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Links to books/resources to support your child in transition to year 7. 

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Links to books/resources to support your child in transition to year 7. 

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Children may not have done any numeracy practice since the SATs. These resources will support recall and retention and preload information ready for year 7.

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In this FREE booklet, there are a range of questions from key topics that you will have seen in Year 6 and will be helpful for the start of Year 7.

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In this FREE booklet, there are a range of questions from key topics that you will have seen in Year 6 and will be helpful for the start of Year 7.

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At Stringer we follow the White Rose KS3 curriculum. This set of books recaps what was on the White Rose Year 6 curriculum.

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Browse CGP's bestselling Primary books for Reception, KS1 and KS2. Covering Maths, English, Science, Reading, Geography, History and Languages!

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36 ten minute workouts on arithmetic

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Practice for every school week

Product code: M6ARXW21

ISBN: 9781789084719

In stock

Regular practice is the best way to hone those essential arithmetic skills. That's why we've come up with this brilliant Arithmetic Weekly Workouts book. It's packed with 36 workouts - that's one for every week of the school year, and they're all set at the perfect difficulty for Year 6. Each workout consists of quick-fire questions, followed by a selection of more involved arithmetic questions. They cover a mixture of new and old topics, to really cement what pupils have learned.

We've included cut-out-and-keep answers in the back of the book, plus a progress chart and a fun puzzle page so that pupils can apply their skills in a different content.

For more arithmetic practice, we also have weekly workouts for Years 2, 3, 4 and 6.

This book can also be bought as a standalone Online Edition - we'll send you a code to redeem immediately.

Related Products

These 10-Minute Weekly Workouts for Year 6 are perfect for breaking practice down into bite-sized chunks. They'll help pupils build essential skills ... More info

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Regular practice is the best way to hone those essential arithmetic skills. That's why we've come up with this brilliant Arithmetic Weekly Workouts ... More info

Regular practice is the best way to hone those essential arithmetic skills. That's why we've come up with this brilliant Arithmetic Weekly Workouts ... More info

Delivery & Returns

Delivery

We offer FREE delivery to UK Parents, Tutors and Students for orders over £30, and to UK Schools and Bookshops for orders over £50. For orders under these amounts just add £3.95. Orders placed before 5pm Monday-Friday should be delivered the next working day!

We also post internationally - take a look at our Delivery and Returns page for more information.

What if I want to return something?

Not a problem! If you're a school or an individual customer in the UK, we've got a brilliant 30-day no quibbles returns policy.

If you'd like to return anything to us, just give us a ring on 0800 1712 712 or email us at customerservices@cgpbooks.co.uk and we'll sort out the details for you.

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M6ARXW21 - KS2 Year 6 Maths 10-Minute Weekly Workouts: Arithmetic

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Regular practice is the best way to hone those essential arithmetic skills. That's why we've come up with this brilliant Arithmetic Weekly Workouts book. It's packed with 36 workouts - that's one for every week of the school year, and they're all set at the perfect difficulty for Year 6.

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Secure your timetable knowledge ready for year 7

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Practice for every school week

Product code: M6TXW21

ISBN: 9781789083668

In stock

Looking for good, reliable Times Table practice? You're in the right place! This Year 6 Times Table Weekly Workouts book is packed with exercises to improve pupils' Times Table skills! It contains a workout for every week of the school year, each consisting of a mixture of quick-fire numerical questions, word problems and a fun puzzle - all designed to reinforce pupils' Times Table knowledge. Answers are included at the back of the book in a cut-out section, alongside a handy chart to track pupils' progress. For more Times Table Workouts, check out our superb book for Year 5

This book can also be bought as a standalone Online Edition - we'll send you a code to redeem immediately.

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M6TXW21 - KS2 Year 6 Maths Times Tables 10-Minute Weekly Workouts

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Looking for good, reliable Times Table practice? You're in the right place! This Year 6 Times Table Weekly Workouts book is packed with exercises to improve pupils' Times Table skills! It contains a workout for every week of the school year, each consisting of a mixture of quick-fire numerical questions, word problems and a fun puzzle - all designed to reinforce pupils' Times Table knowledge.

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Get prepared for Year 7 by revising Year 6

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Product code: M6MA22

ISBN: 9781841460710

Related Products

This brilliant Maths Workout Book has stacks of quick and simple practice questions matched to the Year 6 National Curriculum - perfect for ages ... More info

CGP's KS2 Mental Arithmetic Targeted Question Book contains stacks of practice questions - all matched to the Year 6 curriculum. It also makes great ... More info

Delivery & Returns

Delivery

We offer FREE delivery to UK Parents, Tutors and Students for orders over £30, and to UK Schools and Bookshops for orders over £50. For orders under these amounts just add £3.95. Orders placed before 5pm Monday-Friday should be delivered the next working day!

We also post internationally - take a look at our Delivery and Returns page for more information.

What if I want to return something?

Not a problem! If you're a school or an individual customer in the UK, we've got a brilliant 30-day no quibbles returns policy.

If you'd like to return anything to us, just give us a ring on 0800 1712 712 or email us at customerservices@cgpbooks.co.uk and we'll sort out the details for you.

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M6MA22 - KS2 Mental Maths Workout - Year 6

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This Mental Maths Workout Book is packed with essential practice exercises for Year 6 pupils - including a section of 'Time Yourself' tests. Presented in a fun and friendly style, it's a great way to help make sure children have really got to grips with working out maths problems in their heads.

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Revise key skills from year 6 ready for Year 7

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Practice for every school week

Product code: M6XW21

ISBN: 9781789083118

In stock

This Year 6 Maths Weekly Workouts book is chock-full of quick-fire Workouts - one for each week of the school year! Each Workout features a handful of warm-up questions, followed by more challenging questions and a problem solving section. They're the perfect way to help pupils remember what they've learned in class.

Answers to each Workout are included in a cut-out section at the back of the book, and we've even included a handy progress chart, where you can record pupils' marks and make notes.

This book can also be bought as a standalone Online Edition - we'll send you a code to redeem immediately.

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M6XW21 - KS2 Year 6 Maths 10-Minute Weekly Workouts

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This Year 6 Maths Weekly Workouts book is chock-full of quick-fire Workouts - one for each week of the school year! Each Workout features a handful of warm-up questions, followed by more challenging questions and a problem solving section. They're the perfect way to help pupils remember what they've learned in class.

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Loaded with practice questions — ideal for honing those essential Maths skills that they learn in Year 7.

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M7W32 - KS3 Maths Year 7 Targeted Workbook (with answers)

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For perfectly targeted Year 7 Maths practice, look no further. This KS3 Maths Yearly Targeted Workbook is loaded with practice questions - ideal for honing those essential Maths skills! It covers a range of topics and techniques from the KS3 syllabus, all set at the perfect difficulty for Year 7 pupils.

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Our maths classes are each named after famous mathematicians. Learn about them here:

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5 facts about Marjorie Lee Browne, African American math prodigy and pioneer (massivesci.com)

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1. For as far back as she can remember, she loved math

Massive's original deck of cards, featuring our Science Heroes

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Since an early age, Marjorie Lee Browne was a mathematician at heart. She loved it both for the intellectual engagement, as well as the freedom it granted. She once told an interviewer, "I was rather introverted, and as far back as I can remember I liked mathematics because it was a lonely subject. I could do it alone."

She was born and raised a predominantly black community in Memphis, Tennessee. Browne's father, Lawrence Johnson Lee, was renowned by friends and family for his mental arithmetic. He had attended college for two years (highly unusual for black men at the beginning of the 20th century) and had enough of a formal education to inspire an early interest in math in both Browne and her brother. Browne's mother died when she was two, and her father whole-heartedly adopted the role of caring for his children - and for the local community at large. He wasn't wealthy, but he did have a steady paycheck, so he'd invite the entire local high school football team over for spaghetti and meatballs before a big game.

Illustration by Matteo Farinella

2. She was one of the first African American women to earn a math PhD
Lee sent Browne to the best schools he could: prestigious, predominantly African American private institutions. After graduating with a math degree cum laude from Howard University in 1935, Browne moved to New Orleans to live with her uncle and teach math at a secondary school.

In the 1940s, it was extremely unusual for a black woman to earn a bachelor's degree in math. It was even more unusual for a black woman to take this a step further and pursue graduate work. But Browne loved math, and she wanted more.

So she moved north, where she worked as a teaching assistant while conducting research towards her PhD at University of Michigan. In 1949, she became the third black woman to earn a PhD in math. Her dissertation was titled, "On the One Parameter Subgroups in Certain Topological and Matrix Groups."
3. She was a proponent of math education for everyone, especially school teachers
The next African American woman to earn a math PhD didn't do so until 1960. Even today, black women are extremely underrepresented in math, and black men and women only make up about 1 percent of PhDs in math in America.

Browne recognized that increasing involvement of black women in STEM fields was a systemic problem, one that needed to be addressed with long term, sustainable solutions. She viewed early education as a primary route to inspire confidence in young mathematicians.

From 1949 to 1979, Browne taught at North Carolina Central University (NCCU), a historically black university. While she served as department chair, NCCU was awarded a prestigious National Science Foundation grant, the first granted to a predominantly black institution, to teach secondary school teachers about advanced mathematics.
4. Her love for math education triumphed over her own needs
Browne spent her summers with local teachers, filling them in on the wonders of linear algebra. She inspired many high school teachers to go on and receive advanced degrees, effectively improving the quality of math education in North Carolina. In the words of one of her former students, "Her thoroughness, demands for excellence and rigor, wisdom, vision, and productive powers in the classroom have profoundly influenced not only the academic growth and development of countless students but also their aspirations to achieve and succeed in the field of mathematics."

Like many professors, Browne constantly balanced her own research with teaching others. For Browne, education often came first. Although she was a mathematical prodigy, she spent most of her time preparing lectures rather than authoring publications, and writing grants to help fund outstanding students rather than her own research. She typically taught for 15 hours each week in addition to the time she spent preparing courses and mentoring students.

"If I had to live my life again, I wouldn't do anything else. I love mathematics."

Browne is also responsible for setting up the first computer center at a historically black university, enabled by her successful application for a $60,000 grant from IBM in 1960. Additionally, she was known for giving her own money to students for tuition, food, and conferences. After she died, NCCU established the Marjorie Lee Browne Trust to continue her efforts.
5. She advanced the pursuit of pure math
Browne's incredible selflessness fueled an entire generation of mathematicians.

There are few people who speak about mathematics as elegantly as Marjorie Lee Browne did. She believed that math should be done for pure intellectual pursuit, defining a mathematician as someone who "appreciates the beauty, power, and eloquence of mathematics as one of the greatest art forms."

Not surprisingly, then, Browne's work was largely on abstract math. She explored the fundamental properties of shapes, a field known as topology. Her biggest contribution, " A Note on the Classical Groups," is three pages of intense mathematical proof about the geometry of fundamental algebraic objects.

Browne worked at NCCU until she retired in 1979. She passed away just several months later, leaving an important legacy for black women in math, and the field of math at large. Looking back on her life, Browne noted, "If I had to live my life again, I wouldn't do anything else. I love mathematics."

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5 facts about Marjorie Lee Browne, African American math prodigy and pioneer

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1. For as far back as she can remember, she loved math Massive's original deck of cards, featuring our Science Heroes Shop now Since an early age, Marjorie Lee Browne was a mathematician at heart. She loved it both for the intellectual engagement, as well as the freedom it granted.

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Euclid | Biography, Contributions, Geometry, & Facts | Britannica

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Sources and contents of the Elements

Euclid compiled his Elements from a number of works of earlier men. Among these are Hippocrates of Chios (flourished c. 440 bce), not to be confused with the physician Hippocrates of Cos (c. 460-375 bce). The latest compiler before Euclid was Theudius, whose textbook was used in the Academy and was probably the one used by Aristotle (384-322 bce). The older elements were at once superseded by Euclid's and then forgotten. For his subject matter Euclid doubtless drew upon all his predecessors, but it is clear that the whole design of his work was his own, culminating in the construction of the five regular solids, now known as the Platonic solids.

A brief survey of the Elements belies a common belief that it concerns only geometry. This misconception may be caused by reading no further than Books I through IV, which cover elementary plane geometry. Euclid understood that building a logical and rigorous geometry (and mathematics) depends on the foundation-a foundation that Euclid began in Book I with 23 definitions (such as "a point is that which has no part" and "a line is a length without breadth"), five unproved assumptions that Euclid called postulates (now known as axioms), and five further unproved assumptions that he called common notions. ( See the table of Euclid's 10 initial assumptions.) Book I then proves elementary theorems about triangles and parallelograms and ends with the Pythagorean theorem. (For Euclid's proof of the theorem, see Sidebar: Euclid's Windmill Proof.)

The subject of Book II has been called geometric algebra because it states algebraic identities as theorems about equivalent geometric figures. Book II contains a construction of "the section," the division of a line into two parts such that the ratio of the larger to the smaller segment is equal to the ratio of the original line to the larger segment. (This division was renamed the golden section in the Renaissance after artists and architects rediscovered its pleasing proportions.) Book II also generalizes the Pythagorean theorem to arbitrary triangles, a result that is equivalent to the law of cosines ( see plane trigonometry). Book III deals with properties of circles and Book IV with the construction of regular polygons, in particular the pentagon.

Book V shifts from plane geometry to expound a general theory of ratios and proportions that is attributed by Proclus (along with Book XII) to Eudoxus of Cnidus (c. 395/390-342/337 bce). While Book V can be read independently of the rest of the Elements, its solution to the problem of incommensurables ( irrational numbers) is essential to later books. In addition, it formed the foundation for a geometric theory of numbers until an analytic theory developed in the late 19th century. Book VI applies this theory of ratios to plane geometry, mainly triangles and parallelograms, culminating in the "application of areas," a procedure for solving quadratic problems by geometric means.

Books VII-IX contain elements of number theory, where number ( arithmos) means positive integers greater than 1. Beginning with 22 new definitions-such as unity, even, odd, and prime-these books develop various properties of the positive integers. For instance, Book VII describes a method, antanaresis (now known as the Euclidean algorithm), for finding the greatest common divisor of two or more numbers; Book VIII examines numbers in continued proportions, now known as geometric sequences (such as a x, a x ², a x ³, a x ⁴...); and Book IX proves that there are an infinite number of primes.

According to Proclus, Books X and XIII incorporate the work of the Pythagorean Theaetetus (c. 417-369 bce). Book X, which comprises roughly one-fourth of the Elements, seems disproportionate to the importance of its classification of incommensurable lines and areas (although study of this book would inspire Johannes Kepler [1571-1630] in his search for a cosmological model).

Books XI-XIII examine three-dimensional figures, in Greek stereometria. Book XI concerns the intersections of planes, lines, and parallelepipeds (solids with parallel parallelograms as opposite faces). Book XII applies Eudoxus's method of exhaustion to prove that the areas of circles are to one another as the squares of their diameters and that the volumes of spheres are to one another as the cubes of their diameters. Book XIII culminates with the construction of the five regular Platonic solids (pyramid, cube, octahedron, dodecahedron, icosahedron) in a given sphere, as displayed in the animation.

The unevenness of the several books and the varied mathematical levels may give the impression that Euclid was but an editor of treatises written by other mathematicians. To some extent this is certainly true, although it is probably impossible to figure out which parts are his own and which were adaptations from his predecessors. Euclid's contemporaries considered his work final and authoritative; if more was to be said, it had to be as commentaries to the Elements.

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Euclid | Biography, Contributions, Geometry, & Facts

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Euclid, the most prominent mathematician of Greco-Roman antiquity, best known for his geometry book, the Elements. It is sometimes said that, other than the Bible, the Elements is the most translated, published, and studied of all the books produced in the Western world.

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Maryam Mirzakhani (1977–2017) | Nature

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Pioneering mathematician and winner of the Fields Medal.

Maryam Mirzakhani was one of the greatest mathematicians of her generation. She made monumental contributions to the study of the dynamics and geometry of mathematical objects called Riemann surfaces. Just as impressive as her theorems was her ability to push a field in a new direction by always providing a fresh point of view. Her raw talent was rare, even among the most celebrated mathematicians, and she was known for having a taste for difficult problems.

She became an icon without wanting to be. She was the first woman and first Iranian to win the Fields Medal, considered the highest honour in mathematics. For women, Mirzakhani was a role model, pursuing a successful career in a male-dominated field. For Iran, she represented the country's tradition of intellectualism. And for young scientists, she was a calming force that rose above the pressures of academia. She died aged 40 from breast cancer on 14 July.

Mirzakhani was born in May 1977 in Tehran. She attended school there and twice won gold medals for Iran in the International Mathematical Olympiad. Being hailed as a genius allowed her to pursue pure mathematics - not an easy career choice for women in Iran.

Mirzakhani gained a bachelor's degree in mathematics in 1999 from the Sharif University of Technology in Tehran. She left to do doctoral work in the United States and earned her PhD in 2004 from Harvard University in Cambridge, Massachusetts, under the supervision of Curtis McMullen. She turned down a junior fellowship there to become a Clay Mathematics Institute research fellow at Princeton University in New Jersey. She became a full professor at Stanford University in California in 2008, by which time she was considered a leader in the fields of hyperbolic geometry, topology and dynamics. She stayed at Stanford until her death.

Mirzakhani's PhD concerned Riemann surfaces. Picture a surface with several holes in it, like that of a pretzel or two doughnuts stuck together, and then imagine trying to wrap a rubber band around the surface without it overlapping itself. Mirzakhani wanted to work out how many different ways this can be done for a rubber band of a given length.

She realized that she could flip the method. Instead of fixing a surface and counting the number of curves, she could find the average of all such numbers corresponding to points in the 'moduli space' of Riemann surfaces: a 'space', or set, of points, each of which represents one of the shapes a surface can take. Computing such an average requires one to calculate the 'volume', or size, of the space of Riemann surfaces that contain a curve of a certain length. A clever recursive formula for the volumes of various moduli spaces solved the problem. The solution had several stunning ramifications in seemingly distant fields. For example, it offered a new proof of a famous theorem by the Russian-French mathematician Maxim Kontsevich, which had implications in quantum field theory.

In later work, Mirzakhani studied the dynamics of a billiard ball, or point mass, moving in a polygon. A ball moves in a straight line until it hits the edge of the polygon; then it bounces back at the same angle at which it hit. A mathematician could ask several questions about such a system. For instance, is it possible for a ball to move inside a given polygon in such a way that the path it takes is eventually repeated - and, if so, how many such paths are there, and what do they look like? The problem of whether a repeating path exists for a general polygon is still unsolved.

In some cases, it is helpful to embed the space of certain billiard tables in a larger space in which every point is a surface that is locally either flat or cone-shaped. With Alex Eskin, a mathematician at the University of Chicago in Illinois, Mirzakhani used this method to prove, for such spaces, a version of a theorem about a group of symmetric geometric objects known as Lie groups. The theorem was proposed by Marina Ratner, another leading mathematician in the field who also died in July, aged 78. The proof - a monumental work written up in a 200-page paper (A. Eskin and M. Mirzakhani Preprint at https://arxiv.org/abs/1302.3320; 2013) - tied together disparate fields including geometry, topology and dynamical systems, and spawned a field of its own. It has been dubbed the 'magic wand' theorem because it enabled many previously intractable mathematical problems to be solved.

Despite the fame and attention she received, Mirzakhani remained humble and grounded, always avoiding the spotlight. She listened to the work of other mathematicians with excitement and asked forward-looking questions that hinted at possible new directions. At conferences, she could be found talking with graduate students and Fields medallists alike. She generously shared her ideas with the community and helped others to further their careers.

I visited Maryam in December 2016. We walked from her home in Palo Alto, California, to Stanford's maths department to listen to a lecture by the Russian-French mathematician Mikhail Gromov. Mirzakhani was diagnosed with cancer in 2013 and had already been treated for the illness, but by this time it had returned and spread, and she was in pain. We stopped every few minutes along the walk so that she could lie down on a bench to rest. Maryam told me that she didn't want to take long-term leave from work for her illness and that she would like to continue her responsibilities as an editor of the Journal of the American Mathematical Society. I couldn't resist telling her about the maths problems I was thinking about, and despite all that was going on in her life, she was happy to listen and offer helpful insights.

The mathematics community has lost one of its greatest minds much too early, and I have lost a friend.

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Pioneering mathematician and winner of the Fields Medal. Maryam Mirzakhani was one of the greatest mathematicians of her generation. She made monumental contributions to the study of the dynamics and geometry of mathematical objects called Riemann surfaces. Just as impressive as her theorems was her ability to push a field in a new direction by always providing a fresh point of view.

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Isaac Newton - Mathematician Biography, Contributions and Facts (famousmathematicians.net)

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Isaac Newton is a renowned mathematician and physicist from England who brought revolution in science in the 17th century. He was born in Woolsthorpe (a hamlet situated in Lincolnshire), England on January 4, 1643. His father was also named as Isaac Newton who had died three months before his son’s birth. His mother’s name was Hannah Ayscough Newton who left him at three years of age to get married to a minister, Barnabas Smith. Newton lived with his maternal grandmother until the age of 12, when he went under his mother’s care after the minister’s death.

Newton started school at the same age from the King’s School in Grantham where he studied chemistry by an apothecary. At the age of 17, his mother removed Newton from school and put him to farming and managing other family affairs, but Newton failed in fulfilling such responsibilities. Upon recognizing Newton’s inclination towards, he was allowed to continue with his schooling which he completed successfully.

At the age of 18, in June 1661, Newton started his undergraduate studies in law at the Cambridge University’s Trinity College and worked for the wealthier students to financially support his studies. The curriculum at his university was majorly based on the ancient ideas of Aristotle and taught ideas that presented the universe through a geocentric view and took qualitative approach towards nature instead of quantitative one.

This was the time when a lot of revolutionary work had already been done and was being done by the great minds of science. Newton spent his spare time to study works of such scientists including theories on the heliocentric view of universe by Nicolaus Copernicus and Johannes Kepler, works in mechanics by Galileo Galilei, concepts of motion in physics by René Descartes etc. Through these modern scientific works, Newton led onto the path of making new discoveries by compiling the Quaestiones Quaedam Philosophicae (Certain Philosophical Questions); including in it many questions that had remained unanswered by science by then, related to gravity, nature of light, color, vision, atoms. This compilation of his served as a framework for the revolution to come in the future of science.

Upon graduation from the Cambridge, Newton received a scholarship for higher education of four years. During his second year in 1665, at just an age of 22, Newton discovered the Binomial Theorem. The same year Cambridge University was compelled to be closed due to widespread of the Great Plague. Newton returned to his homeland and continued his private studies there for around 18 months. During this time he made great advancements in infinitesimal calculus, theory of light and color, the laws of planetary motion etc. He resumed his studies at the Cambridge in 1667 and received an M.A. Degree in 1668. Meanwhile, he had been made a fellow at the Trinity College.  In 1669, Newton succeeded Isaac Barrow who was the Lucasian Professor of Mathematics and started delivering lectures annually on the his findings in optics.

In 1668 Newton made a great achievement by constructing a reflecting telescope that proved his theory of optics. Notes on his theory were later published in 1672 as Newton’s Opticks: Or, A treatise of the Reflections, Refractions, Inflections and Colours of Light. Since then, Newton has done a lot of work in various fields including calculus, optics, physics, astronomy and even alchemy. Some of his most prominent discoveries have been summarized below.

Planetary Motion

Newton carried out a detailed analysis on planetary motion during 1679 for which he carried experiments to study the concepts of earth’s rotation, its elliptical orbit, effect of gravity etc. This was prior to his discovery of universal gravitation.

Laws of Motion

Newton also worked on the dynamics of universe and passed three laws of motion based on his findings. These laws

1. Without application of an extra force a body cannot change its state of rest.

2. The force applied on a body is equal to mass times its acceleration. [F=ma]

3. Every action is accompanied by a reaction that is equal and opposite of it.

These laws helped Newton in making different calculations for the Earth and other bodies in the universe. De Motu (On Motion) and Philosophiae Naturalis Principia Mathematica were two of his publications in planetary dynamics that resulted in the laws of motion and universal gravitation.

Law of Universal Gravitation

This law is another of Newton’s great and influential discoveries in science which shows the relationship of gravitational force between two objects with their masses and the distance between them.

F = Gm₁m2 / r²

Where,

F= Gravitational Force

G= Gravitational Constant

m₁= Mass of first body

m₂= Mass of second body

r= Distance between the bodies

Newton’s scientific journey slowed down when he became a warden of the Mint in 1969 and later Master of the Mint. He got knighted Queen Anne of England in 1705, which entitled him to be called as Sir Isaac Newton. He died at the age of 84, on March 31, 1727 and was buried in London.

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Isaac Newton - Mathematician Biography, Contributions and Facts

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Isaac Newton is a renowned mathematician and physicist from England who brought revolution in science in the 17th century. He was born in Woolsthorpe (a hamlet situated in Lincolnshire), England on January 4, 1643. His father was also named as Isaac Newton who had died three months before his son’s…

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Srinivasa Ramanujan - Mathematician Biography, Contributions and Facts (famousmathematicians.net)

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Srinivasa Ramanujan was born on December 22, 1887 in Erode, a city in the Tamil Nadu state of India. His father, K. Srinivasa Iyengar was a clerk while his mother, Komalatammal performed as a singer, in a temple. Even though they belonged to the Brahmins who are known to be the highest caste of Hinduism, Ramanujan's family was very poor.

At the age of 10, in 1897, Ramanujan attended the high school in Kumbakonam Town. There he discovered his intelligence in the field of mathematics and by his independent study of books from the school library; Ramanujan increased his knowledge and skills. At age of just 12 years, he had developed understanding of trigonometry and was able to solve cubic equations and arithmetic and geometric series as well.

Among all of the mathematical literature Ramanujan went through, a book by George Shoobridge Carr, titled as A Synopsis of Elementary Results in Pure and Applied Mathematics, written in 1886, proved to be the primary medium that laid him onto the path of becoming a great mathematician. He got access to its copy in 1902 and in a short time he not only went through all of its theorems but also verified their results. He also rediscovered the work done by many famous mathematicians including Carl Friedrich Gauss and Leonhard Euler. In addition to this, many new theorems were also formulated by him.

Ramanujan completed his high school by the age of 17, in 1904. Due to his outstanding results, he was awarded scholarship for higher studies in the Government Arts College in Kumbakonam. But his inclination towards mathematics led to his failure in non-mathematical subjects and ultimately discontinuation of his scholarship. Ramanujan had to face the same situation in Pachaiyappa's College, an affiliation of the University of Madras by losing his scholarship there.

When Ramanujan got married at the age of 22, in 1909, he got worried for his financial instability, but was still strong-willed to continue with his passion. He started independent research work in mathematics by getting enrolled in a college. He was supported by a government official and secretary of the Indian Mathematical Society, Ramachandra Rao.

In 1911, Ramanujan got his first publication with the assistance of Ramaswamy Aiyer, the founder of the Indian Mathematical Society, in the society's journal only. This research was on Bernoulli Numbers, done independently by him in 1904. After about a year, Ramanujan started working in Madras at the Port Trust Office as a clerk alongside his research work.

After applying for British Universities in 1913, Ramanujan's work got acknowledged by a prominent mathematician of the Cambridge University, Godfrey Harold Hardy who funded him for research in the University of Madras. In 1914, Ramanujan went to England to utilize his scholarship at Trinity College, Cambridge and work in collaboration with and J. E. Littlewood. In 1916, Ramanujan got his Bachelors in Science degree and a year later he became a fellow of the British Royal Society.

Ramanujan has contributed a lot to mathematics in his short lifespan. This includes his independent works from India as well as the researches done under the mentorship of G. H. Hardy in England. Alongside his outstanding discoveries in continued fractions, divergent series, hypergeometric series, Reimann series and elliptic integrals, his advancements in partition of numbers are quite phenomenal. Ramanujan worked on properties of partition function and in collaboration with G. H. Hardy, developed the circular method to represent an integer in the form of its partitions. This led to many developments in analytic number theory by future mathematicians.

In 1917, Ramanujan got diagnosed with tuberculosis. He returned to India in 1919 and died in 1920, at the age of 32.

About three months before his death, Ramanujan wrote his last letter to Hardy, explaining his new discovery in mathematics; the Theta Function and its 17 identities. Later, many mathematicians worked on this function, proved the identities and found new ones too.

Even though Ramanujan had got many papers published in different journals during his life, much work remained unpublished. The notes that he left behind were studied by many mathematicians after him, who verified his discoveries, and found their potential applications.

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Srinivasa Ramanujan - Mathematician Biography, Contributions and Facts

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Srinivasa Ramanujan was born on December 22, 1887 in Erode, a city in the Tamil Nadu state of India. His father, K. Srinivasa Iyengar was a clerk while his mother, Komalatammal performed as a singer, in a temple. Even though they belonged to the Brahmins who are known to be the highest caste of Hinduism, ...

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Elizabeth Scott (1917 - 1988) - Biography - MacTutor History of Mathematics (st-andrews.ac.uk)

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Quick Info

Born

23 November 1917
Fort Sill, Oklahoma, USA

Died

20 December 1988
Berkeley, California, USA

Summary

Elizabeth Scott was an American mathematician who worked in statistics.

Biography

Elizabeth Scott was born in Fort Sill, Oklahoma where, her father was stationed during World War I. When she was four years old Scott's father retired and the family moved to Berkley, California, where she lived for the rest of her life. In Berkeley the family were close to the university where her father enrolled on a Law degree, and Scott's life quickly became centred round the University. When she was old enough, Scott entered the university high school located in Oakland only four miles south of Berkley. The school operated an automatic admissions policy to all children living in the immediate local area, the result of which was a school with a racially and academically balanced population. The well-funded school placed much emphasis on the training of student teachers and preparing its students for entry into college. As the only girl enrolled in the advanced mathematics courses, Scott quickly stood out as exceptional among the student body and, even at such a young age, was already considering a career in astronomy. However she soon discovered :-

It was a profession not quite ready to welcome women.
In 1935 the Great Depression was still rife in America. In California, Scott's family, like most others, struggled financially at a time when she was completing high school and preparing to enter university. The University of Berkeley was the logical choice for Scott as the tuition fees were low and she could save the family money by living at home. She enrolled in Berkeley's astronomy programme and soon work became her top priority. Extra-curricular and social activities were pushed aside as she concentrated on her academic studies.

During her time as an undergraduate Scott had no female professors except in physical education. There were times, however, when women would substitute for absent permanent staff and it was on one of these occasions that Elizabeth met one of only two women in the mathematics department, Pauline Sperry. Later when she was a graduate student at Berkeley Scott, with a few other female graduate students, was invited by Sperry to attend lunch at the Women's Faculty Club. Scott later became a life long active member of the Club after joining the faculty at Berkeley and developing an interest in women's issues that would encompass much of her later work.

In 1939 Scott had her first paper published at the age of only 22. This paper, along with twelve subsequent ones published between 1930 and 1946, was concerned with studying comets. The papers mostly consisted of lists of elements and tables giving the future positions of a comet during the course of a year. Scott continued to write about a range of topics in astronomy throughout the rest of her lifetime. She received her Ph.D. in 1949 with a dissertation in two parts written under the supervision of Donald Trumpler. Part I was on Contribution to the problem of Selective Identifiability of spectroscopic Binaries and Part II was on Note on Consistent Estimates of the Linear Structural Relation Between Two Variables.

Even during World War II there were very few female graduate students in the United States and still fewer female mathematicians. There was a noticeably greater number of women in astronomy but even there they faced harsh discrimination. Explicitly forbidden to use the telescopes at Mount Wilson, where all of the large instruments in the state were housed, the only role a woman could have realistically hoped to achieve was that of assistant to one of the male staff members. Despite having a supportive Head of Department who arranged summer assistantships for her at the Lick Observatory where she was allowed to use the telescopes, Scott became increasingly convinced that those who had urged her not to pursue a Ph.D. were right. They had argued that it would make her wildly overqualified for any position she could expect to attain in astronomy. As a result she decided to concentrate on mathematical studies and she was appointed as assistant professor in the department of mathematics at Berkeley in 1951. She worked at Berkeley for the rest of her career, serving as Chair of the Statistics Department from 1968 to 1973.

During her graduate career she had decided to give up the astronomy assistantship in order to work on a war related project with the then head of statistics Jerzy Neyman. The move led to her developing a fascination with statistics which greatly altered the course of Scott's career.

Scott decided to combine her two interests and use statistical tools in order to answer questions in astronomy. The first paper she wrote using that strategy, published in 1949, was Distribution of the longitude of periastron of spectroscopic binaries. It examined the distribution of 78 eclipsing and 341 non-eclipsing binary star systems according to the eccentricity e of the orbit and the longitude of periastron [the periastron of a binary star system is the point in its orbital motion when the two stars are closest together]. The resulting analysis showed that for most categories of binaries the distribution is not uniform. One particularly interesting result showed, with a probability of error less than 0.02, that when e is greater than 0.12, the distribution of values of the periastron among eclipsing star systems is different from that among the non-eclipsing systems. The paper pointed out that:-
It seems inconceivable that the distribution of the true longitude of periastron could depend on whether or not the sun happens to lie in the plane of the orbit.
Subsequently Scott became involved in a long-range study being carried out by the famous astronomer and director of the Lick Observatory Charles D Shane who wanted to know if there existed any statistical laws that could explain the apparent phenomena of what he termed the 'lumpy' nature of the distribution of galaxies. Scott went on to publish over ten articles on this subject up to 1960, some in collaboration with Jerzy Neyman and with Charles Shane. Later papers extended the investigations to more than two regions in space. In 1958, in collaboration with Jerzy Neyman, Scott presented a major paper Statistical approach to the problems of cosmology to the Royal Statistical Society in London highlighting a succession of studies which attempted to build a stochastic theory of the distribution of galaxies in space. The authors write:-
The purpose of the present paper is to suggest that a considerable advance in cosmological studies may be expected if the deterministic approach is abandoned and replaced by a statistical indeterministic approach.
Up to this time, the mathematical models on which theories were based had not explicitly included any chance mechanism. Scott and Neyman's main thesis on the logical place of statistical assumptions in cosmology was widely welcomed within the mathematical community as (in W H McCrea words):-
... having a very healthy and stimulating effect on the study of cosmology.
During the 1960's and 70's the core focus of Elizabeth Scott's research turned to weather modification, mainly investigating experiments on rain stimulation by cloud seeding. Scott's first contact with this topic had been as early as 1951 and her involvement ran concurrently with her studies in astronomy through the 1950's and early 60's. The majority of Scott's work was in statistical analysis of the data from well-known studies in meteorology such as the Santa Barbara experiment from 1957 to 1959, the 1957-1963 Grossversuch III experiment, and the 1960 - 1964 Whitetop experiment. By 1960 both Scott and Neyman had become disillusioned with the idea of weather modification but then they became acquainted with the Swiss hail suppression experiment Grossversuch III carried out between 1957 and 1963. They wrote in Statistical aspects of rain stimulation: Problems and prospects (1970):-
This excellent experiment indicated to us that, after all, there is something reasonable in the prospect of being able to stimulate rain by cloud seeding.
However, scientists in general were sceptical about weather modification and in 1965 a special session of the Berkeley Symposium was dedicated to the assembly and evaluation of factual material relating to weather modification from a number of different countries. By 1970, based on evidence from Grossversuch III and the Whitetop experiment, it seemed possible that seeding could modify weather. Scott produced over twenty papers on cloud seeding, nearly all with Jerzy Neyman and the rest of the Berkeley group. From these statistical studies of rain stimulation, both reached the conclusion that (expressed in the 1970 paper above):-
... cloud seeding can cause both large increases and disastrous decreases in precipitation (Whitetop), both over unexpectedly large areas.
Scott continued her research into the applications of weather modification (and various other sciences) for the rest of her life. However, from the mid 1970's onwards, a great deal of the work she was involved with concerned problem solving.

One of Elizabeth Scott's greatest contributions came from her service as a charter member of the committee on National Statistics of the National Research Council, National Academy of Sciences. M L Straf writes that in the view of her colleagues (see ):-
Betty's broad interests and experience in applications of statistics were a great asset to the committee in its early days, as the committee sought to develop a program of studies and establish itself as a resource to the federal statistical system and other government agencies. The committee needed members like Betty, with her broad knowledge, indefatigable energy, and, most of all, perseverance.
It was at the request of a separate academy committee, which had become concerned with the environmental effects of supersonic planes, that Scott became involved in reconciling the conflicting and fragmentary evidence relating to the possible increase in skin cancer. She volunteered to chair a panel which included an atmospheric physicist, a photo biologist, a dermatologist, an epidemiologist and another statistician to investigate the issue. M L Straf writes (see ):-
It was one of Betty's strengths that she could bring together so many different types of scientists, understand their language and points of view.
Throwing herself into the problem, Scott hunted down all kinds of ambiguous, incomplete data. To the surprise of those around her it fell into place, and Elizabeth was now faced with the seemingly insurmountable task of predicting by how much skin cancer would increase by taking into account the myriad of intervening factors :-
The question became not whether, but rather to what extent.
In 1970 Elizabeth co-chaired a subcommittee of the Berkeley Senate which published a 78-page comprehensive study of the status of women in academia. It examined not only salary and benefits but also hiring, promotion and tenure, research opportunities and committee appointments. The report also provided information on issues of concern to students including admissions, financial support and graduation rates. Considerable disparities in treatment were documented and Scott promptly turned her attention to finding remedies. What Scott was doing here was unique. While most faculty women spent their time simply turning out evidence that they were paid less than their male counterparts, Scott was collaborating in studies, employing multiple regressions, that soon were used by universities in making salary adjustments and came to be widely accepted as evidence in lawsuits. Her work on this topic earned Scott a reputation as a pioneer in applying statistical methods to research on the status of academic women :-
Helping women to obtain equal access and equal rewards remained one of her goals not only as a researcher but also as a mentor and colleague.
Published in 1981, Scott's paper (written with N C Ahern) Career outcomes in a matched sample of men and women Ph.D.'s : An analytical report analysed career outcomes based on a sample survey of about 50,000 Ph.D.'s (not just mathematicians but also scientists, engineers and humanists) conducted in 1979 by the National Research Council. They examined 5164 groups each consisting of one woman and two men who were matched as nearly as possible according to selected background characteristics which included age, years of prior experience at award of doctorate, support during graduate studies, marital status, employment status, promotions, salary, and academic rank and tenure. Designed to determine whether there was a trend in the discrepancy between the career patterns during the previous decade, the study provided data on sex-related barriers in each major field to the advancement of women for subgroups of the triads who obtained doctorates in each of the following periods 1940-1959, 1960-1974 and 1975-1978.

The following facts emerged from the survey:

(1) even for most recent Ph.D.'s, involuntary unemployment is two-and-a-half times higher for women than for men;

(2) sex differentials are large and pervasive in faculty status, tenure status, faculty appointments, and promotions; and

(3) significant sex-related salary differentials still exist at all levels and types of institutions.

Despite the recognition she received for her successful studies, Scott's fight for equality in the academic world was not completely limited to her research, indeed :
Scott was never reluctant to give of her time and energy, or to get involved in a controversial cause.
Scott's last professional presentation was the keynote address at a workshop for young women researchers in August 1988, just four months before her death. Nancy Flournoy was at that workshop :
My recent interaction with Betty was tremendously profound. It moved me and all the others in her presence. It was the night before the IMS meeting last summer [1988] in Fort Collins, Colorado. Lynne Billard had organized a workshop for young women in academic statistics which I helped to fund during my tenure at the National Science Foundation. Mary Ellen Bock, Lynne Billard, Yash Mittal and I had intensely debated the value of such a workshop. There was a concern that it would generate a negative reaction among the men in the community. But the beneficial aspects won and the conference came to be. It was a most moving experience for me, and a great deal of credit for its tremendous success is directly due to Betty. There are currently 15 women statisticians at the outset of their careers who have been deeply influenced by her and by this conference
Scott received many honours throughout her career. We mention some of the positions she has held: Vice President, American Association for the Advancement of Science, and Chair of the Section on Statistics, 1970-1971; Member of Committee on National Statistics, National Academy of Sciences, 1971-1977; Member of Executive Committee, Caucus for Women in Statistics, 1972-1973 and 1979-1980; Member of the board of Scientific Counsellors, National Institute of Environmental Health Sciences, 1973-1976; President, Institute of Mathematical Statistics, 1977-1978; Member of committee on Education and Employment of women in Science and Engineering, National Academy of Sciences, 1977-1983; Member, Science Indicators Review Task Force, National Science Foundation, 1977-1982; Outstanding Statistician of the Year Award, American Statistical Association, Chicago Chapter, 1980; Honorary Fellow of the Royal Statistical Society, 1981; Vice President, International Statistical Institute, 1981-1983; President, Bernoulli Society for Mathematical Statistics and Probability, International Statistical Institute, 1983-1984.

In 1992 the Committee of Presidents of Statistical Societies established The Elizabeth Scott Award, to be presented every two years at the Joint Statistical Meetings. The description of the award reads:
In recognition of Elizabeth L Scott's lifelong efforts in the furtherance of the careers of women, this award is granted to an individual who has helped foster opportunities in statistics for women by developing programs to encourage women to seek careers in statistics; by consistently and successfully mentoring women students or new researchers; by working to identify gender-based inequities in employment; or by serving in a variety of capacities as a role model. This award, first awarded in 1992, is given every other year in even years, and consists of a plaque and a cash award.
The first recipient was Florence Nightingale David, the author of . Nancy Flournoy, the author of , was the winner of the Elizabeth Scott award in 2000.

Written by Francesca Webb and Edmund Robertson
Last Update August 2007

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Born 23 November 1917 Fort Sill, Oklahoma, USA Died 20 December 1988 Berkeley, California, USA Summary Elizabeth Scott was an American mathematician who worked in statistics. Elizabeth Scott was born in Fort Sill, Oklahoma where, her father was stationed during World War I.

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To be successful in Maths you need to start believing in yourself. You can do it if you put your mind to it. Anyone can learn maths if they have a growth mindset and the right attitude.

The sign of a great mathematician is one who tries their best, is resilient, and asks questions if they don't understand.

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Pack your bag with everything you need for the next day before you go to bed.

Make sure your pencil case, calculator and maths book are in there ready

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This is set weekly on Sparx maths: Start your home learning on the day it is set. This will allow you time to get support if you need it.

We have home learning help available EVERYDAY after school for you to drop in and get help, but you can also book a time with your teacher who can help you.

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Blue or black pens

Green pen

Pencils

Sharpener

Rubber

Ruler

Scientific calculator

Protractor (not compulsory in Years 7 and 8 but worth having your own)

Pair of compasses (not compulsory in Years 7 and 8 but worth having your own)

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You will be given an exercise book at the start of the term along with a plastic wallet to protect it.

You will take this home every day so you can use it for your home learning and to revise, so keep it clean and dry in your school bag.

If you school bag isn't waterproof, put a plastic bag inside your school bag to put important items in.

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Who to contact if you need help or have questions

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Who to contact if you need help or have questions

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Head of Maths:

Miss Louise Taylor

tay@dorothy-stringer.co.uk

Deputy Head of Maths

Mr Neil Francis

fns@ dorothy-stringer.co.uk

Curriculum Lead for Maths:

Miss Louise Dombey

dmb@dorothy-stringer.co.uk

Head of Year 7 Maths for 26-27:

Miss Abby Stone

sto@dorothy-stringer.co.uk

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Curious about maths and want a  challenge?

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Curious about maths and want a  challenge?

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Parallel by Simon Singh is a fun way to stretch your brain through weekly challenges that move away from school maths.

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A home for curious mathematical minds. For ages 10-16 anywhere in the world. 100% free. Live interactive Maths Circles and puzzle sheets every week.

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This skills book is designed to help you with your numeracy skills. You can print it off as a full booklet or just one page at a time. Aim to complete 3 per week and see which ninja belt you can get to! Let us know and we will give you achievement points. Remember to time yourself... only 5 minutes per session! Answers are below.

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This pdf contains the answers to the Numeracy Ninjas Workbook.

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A collection of games and activities that can easily be done at home without a teacher.

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This collection of activities is particularly suitable for 7 to 11 year olds.

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Professor Fritz Ursell | The Times

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Professor Fritz Ursell was a distinguished applied mathematician specialising in fluid mechanics and in particular in waves. A Jewish refugee who arrived in Britain in 1937, he worked at the Admiralty during the war, studying how best to forecast waves at sea and their impact on troop landings.

Fritz Joseph Ursell was born in Düsseldorf in 1923. When war broke out, unlike many of his fellow German Jewish refugees he was able to avoid internment as an enemy alien. In 1941 he began a mathematics degree at Cambridge, but under the pressures of wartime took an accelerated degree programme and graduated in 1943.

He then joined the Navy Department where, as part of a team headed by George Deacon, he worked on waves, and in

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Professor Fritz Ursell was a distinguished applied mathematician specialising in fluid mechanics and in particular in waves. A Jewish refugee who arrived in Britain in 1937, he worked at the Admiralty during the war, studying how best to forecast waves at sea and their impact on troop landings.

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Here is a great game to play at home with friends and family, all you need is some dice and paper

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Here's a game to play with an adult!

How do you play?
You'll need an adult to play with.
You'll need a scoring sheet, which could either be some squared paper or this sheet.
You'll also need a 1 to 6 dice, or even a 0 to 9 dice if you have one. You could use a spinner instead of a dice. (You could use our interactive dice/spinner.)

Take turns to throw the dice and decide which of your cells to fill. This can be done in two ways: either fill in each cell as you throw the dice or collect all your numbers and then decide where to place them.

Game 1

Each of you draw an addition grid like this:

Throw the dice nine times each until all the cells are full.

Whoever has the sum closest to 1000 wins.

There are two possible scoring systems:

A point for a win. The first person to reach 10 wins the game.

Each player works out the difference between their result and 1000 after each round. They keep their running total. First to 5000 loses.

You can vary the target to make it easier or more difficult.

Game 2

Each of you draw a subtraction grid like this:

Throw the dice eight times each until all the cells are full.

Whoever has the difference closest to 1000 wins.

There are two possible scoring systems:

A point for a win. The first person to reach 10 wins the game.

Each player works out the difference between their result and 1000 after each round. They keep their running total. First to 5000 loses.

You can vary the target to make it easier or more difficult, perhaps including negative numbers as your target.

Game 3

Each of you draw a multiplication grid like this:

Throw the dice four times each until all the cells are full.

Whoever has the product closest to 1000 wins.

There are two possible scoring systems:

A point for a win. The first person to reach 10 wins the game.

Each player works out the difference between their result and 1000 after each round. They keep their running total. First to 5000 loses.

You can vary the target to make it easier or more difficult.

Game 4

Each of you draw a multiplication grid like this:

Throw the dice five times each until all the cells are full.

Whoever has the product closest to 10000 wins.

There are two possible scoring systems:

A point for a win. The first person to reach 10 wins the game.

Each player works out the difference between their result and 10000 after each round. They keep their running total. First to 10000 loses.

You can vary the target to make it easier or more difficult.

You could introduce a decimal point. The decimal point could take up one of the cells so the dice would only need to be thrown four times by each player. You will need to decide on an appropriate target.

Game 5

Each of you draw a division grid like this:

Throw the dice five times each until all the cells are full.

Whoever has the answer closest to 1000 wins.

There are two possible scoring systems:

A point for a win. The first person to reach 10 wins the game.

Each player works out the difference between their result and 1000 after each round. They keep their running total. First to 5000 loses.

You can vary the target to make it easier or more difficult.

Game 6

Each of you draw a division grid like this:

Throw the dice six times each until all the cells are full.

Whoever has the answer closest to 100 wins.

There are two possible scoring systems:

A point for a win. The first person to reach 10 wins the game.

Each player works out the difference between their result and 100 after each round. They keep their running total. First to 500 loses.

You can vary the target to make it easier or more difficult.

Why are some cells more significant than others?
How do you decide which targets are appropriate?
What are effective strategies for placing the numbers?

You may like to make use of this Score Sheet

Click here for a poster of this problem.

Notes for adults
These games are thought provoking and very engaging. They encourage discussion of place value, mental calculations and estimation, alongside strategic mathematical thinking.

Easier version: try using fewer cells in each game, or use number cards that the child can move around the grid to consider different options. Calculators could be used to check answers.
Harder version: try using the harder scoring system, or changing the target number to make it more difficult.

There's a classroom version of this game here.

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Here's a game to play with an adult! How do you play ? You'll need an adult to play with. You'll need a scoring sheet, which could either be some squared paper or this sheet. You'll also need a 1 to 6 dice, or even a 0 to 9 dice if you have one.

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If you would like some more Maths to do over the Summer term try Mathigon. It is totally free to use, have a play and try some of the activities. Alice in Fractaland is a good place to start :)

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Discover Mathigon, the Mathematical Playground. Learning mathematics has never been so interactive and fun!

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For maths we recommend the Casio 85GTCW+

You can buy this from most supermarkets and online retailers.

There are various colours available. We do not recommend the grey version though as the numbers are in yellow font and this is not very clear.

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ideal for use throughout Year 7. Each workout consists of a selection of warm-up questions, followed by more challenging questions and problem-solving activities. This book introduces Year 7 topics gradually, then re-tests them throughout the year – so it's perfect for helping pupils practise and remember everything they've learned! Answers included.

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M7XW31 - KS3 Year 7 Maths 10-Minute Weekly Workouts

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This amazing Weekly Workouts book for Year 7 has stacks of bite-sized Maths workouts – one for each week of the school year! Each workout consists of a selection of warm-up questions, followed by more challenging questions and problem-solving activities. This book introduces Year 7 topics gradually, then re-tests them throughout the year – so it’s perfect for helping pupils practise and remember everything they’ve learned! Answers to each Workout are included at the back of the book, alongside a helpful score sheet to record students’ marks and keep track of their progress. We’ve also drawn up a handy Topic Map to explain where each topic from the curriculum appears in our Weekly Workouts, just in case your school teaches KS3 Maths in a slightly different order to our books. Take a look >