and to create plans and drawings to scale

9.DNR.1.1

Identify processes and connections • Learners are able to: - transfer mathematical skills across the curriculum in a variety of contexts and everyday situations - select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks - prioritise and organise the relevant steps needed to complete the task or reach a solution - choose an appropriate mental or written strategy and know when it is appropriate to use a calculator - use a scientific calculator to carry out calculations effectively and efficiently using the available range of function keys - identify, measure or obtain required information to complete the task - select appropriate mathematics and techniques to use - estimate and visualise size when measuring and use the correct units - develop and evaluate mathematical strategies and ideas creatively - consider connections between mathematical skills and contextualise these within extended tasks

9.DNR.1.2

Represent and communicate • Learners are able to: - explain results and procedures precisely using appropriate mathematical language - refine methods of recording calculations - use appropriate notation, symbols and units of measurement, including compound measures - select and construct appropriate charts, diagrams and graphs with suitable scales - interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading - evaluate different forms of recording and presenting information, taking account of the context and audience - generalise in words, and use algebra, to describe patterns that arise in numerical, spatial or practical situations

9.DNR.1.3

Review • Learners are able to: - select and apply appropriate checking strategies - interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible - verify and justify results or solutions, including discussion on risk and chance where relevant - interpret mathematical information; draw inferences from graphs, diagrams and data, including discussion on limitations of data - draw conclusions from data and recognise that some conclusions may be misleading or uncertain - justify numerical and algebraic results, making appropriate connections - explain and justify strategies, methods, reasoning and conclusions in a variety of different ways, including orally, graphically, in writing (both in mathematical notation and without), and using appropriate digital literacy equipment - appreciate the difference between mathematical explanation and experimental evidence; recognise inconsistencies and bias