7

Maths

Student Book

Lower Secondary
 7

Maths

Student Book

Craig Barton

Jemma Sherwood Helen Konstantine

Dan Draper Katie Wood

Charlotte Hawthorne Ian Bettison

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Contents

How to use this book iv–v

How to use example-problem pairs vi

How to use Reflect, Expect, Check, Explain vii

Chapter 1: Place value 2 Chapter 6: Perimeter and area 214

1.1 Place value in integers 4 6.1 Quadrilaterals and triangles 216

1.2 Place value in decimals 12 6.2 Perimeter 224

1.3 Ordering and comparing numbers 24 6.3 Area 232

1.4 Measures 30 What have I learned about perimeter

What have I learned about place value? 36 and area? 248

Chapter 2: Properties of numbers 38 Chapter 7: Fractions 250

7.1 Working with frac tions and decimals 2 52

2.1 Multiples 40

7. 2 Comparing and ordering frac tions 266

2.2 Powers and roots 48

7. 3 Adding and subtrac ting frac tions 276

2.3 Factors and prime factorization 60

7.4 Multiplying and dividing frac tions 28 4

What have I learned about properties

What have I learned about frac tions? 30 0

of numbers? 76

Chapter 8: Ratio and proportion 302

Chapter 3: Arithmetic 78

8.1 Multiplicative relationships 30 4

3.1 Adding and subtracting negative integers 80

8. 2 Representing multiplicative relationships 314

3.2 Multiplying and dividing negative integers 94

8. 3 Frac tions in contex t 326

3.3 Adding and subtracting decimals 104

8.4 Applying ratios 336

3.4 Multiplying and dividing decimals 114

What have I learned about ratio and

3.5 Eicient calculations 126

propor tion? 350

What have I learned about arithmetic? 140

Chapter 9: Transformations 352

Chapter 4: Expressions and equations 142

9.1 Translations 35 4

4.1 Introduction to algebra 144

9. 2 Rotations 36 4

4.2 Formulae and equations 156

9. 3 Ref lec tions 374

4.3 Simplifying expressions 164

9.4 Scale diagrams 386

4.4 Using the distributive law 174

9. 5 Enlargement s 396

What have I learned about expressions

What have I learned about transformations? 4 08

and equations? 186

Chapter 5: Coordinates 188

5.1 Plotting coordinates 190

5.2 Coordinates, formulae, and graphs 200

What have I learned about coordinates? 212

Glossar y 410

Answers 417

iii
How to use this book

Each topic begins with a set of learning objectives. These tell you what you will

be able to do by the end of the lesson.

Welcome to your Student Book

Key idea

This introduction shows you all the dierent features Oxford International

The key idea summarizes

Maths has to support you on your journey through Lower Secondar y Maths.

the main points of each

topic in a few sentences. Being a mathematician (someone who studies maths) is great fun. As you work

through this Student Book, you will learn how to work mathematically and

become confident (or even more confident!) in your maths skills.

Key words

Each chapter in this book covers a few topics. With plenty of worked examples and

The key words for each

practice questions, you will study these topics for a few weeks to make sure you

topic are highlighted in

have time to learn them properly.

bold in the text. They are

also included in order of

Literacy skills
appearance in this box.

You can also find them in

These boxes tell you more about the histor y and use of key vocabular y to put

the Glossar y at the back

the new words you learn in context.

of your Student Book.

Stretch zone

Fluency questions

These boxes suggest ideas for how to take your learning further and discover

These questions check

something more than what is in the pages of your Student Book.

your understanding of a

topic before moving on to

the next.
Calculator skills

Stretch zone These boxes help you get to know your calculator and use it eectively.

Some of the topics in this book would be almost impossible without a

This icon shows you

calculator. In other topics, your calculator will be useful for doing lots of

where you will need to

calculations quickly or for checking answers.

think more deeply. It is

Do not use your calculator for all your maths. You should still be confident to
OK if you find the 'stretch

carr y out calculations, both in your head and by using written methods. Your
zone' questions diicult.

teacher will tell you when to use a calculator and when they want you to work
Instead of giving up, keep

out a maths problem without one.

thinking and trying. You

will get there – doing

challenging work is the

exercise your brain needs!

iv
Chapter opener
2
2

Propert
ies of numbers
Key ideas

Each chapter begins with an

A multiple
of a given number
is a product
of that number
and an integer.

In this chapter, you will:

You can use divisibility
to check if a number
is a multiple
of another
number.

introduction. This reminds you what understand

and use multiples

A factor of a given number

divides that number
into a whole number
without a remainder
.

understand
and calculate
powers of numbers
Some numbers
have special properties,
such as primes, squares,
and cubes. Prime numbers

you already know and shows you what

only have two
understand factors: themselves
and calculate and one.
square and cube roots

identify You can use

a prime the prime
number factorization
of two or more integers
to identify their highest common
factor and
their
lowest common
multiple.

is coming up in the chapter. understand

and use factors, including
prime factors

find the highest common

factor of two numbers

find the lowest common

multiple
?
of two numbers.

How are prime

number
s useful
in the real world?

to keep your data safe online. Online shopping

and banking

depend on this method.

last a prime number of

Think back
years to avoid predators

(other animals who eat them).

What
do
you
notic
e abou

These quick questions help you recall

t the
arran
geme
nt of these
boxe
s? Journe
y throug
How
man h propert
y boxe ies of numbe
s are
there
rs
?

the maths you already know. To be

YOU

ARE

HERE

successful with a new topic in maths,

What do I already
know?

This chapter

you need to build on your existing

What comes next?

Primary
school

• 2.1 Multiples

Student
• Times Book 7
tables

Think
back • 2.2 Powers
and roots
• Arithmetic

knowledge and fill in any gaps before

• Multiplication
and division

• 2.3 Factors
and prime
facts • Factorizing
algebraic
1 Work out: factorization
4 9 b 55 11
expressions
• Square numbers

2 Which calculation
does this array represent?
• Factors,
multiples,
primes

carrying on. 3 List the first five Student

square numbers. Book 8

• Sequences

38

39

Chapter map

2.1 Intellig
ent practic
This map shows clearly what maths
part to
one question
move from
when you
notice something
you might
In each question,
ns that came
questio 1b) and the one
Fluency
part (e.g.
each question
between
What is dierent
the next.

you already know, the new topics you

the
work through
Then
to be dierent.
the answer
zone you expect
Stretch Decide how
or false. 1a)?
statement
is true before (e.g.
if each
1 Decide
right or wrong.
was
your prediction
about why
answer. Think
check your
and
question
of 3.
21 is a multiple
a
of 3?
4203 a multiple
5 Is

of 5.
32 is a multiple
b

Explain how you know.

diagram
using these
will study in this chapter, and the next
the Venn
of 7. and complete
56 is a multiple 3 Copy
c

Write down the:

of 9? 1
760
7623 a multiple 758, 759,
6 Is 755, 756,
of 12. 751, 754,
48 is a multiple numbers:
d

of 9
you know. a eighth multiple
Explain how
of 11.
121 is a multiple
e

of 9.
6?
b ninth multiple
of 8
steps in your maths learning.
71 is a multiple of
f 91302 a multiple
7 Is

of 6
eighth multiple
c
of 2?
are a multiple you know.
numbers Explain how
of these
2 Which

of 8
d sixth multiple

you know.
Explain how
of 4?
85926 a multiple
8 Is of 4
e 12th multiple

d 193
106
b 85 know.
a 18 how you
Explain of 12
f fourth multiple

of 3?
are a multiple
these numbers of 16
of
3 Which g third multiple

you know. of 3.
Explain how multiple
h 16th

d 345
145 or false?
b 102 true
a 54 these statements
2 Are

of 9?
are a multiple do you know?
these numbers How
Which of
4

you know. of 9.
Explain how a multiple
a 72 is

9.

Become an expert at each topic

d 819 of
153 720 is a multiple
b 72 b
a 45

of 9.
721 is a multiple
c

of 9.
144 is a multiple
d

of 3.
144 is a multiple
e
of 13 is 728.
multiple
4 The 56th

There are three dierent ways to practise

of 6.
144 is a multiple
f

of 56?
13th multiple
a What is the
of 6.
153 is a multiple
g

of 13?
57th multiple
b What is the

there between
of 13 are
many multiples
How

720 and 750?

maths at the end of ever y section:

1 Intelligent practice

2 Which method?

3 Expert practice

Each exercise works in a particular way

45

to help your brain make connections,

44

remember the topic, and recognize when

to use it.

What
have I learned
about
2
propertie
s of numb
ers?
Fluency
questio
ns

Chapter summary
In this chapter
, you have:
1 List the first five multiples
of 4.
(1 mark)

understood 10 Use
and a calculator
listed multiples to work out:
of a number

2 Is 412 a multiple
of 3?

identified a 3.2
whether
a number
is a multiple
of another
number Explain (1 mark)
how

This summarizes what you have

you know.

(1 mark)
understood
and calculated b 380
square 104
numbers
and cube numbers
and powers 3 (1 mark)
of numbers 918 is the 54th
multiple
of 17.
understood
and calculated
square 11 7744
roots and = 64 × 121
cube roots
a What is the 17th multiple
of 54?
(1 mark)
understood
and identified
factors

learned so far and shows your

of a number
Use this
b What fact to work
is the 55th out:
multiple 7744
of 17?
(1 mark) (2 marks)
identified
whether
a number
is prime c Yusuf says that 1751
is a multiple 12
of 17. Write all of the factors of
24.

written (2 marks)
a number
as a product Is Yusuf correct?
of its prime factors

13 Is 6 a factor of
1926?

progress through the unit.

used Explain how
prime factorization you know.
to find the highest common
factor (1 mark)
of two or Explain
more numbers how you know.

4 Sheep (1 mark)
used prime have 4 legs.
factorization
to find the lowest common
multiple
of two or more numbers. 14 Is 47 a prime number?
In a field of sheep, there are 64 legs.

Explain how you know.

How many sheep are in the field?
(1 mark) (1 mark)

15
Express 120
5 A train
and 135 as
timetable products
says that of
trains arrive at a

theirprime
station factors.
ever y 14 minutes.
(3 marks)

The first train arrives b

at 7am. Find the highest common
factor of

120and135.

(2 marks)

Explain how you know.

(1 mark) Find the lowest common

multiple
of

6 The 14th
multiple 120and 135.
of 36 is 504.

(2 marks)

The 18th
multiple
of 36 is 648. 2
16 16 500
3
= 2 × 3 × 5
× 1

What is the 32nd multiple

of 36?
(1 mark)

a Is 15 a factor of 16 500?

7 Write using index notation:

Explain how you know.

(1 mark)
7 × 7 × 7
× 7 × 7 × 7
YOU

ARE (1 mark)
b Is 16 500 divisible
HERE
by 66?

8 Work out:

Explain how you know.

(1 mark)

a
c What is the largest
(1 mark) square number
What do I already
know?

2
This chapter 2
b 6 that divides
2 into 16 500?
What comes next? (1 mark)
(1 mark)

9 Work d What
out: is the smallest
Primary number
school you can
• 2.1 Multiples

Student multiply
• Times Book 7 16 500 by
tables to make a cube
a 144
• 2.2 Powers
and roots
(1 mark)
• Arithmetic number?
•
Explain your
Multiplication answer.
and division (2 marks)

• 2.3 Factors
and prime b 729
facts
• Factorizing
algebraic
(1 mark)
factorization

Fluency questions • Square numbers

expressions

• Factors,
multiples,
primes

Student
Book 8

• Sequences

You can use these exam-style

questions to test how well you

76

know the topics in the chapter.

77

v
How to use example-problem pairs

Example-problem pair (EPP) grids are a special type of worked example that help

you understand what you are doing at each step and why.

There are lots of dierent ways you can use the example-problem pairs. Here is

one possible way:

1 Worked 2

example on the le. of working using the

questions in the Thinking

column.

Are we repeatedly multiplying the

Write 8 × 8 × 8 × 8 × 8 in index Write 9 × 9 × 9 × 9 × 9 × 9 in index

notation same number? notation

Yes, so I need to count how many

times 8 has been multiplied

There are 5 copies of the number How many times are we multiplying

8 being multiplied that number?

I counted the number of 8s that

were written

8 is the base number and 5 is the Which value is the exponent and

exponent which is the base number?

The number being multiplied is the

base number and the number of

copies is the exponent

So 8 × 8 × 8 × 8 × 8 = 8

3 4

example on the le, move to the

Your turn! question on the right.

The questions in the Thinking column help you think more generally about the
This question will be very similar to

example, so that you understand how to think about a dierent question.

the example you have just studied.

The Your turn! question lets you apply the new idea with some support, so You can use the same thinking

ideas to answer this question one

that you can be confident in what you need to do before you move on to the

step at a time.

Fluency questions.

vi
How to use ReŤect, Expect,

Check, Explain

For the Intelligent practice questions, use the Reflect, Expect, Check, Explain

(RECE) method. This means you think about the question you are about to do,

compare it to the one you have just done, and predict how the answer will be

dierent. This is a great technique for developing your reasoning skills – plus it

gives you an opportunity to discuss things with your partner, or as a class, which

helps you become more confident talking about maths.

1 Reflect: Read the question. What has changed in this question compared to the previous one? What has

stayed the same?

2 Expect: Using your reflection from Step 1 and the answer to the previous question, what do you think

the answer will be? Can you explain why you think that?

3 Check your expectation by carr ying out the usual method to answer the question.

4 Explain: Was your expectation in Step 2 correct? If the answer surprises you, can you explain why? If the

answer is what you expected, how could you explain your reasoning to someone else? If you were not

able to make a prediction in Step 2, can you explain the relationship now?

Look at the example below.

Question 2a

Is 72 a multiple of 9? How do you know?

= ×
I recognize 72 from times tables: 72 9 8. So, yes, 72 is a multiple of 9.

Or, I could use the divisibility rule for 9.

+ =
The digit sum is 7 2 9 and 9 is a multiple of 9, so 72 must be a multiple of 9.

Question 2b

Is 720 a multiple of 9? How do you know?

Reflect: This question is like 2a because it deals with multiples of 9. The number is justlarger.

×
Expect: 720 is 10 72. So, 720 must be a multiple of 9 too.

+ +
Check: Using the divisibility rule for 9, the digit sum 7 2 0 is 9 and 9 is a multiple of9.

Explain: I was right! 720 is a multiple of 9 because the digit sum is a multiple of 9 and 72 = 9 ×
8,

= ×
so 720 9 80.

You can also use this method when you are working through the Your turn!

question in an example-problem pair.

vii
 1 Place value

In this chapter, you will:

● identify the value of digits in integers and decimals

● write integers and decimals using words and numerals

● multiply and divide by positive and negative powers of 10

● compare and order positive numbers

● recognize good choices of units and convert between them

● order and compare measures.

Ho w
m an
y sn ow
ge es
e do yo u

th in k
are in th is
flo ck
of bi rd s?

Think back Hu nd
re ds
? Th ou
sa nd
s? Mill io
ns?

1 Work out:

a 800 × 9 b 51 ÷ 100

2 Copy this number line and mark the correct place for each of these

numbers.

0 10

a 2 b 5 c 8 d 6.5

3 For each of these units, state whether they measure length, mass, or volume.

a g b ml c km

2
Key ideas

You can use powers of 10 to show the place value of each digit in a number.

Multiplying or dividing a number by 10 changes the place value of each digit.

You can use the symbols <, >, and = to compare two numbers.

You can use your knowledge of place value to order numbers and to convert

between units of measure.

How have numbers changed in 2000 years?

● 2000 years ago, people used Roman numerals to write numbers.

● Today we use the base-10 system. The base-10 system uses

the position of digits to tell you the value of each digit. You can

lets us tell the dierence between 102, 12 and 120.

Journey through place value

U
YO

E
AR

E
ER
H

This chapter

Primary school • 1.1 Place value in integers Student Book 7

• Tenths, hundredths, and • 1.2 Place value in decimals • Ordering positive and

thousandths negative numbers

• 1.3 Ordering and comparing

• Reading, writing, ordering, numbers • Comparing and ordering

and comparing numbers up fractions

• 1.4 Measures

to 10 000 000

• Scale diagrams

• Multiplication and division

by multiples of 10
Student Book 8

• Measurement
• Estimation and rounding

Student Book 9

• Standard form

3
 1.1 Place value in integers

1.1.1 Understanding place value in integers

Aer this topic, you will be able to:

understand the place value of digits in integers

•

write integers as words and numerals and use positive powers of 10 in

•

place-value tables.

Any positive or negative whole number, including zero, is called an integer. A

Key idea

numeral is the name for an integer written in digits. Digits are the single symbols

0, 1, 2, 3, 4, 5, 6, 7, 8, 9.
The position of a digit in

an integer tells you its

From the right, the digits in an integer tell you how many ones, tens, hundreds,

value.

thousands (and so on) the integer is made up of.

The integer 21 395 is made up of 5 ones, 9 tens, 3 hundreds, 1 thousand, and 2 ten

thousands. You can show this in a place-value table:

Key words

integer, numeral, digit,

Ten thousands Thousands Hundreds Tens Ones

leading zero
10 000 1000 100 10 1

2 1 3 9 5

The place-value table helps you see how to write a number in words. 21 395 is

written twenty-one thousand, three hundred and ninety-five.

The column headings carr y on to the le. You will see a pattern in each group of

three headings.

Millions Thousands Ones

Hundred Ten Hundred Ten

Millions Thousands Hundreds Tens Ones

millions millions thousands thousands

100 000 000 10 000 000 1 000 000 100 000 10 000 1000 100 10 1

Worked example Thinking Your turn!

What is the value of the digit 5 in Which column in the place-value What is the value of the digit 8 in

the integer 510 762? table is the digit in? the integer 789 053?

The 5 is in the hundred thousands

column.

5 × 100 000 = 500 000