Year 9

Title Calibri 28
St. Margaret’s Academy Date Calibri 24

Year 9 Maths
Revision Booklet

COMPASSION - RESILIENCE - RESPECT ‘All things are possible for one who believes.’ Mark 9:23​
 Key Stage 3 Maths Revision
How to revise effectively for your assessment
Date Calibri 24
Stage 1 - Knowledge Check Review
Review your performance in the knowledge check assessments in your Exercise book.
Identify which units you need to focus on in your revision and prioritise these. Use
Sparx Maths or White Rose Maths video lessons to review and revisit each of the small
steps and topics you know you struggled on.
Stage 2 - Review the Knowledge Organisers
For each unit there is a one-page knowledge organiser summarising the content you
need to know. Read through this information, then use a process of look/cover/check
to see if you can recall the key concepts. Ask someone to test you on the key concepts
and language that you need to understand in each unit.
Stage 3 - Practice
The best way to revise Maths is to do Maths. Start by prioritising the units on which you
know you need to do more practice and complete some questions using the
”Independent Practice” on Sparx Maths or Corbett Maths’ worksheets.

Revision Websites
https://www.sparxmaths.uk/student
All students have access to Sparx Maths. Students can choose independent practice to
watch videos and complete tasks on topics being assessed.
https://whiterosemaths.com/homelearning
White Rose Maths offers KS3 friendly videos which will recap or explain using
representations what was explored in class.
https://www.bbc.co.uk/bitesize/subjects/zqhs34j
BBC Bitesize has great resources for revision, including animations, videos and self-
marking quizzes.
https://corbettmaths.com/
Corbett Maths has great resources for revision, including videos, worksheets and
assessment-style practice booklets

COMPASSION - RESILIENCE - RESPECT ‘All things are possible for one who believes.’ Mark 9:23​
 Key Stage 3 Maths Revision
Year 9 – Autumn Term
Date Calibri 24
Year 9 Learning intentions Corbett Maths Clip Sparx Codes

(R) Plotting horizontal and vertical lines 192,193 M797

(R) Plotting straight line graphs 192,193 M932
Reading and plotting coordinates 84 M618
Interpreting equations of straight line graphs 191 M888
Straight line
Finding equations of straight line graphs 195 M544
graphs
Interpreting real-life graphs 171a M771
Plotting real-life straight line graphs 198a M843
Finding equations of real-life straight line graphs 198a M205
Graphs of direct and inverse proportion 197 M448
Reading and drawing linear inequalities on number lines 177 M384
Solve one and two-step equations and inequalities 178 M118

Forming & Solve equations and inequalities with brackets 178 M902

solving Solve inequalities with negative numbers 178 M118

equations Solve equations & inequalities with unknowns on both sides 178 M554
Constructing and solving equations 110, 115 M957
Changing the subject of/ Rearrange formulae 7, 8 M184
Identify factors, multiples and prime numbers 216, 225 M322
Testing
Expand a double brackets (pair of binomials) 14 M960
Conjectures
Expand triple brackets (three binomials) (H) 15 U606
(R) Shape properties 1,3 M767, M276
Nets of 3D shapes 4 M518
Plans and elevations 354 U743

Finding the surface area from a net 41,42,44,45,48,49 M884

Finding the surface area of cubes and cuboids 310 M534

Three Finding the surface area of prisms 311, 312 M661

dimensional Finding the surface area of cylinders 315 U464
shapes Finding the volume of cubes and cuboids 355 M765
Finding the volume of prisms 356,357 M722
Finding the volume of cylinders 359 U915
Converting units of volume (M465) 351 M465
Finding the arc length of sectors (U221) 58 U221
Finding the area of sectors (U373) 46 U373

COMPASSION - RESILIENCE - RESPECT ‘All things are possible for one who believes.’ Mark 9:23​
 Key Stage 3 Maths Revision
Year 9 – Autumn Term
Date Calibri 24
Corbett Maths
Year 9 Learning intentions Clip
Sparx Codes

(R) Using a pair of compasses M196

Constructing bisectors of angles Practice Qs U787
Constructing perpendicular bisectors and lines Practice Qs U245
Constructions Constructing loci Practice Qs U820
and congruence
Understanding congruence Practice Qs U790
Congruent triangles Practice Qs U866
(R) Constructing triangles Practice Qs U187

COMPASSION - RESILIENCE - RESPECT ‘All things are possible for one who believes.’ Mark 9:23​
Year 9 – Reasoning with algebra…
@whisto_maths Straight Line Graphs
What do I need to be able Keywords
to do? Gradient: the steepness of a line
Intercept: where two lines cross. The y-intercept: where the line meets the y-axis.
By the end of this unit you should be able to: Parallel: two lines that never meet with the same gradient.
• Compare gradients
Co-ordinate: a set of values that show an exact position on a graph.
• Compare intercepts
• Understand and use y= mx + c Linear: linear graphs (straight line) – linear common difference by addition/ subtraction
• Find the equation of a line from a graph Asymptote: a straight line that a graph will never meet.
• Interpret gradient and intercepts of real- Reciprocal: a pair of numbers that multiply together to give 1.
life graphs Perpendicular: two lines that meet at a right angle.

Lines parallel to the axes All the points on this line have ‘a’ can be ANY positive Plotting y = mx + c graphs
a x coordinate of 10 or negative value including
0 3 x the x coordinate then – 1

Draw a table to display this

Lines parallel to the y axis take the form x -10 -1 8 information
Intersection = a and are vertical
points This represents a coordinate pair
Lines parallel to the x axis take the form y (-3, -10)
= a and are horizontal
All the points on this line have e.g. (3, -2) (7, -2) (-2, -2) You only need two points to form a
a y coordinate of -2 all lay on this line because the straight line
y coordinate is -2

Compare Gradients Plotting more points helps you decide

y=2x The greater the if your calculations are correct (if
gradient – the steeper they do make a straight line)
𝟏
y= x
𝟐
the line

𝟏
The coefficient of x (the y= x-4 Remember to join the points to make
𝟐
number in front of x) tells us Parallel lines have the a line
the gradient of the line same gradient

Compare Intercepts The value of c is the point at y = mx + c The equation of a line

which the line crosses the y- The coefficient of x (the number in front can be rearranged:. E.g:
(0,2) y=2x + 2 axis. Y intercept of x) tells us the gradient of the line y = c + mx
𝟏
y= x
𝟐
The coordinate of a y intercept The value of c is the point at c = y – mx
will always be (0,c) which the line crosses the y- Identify which coefficient
axis. Y intercept you are identifying or
𝟏
y= x-4 Lines with the same y- y and x are coordinates. comparing.
𝟐
intercept cross in the same
place
(0,-4)
Real life graphs
The y-intercept shows the
minimum charge.
Find the equation from a graph The gradient represents the
( 0,1 ) price per mile
The y- The Gradient.
𝟔 𝑦 = 2𝑥 + 1 In real life graphs like this values will always be positive because they
intercept =𝟐
𝟑 measure distances or objects which cannot be negative.
The direction of the line indicates a positive Direct Proportion graphs To represent direct proportion the graph must start at the origin.
gradient
When you have 0 pens
6 this has 0 cost.
The gradient shows the
3 price per pen.
Year 9 – Reasoning with algebra…
@whisto_maths Forming and Solving Equations
What do I need to be able Keywords
to do? Inequality: an inequality compares who values showing if one is greater than, less than or
By the end of this unit you should be able to: equal to another
• Solve inequalities with negative numbers Variable: a quantity that may change within the context of the problem
• Solve equations with unknowns on both sides Rearrange: Change the order
• Solve inequalities with unknowns on both
sides
Inverse operation: the operation that reverses the action
• Substitute into formulae and equations Substitute: replace a variable with a numerical value
• Rearrange formulae Solve: find a numerical value that satisfies an equation

Solve equations with brackets Form and solve inequalities Inequalities with negatives
3 (2x + 4) = 30 Two more than treble my Method 1: Make x positive first
number is greater than 11
Expand the brackets 2 – 3x > 17
Find the possible range of values + 3x + 3x
6x + 12 = 30
2 > 17 + 3x
-12 -12 3x + 2 > 11 x is true for any value
-17 -17 smaller than -5
Solve -15 > 3x
6x = 18 x ÷3 -2 11 ÷3 ÷3
÷6 ÷6 x=3 -5 > x
x>3 CHECK IT!
Smaller Bigger 2 – 3(-6) = 20
Equations with unknown on both sides Inequalities with unknown on both sides TRUE/ CORRECT
-7 -5 -3
Solving inequalities has the same method as
equations Method 2 Keep the negative x
4x + 5 = 3x + 24 x x x x 5
-3x -3x x x x 24 2 – 3x > 17
5 ( x + 4) < 3 ( x + 2) Check it! x is true for any value
-2 -2
x + 5 = 24 5x + 20 < 3x + 6 bigger than -5
x x x x 5 – 3x > 15
-5 -5 x x x 24 2x + 20 < 6 5 ( -8 + 4) < 3 ( -8 + 2)
÷-3 ÷-3
2x < - 14 5 ( -4 ) < 3 ( -6 )
x > -5 This cannot be
x = 19 x<-7 -20 < -18 true…
-20 IS smaller than -18

x < -5 When you multiply or divide x by a

Formulae and Equations Substitute in values
negative you need to reverse the
Formulae – all expressed in symbols Equations – include numbers and can be solved inequality

Rearranging Formulae (one step) Rearranging Formulae (two step)

In an equation (find x) In a formula (make x the subject)
x=y+z xy – s = a
x 4x – 3 = 9 +s +s
y z Rearrange to make y the subject. +3 +3
y=x-z xy = a + s
4x = 12 ÷y ÷y
÷4 ÷4 x=a+s
y +z x Using inverse operations or fact x=3
y
families wil guide you through
y -z x rearranging formulae
The steps are the same for solving and rearranging
Rearranging can also be checked by substitution.
Language of rearranging…. Rearranging is often needed when using y = mx + c
Change the subject
e.g. Find the gradient of the line 2y -4x = 9
Make XXX the subject Rearrange Make y the subject first y = 4x + 9 Gradient = 4= 2
2 2
Year 9 – Reasoning with algebra…
@whisto_maths Testing conjectures
What do I need to be able Keywords
to do? Multiples: found by multiplying any number by positive integers
By the end of this unit you should be able to: Factor: integers that multiply together to get another number.
• Use factors, multiples and primes Prime: an integer with only 2 factors.
• Reason True or False HCF: highest common factor (biggest factor two or more numbers share)
• Reason Always, sometimes never true LCM: lowest common multiple (the first time the times table of two or more numbers match)
• Show that reasoning
Verify: the process of making sure a solution is correct
• Make conjectures about number
• Expand binomials Proof: logical mathematical arguments used to show the truth of a statement
• Make conjectures with algebra Binomial: a polynomial with two terms
• Explore the 100 grid Quadratic: a polynomial with four terms (often simplified to three terms)

Factors, Multiples and Primes True or False? Counterexamples

HCF – Highest common factor This sequence isn’t doubling it
Multiplication part-whole Conjecture is adding 2 each time
models HCF of18 and 30 A pattern that is noticed for many cases
Multiples: found by 18mult1,ipl2,y3,ing6, 9,any
18
number Only one counterexample is needed
to disprove a conjecture
by posi
30 tive integers
30 1, 2, 3, 5, 6, 10, 15, 30
Factor:
5
integers that
Common mul
factors tipfactors
are ly together
two or more numbersto
share
6 Always, Sometimes, Never true.
get another number.LCM – Lowest common multiple
Always Every value always supports the statement
LCM of 9 and 12 Examples to try
Prime:2an in3 teger with only 2 factors. Sometimes
Examples show the statement being true and • 0 and 1
• Fractions
All three prime factor 9 9, 18, 27, 36, 45, 54 counter examples to show when it is false. • Negative
trees represent the
12 12, 24, 36, 48, 60 No example supports the statement numbers
same decomposition Never
Common multiples are multiples two or more numbers share

Show that Conjectures

Numerical verification Show the stages to a solution with numerical values Use numerical verification first
Show algebraic properties of the solution Use pictorial verification – the representations
Algebraic verification Even Odd of numbers of odd and even
You may want to use pictorial images to support this (𝟐𝒏) (𝟐𝒏 + 𝟏)
Multiple of 2 One more than any even
Proof Simple proofs using algebra

Compare the left hand side of an equation with the Exploring the 100 square
right hand side – are they the same or different?
In terms of ‘𝑛’ is used
Expanding binomials to make generalisations
Algebra tiles about relationships
2 𝑥 + 2 ≡ 2𝑥 + 4
between numbers
Algebra tiles can 1
represent a binomial
expansion 𝑥2 𝑥
Has two terms Positive values Positions of numbers in
relation to 𝑛 form
expressions.
𝑥 + 3 𝑥 + 3 ≡ 𝑥 2 + 6𝑥 + 9 E.g. one space to the
right of 𝑛
The order of the binomial
This is a quadratic. 𝑛 + 1
has no impact on the The size of the grid for
It has four terms outcome. E.g. One row below 𝑛 generalisation changes the
which simplified to e.g. (𝑥 + 3)(3 + 𝑥)
three terms 𝑛 + 10 relationship statements
Year 9 – constructing in 2D/3D…
@whisto_maths 3D Shapes
What do I need to be able Keywords
to do? 2D: two dimensions to the shape e.g. length and width
By the end of this unit you should be able to: 3D: three dimensions to the shape e.g. length, width and height
• Name 2D & 3D shapes Vertex: a point where two or more line segments meet
• Recognise Prisms
• Sketch and recognise nets
Edge a line on the boundary joining two vertex
• Draw plans and elevations Face: a flat surface on a solid object
• Find areas of 2D shapes Cross-section: a view inside a solid shape made by cutting through it
• Find Surface area for cubes, cuboids, Plan: a drawing of something when drawn from above (sometimes birds eye view)
triangular prisms and cylinders Perspective: a way to give illustration of a 3D shape when drawn on a flat surface.
• Find the volume of 3D shapes

Name 2D & 3D shapes Recognise prisms A solid object with two identical ends
and flat sides

The cross section will also be identical

to the end faces.

A cylinder although with very similar properties does not

have flat faces so is not categorised as a prism

Nets of cuboids Sketch and recognise nets

Do they have the same
Visualise the folding number of faces?
of the net.
Will it make the Where do the edges
cuboid with all sides join?
touching
Are the shapes of the
faces correct?
1cm grids help to draw accurately

Plans and elevations Surface area Sketching nets first helps you visualise all the sides Volumes Volume is the 3D space it takes up – also
that will form the overall surface area known as capacity if using liquids to fill the
6x7 space
Sum of all sides is surface area

Sides
6x7 Counting cubes
Front and 12 x 7 Some 3D shape volumes can be
3D Shape calculated by counting the number of
For cubes and back 12 x 7
cubes that fit inside the shape.
The direction you are considering the shape from cuboids you can also
Top and 12 x 6
determines the front and side views find one of each
face and double it Bottom 12 x 6 Cubes/ Cuboids = base x width x height
Area of 2D shapes For other shapes = not all the sides
Remember multiplication is commutative
are the same, so calculate the
Rectangle Triangle individually
Base x Height ½ x Base x Perpendicular height Cross section

Surface area - cylinders The area of the circle

Parallelogram/ Rhombus 𝝅 x radius2
Base x Perpendicular height
Circumference The width of this face is the Prisms and cylinders
same as the circumference Cross section
= area cross section x height
Area of a trapezium Area of a circle 𝝅 x diameter x height
( a + b ) x h. . 𝝅 x radius2 Height can also be described as depth
2
𝟐 x 𝝅 x radius2 + 𝝅 x diameter x height Areas – square units Areas and volumes can be
Volumes – cube units left in terms of pi 𝜋
Year 9 – constructing in 2D/3D…
@whisto_maths Constructions & congruency
What do I need to be able Keywords
to do? Protractor: piece of equipment used to measure and draw angles
By the end of this unit you should be able to: Locus: set of points with a common property
• Draw and measure angles Equidistant: the same distance
• Construct scale drawings
• Find locus of distance from points, lines, two
Discorectangle: (a stadium) – a rectangle with semi circles at either end
lines Perpendicular: lines that meet at 90°
• Construct perpendiculars from points, lines, Arc: part of a curve
angles Bisector: a line that divides something into two equal parts
• Identify congruence Congruent: the same shape and size
• Identify congruent triangles

Draw and measure angles Scale drawings Locus of a distance from a point
Make a mark at 35° with a pencil
Draw a 35° All points are equidistant (the same
angle
And join to the angle point (use a A picture of a car is drawn with a scale of 1:30
ruler) distance) from the fixed point in the
middle.
For every 1cm on my image is
30cm in real life

The angle The car image is Equipment needed

10cm If the point is in the corner The radius is the distance
Make sure the cross is at the end Image : Real life
it can only make a quarter from the fixed point
of the line (where you want the 1cm : 30cm
x 10

circle
x 10

angle) 10cm : 300cm

Locus of a distance from a straight line Locus equidistant from two points Construct a perpendicular from
All points are a point Point
equidistant (the Also a perpendicular bisector Line
same distance) Because if the points are
from line joined, this new line intersects
Use a compass and draw an
it at a 90°
arc that cuts the line. Use the
Equipment needed
The ends of the line are point to place the compass
The line is straight so a ruler
fixed points is used for the straight lines
parallel to your original line Keep the compass the same
distance and now use your
Join the intersections with a new points to make new
ruler.
Locus of a distance from two lines Keep the compass the same All points on this line are interconnecting arcs

Also an angle bisector size and draw two arcs from equidistant from both points
each point Connecting the arcs makes the bisector
This cuts the angle in half
If P is a point on the line the steps are the same
From the angle vertex draw two arcs that Congruent figures
cut the lines forming the angle

Keep the compass the same size and use Congruent figures are identical in Congruent triangles
the new arcs as centres to draw
size and shape – they can be
intersecting arcs in the middle
reflections or rotations of each
Side-side-side
Join the vertex to the intersection other All three sides on the triangle are the same size

Angle-side-angle
Link to
Constructing Triangles steps Congruent shapes are identical – all corresponding sides
Two angles and the side connecting them are equal in
two triangles
Side, Angle, Angle and angles are the same size
Side-angle-side
መ = K𝑀
A𝐶B ෡L Two sides and the angle in-between them are equal in
Side, Angle, Side two triangles (it will also mean the third side is the same
size on both shapes)
Side, Side, Side Right angle-hypotenuse-side
Because all the angles are the same and AC=KM BC=LM
The triangles both have a right angle, the
triangles ABC and KLM are congruent
hypotenuse and one side are the same
 Key Stage 3 Maths Revision
Year 9 – Spring Term
Date Calibri 24
Corbett Maths
Year 9 Learning intentions Clip
Sparx Codes

(R) Four operations with negative numbers Practice Qs M106, M288

(R) Finding the HCF and LCM using listing Practice Qs M698, M227
(R) Finding the HCF and LCM using prime factor decomposition Practice Qs M365
(R) Using a written method to multiply integers and decimals Practice Qs M187, M803
(R) Using a written method to divide integers Practice Qs M354, M262
Numbers
Using a written method to divide by decimals Practice Qs M491
(R) Adding and subtracting fractions and mixed numbers Practice Qs M835, M931
Problem solving with fractions and mixed numbers U874
(R) Using standard form with positive and negative indices Practice Qs M719, M678
Four operations with numbers in standard form Practice Qs U264, U290
(R) Converting between fractions, decimals and percentages Practice Qs U888, U594
(R) Finding fractions of amounts without a calculator Practice Qs U881
(R) Finding fractions of amounts with a calculator Practice Qs U916
(R) Finding percentages of amounts without a calculator Practice Qs U554
Using
(R) Finding percentages of amounts with a calculator Practice Qs U349
percentages
Percentage change without a calculator Practice Qs U773
Percentage change with a calculator Practice Qs U671
Finding original values in percentage calculations Practice Qs U286
Finding the percentage an amount has been changed by U278
Value for money Practice Qs M681
Currency conversion Practice Qs U610

Maths and Financial terminology and calculations Practice Qs M901

money Simple interest calculations Practice Qs U533
Compound interest calculations Practice Qs U332
Growth and decay Practice Qs U988
(R) Reflection Practice Qs M290

Rotation and Translation Practice Qs M139

translation Rotation Practice Qs M910
Mixed transformations M881
(R) Calculating with powers and roots Practice Qs M135
Pythagoras’
Using Pythagoras' theorem in 2D Practice Qs M677
theorem
(H) Using Pythagoras' theorem in 3D Practice Qs M147

COMPASSION - RESILIENCE - RESPECT ‘All things are possible for one who believes.’ Mark 9:23​
Year 9 – reasoning with number…
@whisto_maths Numbers
What do I need to be able Keywords
to do? Integer: a whole number that is positive or negative
By the end of this unit you should be able to: Rational: a number that can be made by dividing two integers
• Identify integers, real and rational numbers
• Work with directed number
Irrational: a number that cannot be made by dividing two integers
• Solve problems with number Inverse operation: the operation that reverses the action
• Find HCF/ LCM Quotient: the result of a division
• Add/ Subtract fractions Product: the result of a multiplication.
• Multiply/ Divide fractions Multiples: found by multiplying any number by positive integers
• Write numbers in standard form
Factor: integers that multiply together to get another number

Integers, real and rational numbers Directed number

Rational – root word: ratio Addition Generalisation Multiplication
Real numbers:
2
stems from 2:1 (
2
of the whole) +-=-
3 3 2 + - 4 = -2 The act of
making
Irrational numbers: 𝟐 the solution is a decimal that Two “ – 1 “ left counters
Zero pair into their
never ends and does not repeat. = =2
(-1 + 1 = 0 ) negative is
turning
Subtraction -2 x -3 = 6 them over
The square root of a negative is not a real Generalisation
number and cannot be found. --=+ Divisions are the inverse operations
2
“Subtract” – means take

HCF/LCM 1 is a common factor of all Representation for calculation away or remove a=5 b = -4
numbers
Common factors are factors two or more numbers share 2--1=3 =3 Brackets around negative substitutions helps remove
calculation errors
HCF – Highest common factor Take away one
2a – b = 2 x 5 – (-4) = 10 + 4 = 14
HCF of18 and 30 Start with the representation of 2

18 1, 2, 3, 6, 9, 18
Addition/ Subtraction of fractions
2 Use equivalent fractions
HCF = 6 4 2 =
30 1, 2, 3, 5, 6, 10, 15, 30 − 15 to find a common
5 3
12 10 multiple for both
15 15 denominators
LCM – Lowest common multiple
LCM of 9 and 12
LCM = 36 Multiplication/ Division of fractions
9 9, 18, 27, 36, 45, 54
3 6
12 12, 24, 36, 48, 60
The first time their
multiples match
Shade in 3
parts
Repeat it
on this
4
x 32 = 12
Parts shaded
many rows
Modelled:
Total number of
Standard form 3 parts in the diagram
Any number Any integer
between 1 and A x 10 n This many columns This many rows
less than 10 4

Remember to use reciprocals

6x 105 + 8x 105 .
(1 5 x 105 .
) ÷ (0 3 x 103 ) 2
÷ 3
Multiplying by Represented
= 600000 + 800000 5 4 a reciprocal 8
1.5 ÷ 0.3 x 105 ÷ 103
.
= 1400000
2 4
gives the
same = 15
= 1 4 x 105 = 5 x 102 x outcome
5 3
 Year 9 – reasoning with number…
@whisto_maths Using Percentages
What do I need to be able Keywords
to do? Percent: parts per 100 – written using the % symbol.
Decimal: a number in our base 10 number system. Numbers to the right of the decimal place are called decimals.
By the end of this unit you should be able to: Fraction: a fraction represents how many parts of a whole value you have.
• Use FDP equivalence Equivalent: of equal value.
• Calculate percentage increase and decrease Reduce: to make smaller in value.
• Express percentage change Growth: to increase/ to grow.
• Solve reverse percentage problems Integer: whole number, can be positive, negative or zero.
• Solve percentage problems (calculator and Invest: use money with the goal of it increasing in value over time (usually in a bank).
non calculator problems) Multiplier: the number you are multiplying by.
Profit: the income take away any expenses/ costs.

FDP Equivalence Converting FDP

Percentage
100% = a whole = 100 hundredths 70 out of 100
One Whole = 1

This also
70 squares 70 hundredths
means
10 hundredths 100 70 “hundredths” = 70%
70 ÷ 100
10 out of 100 = 7 “tenths”
Using a
10% 0.7
calculator
10 1 One hundredth Be careful of recurring decimals
= = 0.10
100 10 (one whole split into 100 equal parts) e.g 1 = 0.3333333
S D Convert to a decimal
ones tenths hundredths 3 = 0. 3ሶ
× 100 converts to a The dot above the 3
percentage :

Percentage Increase/ Decrease Percentage change

Decrease Increase I bought a phone for £200.
100% 100% A year later sold it for £125.

100% All values of

42% Decrease by 58% Increase by 12% £200
change compare
£125 to the ORIGINAL
value
Multiplier Percentage loss
100% + 12% = 112% Multiplier
75
1.00 – 0.58 = 0.42 Less than 1 1.00 + 0.12 = 1.12 More than 1
200 × 100 =37.5%

𝐷𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑖𝑛 𝑣𝑎𝑙𝑢𝑒𝑠
Reverse Percentages × 100
𝑂𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑣𝑎𝑙𝑢𝑒
140% of my number is
40% of my number is 16. 84. What is the original
What am I thinking of? number?
I bought a house for £180,000, I
Original Number (100%) Original Number (100%) later sold it for £216,000.

100%
4 4 4 4 4 4 4 4 4 4 6 6 6 6 6 6 6 6 6 6 6 6 6 6
£180,000

16 84
Try to scale down to 10% or Percentage profit
40% = 16 140% = 84
1% and then scale back up 10% - 6
10% - 4 to 100% Money made (profit 36000 × 100 =20%
100% = 40 100% = 60 value)
180000
Year 9 – reasoning with number…
@whisto_maths Maths & Money
What do I need to be able Keywords
to do? Credit: money being placed into a bank account
Debit: money that leaves a bank account
By the end of this unit you should be able to:
• Solve problems with bills and bank
Balance: the amount of money in a bank account
statements Expense: a cost/ outgoing.
• Calculate simple interest Deposit: an initial payment (often a way of securing an item you will later pay for)
• Calculate compound interest Multiplier: a number you are multiplying by. (Multiplier more than 1 = increasing, less than 1 = decreasing)
• Calculate wages and taxes Per Annum: each year
• Solve problems with exchange rates Currency: the type of money a country uses.
• Solve unit pricing problems Unitary: one – the cost of one.

Money
Bills and Bank Statements Simple Interest
Bills – tell you the amount items cost and can show how For each year of investment the interest remains the same
much money you need to pay.
Menu Price Principal amount ×Interest Rate × Years
Some can include a total 100
Look for different units Milk 89p
Principal amount is the amount invested in the account.
(Is it in pence or pounds) Tea £1.50 e.g. Invest £100 at 30% simple interest for 4 years
100 × 30 × 4 This account earned £120 interest.
= £120
Bank Statements 100 At the end of year 4 they have £220 Year
Bank statement can have negative balances if the money Money
spent is higher than the money coming into the account Compound Interest
Interest is added to the current value of investment at the
Date Description Credit Debit Balance end of each year so the next year’s interest is greater.
19th Salary £1500 £1500
Sept Principal amount × Multiplier Years

19th Mortgage £600 £900

Sept
e.g. Invest £100 at 30% compound interest for 4 years

25th 100 × 1.34 = £285.61 This account has £285.61 in total

Bday Money £15 £915
Setp at the end of the 4 years.
Year

Value Added Tax (VAT) Wages and Taxes Exchange Rates

Salaries fall into tax brackets – which means they
VAT is payable to the government by a pay this much each month from their salary. x 1.4
business. In the UK VAT is 20% and £1 $1.40
added to items that are bought.
x 200 x 200
Essential items such as food do not
include VAT. Over time:
Time and a half – means 1.5 times their hourly rate £200 £280
Double – 2 times their hourly rate x 1.4

When making estimates it is also useful to use estimates to

Unit Pricing To calculate unit per cost you divide by check if our solution is reasonable.
4 Oranges 5 cupcakes the cost.
£1 £1.20 Use inverse operations to reverse the exchange process
Cupcakes are the best value as one
4 = £1.00 item has the cheapest value
÷2 5 = £1.20 Common Currencies
2 = £0.50 ÷5 United Kingdom £ Pounds
There is a directly proportional United States of America $ Dollars
1 = £0.25 ÷2 1 = £0.20 relationship between the cost and Europe € Euros
Cost per Unit number of units.
Year 9 – reasoning with geometry…
@whisto_maths Deduction
What do I need to be able Keywords
to do? Parallel: two straight lines that never meet with the same gradient.
Perpendicular: two straight lines that meet at 90º
By the end of this unit you should be able to:
Transversal: a line that crosses at least two other lines.
• Identify angles in parallel lines Sum: the result of adding two or more numbers.
• Solve angle problems Conjecture: a statement that might be true but is not proven.
• Make conjectures with angles Equation: a statement that says two things are equal
• Make conjectures with shapes Polygon: a 2D shape made from straight edges.
Counterexample: an example that disproves a statement

Alternate angles Corresponding angles Co-interior angles

Because co-interior angles
have a sum of 180° the
Because corresponding
Because alternate angles are highlighted angle is 110°
angles are equal the
equal the highlighted angles highlighted angles are the
are the same size same size As angles on a line add up to 180° co-interior angles can
also be calculated from applying alternate/ corresponding
rules first

Solving angle problems Link angle facts to algebra Form an equation State the reason Solve
Angles on a straight Line The sum of angles on a 2𝑥 + 4𝑥 = 180°
180°
2𝑥 + 4𝑥 = 180° straight line is 180 °
6𝑥 = 180°
Interior Angles 𝑥 = 30°
Vertically opposite angles Triangles
The angles enclosed by the
Equal Sum of angles is 180 ° polygon
Angles around a point
Isosceles have the same (number of sides – 2) x 180
360 °
base angles

Making conjectures with angles Making conjectures with shapes

Keywords and facts to recall with shape
True Always Never
Area: the amount of space inside a shape
Sometimes
Perimeter: the length around a shape
False Regular Polygons: All sides and angles are equal
Quadrilateral Facts
Proving a conjecture Disproving a conjecture
Square Parallelogram
A pattern is noticed for Only one counterexample is needed to All sides equal size Opposite sides are parallel
many cases disprove a conjecture All angles 90° Opposite angles are equal
Opposite sides are parallel Co-interior angles

Rectangle
All angles 90°
Opposite sides are parallel Kite
No parallel lines
Apply the angle rules Test the theory Make conjecture Equal lengths on top sides
Rhombus Equal lengths on bottom
180 − 70 − 20 = 90 The angle that All sides equal size
The sum of sides
angles in a 180 − 85 − 5 = 90 meets the Opposite angles are equal One pair of equal angles
circumference in a
triangle is 180º 180 − 45 − 45 = 90 semi circle is 90º
Year 9 – reasoning with geometry…
@whisto_maths Rotation & Translation
What do I need to be able Keywords
to do? Rotate: a rotation is a circular movement.
By the end of this unit you should be able to: Symmetry: when two or more parts are identical after a transformation.
• Identify the order of rotational symmetry
Regular: a regular shape has angles and sides of equal lengths.
• Rotate a shape about a point on the
shape Invariant: a point that does not move after a transformation.
• Rotate a shape about a point not on a Vertex: a point two edges meet.
shape Horizontal: from side to side
• Translate by a given vector Vertical: from up to down
• Compare rotations and reflections

Rotational Symmetry Tracing paper helps check

rotational symmetry.
Translation and vector notation
How far left or right to move
1. Trace your shape (mark Negative value (left)
the centre point) Vector Positive value (right)
Notation
2. Rotate your tracing How far up or down to move
paper on top of the Negative value (down)
original through 360º Positive value (up)
Translation
−3
3. Count the times it fits 3
back into itself

A regular pentagon has rotational symmetry of order 5

Rotate from a point (in a shape) Every vertex has been translated
by the same amount
Original 1. Trace the original shape
shape (mark the point of rotation)
Original
2. Keep the point in the same shape
place and turn the tracing
paper
3. Draw the new shape
Compare rotations and reflections
Point of
rotation Reflections are a mirror image
of the original shape.
Image: 90º
clockwise Clockwise Anti-Clockwise Information needed to perform a
reflection:
- Line of reflection (Mirror line)
Rotate from a point (outside a shape)
Image: 90º anti - clockwise

Point of 1. Trace the original shape Rotations are the movement of a shape in a
rotation (mark the point of rotation) circular motion
2. Keep the point in the same
place and turn the tracing Information needed to perform a rotation:
paper - Point of rotation
- Direction of rotation
3. Draw the new shape
- Degrees of rotation
Original
shape
Year 9 – reasoning with geometry…
@whisto_maths Pythagoras’ theorem
What do I need to be able Keywords
to do?
By the end of this unit you should be able to: Square number: the output of a number multiplied by itself
• Use square and cube roots
Square root: a value that can be multiplied by itself to give a square number
• Identify the hypotenuse
• Calculate the hypotenuse Hypotenuse: the largest side on a right angled triangle. Always opposite the right angle.
• Find a missing side in a Right angled Opposite: the side opposite the angle of interest
triangle Adjacent: the side next to the angle of interest
• Use Pythagoras’ theorem on axes
• Explore proofs of Pythagoras’ theorem.

Squares and square roots is the square root symbol Identify the hypotenuse
This can also be written as 62
e.g. 64 = 8
Because 8 × 8 = 64

1×1 2×2 3×3 4× 4 5×5 6×6 7×7 8×8 9×9 10 × 10

1 4 9 16 25 36 49 64 81 100
Square numbers

Determine if a triangle is right-angled. The hypotenuse is always the

longest side on a triangle because it
If a triangle is right-angled, the sum of the squares of the shorter sides will equal the is opposite the biggest angle.
square of the hypotenuse.

𝑎2 + 𝑏 2 = hypotenuse2
Polygons can still have a
e.g 𝑎2 +𝑏 2 = ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 2 Substituting the numbers into the hypotenuse if it is split up into
32 + 42 = 5 2 theorem shows that this is a triangles and opposite a right
a=3 b=4 c=5 9 + 16 = 25 right-angled triangle angle

Calculate the hypotenuse Calculate missing sides Pythagoras’ theorem on a

b
Either of the Either of the
coordinate axis
short sides Hypotenuse short sides
can be b can be Find the length of the line segment
a
labelled a or b labelled a or b
Hypotenuse The segment can
a
be made into a
𝑎2 + 𝑏 2 = hypotenuse2 𝑎2 + 𝑏 2 = hypotenuse2 right-angled
triangle by adding
122+𝑏 2 = 152 the sides on the
1. Substitute in the
32 +62 = hypotenuse2 1. Substitute in the values you are given diagram.
values for a and b
9 + 36 = hypotenuse2 144 + 𝑏 2 = 225 The line segment is the hypotenuse
−144 −144
45 = hypotenuse2 𝑎2 + 𝑏 2 = hypotenuse2
2. To find the Rearrange the equation by subtracting the shorter
hypotenuse square from the hypotenuse squared
square root the 45 = hypotenuse 𝑏 2 = 111 The lengths of a and b are the
Square root to
sum of the sides of the triangle.
𝟔. 𝟕𝟏𝒄𝒎 = hypotenuse find the length
squares of the 𝑏 = 111 = 10.54 𝑐𝑚
of the side Be careful to check the scale on the axes
shorter sides.
 Key Stage 3 Maths Revision
Year 9 – Summer Term
Date Calibri 24
Corbett Maths
Year 9 Learning intentions Clip
Sparx Codes

Enlargement Practice Qs M178

(H) Enlargement by a negative scale factor Practice Qs U134

(R) Understanding similarity Practice Qs M377

Enlargement Finding unknown sides in similar shapes Practice Qs M324

and similarity (H) Finding the perimeter and area of similar shapes Practice Qs U630

(H) Understanding sin, cos and tan Practice Qs U605

(H) Finding unknown sides in right-angled triangles Practice Qs U283

(H) Finding unknown angles in right-angled triangles Practice Qs U545

(R) Writing and simplifying ratios Practice Qs U687

(R) Sharing amounts in a given ratio Practice Qs U577

Combining ratios Practice Qs U921

Solving ratio and (H) Calculating with ratios and algebra Practice Qs U676
proportion
(H) Changing ratios U865
problems
(R) Solving direct proportion word problems Practice Qs U721

Solving inverse proportion word problems Practice Qs U357

(R) Currency conversion Practice Qs U610

(R) Substituting into formulae Practice Qs U585, U144

(R) Solving equations with two or more steps Practice Qs U325, U505

(R) Changing the subjects of formulae Practice Qs U556

(R) Reading, converting and calculating with time Practice Qs U902

(R) Converting units of length, mass and capacity Practice Qs U388

Calculating with speed Practice Qs U151

Rates
Calculating with rates U256

Calculating with density Practice Qs U910

Plotting distance-time graphs Practice Qs U403

Interpreting distance-time graphs Practice Qs U914

Calculating speed from distance-time graphs Practice Qs U462

(H) Plotting distance-time graphs using speeds Practice Qs U966

COMPASSION - RESILIENCE - RESPECT ‘All things are possible for one who believes.’ Mark 9:23​
 Key Stage 3 Maths Revision
Year 9 – Summer Term
Date Calibri 24
Corbett Maths
Year 9 Learning intentions Clip
Sparx Codes

(R) Multiplying fractions U475

(R) Writing probabilities as fractions, decimals and
U510
%
Probability Expected results from repeated experiments U166
Calculating experimental probabilities U580
Tree diagrams for independent events U558
(H) Tree diagrams for dependent events U729
(R) Substituting into algebraic formulae U585
(R) Plotting straight line graphs U741
Plotting graphs of quadratic functions U989
Algebraic Interpreting graphs of quadratic functions U667
representation (H) Solving quadratic equations graphically U601
Solving simultaneous equations graphically U836
i Reading and drawing inequalities on number lines U509
(H) Graphs of linear inequalities U747

COMPASSION - RESILIENCE - RESPECT ‘All things are possible for one who believes.’ Mark 9:23​
 – …
@whisto_maths Enlargement & Similarity
What do I need to be able Keywords
to do?
By the end of this unit you should be able to: Similar Shapes: shapes of different sizes that have corresponding sides in equal proportion
• Recognise enlargement and similarity
and identical corresponding angles.
• Enlarge a shape by a positive SF
• Enlarge a shape from a point Scale Factor: the multiple describing how much a shape has been enlarged
• Enlarge a shape by a fractional SF Enlarge: to change the size of a shape (enlargement is not always making a shape bigger)
• Work out missing sides and angles in a Corresponding: objects (or sides) that appear in the same place in two similar situations.
pair of similar shapes. Image: the picture or visual representation of the shape

Recognise enlargement & similarity Enlarge a shape from a point

Shapes are similar if all pairs of corresponding sides are in the same ratio Scaled distances method Rays method

These shapes are similar because all

sides are increased by the same ratio

Enlargements are similar shapes with a ratio other than 1

Enlarge by a positive scale factor

Scale the distance between the point of Multiply the distance from the centre of
With a scale factor larger than 1 it makes the shape bigger enlargement and each corresponding corresponding vertices by the scale
vertices factor along the ray

Calculations in similar shapes

Don’t forget that properties of shapes don’t change with enlargements or in
similar shapes

The two trapezium are similar find the missing side and angle

Enlarged by Scale
Factor 3.
Every side is 3 times
the original length 6 𝑐𝑚
60°
12 𝑐𝑚
Positive fractional scale factor
With a scale factor between 0 and 1 it makes the shape smaller Corresponding sides identify 12
=2 Scale Factor = 𝟐
the scale factor 6
1
Scale Factor of
1 𝑐𝑚

Calculate the missing side Length (corresponding side) x scale factor

5 𝑐𝑚

2.4 𝑐𝑚 2𝑐𝑚 × 2
12𝑐𝑚 𝑥 = 4𝑐𝑚

5 Enlargement does not change angle size

20 𝑐𝑚

Scale Factor of
8 𝑐𝑚

Calculate the missing angle Corresponding angles remain the same

130°
10 𝑐𝑚 25 𝑐𝑚
Year 9 – reasoning with geometry…
@whisto_maths Solving ratio & proportion problems
What do I need to be able Keywords
to do?
Proportion: a comparison between two numbers
By the end of this unit you should be able to: Ratio: a ratio shows the relative size of two variables
• Solve problems with direct proportion Direct proportion: as one variable is multiplied by a scale factor the other variable is multiplied
• Use conversion graphs by the same scale factor.
• Solve problems with inverse proportion Inverse proportion:: as one variable is multiplied by a scale factor the other is divided by the
• Solve ratio problems
same scale factor.
• Solve ‘best buy’ problems

Direct Proportion As one variable changes the other changes at

the same rate.
Conversion Graphs Compare two variables

This is always a straight line because as one variable

This is a multiplicative change
kilometres
increases so does the other at the same rate
4 cans of pop = £2.40 4 cans of pop = £2.40
x3

miles
x3

4 cans of pop = £2.40 12 cans of pop = £7.20 To make conversions between units you need to find the
x 0.5

point to compare – then find the associated point by

x 0.5

2 cans of pop = £1.20 using your graph.

Sometimes this is easiest Labelling of both axes
is vital Using a ruler helps for accuracy
This multiplier is the same if you work out how much
Showing your conversion lines help as a “check” for
In the same way that this one unit is worth first solutions
would be for ratio e.g. 1 can of pop = £0.60

Inverse Proportion As one variable is multiplied by a scale factor the other is divided by the same scale factor Best Buys Have a directly proportional relationship

Examples of inversely proportional T is inversely proportional to G. When T=2 then G=20 To calculate best buys you need to be able to
relationships ÷2 ×4
compare the cost of one unit or units of
Time taken to fill a pool and the equal amounts
number of taps running. T 1 2 8

G 40 20 5 Shop A Shop B
Time taken to paint a room and the
4 cans for £1.20 3 cans for 93p
number of workers
×2 ÷4 £1.20 ÷ 4 £0.93 ÷ 3

Sharing a whole into a given ratio Finding a value given 1:n (or n:1) Cost per item
1 can is £0.30 1 can is £0.31
Or 30p Or 31p
James and Lucy share £350 in the ratio 3:4. Inside a box are blue and red pens in the ratio 5:1.
Work out how much each person earns If there are 10 red pens how many blue pens are Shop Ais the best value as it is 1p cheaper per
Model the Question James there? can of pop
James: Lucy Model the Question
Blue pens Shop A
£350 Blue : Red
3:4 4 cans for £1.20 3 cans for 93p

Lucy
5:1 4 ÷ £1.20 3 ÷ £0.93
One unit
Find the value of one part £350 ÷ 7 = £50 = one part Red pens = 10 pens Cost per £1 buys 3.333 £1 buys 3.23
Whole: £350 = 10 pens pound
= one part cans of pop cans of pop
7 parts to share between
= £50 Put back into the question
(3 James, 4 Lucy)
Blue pens = 5 x 10 = 50 pens
Put back into the question Blue : Red Shop A is still shown as being the best value but
pay attention to the unit you are calculating, per
James: Lucy
James = 3 x £50 = £150
x 10 5:1 x 10 item or per pound.
x 50 3:4 x 50 £350 50: 10 Red pens = 1 x 10 = 10 pens
Best value is the most product for the
£150:£200 There are 50 Blue Pens lowest price per unit
Lucy = 4 x £50 = £200
Year 9 – reasoning with geometry…
@whisto_maths Rates
What do I need to be able Keywords
to do?
By the end of this unit you should be able to: Convert: change
• Solve speed, distance, time questions Mass: a measure of how much matter is in an object. Commonly measured by weight.
• Use distance time graphs Origin: the coordinate (0, 0)
• Solve density, mass, volume problems Volume: the amount of 3D space a shape takes up
• Solve flow problems
Substitute: putting numbers where letters are – replacing numbers into a formula
• Use flow graphs
• Interpret rates of change and their units

Speed, Distance, Time Speed, Distance, Time ÷ 60

“per” for every distance minutes hours
speed =
e.g. 80 miles per hour (mph) time Before calculations – make sure you are × 60
Travel 80 miles every hour working in the same units as the speed

You can use a 0 𝟎. 𝟓 𝟏 𝟐 𝟐. 𝟓

Hours Learn or learn how to distance
double number time =
rearrange the formular for speed
line to help you Miles
𝟐𝟎𝟎 speed, distance and time
calculate distance 0 𝟒𝟎 𝟖𝟎 𝟏𝟔𝟎
distance = speed × time
Substitute in the variables given
e.g. A boat travels at a constant speed for 2.5 hours Bar models
It travels 300 miles. . can help to
𝟑𝟎𝟎 miles calculate mph Distance – Time graphs
Gradient = speed
Each part is half The steeper a gradient the faster
an hour the speed
10 Horizontal lines represent staying still
Each part is 60 = 2 metres per min
𝟐. 𝟓 hours 5
miles
Distance from home (metres)

Density, Mass, Volume

30
mass mass The distance coming closer
density = volume =
volume density 20
to home shows the return
journey
10
mass = volume × density
10
5
Units are
volume of prism =
Area of cross
section × Depth 𝟎
𝟎 5 10 15 20 25 30 35
important.
Meters per minute
Time (minutes)

Flow problems & graphs Rates of change & units

Common rates of change relationships Speed: miles per hour
This will fill at a constant rate, then as the space decreases it will
Revisit your conversions between units Exchange rates: euros per pounds
speed up and the neck of the bottle fill at a faster constant speed
of length and capacity Density: mass per volume
Units are important.
The cylinder will fill at a constant speed ÷ 1000
Ensure any volume
calculations are the same unit metres kilometres
as the rate of flow × 1000
Year 9 – representations…
@whisto_maths Probability
What do I need to be able Keywords
to do?
Probability: the chance that something will happen
By the end of this unit you should be able to: Relative Frequency: how often something happens divided by the outcomes
• Find single event probability Independent: an event that is not effected by any other events.
• Find relative frequency
Chance: the likelihood of a particular outcome.
• Find expected outcomes
• Find independent events Event: the outcome of a probability – a set of possible outcomes.
• Use diagrams to work out probabilities Biased: a built in error that makes all values wrong by a certain amount.

The probability scale Single event probability Relative Frequency

Probability is always a value between 0 and 1 Frequency of event
Impossible Even chance Certain
0 or 0% 𝟏 1 or 100% The probability of getting a blue ball is
1 Total number of outcomes
0.5, or 50% 5
𝟐 4
∴The probability of NOT getting a blue ball is
5
Remember to calculate or identify the overall
The more likely an event the further up the probability it number of outcomes!
The sum of the probabilities is 1
will be in comparison to another event
(It will have a probability closer to 1) Colour Frequency Relative
The table shows the probability of selecting a type of chocolate Frequency
Green 6 0.3
There are 2
pink and 2 There are 5 possible outcomes Yellow 12 0.6
yellow balls, so So 5 intervals on this scale, each P(white chocolate) = 1 – 0.15 – 0.35
they have the 1 = 0.5
interval value is
5
Blue 2 0.1
same probability
20
Expected outcomes Expected outcomes are estimations. It is a long term average rather than a
prediction. Relative frequency can be used to find expected
outcomes
An experiment is carried out 400
e.g. Use the relative probability to find the
times.
expected outcome for green if there are
0.5 Show that dark chocolate is expected
100 selections.
to be selected 60 times
Relative frequency x Number of times
The sum of the probabilities is 1 0.15 × 400 = 60
0.3 × 100 = 30

Independent events Using diagrams Recap Venn diagrams, Sample space diagrams and Two-way
tables
The rolling of one dice has no impact on the Car Bus Walk Total
5
rolling of the other. The individual probabilities 𝑨 𝑩 Boys 15 24 14 53
should be calculated separately. 2 4 6 3
8 Girls 6 20 21 47
10 9
1 7 Total 21 44 35 100
Probability of event 1 × Probability of event 2
The possible outcomes from rolling a dice
The possible outcomes

1 1
from tossing a coin

𝑃(5) = 𝑃(𝑅) =
6 4
Find the probability 1 1 1 H 1,H 2,H 3,H 4,H 5,H 6,H
of getting a 5 and 𝑃 5 𝑎𝑛𝑑 𝑅 = × =
6 4 24 T 1,T 2,T 3,T 4,T 5,T 6,T
a red
Year 9 – representations…
@whisto_maths Algebraic Representation
What do I need to be able Keywords
to do? Quadratic: a curved graph with the highest power being 2. Square power.
By the end of this unit you should be able to: Inequality: makes a non equal comparison between two numbers
• Draw quadratic graphs Reciprocal: a reciprocal is 1 divided by the number
• Interpret quadratic graphs Cubic: a curved graph with the highest power being 3. Cubic power.
• Interpret other graphs including reciprocals
Origin: the coordinate (0, 0)
• Represent inequalities
Parabola: a ‘u’ shaped curve that has mirror symmetry

Quadratic Graphs
Substitute the 𝑥 values into the equation of your line to find the 𝑦 coordinates
𝑦 = 𝑥 2 + 4𝑥 + 3
𝒙 −𝟒 −𝟑 −2 −𝟏 0 𝟏

𝑦 3 0 −1 0 3 8
If 𝑥 2 is the highest power in your equation Intersection with
then you have a quadratic graph. the 𝑦 axis
Coordinate pairs for plotting (−3, 0)
It will have a parabola shape Plot all of the coordinate pairs and join the points with a curve (freehand)
Quadratic graphs are always symmetrical with the turning point in the middle

Interpret other graphs Reciprocal Graphs Exponential Graphs

Cubic Graphs 𝑦 = 2𝑥
1
𝑦 = 𝑥 3 + 2𝑥 2 − 2𝑥 + 1 𝑦=
𝑥

If 𝑥 3 is the highest power in your equation

then you have a cubic graph
Exponential
graphs have a
power of 𝑥
Reciprocal graphs never touch
the 𝑦 axis.
This is because 𝑥 cannot be 0
This is an asymptote

Represent Inequalities The solid line shows that the inequality includes all
the points on this line
Multiple methods of representing inequalities
𝑦 ≥ 2𝑥 + 1
𝑥<4

All values are less than 4

The shaded area indicates all

The dotted line shows that the inequality does not possible solutions to this inequality
The shaded area indicates all possible values of 𝑥 include these points