Cambridge Lower Secondary

Priseelan Pillay Long-term planning template

Cambridge Lower Secondary Mathematics Stage 9

Framework Learning Objective Ongoing (O)
Code Term ref (T1, T2, T3)

Number/Integers, powers and root

9Ni1 Add, subtract, multiply and divide directed numbers
9Ni2 Estimate square roots and cube roots
Use positive, negative and zero indices and the index laws for multiplication and
9Ni3 division of positive integer powers
Number/Place value, ordering and rounding
Recognise the equivalence of 0.1,  and 10ˉ¹; multiply and divide whole
9Np1
numbers and decimals by 10 to the power of any positive or negative integer
Round numbers to a given number of decimal places or significant figures; use
9Np2 to give solutions to problems with an appropriate degree of accuracy
9Np3 Use the order of operations, including brackets and powers
Number/Fractions, decimals, percentages, ratio and
proportion
9Nf1 Consolidate writing a fraction in its simplest form by cancelling common factors
Add, subtract, multiply and divide fractions, interpreting division as a
9Nf2 multiplicative inverse, and cancelling common factors before multiplying or
dividing
Solve problems involving percentage changes, choosing the correct numbers to
9Nf3 take as 100% or as a whole, including simple problems involving personal or
household finance, e.g. simple interest, discount, profit, loss and tax
Recognise when fractions or percentages are needed to compare different
9Nf4 quantities
9Nf5 Compare two ratios; interpret and use ratio in a range of contexts
Recognise when two quantities are directly proportional; solve problems
9Nf6 involving proportionality, e.g. converting between different currencies
Number/Calculation
Extend mental methods of calculation, working with decimals, fractions,
9Nc1 percentages and factors, using jottings where appropriate
9Nc2 Solve word problems mentally
Consolidate use of the rules of arithmetic and inverse operations to simplify
9Nc3 calculations
Multiply by decimals, understanding where to position the decimal point by
9Nc4 considering equivalent calculations; divide by decimals by transforming to
division by an integer
Number/Calculation (Continued)
9Nc5 Recognise the effects of multiplying and dividing by numbers between 0 and 1
Algebra/Expressions, equations and formulae
Know the origins of the word algebra and its links to the work of the Arab
9Ae1 mathematician Al’Khwarizmi
Use index notation for positive integer powers; apply the index laws for
9Ae2 multiplication and division to simple algebraic expressions
9Ae3 Construct algebraic expressions
Simplify or transform algebraic expressions by taking out single-term common
9Ae4 factors
9Ae5 Add and subtract simple algebraic fractions
Derive formulae and, in simple cases, change the subject; use formulae from
9Ae6 mathematics and other subjects

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 Cambridge Lower Secondary Mathematics Stage 9
Framework Learning Objective Ongoing (O)
Code Term ref (T1, T2, T3)

9Ae7 Substitute positive and negative numbers into expressions and formulae
Construct and solve linear equations with integer coefficients (with and without
9Ae8 brackets, negative signs anywhere in the equation, positive or negative
solution); solve a number problem by constructing and solving a linear equation
9Ae9 Solve a simple pair of simultaneous linear equations by eliminating one variable
Expand the product of two linear expressions of the form x ± n and simplify the
9Ae10 corresponding quadratic expression
Understand and use inequality signs; construct and solve linear inequalities in
9Ae11 one variable; represent the solution set on a number line
Algebra/Sequences, functions and graphs
9As1 Generate terms of a sequence using term-to-term and position-to-term rules
9As2 Derive an expression to describe the nth term of an arithmetic sequence
9As3 Find the inverse of a linear function
Construct tables of values and plot the graphs of linear functions, where y is
9As4 given implicitly in terms of x, rearranging the equation into the form y = mx + c;
know the significance of m and find the gradient of a straight line graph
Find the approximate solutions of a simple pair of simultaneous linear equations
9As5 by finding the point of intersection of their graphs
Use systematic trial and improvement methods to find approximate solutions of
9As6 equations such as x² + 2x = 20 (1, 2 and 7)
Construct functions arising from real-life problems; draw and interpret their
9As7 graphs
Use algebraic methods to solve problems involving direct proportion, relating
9As8 solutions to graphs of the equations
Geometry/Shapes and geometric reasoning
Calculate the interior or exterior angle of any regular polygon; prove and use the
9Gs1 formula for the sum of the interior angles of any polygon; prove that the sum of
the exterior angles of any polygon is 360°
Solve problems using properties of angles, of parallel and intersecting lines, and
9Gs2 of triangles, other polygons and circles, justifying inferences and explaining
reasoning with diagrams and text
9Gs3 Draw 3D shapes on isometric paper
9Gs4 Analyse 3D shapes through plans and elevations
9Gs5 Identify reflection symmetry in 3D shapes
Use a straight edge and compasses to:
– construct the perpendicular from a point to a line and the perpendicular from a
9Gs6 point on a line
– inscribe squares, equilateral triangles, and regular hexagons and octagons by
constructing equal divisions of a circle
Know and use Pythagoras’ theorem to solve two-dimensional problems involving
9Gs7 right-angled triangles
Geometry/Position and movement
Tessellate triangles and quadrilaterals and relate to angle sums and half-turn
9Gp1 rotations; know which regular polygons tessellate, and explain why others
will not
Use the coordinate grid to solve problems involving translations, rotations,
9Gp2 reflections and enlargements
Transform 2D shapes by combinations of rotations, reflections and translations;
9Gp3 describe the transformation that maps an object onto its image
Enlarge 2D shapes, given a centre and positive integer scale factor; identify the
9Gp4 scale factor of an enlargement as the ratio of the lengths of any two
corresponding line segments
Recognise that translations, rotations and reflections preserve length and angle,
9Gp5 and map objects on to congruent images, and that enlargements preserve angle
but not length
Know what is needed to give a precise description of a reflection, rotation,
9Gp6 translation or enlargement
Use bearings (angles measured clockwise from the north) to solve problems
9Gp7 involving distance and direction
9Gp8 Make and use scale drawings and interpret maps

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 Cambridge Lower Secondary Mathematics Stage 9
Framework Learning Objective Ongoing (O)
Code Term ref (T1, T2, T3)

Find by reasoning the locus of a point that moves at a given distance from a
9Gp9 fixed point, or at a given distance from a fixed straight line
Measure/Length, mass and capacity
9Ml1 Solve problems involving measurements in a variety of contexts
Measure/Time and rates of change
9Mt1 Solve problems involving average speed
Use compound measures to make comparisons in real-life contexts, e.g. travel
9Mt2 graphs and value for money
Measure/Area, perimeter and volume
Convert between metric units of area, e.g. mm² and cm², cm² and m² and
9Ma1 volume, e.g. mm³ and cm³, cm³ and m³; know and use the relationship
1 cm³ = 1 ml
Know that land area is measured in hectares (ha), and that
9Ma2 1 hectare = 10 000 m²; convert between hectares and square metres
Solve problems involving the circumference and area of circles, including by
9Ma3 using the π key of a calculator
Calculate lengths, surface areas and volumes in right-angled prisms and
9Ma4 cylinders
Handling data/Planning and collecting data
Suggest a question to explore using statistical methods; identify the sets of data
9Dc1 needed, how to collect them, sample sizes and degree of accuracy
9Dc2 Identify primary or secondary sources of suitable data
9Dc3 Design, trial and refine data collection sheets
Collect and tabulate discrete and continuous data, choosing suitable equal class
9Dc4 intervals where appropriate
Handling data/Processing and presenting data
9Dp1 Calculate statistics and select those most appropriate to the problem
Select, draw, and interpret diagrams and graphs, including:
– frequency diagrams for discrete and continuous data
9Dp2 – line graphs for time series
– scatter graphs to develop understanding of correlation
– back to back stem-and-leaf diagrams
Handling data/Interpreting and discussing results
Interpret tables, graphs and diagrams and make inferences to support or cast
9Di1 doubt on initial conjectures; have a basic understanding of correlation
Compare two or more distributions; make inferences, using the shape of the
9Di2 distributions and appropriate statistics
9Di3 Relate results and conclusions to the original question
Handling data/Probability
Know that the sum of probabilities of all mutually exclusive outcomes is 1 and
9Db1 use this when solving probability problems
Find and record all outcomes for two successive events in a sample space
9Db2 diagram
Handling data/Probability (Continued)
Understand relative frequency as an estimate of probability and use this to
9Db3 compare outcomes of experiments in a range of contexts
Problem solving/Using techniques and skills in solving
mathematical problems
Calculate accurately, choosing operations and mental or written methods
9Pt1 appropriate to the numbers and context
Manipulate numbers, algebraic expressions and equations, and apply routine
9Pt2 algorithms
Understand everyday systems of measurement and use them to estimate,
9Pt3 measure and calculate
Recognise and use spatial relationships in two dimensions and three
9Pt4 dimensions
9Pt5 Draw accurate mathematical diagrams, graphs and constructions
Decide how to check results, by:
9Pt6 – using rounding to estimate numbers to one significant figure and calculating

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 Cambridge Lower Secondary Mathematics Stage 9
Framework Learning Objective Ongoing (O)
Code Term ref (T1, T2, T3)

mentally then comparing with the estimate

– considering whether an answer is reasonable in the context of the problem
– using inverse operations
Estimate, approximate and check their working. Solve a range of word problems
9Pt7 involving single or multi-step calculations
Problem solving/Using understanding and strategies in
solving problems
Identify, organise, represent and interpret information accurately in written,
9Ps1 tabular, graphical and diagrammatic forms
9Ps2 Explore the effect of varying values in order to generalise
9Ps3 Find a counter-example to show that a conjecture is not true
Present concise, reasoned arguments to justify solutions or generalisations
9Ps4 using symbols, diagrams or graphs and related explanations
9Ps5 Recognise the impact of constraints or assumptions
9Ps6 Recognise connections with similar situations and outcomes
Consider and evaluate the efficiency of alternative strategies and approaches
9Ps7 and refine solutions in the light of these

Notes:
• You should enter all the learning objectives for the stage here. The number of lines in the table should match
the total number of learning objectives for the stage.
• The final column should give a clear overview of coverage. Where an objective is addressed in more than one
unit, all of the relevant units should be listed – this will help you to achieve a balance, ensuring that coverage
is sufficient and/or not too frequent at the expense of others.

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