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MATHEMATICS SCHEME OF WORK SPN-21 (INTERIM STAGE)COULD DO YEAR 7

Content Coverage Scope and Development Suggested Activities SupplementaryResources

1. FACTORS ANDMULTIPLES (3weeks)

1.1 Factors, Multiples,Prime Numbers,Prime Factorisationand Index notation(a) Factors(b) Multiples(c) Prime Numbers

and Prime

Factorisation(d) Index Notation

Review factors and multiples.

Note that 1 is a factor of every number, andevery number is a factor and a multiple of itself.

List all the factors of a whole number.

List some multiples of a whole number.

Review prime numbers are numbers that haveonly two factors, 1 and itself. Note that 1 is not aprime number.

Show prime factorisation of a number(suggestion: use short division and factor treemethods).

Introduce index notation and represent theprime factorisation of a number in index notation

e.g. 23 3272 = .

Use the Sieve ofEratosthenes to obtainprime numbers up to 100 ina 10 by 10 grid, cross out

1(not a prime), cross outmultiples of 2 except 2 itselfusing one colour, cross outmultiples of 3 except 3 itselfusing another colour, etc.The remaining integers arethe prime numbers.Reinforce concepts offactors and multiples usingthis grid.

Exploring Mathematics1A Normal [Academic],Chapter 1

Mathematics CountsFor Secondary 1Normal [Academic],Chapter 1 & 2

DiscoveringMathematicsBk 1A, Chapter 1

Information on primenumbers at :http://primes.utm.edu/

Investigation aboutprime numbers at:http://www.atm.org.uk

/links/keystagelinks.html

http://www.blarg.net/~math/second.html

1.2 Highest Common

Factor(HCF)

Review the method of finding HCF of two or

three numbers (suggestion: use short divisionmethod).

List all factors of each

number.List the common factors ofthe numbers.Identify the highestcommon factor.

1.3 Lowest CommonMultiple (LCM)

Review the method of finding LCM of two orthree numbers (suggestion: use short divisionmethod).

Use 2 small numbers.For example 4 and 6 ;List a few multiples of eachnumber.List the common multiples.

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Identify the lowest commonmultiple.

Identify a number from adescription of its properties,e.g. Which number lessthan 50 has 3 and 5 asfactors and is a multiple of

9? Students make up theirown description and testone another.

2. REAL NUMBERS(4 weeks)

2.1 Idea of NegativeNumbers andNumber Line(a) Negative

Numbers(b) Number Line

Introduce the natural numbers 1, 2, 3, aspositive integers, i.e. +1, +2, +3, foremphasis (read as positive one, positive two,positive three, etc).

Explain the application for negative numbers

through daily examples. Introduce negative integers as opposites ofpositive integers, and as -1, -2, -3, (read asnegative one, negative two, negative three, etc).

Explain the neutrality of zero andrepresentation of integers on a number line.

Compare two integers by the use of a numberline and use symbols < and > to showrelationship between the two integers, e.g. -5