Sei sulla pagina 1di 56

Week (Approx Number of

Term Chapter
Guide) Lessons

Yr 9 Summer 2
33-34 2 2 Expressions

1 (Algebra)

1
35-36
1 4 Handling data

2 (Statistics)

37
3

2
1-2 1
3 Angles and polygons
2
(Geometry)
2

1
3-4
1
1 Calculations 1
2
(Number)

5-6
3
10 Autumn Term

5 Fractions, decimals and


percentages
1
(Number)
1

7-8 3

6 Formulae and functions

(Algebra)
Yr 10 Autum
7-8

1
6 Formulae and functions
2
(Algebra)
9-10 2

2
7 Working in 2D
11-12
(Geometry)
2

1
13-14 9 Measures and accuracy
1
(Number)

3
15 2
8 Probability
1
(Probability)
3
16-17
2

18-19 2 10 Equations and


inequalities

(Algebra)
Yr 10 Spring Term

2
20-21
3

2
11 Circles and
constructions
22-23
(Geometry)
Yr 10 Sp
11 Circles and
constructions
22-23
3 (Geometry)

24-25 2 12 Ratio and proportion

(Ratio and proportion)


1

1
26 13 Factors, powers and
2 roots

2 (Number)

1
27-28
2

2 14 Graphs 1

(Algebra)
2

29-30
3

2 15 Working in 3D
Yr 10 Summer Term

(Geometry)

3
31-32

33
3

2
16 Grouped and bivariate
data
34-35
(Statistics)
Yr
16 Grouped and bivariate
data
34-35
(Statistics)

36
3

37-39
4
Year 11 (Note that there are 6 lessons per fortnight in Yr
11)

1-2 2 17 Calculations 2

2 (Number)

3-4
2

18 Graphs 2
3
5-6 (Algebra)
Yr 11 Autumn Term

3
7-8

19 Pythagoras and
1 trigonometry

2 (Geometry)

9-10
Yr 11 Au
9-10

11-12 Trial Exam Period

2
13-15

5 Trial Exam Review

16
3

1
17-18 2

2 22 Units and
Yr 11 Spring Term

proportionality
1 (Ratio and proportion)

1
19-20
3
21 Sequences
1
(Algebra)
1
21 3

1
22-23 20 Combined events
2
(Probability)
2
20 Combined events

(Probability)

1
24-26

203 Lessons
excluding Revision Period
Yr 11 Summer Term 27-30 revision
Prior Knowledge
Lesson (Double Click on cell to see full
details)
Simplifying expressions Students should have prior knowledge of some of
these topics, as they are encountered at Key
Stage 3:
-the ability to use negative numbers with the four
operations and recall and use hierarchy of
operations and understand inverse operations;
-dealing with decimals and negatives on a
Indices calculator;
-using index laws numerically.
Expanding and factorising 1 + Students should be able to substitute numbers
Algebraic fractions into an equation and give answers to an
appropriate degree of accuracy. Students should
Algebraic fractions + 1 Consolidation understand the and symbols.
Lesson Students can substitute into, solve and rearrange
Sampling linear equations.
Students should be able to read scales on graphs
Students should be able
and plot coordinates to factorise
in the simple
first quadrant.
quadratic expressions.
Students should have experience of tally charts.
Organising data
Students will have used inequality notation.
Representing data 1 Students should understand the different types of
data: discrete/continuous.
Averages and spread 1 + 1
Consolidation Lesson

Angles and lines Students should recall basic angle facts. Students
can identify coordinates of given points in the first
Triangles and quadrilaterals quadrant or all four quadrants.
Students should be able to
Congruence and similarity recognise 2D shapes.
Students should be able to plot coordinates in
Polygon angles four quadrants and linear equations parallel to the
coordinate axes.
1 Consolidation Lesson

Place value and rounding It is essential that students have a firm grasp of
place value and be able to order integers and
Adding and subtracting decimals and use the four operations.
Students should have knowledge of integer
Multiplying and dividing + 1 complements to 10 and to 100, multiplication
Consolidation Lesson + Test Prep facts to 10 10, strategies for multiplying and
Lesson dividing by 10, 100 and 1000.
Students will have encountered squares, square
Test Lesson + Test Feedback Lesson Students should know the four operations of
roots, cubes and cube roots and have knowledge
+ Fractions and percentages number.
of classifying integers.
Students should be able to find common factors.
Students should be able to simplify surds.
Students should have a basic understanding of
Calculations with fractions Students should be able to use negative numbers
fractions as being parts of a whole.
with all four operations.
Students can define percentage as number of
Students should be able to recall and use the
parts per hundred.
hierarchy of operations.
Calculations with fractions Students are aware that percentages are used in
everyday life.
Students should know how to add and multiply
Fractions, decimals and percentages
fractions and decimals.
+ 1 Consolidation Lesson
Students should have experience of expressing
one number as a fraction of another number.
Formulae Students should be Students should be
able to rearrange able to
simple
find a percentage
formulae of an amount
and equations, and relate
as preparation for
percentagestrig
rearranging to decimals.
formulae. Students should be
able to multiply
Students can usea function
fraction by a number.
machines and inverse
operations. Students
should be able to substitute numbers into an
equation and give answers to an appropriate
Students should be able to rearrange simple
formulae and equations, as preparation for
Functions rearranging trig formulae.
Students can use function machines and inverse
Functions operations. Students
should be able to substitute numbers into an
Equivalences in algebra equation and give answers to an appropriate
degree of accuracy. Students should know the
various metric units.
Expanding and factorising 2 + 1
Students can substitute into, solve
Consolidation Lesson
and rearrange linear equations.
Measuring lengths and angles Students
Students should
should be be able
able to
to read scales
factorise on graphs,
simple
draw circles,
quadratic measure angles. Students should
expressions.
Area of a 2D shape recall
Studentsbasic anglebe
should facts.
ableStudents
to rearrangecan equations
identify
coordinates of given points
and use these to solve problems. in the first quadrant or
all four quadrants.
Knowledge of speed = distance/time, density =
Students
mass/volume.can use Pythagoras Theorem and
Transformations 1 calculate the area
Students should beofable
compound
to solveshapes.
quadratics and
Students can
linear equations.use and draw conversion graphs for
these units. Students should know the various
Transformations 2
metric units. Students should be able to
recognise 2D shapes. Students should be able to
Transformations 2 + 1 Consolidation recognise and enlarge shapes and calculate scale
Lesson factors.
Estimation and approximation Students
Students should
should have
have knowledge
knowledge of of integer
how to
complements to 10 and to 100, multiplication
calculate area and volume in various metric
Calculator methods facts to 10
measures. 10, strategies
Students should forbe multiplying
able to measure and
dividing
lines andby 10, 100
angles, andand 1000.
use compasses, Students
ruler and
Measures and accuracy + 1 should have
protractor to prior knowledge
construct standard of some of these
constructions.
Consolidation Lesson. topics, as they are encountered at Key Stage
Students 3:
will have
the vectors
used ability totouse negative
describe numbers and
translations withwill
the
four
haveoperations
knowledgeand recall and use
of Pythagoras hierarchy
Theorem andofthe
Probability experiments Students
operations should
and understandinverse
understand that a probability
operations; is a
properties of triangles and quadrilaterals.
number
Studentsbetween
will have0usedand 1, and distinguish
inequality notation.
Theoretical probability between
Students events
should which
be able are
to impossible, unlikely,
substitute numbers
even chance, likely, and certain
into an equation and give answers to an to occur.
Mutually exclusive events + 1 Students
appropriate should
degree be of
able to mark Students
accuracy. events and/orshould
Consolidation Lesson probabilities on a probability
know the various metric units. Studentsscale of 0 to should
1.
Solving linear equations Students
understand
Students should
the know
should and how
understand tothe
symbols.add and multiply
Knowledge
and of
fractions and decimals.
speed = distance/time, density = mass/volume.
symbols.
Students
Students should have experience
can substitute into, solveofand expressing
rearrange
one number as
linear equations. a fraction of another number.
Quadratic equations Students should be able to factorise simple
quadratic expressions.
Students should be able to recognise the equation
of a circle.
Simultaneous equations Students should be able to solve quadratics and
linear equations.
Test Preparation Lesson + Test + Students should be able to solve simultaneous
Feedback Lesson equations algebraically.
Students should have knowledge of writing
statements of direct proportion and forming an
equation to find values.
Approximate solutions

Inequalities + 1 Consolidation
Lesson
Circles 1 Students should know the names and properties
of 3D forms.
Circles 2 The concept of perimeter and area by measuring
lengths of sides will be familiar to students.
Students should be able to recognise the equation
of a circle. Students should
have knowledge of how to calculate area and
volume in various metric measures.
Students should be able to measure lines and
angles, and use compasses, ruler and protractor
Students should know the names and properties
of 3D forms.
The concept of perimeter and area by measuring
lengths of sides will be familiar to students.
Circle theorems Students should be able to recognise the equation
of a circle. Students should
have knowledge of how to calculate area and
volume in various metric measures.
Constructions and loci Students should be able to measure lines and
angles, and use compasses, ruler and protractor
Consolidation Lesson to construct standard constructions.
Students should have practical experience of
Proportion Students shouldwith
drawing circles know the four operations of
compasses.
number.
Students should recall the words, centre, radius,
Ratio and scales Students
diameter should be able to find common factors.
and circumference.
Students should have a basic understanding of
Percentage change fractions as being parts of a whole.
Students can define percentage as number of
parts per hundred.
Percentage change + 1 Students are aware that percentages are used in
Consolidation Lesson everyday life. Students
Factors and multiples should
Students will have encountered squares,amount
be able to find a percentage of an square
and relate
roots, cubespercentages to decimals.
and cube roots and have knowledge
Powers and roots of classifying integers. using index
laws numerically. Students should be
Surds able to find common factors.
Students should be able to
1 Consolidation Lesson substitute numbers into an equation and give
answers to an appropriate degree of accuracy.
Students should be able to simplify surds.
Equation of a straight line Students can identify coordinates of given points
in the first quadrant or all four quadrants.
Students should be able
Linear and quadratic functions
to plot coordinates in four quadrants and linear
equations parallel to the coordinate axes.
Properties of quadratic Students can substitute into, solve and rearrange
functions linear equations.
Students should be able to factorise simple
Kinematic graphs + 1 quadratic expressions.
Consolidation Lesson Students should be able to solve quadratics and
linear equations. Students
3D shapes Students should
should recall the know the names
relationship and
of the properties
gradient
of 3D forms.
between two perpendicular lines.
Volume of a prism The concept
Students of perimeter
should be able toandfindarea
the by measuring
equation of
lengths of sides will be familiar to
the straight line, given a gradient and astudents.
Volume and surface area + 1 coordinate. Students should know
Consolidation Lesson the various
Students metric
should beunits.
able to draw linear and
Students
quadraticshould
graphs.be able to recognise 2D shapes.
Students should be able to calculate Students should
the gradient
have knowledge
of a linear of between
function how to calculate area and
two points.
Frequency diagrams volume inshould
Students various metric
have measures.
experience of tally charts.
Students
should understand the and symbols.
Students should
understand the different types of data:
discrete/continuous.

Averages and spread 2 Box plots


and cumulative frequency graphs

Box plots and cumulative frequency


graphs
Scatter graphs and correlation
Time series + 1 Consolidation
Lesson Test preparation Lesson

End of Yr 10 Test

6 lessons per fortnight in Yr


11)
Calculating with roots and indices It is essential that students have a firm grasp of
place value and be able to order integers and
decimals and use the four operations.
Students should have knowledge of integer
Exact calculations complements to 10 and to 100, multiplication
facts to 10 10, strategies for multiplying and
dividing by 10, 100 and 1000.
Standard Form + 1 Consolidation
Students will have encountered squares, square
Lesson
roots, cubes and cube roots and have knowledge
Cubic and reciprocal functions Students should
of classifying be able to plotStudents
integers. coordinates in
should
four quadrants and linear equations
have prior knowledge of some of these topics, parallel to as
the
coordinate axes. Students
they are encountered at Key Stage 3: should be
able
theto recognise
ability to usethe equation
negative of a circle.
numbers with the
Exponential and trigonometric
four operationsKnowledge
and of
recall speed
and use =hierarchy
distance/time,
of
functions
density
operations= mass/volume.
and understand inverse operations;
Exponential and trigonometric
functions Students should
dealing with be ableand
decimals to use axes and
negatives on a
coordinates
calculator; to specify points in all four quadrants.
using index laws numerically. Students
Real-life graphs should
Students should be able to simplify of
be able to find the equation the straight
surds.
line, given a gradient and a coordinate.
Students should be able to
draw linear and quadratic graphs.
Gradients and areas under graphs Students should be able to calculate the gradient
of a linear function between two points.
Equation of a circle + 1 Consolidation Students should recall transformations of
Lesson trigonometric functions.
Students should have knowledge of writing
Pythagoras' theorem Students will have used vectors to describe
statements of direct proportion and forming an
translations and will have knowledge of
equation to find values.
Pythagoras Theorem and the properties of
triangles and quadrilaterals.
Trigonometry 1 Students should be able to recall and apply
Pythagoras Theorem and trigonometric ratios.
Trigonometry 2
2 Lessons of trial exam prep using
past papers. Set homework based
on revision as the scheme of work is
too tight to give more revision
lessons here.

Lessons are disturbed in this 2 week


period. Use the time to revise before
the maths exams and consolidate
weaker topics etc after the exam

Pythagoras and trigonometry Students will have used vectors to describe


problems translations and will have knowledge of
Pythagoras Theorem and the properties of
triangles and quadrilaterals.
Feedback on Trial Exams
Students should be able to recall and apply
Pythagoras Theorem and trigonometric ratios.

Vectors + 1 Consolidation Lesson Students will have used vectors to describe


translations and will have knowledge of
Pythagoras Theorem and the properties of
triangles and quadrilaterals.
Compound units Students
Students should
should know the
be able tovarious metric
recall and units.
apply
Students
Pythagoras Theorem and trigonometric ratios. for
can use and draw conversion graphs
these units. Students can
substitute into, solve and rearrange linear
Converting between units equations. Knowledge of speed =
distance/time, density = mass/volume.
Direct and inverse proportion Students should be able to find
the equation of the straight line, given a gradient
and a coordinate.
Rates of change
Students should have knowledge of writing
statements of direct proportion and forming an
Rates of change equation to find values.

Growth and decay + 1 consolidation


Lesson
Linear sequences
Students should be able to substitute into
Quadratic sequences formulae.
Students will have encountered squares, square
Special sequences + 1 Consolidation roots, cubes and cube roots and have knowledge
Lesson of classifying integers.
Sets Students should understand that a probability is a
number between 0 and 1, and distinguish
Possibility spaces between events which are impossible, unlikely,
even chance, likely, and certain to occur.
Tree diagrams Students should be able to mark events and/or
probabilities on a probability scale of 0 to 1.
Conditional probability Students should know how to add and multiply
fractions and decimals.
Students should have experience of expressing
one number as a fraction of another number.
Students should be able to mark events and/or
probabilities on a probability scale of 0 to 1.
Students should know how to add and multiply
fractions and decimals.
Students should have experience of expressing
1 Consolidation Lesson
one number as a fraction of another number.

Revision period week 24 to 30


(Around 7 weeks and about 20
periods of past paper use)
GCSE Objective statement (Double Click on cell to see
full details)

Use and interpret algebraic notation, including:


- ab in place of a b
- 3y in place of y + y + y and 3 y
- a2 in place of a a, a3 in place of a a a, a2b in place of a a b
- a/b in place of ab
- coefficients written as fractions rather than as decimals
- brackets.
Simplify
Substitute and manipulate
numerical valuesalgebraic expressions
into formulae (including those
and expressions, involving
including surds formulae.
scientific and algebraic fractions) by:
-Understand collecting like andterms
use the concepts and vocabulary of expressions, equations, formulae, identities inequalities,
-terms
Understand multiplying a single
and factors.
and use thetermconcepts
over a bracketand vocabulary of expressions, equations, formulae, identities,
-Simplify taking out
and common
inequalities, terms and factors.manipulate factors
algebraic expressions (including those involving surds and algebraic fractions) by:
-Simplify expanding
collecting andlikeproducts
terms of two
manipulate or more
algebraic binomials (including those involving surds and algebraic fractions) by:
expressions
-- collecting
factorising
multiplyinglike quadratic
a single
termsterm expressions
over a bracket of the form x2 + bx + c, including the difference of two squares; factorising
Apply the four operations (+, form
-, , ),
ax2including
+ bx + c formal written methods, to integers, decimals and simple
-quadratic
- multiplying
taking out expressions
common
a single of the
factors
term over aand bracket
fractions (proper and improper), mixed numbers all both positive and thenegative; understand and use
--place simplifying
expanding
taking expressions
products
out common of two
factorsinvolving
or more sums, products
binomials and powers, including laws of indices.
Infer
-- expanding value
properties
factorising (e.g. when
of
quadratic workingorwith
populations
expressions ofvery
distributions
the large
form xor2 +very
from a
bx small
sample,
+ c, numbers,
whilst
including and
knowing
the when
the
difference calculating
limitations
of two with
of decimals).
sampling.
squares; factorising
products of two or more binomials (including those involving surds and algebraic
Simplify
quadratic and manipulate
expressions of algebraic
the form expressions
ax 2
+ bx + c fractions) by:
-- factorising quadratic expressions of the form x + bx + c, including the difference of two squares; factorising
2
collecting
-quadratic
simplifying
Interpret and like terms
expressions
constructof involving
tables, chartssums,
2 and products and powers,frequency
includingtables, the laws barofcharts,
indices.pie charts and
expressions + bxdiagrams, including
termthe form ax +c
-pictograms
multiplying a single over
data,avertical
bracket
- simplifyingfor categorical
expressions involving sums,line charts and
products for ungrouped
powers, including discretethe numerical data, tables and line
laws of indices.
-graphs
taking forouttimecommonseriesfactors
data andcharts
know and theirdiagrams,
appropriate use. frequency tables, bar charts, pie charts and
Interpret and construct tables,
- expanding products of two or more binomials including
pictograms
- factorisingfor categorical
quadratic data, vertical
expressions of theline formcharts
x2 + bx for +ungrouped
c, including discrete numerical
the difference of data, tables and
two squares; line
factorising
graphs for
Interpret, analyse
quadratic time series
expressions data
and compare and
of the form know their
theaxdistributions
2 appropriate use.
+ bx + c of data sets from univariate empirical distributions through:
-- appropriate graphical representation
simplifying expressions involving sums, involving
products discrete,
and powers,continuousincludingand grouped
the laws data, including box plots
of indices.
- appropriate measures of central tendency (median, mean, mode and modal class) and spread (range,
including consideration termsof outliers, quartiles and inter-quartile range). planes, parallel lines, perpendicular
Use conventional and notations: points, lines, vertices, edges,
Apply statistics to describe a population.
lines, right angles, polygons, regular polygons and polygons with reflection and/or rotation symmetries; use
the
Applystandard
the propertiesconventionsof angles for labelling
at a point, andangles
referring at atopoint
the sides and angles
on a straight line,ofvertically
triangles; draw diagrams
opposite angles; from
written description.
understand and use alternate and corresponding angles on parallel lines; derive and use the sum of angles
Apply
in
Use thebasic
a triangle
the properties
(e.g. of angles
to deduce
congruence and atuse
criteria afor
point,
the angles
angle
triangles sum
(SSS,at ainpoint on
any polygon,
SAS, a straight
ASA, RHS).and line, vertically
to derive opposite
properties angles;
of regular
understand
Apply angle facts, triangle congruence, similarity and properties of quadrilaterals to conjecture andofderive
polygons). and use alternate and corresponding angles on parallel lines; derive and use the sum angles
in a triangle
Derive
results and (e.g.
apply
about angles to
the deduce
properties
andand sides,and use
and the angle
definitions
including sum
of:
Pythagoras in any
special
Theorem polygon,
types of and to derive
quadrilaterals,
and the fact that properties
including
the base of regular
square,
Use conventional
polygons). terms notations: points, lines, vertices, edges, planes, parallel lines,angles of an
perpendicular
rectangle,
isosceles
lines, right parallelogram,
triangle
angles, are equal,
polygons, trapezium,
and usekite
regular knownandresults
polygons rhombus;
and and triangles
to obtain
polygons simple
with and other
proofs.
reflection and/orplane figures
rotation using
symmetries; use
Measure theline
appropriate
Apply segments
language.
concepts and anglesand
of congruence in geometric
similarity, figures,
including including interpreting
the relationships maps and
between scaleareas
lengths, drawings and
andfrom
the
use standard
of bearings. conventions for labelling and referring to the sides and angles of triangles; draw diagrams
Apply
volumes angle facts, triangle
in similar figures.
written description. congruence, similarity and properties of quadrilaterals to conjecture and derive
results
Apply about
the angles of
properties and sides,atincluding
angles a point, Pythagoras
angles Theorem
at afractions;
point on use and the line,
a straight fact that the base angles
vertically of an
Order positive
isosceles triangleandare negative
equal, integers,
and use decimals
known and
results to obtain simple theproofs.
symbols =, , <, opposite
>, , . angles;
understand
Use standard and useofalternate
units mass, on and corresponding
length, time, money, angles
and other on measures
parallel lines; derive and
(including use the
standard sum of angles
compound
Solve
in a geometrical
triangle (e.g. toproblems
deduce and coordinate
use the axes.
angle sum in any polygon, and to derive properties of regular
measures)
Apply the four using decimal quantities
operations (+, -, , )where , including appropriate.
formal written methods, to integers, decimals and simple
polygons).
Round numbers
fractions (proper and and measures
improper),to andan mixed
appropriate
numbers degree
allof bothaccuracy
positive (e.g.
andtonegative;
a specified number of
understand decimal
and use
places
Apply or
place value
the foursignificant
(e.g. figures).
when working
operations Use
(+, -, , inequality
with
),very notation
large formal
including to
or verywritten specify
small numbers,simple
methods, and error intervals due
when calculating
to integers, to truncation
decimals with or
decimals).
and simple
rounding.
Apply systematic listing strategies including use of the product
fractions (proper and improper), and mixed numbers all both positive and negative; understand and use rule for counting.
Use
placestandard
value (e.g. units
when of mass,
working length,
with time,
very largemoney, and other
or very small measures
numbers, and (including
when standard
calculating compound
with decimals).
measures)
Recognise using
and decimal
use quantities
relationships where
between appropriate.
operations, including inverse operations (e.g. cancellation to
Interpret fractions and percentages as operators.
simplify calculationsasand
Define percentage expressions;
number of partsuse per conventional
hundred; interpret notation for priority and
percentages of operations,
percentage including
changesbrackets,
as a
powers,
fraction or roots and reciprocals).
a decimal, and interpret these multiplicatively; express one quantity as a percentage of another;
Use standard
compare units of mass,
two quantities usinglength, time, money,
percentages; work with and percentages
other measures (including
greater standard
than 100%; solvecompound
problems
measures)
Order positive
involving using
percentage decimal
and negative quantities
change,integers,including where
decimals appropriate.
percentage and increase/decrease
fractions; use the symbols and original =, , value
<, >, , .
problems, and
Apply
simplethe four operations,
interest including inincludingfinancial formal
mathematics.written methods, to integers, decimals and simple fractions
(proper and improper), and mixed numbers all both positive and negative; understand and use place value
(e.g. when working with very large or very small numbers, and when calculating with decimals).
Order positive and negative integers, decimals and fractions; use the symbols =, , <, >, , .
Apply the four operations, including formal written methods, to integers, decimals and simple fractions
(proper and improper),with
Work interchangeably and terminating
mixed numbers all and
decimals boththeir
positive and negative;
corresponding understand
fractions (such andas 3.5useand
place
7/2 value
or
(e.g. when
0.375 or 3/8working
). Change withrecurring
very large or very small
decimals into theirnumbers, and when
corresponding calculating
fractions and with
vice decimals).
versa.
Define percentage as number of parts per hundred; interpret percentages and percentage changes as a
fraction or a decimal, and interpret these multiplicatively; express one quantity as a percentage of another;
Substitute
compare two numerical
quantities values
usinginto formulae and
percentages; workexpressions,
with percentages including scientific
greater thanformulae.
100%; solve problems
Understand
involving percentage change, including percentage increase/decrease and to
and use standard mathematical formulae; rearrange formulae change
original the subject.
value problems, and
Change freely between related
simple interest including in financial mathematics. standard units (e.g. time, length, area, volume/capacity, mass) and
compound units (e.g. speed, rates of pay, prices, density, pressure) in numerical and algebraic contexts.
Substitute numerical values into formulae and expressions, including scientific formulae.
Where appropriate, interpret simple expressions as functions with inputs and outputs; interpret the reverse
process
Substitute asnumerical
the inverse function;
values interpret and
into formulae the succession
expressions, ofincluding
two functions as aformulae.
scientific composite function (the use
of formal function notation is expected).
Where appropriate, interpret simple expressions as functions with inputs and outputs; interpret the reverse
process
Understand as the
andinverse
use thefunction;
conceptsinterpret the succession
and vocabulary of two functions
of expressions, as formulae,
equations, a composite function (the use
identities,
of formal function notation
inequalities, terms and factors. is expected).
Know theand
Simplify difference between
manipulate an equation
algebraic expressionsand an identity;those
(including argueinvolving
mathematically
surds andto show algebraic
algebraic fractions) by:
expressions
- collecting like areterms
equivalent, and use algebra to support and construct arguments and proofs.
- multiplying
Use standarda units
singleofterm
measureover aand
bracket
related concepts (length, area, volume/capacity, mass, time, money, etc.)
- taking out
Measure linecommon
segments factors
and angles in geometric figures, including interpreting maps and scale drawings and
-Use
useexpanding
of products
bearings.
standard units of of two or more
measure binomials
and related concepts (length, area, volume/capacity, mass, time, money, etc.)
-Change
factorising quadratic
freely between expressions
related
Know and apply formulae to calculate: of
standardthe form
units
area xtriangles,
2
of (e.g.+ bx + c,
time, including
length, thevolume/capacity,
area,
parallelograms, difference of twomass)
trapezia; volume squares;
and factorising
of cuboids and
quadratic
compound
other expressions
units (e.g.
right prisms of the form ax
speed,cylinders).
(including
2
+ bx + c
rates of pay, prices, density, pressure) in numerical and algebraic contexts.
- simplifying expressions involving sums, products and powers, including the laws of indices.

Identify, describe and construct congruent and similar shapes, including on coordinate axes, by considering
rotation, reflection, translation and enlargement (including fractional and negative scale factors).
Describedescribe
Identify, the changes and invariance
and construct congruentachieved by combinations
and similar of rotations,
shapes, including reflectionsaxes,
on coordinate and translations.
by considering
Solve geometrical
rotation, reflection,problems
translation onandcoordinate
enlargementaxes.(including fractional and negative scale factors).
Describe
Describe translations
the changes
Identify, describe and as and 2Dinvariance
construct vectors.
congruentachieved by combinations
and similar of rotations,
shapes, including reflectionsaxes,
on coordinate and translations.
by considering
Solve geometrical
rotation, reflection,problems
translation onandcoordinate
enlargementaxes.(including fractional and negative scale factors).
Describe
Apply the the fourchanges
operations and(+, invariance achievedformal
-, , ), including by combinations of rotations,
written methods, reflections
to integers, and and
decimals translations.
simple
Solve geometrical problems on coordinate axes.
fractions (proper and improper), and mixed numbers all both positive and negative; understand and use
place valueand
Recognise (e.g.usewhen working with
relationships very large
between or very small
operations, numbers,
including inverseand when calculating
operations with decimals).
(e.g. cancellation to
Calculate with and interpret
simplify calculations standard form
and expressions; use A x 10 n, wherenotation
conventional 1 A < for10 priority
and n isofan integer. including brackets,
operations,
Estimate
powers,
Use answers;
roots
standard check
and reciprocals).
units of mass, calculations
length, time, using approximation
money and other and estimation,
measures including
(including answers
standard obtained using
compound
technology.
Estimate answers;
measures) check calculations
using decimal quantities where usingappropriate.
approximation and estimation, including answers obtained using
Round
Changenumbers
technology. and measures
freely between to an appropriate
related standard units (e.g. degree of accuracy
time, length, area,(e.g. to a specifiedmass)
volume/capacity, number and of decimal
places
Change or significant
freely between figures).
related Use inequality
standard unitsnotation
(e.g. to
time,specify
length, simple
area, error intervals
volume/capacity,
compound units (e.g. speed, rates of pay, prices, density, pressure) in numerical and algebraic contexts. due to truncation
mass) and or
Record
rounding.
compound describe
units and
(e.g. analyse
speed, the
rates frequency
of pay, of
prices,outcomes
density,
Use compound units such as speed, rates of pay, unit pricing, density and pressure. of probability
pressure) in experiments
numerical andusing tables
algebraic and
contexts.
frequency
Use standard trees.
units of measure and related concepts (length, area, volume/capacity, mass, time, money, etc.)
Apply
Apply ideas
Roundideasnumbers of
of randomness,
randomness,
and measures fairness
to an and
fairness and equally
equally likely
appropriate likely
degree events
events to
to calculate
of accuracy (e.g. expected
calculate expected outcomes
outcomes
to a specified number of multiple
of of
multiple
decimal
future
future experiments.
placesexperiments.
or significant figures). Use inequality notation to specify simple error intervals due to truncation or
Relate
Relate
Apply relative
relative
the
rounding. expected
expected
property that the frequencies
frequencies
probabilities to theoretical
to theoretical probability,
probability,
of an exhaustive using
set ofusing appropriate
appropriate
outcomes language
sum tolanguage
one; apply and
and the
thethe 0 -- 1
0
property1 that
probability
probability
the
Apply scale.
scale.
probabilities
and interpret of an exhaustive
limits of accuracy,set ofincluding
mutuallyupperexclusive eventsbounds.
and lower sum to one.
Infer properties
Understand ofempirical
thatuse populations or distributions
unbiased samples fromtowards
tend a sample, whilst knowing
theoretical the limitations
probability of sampling.
distributions, with increasing
Recognise and relationships between operations, including inverse operations (e.g. cancellation to
sample size
simplify calculations and expressions; use conventional notation for priority of operations, including brackets,
powers, roots and reciprocals).
Understand and use standard mathematical formulae; rearrange formulae to change the subject.
Solve
Simplifylinear
and equations
manipulate in algebraic
one unknown algebraically
expressions (including
(including thosethose withsurds
involving the unknown on both
and algebraic sides of by:
fractions) the
equation);
- collectingfindlike approximate
terms solutions using a graph.
Understand
- multiplying and use the
a single termconcepts and vocabulary of expressions, equations, formulae, identities,
over a bracket
inequalities, terms
- taking out common factorsand factors.
Translate
- expanding simple situations
products ororprocedures
of two(including
more binomials into algebraic expressions or formulae; derive an equation (or two
Solve quadratic equations those that require rearrangement) algebraically by factorising; by
simultaneous
- factorisingthe equations),
quadratic solve the equation(s)
form xand interpret the solution.
completing squareexpressions
and by usingofthe thequadratic 2
+formula;
bx + c, including the difference
find approximate of two
solutions squares;
using a graph. factorising
quadratic
Solve two expressions
simultaneous ofequations
the form ax 2
+ bxvariables
in two +c (linear/linear or linear/quadratic) algebraically; find
-approximate
simplifying expressions
solutions using involving
a graph.sums, products and powers, including the laws of indices.
Translate simple situations or procedures into algebraic expressions or formulae; derive an equation (or two
Solve quadratic
simultaneous equationssolve
equations), (including those that and
the equation(s) require rearrangement)
interpret the solution. algebraically by factorising; by
completing the square and by using the quadratic formula; find approximate solutions using a graph.
Find approximate solutions to equations numerically using iteration.

Solve linear inequalities in one or two variable(s), and quadratic inequalities in one variable; represent the
solution set on a number line, using set notation and on a graph.
Understand
Identify and and
applyuse the definitions
circle concepts and
andvocabulary
properties, of expressions,
including: equations,
centre, formulae,
radius, chord, identities,
diameter, circumference,
inequalities, terms and factors.
tangent, arc, sector and segment.
Know
Identifythe formulae:
and circumference
apply circle definitions of
anda circle = 2rincluding:
properties, = d, areacentre,
of a circle = r
radius,
2
; calculate:
chord, perimeters
diameter, of 2D
circumference,
shapes, including circles; areas
tangent, arc, sector and segment. of circles and composite shapes. Surface area and volume of spheres,
pyramids, cones andcircumference
Know the formulae: composite solids.
of a circle = 2r = d, area of a circle = r2; calculate: perimeters of 2D
shapes, including circles; areas of circles and composite shapes. Surface area and volume of spheres,
pyramids, cones and composite solids.
Calculate arc lengths, angles and areas of sectors of circles.
Identify and apply circle definitions and properties, including: centre, radius, chord, diameter, circumference,
tangent, arc, sector and segment.
Apply and prove the standard circle theorems concerning angles, radii, tangents and chords, and use them
to prove related results.
Use conventional terms and notations: points, lines, vertices, edges, planes, parallel lines, perpendicular
lines, right angles, polygons, regular polygons and polygons with reflection and/or rotation symmetries; use
the standard conventions for labelling and referring to the sides and angles of triangles; draw diagrams from
written description.
Use the standard
Express one quantity rulerasand compass
a fraction of constructions
another, where(perpendicular
the fraction isbisector
less than of 1a or
line segment,
greater thanconstructing
1. a
perpendicular to a given line from/at a given point, bisecting a given angle); use
Define percentage as number of parts per hundred; interpret percentages and percentage changes as a these to construct given
figures
fractionand
or asolve loci problems;
decimal, know thatmultiplicatively;
the perpendicular distance
one from a point
as atopercentage
a line is theofshortest
Identify
distance and
to work
the withand
line.
interpret
fractions these
in ratio problems. express quantity another;
compare
Use ratio two quantities
notation, usingreduction
including percentages; work with
to simplest form. percentages greater than 100%; solve problems
involving
Divide percentage
Define apercentage
given aschange,
quantity into twoincluding
number parts
of parts percentage
in per
a given increase/decrease
part:part
hundred; or part:whole
interpret and original
ratio;
percentages express
and value problems,
the division
percentage of aand
changes quantity
as a
simple
fraction interest
into two orparts including
as a ratio;
a decimal, in
andapplyfinancial
interpret mathematics.
ratiothese
to realmultiplicatively;
contexts and problems (such
express one as those
quantity as involving
a percentage conversion,
of another;
comparison,
compare twoscaling,
quantitiesmixing,
usingconcentrations).
percentages; work with percentages greater than 100%; solve problems
Expresspercentage
involving
Define apercentage
multiplicative relationship
aschange,
number between
including
of parts per two quantities
percentage
hundred; aspercentages
a ratio or
increase/decrease
interpret a fraction.
and original value problems,
and percentage changesand as a
Understand
fraction or a and
simple interest use proportion
including
decimal, andininterpret as equality
financial of ratios.
mathematics.
these multiplicatively; express one quantity as a percentage of another;
Use scaletwo
compare factors, scaleusing
quantities diagrams and maps.
percentages; work withfactors
percentages greater than 100%; solve problems
Use the concepts and vocabulary of prime numbers, (divisors), multiples, common factors, common
involving percentage
multiples, highest commonchange, including
factor, lowestpercentage increase/decrease
common multiple, and original
prime factorisation, value problems,
including using product and
simple
notation interest
and theincluding
unique in financial
factorisation mathematics.
theorem.
Use positive integer powers and associated real roots (square, cube and higher), recognise powers of 2, 3,
Apply systematic
4, 5; estimate listing
powers andstrategies
roots of including
any givenuse of thenumber.
positive product rule for counting.
Enumerate
Calculate exactly with fractions, surds and multiples of ; using
sets and combinations of sets systematically, tables,
simplify surd grids, Venn diagrams,
expressions and tree(e.g.
involving squares
diagrams.
12 =43 = 4 3 = 2 3) and rationalise denominators.

Understand and use standard mathematical formulae; rearrange formulae to change the subject.
Work with coordinates in all four quadrants.
Plot graphs of equations that correspond to straight-line graphs in the coordinate plane; use the form y = mx
Plot
+ c tographs
identify of parallel
equations andthat correspondlines;
perpendicular to straight-line graphs in
find the equation of the
the coordinate
line throughplane; use the
two given formory = mx
points,
+ c to identify parallel and
through one point with a given gradient. perpendicular lines; find the equation of the line through two given points, or
through
Identify one
and point
interpret with a given
gradients gradient.
and intercepts of linear
Identify
Recognise, and sketch
interpret androots, intercepts,
interpret graphsturning
of linear points offunctions
functions, quadratic graphically
quadraticfunctions
functions,
and algebraically.
graphically; deduce
simple cubic roots the
functions,
Solve linear
algebraically equations
and turning in one
points unknown
by algebraically
completing (including
thefunctions those with
square. y = xk for positive values the unknown on both sides of the
reciprocal
equation); function
find y =
approximate 1/x with x
solutions 0, exponential
using a graph. of k, and the
Recognise,
trigonometric sketch
functions and interpret
(with graphs
arguments of linear
in degrees) functions,
y and quadratic
= sinexponential
x , ya=ratio functions,
cos or xgraphs)
and simple
y =and cubic
tan x for angles functions,
of any the
size.
Express
Plot and ainterpret
reciprocal multiplicative
function graphs
y = 1/x relationship
(including between
with x 0,reciprocal
exponential two
graphs quantities
functions yas
= xk for positive a fraction.
valuesgraphs
of k, and of non-standard
the
Relate
functions ratios
trigonometric to
in real fractions
contexts,
functions and
(with to linear
to find
arguments functions.
approximate solutions
in degrees) y = tosinproblems
x , y = cos such
x and as ysimple
= tan xkinematic
for angles problems
of any size.
Interpret
involving the gradient
distance, of
speed a straight
and line
acceleration.graph as a rate of change;
Solve quadratic equations (including those that require rearrangement) algebraically by factorising; recognise and interpret graphs thatby
illustrate
Use direct
conventional and inverse
terms and proportion.
notations: points, lines, vertices,
completing the square and by using the quadratic formula; find approximate solutions using a graph.edges, planes, parallel lines, perpendicular
lines, right angles, polygons, regular polygons and polygons with reflection and/or rotation symmetries; use
the standard
Identify conventions
properties for labelling
of the faces, surfaces, andedges
referringandtovertices
the sidesof: and
cubes,angles of triangles;
cuboids, prisms,draw diagrams
cylinders, from
pyramids,
writtenand
cones description.
spheres.
Identify
Use
Identify properties
standard
properties unitsof ofofthe
the faces,
measure
faces, andsurfaces,
related
surfaces, edges and
and vertices
concepts
edges (length, of:
vertices area,
of: cubes, cuboids,
cuboids, prisms,
volume/capacity,
cubes, mass,
prisms, cylinders, pyramids,
time, money,
cylinders, etc.)
pyramids,
cones
Know and
and
cones and spheres. spheres.
apply formulae to calculate: area of triangles, parallelograms, trapezia; volume of cuboids and
Construct
other right
Know and
prisms
the formulae: interpret
(includingplanscylinders).
circumference and elevations
of a circle of 3D shapes.
= 2r = d, area of a circle = r2; calculate: perimeters of 2D
Know
shapes, and
Know theincluding apply formulae
formulae:circles; to
circumferencecalculate:
areas of of area
a circle
circles of triangles,
2r = d,parallelograms,
and=composite area
shapes. circle trapezia;
of aSurface = area volume
r2; calculate:
and volume of of
cuboids
perimeters and
spheres,of 2D
other
shapes, right prisms
including (including
circles;
pyramids, cones and composite solids. cylinders).
areas of circles and composite shapes. Surface area and volume of spheres,
pyramids,
Apply theand
Interpret cones
concepts andofcomposite
construct congruence
tables, chartssolids.
and andsimilarity,
diagrams, including the frequency
including relationships between
tables, lengths,
bar charts, pieareas
chartsandand
Change freely
volumes in similar
pictograms between related standard
figures. data, vertical line
for categorical units (e.g. for
charts time, length, area,
ungrouped volume/capacity,
discrete numerical data, mass)
tablesandand line
compound
graphs for time unitsseries
(e.g. speed,
data and rates
know of pay,
theirprices,
appropriate density, pressure) in numerical and algebraic contexts.
use.
Use
Construct and interpret diagrams for grouped discrete data anddensity
compound units such as speed, rates of pay, unit pricing, continuousand pressure.
data, i.e. histograms with equal
and unequal class intervals and cumulative frequency graphs, and know their appropriate use.
Interpret, analyse and compare the distributions of data sets from univariate empirical distributions through:
- appropriate graphical representation involving discrete, continuous and grouped data, including box plots
-Interpret
appropriateand measures
construct tables, of central tendency
charts (median,including
and diagrams, mean, mode and modal
frequency tables, class) and spread
bar charts, (range,
pie charts and
including consideration of outliers, quartiles and inter-quartile range).
pictograms for categorical data, vertical line charts for ungrouped discrete numerical data, tables and line
graphs for time series data and know their appropriate use.
Interpret, analyse and compare the distributions of data sets from univariate empirical distributions through:
- appropriate
Construct andgraphical
interpret representation
diagrams for grouped involving discrete,
discrete continuous
data and continuousand grouped data,
data, i.e. including with
histograms box equal
plots.
- appropriate
and unequal class measures intervalsof central tendency frequency
and cumulative (median, mean, graphs,modeand and know modal
their class) and spread
appropriate use. (range,
including
Interpret, consideration
analyse scatter
Use and interpret ofgraphs
and compare outliers, ofquartiles
the distributions
bivariate and
data; inter-quartile
ofrecognise range).
data sets correlation
from univariate and empirical
know thatdistributions through:
it does not indicate
-Apply statistics
appropriate
causation; draw toestimated
describe
graphical a population.
representation
lines of bestinvolving
fit; makediscrete,
predictions;continuous
interpolate andand grouped data, including
extrapolate apparentbox plots.
trends
- appropriate
whilst knowingmeasures the dangers of central tendency (median, mean, mode and modal class) and spread (range,
of so doing.
including consideration of outliers, quartiles and inter-quartile range).
Interpret and construct tables, charts and diagrams, including frequency tables, bar charts, pie charts and
pictograms for categorical data, vertical line charts for ungrouped discrete numerical data, tables and line
graphs for time series data and know their appropriate use.

Calculate with roots, and with integer and fractional indices.


Simplify and manipulate algebraic expressions (including those involving surds and algebraic fractions) by:
- collecting like terms
- multiplying a single term over a bracket
Calculate
- taking outexactly common withfactors
fractions, surds and multiples of ; simplify surd expressions involving squares (e.g.
12 = 43 =products
- expanding 4 3 = of2two
3)orand rationalise
more binomials denominators.
Simplify
Apply
- factorising and
the four manipulate
operations
quadratic algebraic expressions
(+, -, , ),
expressions of including (including
the form xformal
2
+ c,those
+ bx written involving
methods,
including surds andof
thetodifference
integers, algebraic
decimals fractions)
and
two squares; simple by:
factorising
-fractions
collecting
quadratic(proper like terms
expressionsand improper),
of the formand ax mixed
2
+ bx +numbers
c all both positive and negative; understand and use
-- multiplying
placesimplifying a single
value (e.g. when
expressions term over awith
working
involving bracket
very large
sums, or very
products andsmall
powers,numbers,
including andthe
when
lawscalculating
of indices.with decimals).
- taking outwith
Calculate
Recognise, common
sketch andfactors
and interpret standard
interpret graphs form A x 10functions,
of linear n
, where 1quadratic
A < 10 and n is ansimple
functions, integer.cubic functions, the
-reciprocal
expanding products
function y =of1/x
two or xmore
with 0, binomials
exponential functions y=kx for positive values of k, and the
-trigonometric
factorising quadratic
functionsexpressions
(with arguments of theinform x2 + bx
degrees) y=+ sin
c, including
x , y = cos thex difference
and y = tanofxtwo squares;
for angles of factorising
any size.
quadratic expressions of the form ax + bx + c 2

Recognise,
- simplifyingsketch and interpret
expressions involving graphs
sums,ofproducts
linear functions,
and powers,quadratic functions,
including simple
the laws cubic functions, the
of indices.
reciprocal function y = 1/x with x 0, exponential functions y = kx for positive values of k, and the
trigonometric
Recognise, sketch functions
and (with arguments
interpret graphs of in degrees) y = sin quadratic
linear functions, x, y = cos functions,
x and y = simple
tan x for angles
cubic of any size.
functions, the
Sketch translations and reflections of a given function.
reciprocal function y = 1/x with x 0, exponential functions y = k for positive values of k, and the
x

trigonometric functions (with arguments in degrees) y = sin x, y = cos x and y = tan x for angles of any size.
Sketch translations and reflections of a given function.
Plot and interpret graphs (including reciprocal graphs and exponential graphs) in real contexts and graphs of
non-standard functions in real contexts, to find approximate solutions to problems such as simple kinematic
problems involving distance, speed and acceleration.
Interpret the gradient of a straight line graph as a rate of change; recognise and interpret graphs that
Calculate or estimate
illustrate direct gradients
and inverse of graphs (including quadratic and other non-linear graphs) and areas under
proportion.
graphs (including quadratic and other non-linear graphs), and interpret results in cases such as distance-time
graphs,
Recognise velocity-time
and use the graphs and of
equation graphs in financial
a circle with centre contexts.
at the origin; find the equation of a tangent to a circle
at a given point.
Identify and apply circle definitions and properties, including: centre, radius, chord, diameter, circumference,
Apply
tangent,angle
arc,facts,
sectortriangle congruence, similarity and properties of quadrilaterals to conjecture and derive
and segment.
results about angles and sides, including Pythagoras Theorem and the fact that the base angles of an
isosceles triangle are equal, and use known results to obtain simple proofs.
Know the formulae for: Pythagoras theorem, a2 + b2 = c2, and the trigonometric ratios, sin =
opposite/hypotenuse, cos = adjacent/hypotenuse and tan = opposite/adjacent; apply Pythagoras'
Apply
theorem thetoconcepts
find angles of congruence
and lengthsand similarity, including
in right-angled trianglesthe relationships
in two dimensional between
figures. lengths, areas and
Apply the
volumes in similar figures.
trigonometric ratios to find angles and lengths in2 right-angled triangles and, where possible, general triangles
Know
Use
in two the
andformulae
conventional for: Pythagoras
terms
three dimensional figures.theorem,
and notations: points, alines,
+ b2vertices,
= c2, andedges,
the trigonometric ratios,
planes, parallel sin perpendicular
lines, =
opposite/hypotenuse,
lines, right angles, polygons,cos =regular
adjacent/hypotenuse
polygons and polygons and tan with= opposite/adjacent; apply Pythagoras'
reflection and/or rotation symmetries; use
theorem
the to find
standard angles andforlengths
conventions labellingin right-angled
and referringtriangles in two
to the sides anddimensional figures. Apply
angles of triangles; drawthe
diagrams from
trigonometric
written ratios to find angles and lengths in right-angled triangles and, where possible, general triangles
description.
in
Knowtwo and
and apply
three thedimensional
sine rule,figures.
a/sin A = b/sin B = c/sin C and cosine rule, a2 = b2 + c2 - 2bc cos A, to find
Know
unknown lengths and angles. and cos for = 0, 30, 45 , 60 and 90; know the exact value of tan for
the exact values of sin
= 0, 30, 45 and 60.
Compare lengths, areas and volumes using ratio notation; make links to similarity (including trigonometric
ratios) and scale factors.
Use conventional terms and notations: points, lines, vertices, edges, planes, parallel lines, perpendicular
lines, right angles, polygons, regular polygons and polygons with reflection and/or rotation symmetries; use
the standard conventions for labelling and referring to the sides and angles of triangles; draw diagrams from
written description.
Know the formulae for: Pythagoras theorem, a2 + b2 = c2, and the trigonometric ratios, sin =
opposite/hypotenuse, cos = adjacent/hypotenuse and tan = opposite/adjacent; apply Pythagoras'
theorem to find angles and lengths in right-angled triangles in two dimensional figures. Apply the
trigonometric ratios to find angles and lengths in right-angled triangles and, where possible, general triangles
in two and three dimensional figures.
Apply addition
Know and and
apply thesubtraction of vectors,
sine rule, a/sin multiplication
A = b/sin B = c/sin Cofand
vectors byrule,
cosine a scalar, and
a2 = b 2
+ diagrammatic
c2 - 2bc cos A,and column
to find
representations of vectors.
unknown lengths and angles. Use vectors to construct geometric arguments and proofs.
Know and apply Area = 1/2 ab sin C to calculate the area, sides or angles of any triangle.
Change freely between related standard units (e.g. time, length, area, volume/capacity, mass) and
compound units (e.g. speed, rates of pay, prices, density, pressure) in numerical and algebraic contexts.
Use compound units such as speed, rates of pay, unit pricing, density and pressure.

Change freely between related standard units (e.g. time, length, area, volume/capacity, mass) and
compound units (e.g. speed, rates of pay, prices, density, pressure) in numerical and algebraic contexts.
Relate
Relate ratios
ratios to fractions and
to fractions and to linear functions.
to linear functions.
Compare lengths, areas and volumes
Solve problems involving direct and inverse using proportion,
ratio notation; make links
including to similarity
graphical (including
and algebraic trigonometric
representations.
ratios) and
Understand scale
that Xfactors.
is inversely proportional to Y is equivalent to X is proportional to
Interpret the gradient at a point on a curve as the instantaneous rate of change; apply the concepts 1/Y; construct and
of
Apply
average and instantaneous rate of change (gradients of chords and tangents) in numerical, algebraicand
the
interpret concepts
equations of
thatcongruence
describe and
direct similarity,
and inverseincluding the
proportion. relationships between lengths, areas and
volumes
graphicalin
Interpret thesimilar figures
gradient
Interpret gradient of
contexts.
the a point
at a straight
online graph
a curve asas a rate
the of change;rate
instantaneous recognise and apply
of change; interpretthegraphs thatof
concepts
illustrate
average anddirect and inverse proportion.
instantaneous rate of change (gradients of chords and tangents) in numerical, algebraic and
graphical contexts.

Set up, solve and interpret the answers in growth and decay problems, including compound interest and
work with general iterative processes.
Generate terms of a sequence from either a term-to-term or a position-to-term rule.
Deduce expressions to calculate the nth term of linear sequences and quadratic sequences.
Generate terms of a sequence from either a term-to-term or a position-to-term rule.
Deduce expressions to calculate the nth term of linear sequences and quadratic sequences.
Recogniseterms
Generate and use of asequences
sequence fromof triangular, square and cube
either a term-to-term or a numbers, simplerule.
position-to-term arithmetic progressions,
Fibonacci type
Recognise and sequences,
use sequences quadratic sequences,
of triangular, squareand simple
and cubegeometric
numbers, progressions (rn where
simple arithmetic n is an
progressions,
integer,
Fibonacci and r
type is a rational
sequences, number
quadratic > 0 or a surd)
sequences, and
and other sequences.
Apply the property that the probabilities of an exhaustive set of outcomes sum to one; apply thenproperty
simple geometric progressions (r n
where is an that
integer, and r is a rational number > 0 or a surd) and other sequences.
the probabilities of an exhaustive set of mutually exclusive events sum to one.
Enumerate sets and
Apply systematic combinations
listing of sets systematically,
strategies including usingrule
use of the product tables, grids, Venn diagrams and tree
for counting.
diagrams.
Enumerate sets and combinations of sets systematically, using tables, grids, Venn diagrams and tree
Calculate
diagrams.
Record the probability
describe of independent
and analyse the frequencyandof dependent
outcomescombined events,
of probability including using
experiments using tables
tree diagrams
and and
other representations,
Construct theoretical
frequency trees. and know
possibility the
spaces underlying
for singleassumptions.
experiments with equally likely outcomes and use these to
calculate
Apply ideas
Calculate theoretical
andof interpretprobabilities.
randomness,conditional Construct
fairness theoretical
and equally
probabilities possibility
likely events
through spaces
to calculate
representation for combined
expected
using expected experiments
outcomes with
of multiple
frequencies with two-
equally
future
way likelytree
outcomes
experiments.
tables, diagrams,andand
useVenn
thesediagrams.
to calculate theoretical probabilities.
Apply the property that the probabilities of an exhaustive set of outcomes sum to one; apply the property that
the probabilities of an exhaustive set of mutually exclusive events sum to one.
Enumerate sets and combinations of sets systematically, using tables, grids, Venn diagrams and tree
diagrams.
Calculate the probability of independent and dependent combined events, including using tree diagrams and
MyMaths (Search these codes on
mymaths.co.uk for online lessons

1179
1178
1186

1033
1045
1247
1301
1155
1064

1149
1151
1212
1164
1249
1214
1248
1215
1205
1193
1206
1192
1207
1254
1202
1109
1082
1086
1141

1130
1119
1102
1148
1080
1100

1320

1072
1013
1001
1005
1917
1916
1011 1007
1046
1068 1068
1030
1031

1017
1040
1047
1074
1017
1040
1047
1016
1074
1015
1063
1066
1171
1186
1170 1007
1068
1159

1159

1247
1150
1150
1151
1157
1086
1156
1103
1117
1129
1128
1108

1099
1113
1115
1125
1127
1125

1057
1005
1043
1043
1736
1737
1121
1246
1067
1006
1211
1264
1264
1263
1211
1262
1263

1182
1928
1929
1319
1181
1160
1169
1185
1236
1319
1177
1174

1057

1161
1162
1189
1083
1163
1088
1118
1087
1142
1321
1090
1089
1147

1037
1015
1036
1038
Skills
1039
1060
1103
1073
1237
Skills
1743
1060
1073
1034
1237
1044
1743
1032
1053
1924
1033
1064
1065
1924

1396
1153
1314
1312
1311
1180
1185
1169
1180
1322
1323
1078
1106
1098
1137
1138
1139
1107
1246
1122
1136

1196
1197

1254
1201
1255
1202
1194
1195
1213
1333
1250
1198

1033
1045
1301
1924
1074
1065
1049
1050
1051
1071
1172

1070
1188
1126
1070
1188
1126
1322
1184

1312
1128
1152

1112
1064

1131
1133
1095
1120
1112
1095
1120

1134
1135

1121
1246
1061
1329
1048
1059
1036
1312

1312

1238
1070
1165
1173
1166,

1165, 1166
1920
1054
1262
1921
1922
1263
1199
1208
1334
1935
1263
1334
Week (Approx Number of
Term Chapter
Guide) Lessons

2
33-34 2 Expressions
1
(Algebra)
Yr 9 Summer 2

1
35-36
2

4 Handling data
1
(Statistics)
1
37

1-2 3 Angles and polygons


1
(Geometry)
2

1
3-4
1
1 Calculations 1

(Number)
2
1 Calculations 1

(Number)

5-6
Yr 10 Autumn Term 3

1 5 Fractions, decimals and


percentages

3 (Number)

7-8 2

2
9-10
6 Formulae and functions
2
(Algebra)
2

11-12 1

7 Working in 2D
2
(Geometry)

2
13-14
3

2
9 Measures and accuracy
1
(Number)
15
9 Measures and accuracy

(Number)
15
1

16-17
2

2
8 Probability

18-19 2
(Probability)

1
Yr 10 Spring Term

2
20-21
2
10 Equations and
inequalities
2
(Algebra)

22-23
3

2
11 Circles and
constructions
24-25
3 (Geometry)

1
26
26
2
12 Ratio and proportion

2 (Ratio and proportion)

27-28 3

2 13 Factors, powers and


roots
2
(Number)

29-30 3

2
14 Graphs 1

2 (Algebra)
Yr 10 Summer Term

31-32 3

2
33 15 Working in 3D

1 (Geometry)

1
34-35
16 Grouped and bivariate
2 data

(Statistics)
2

36
3

16 Grouped and bivariate


data
37-39
1 (Statistics)
16 Grouped and bivariate
data
37-39
(Statistics)

2
Year 11 (Note that there are 6 lessons per fortnight in Yr
11)

3 16 Grouped and bivariate


data
1-2
(Statistics)
1

3-4 17 Calculations 2

(Number)
2

1
5-6

2
Yr 11 Autumn Term

18 Graphs 2
2
(Algebra)

7-8 1

19 Pythagoras and
1 trigonometry

2 (Geometry)

9-10 1
Y
9-10

11-12 Trial Exam Period

13-15

5 Trial Exam Review

16-17 2

2
22 Units and
proportionality

(Ratio and proportion)


11 Spring Term

18-19
3

21 Sequences
1
(Algebra)
20-21
Yr 11 Sprin
21 Sequences

(Algebra)
20-21
2

22-23 20 Combined events


2
(Probability)
2

1
24-26

Revision Period

27-30
200 Lessons
in total
excluding
final revision
period
Yr 11 Summer Term
Yr 11 Sum
Prior Knowledge
Lesson
(Double Click on cell to see full details)

Terms and expressions Students should have prior knowledge of some of


these topics, as they are encountered at Key Stage
3:
-the ability to use negative numbers with the four
operations and recall and use hierarchy of
Simplifying expressions operations and understand inverse operations;
-dealing with decimals and negatives on a
Indices Expanding and calculator;
factorising 1 -using index laws numerically.

Students should be able to square negative


Expanding and factorising 1 + 1 numbers.
Consolidation Lesson Students should be able to substitute into
formulae.
Sampling Students
Students should
should be be able
able to
to expand single
read scales on brackets
graphs,
and collect like terms
draw circles, measure angles and plot coordinates
in the first quadrant, and know that there are 360
Organising data degrees in a full turn and
180 degrees at a point on a straight line.
Representing data 1 Students should have experience of tally charts.
Students will have used inequality notation.
Students must be able to find the midpoint of two
Representing data 2 numbers.
Students should be able to use the correct notation
for time using 12- and 24-hour clocks.
Averages and spread 1 + 1 Students should be able to calculate the midpoint
Consolidation Lesson (Need to find a of two numbers.
lesson in the final week of term for Students will have drawn statistical diagrams.
this) Students will have used inequality notation.

Angles and lines Students should be able to use a ruler and


protractor.
Students should have an understanding of angles
Triangles and quadrilaterals as a measure of turning.
Students should be able to name angles and
distinguish between acute, obtuse, reflex and right
angles.
Congruence and similarity Students should recognise reflection symmetry, be
able to identify and draw lines of symmetry, and
complete diagrams with given number of lines of
Polygon angles + Consolidation symmetry.
Lesson
Students should recognise rotation symmetry and
be able to identify orders of rotational symmetry,
Place value Students will have
and complete an appreciation
diagrams with given of place
order of value,
and recognise
rotational even and odd numbers.
symmetry.
Rounding Students will have knowledge of using the four
operations with whole numbers.
Students should have knowledge of integer
Adding and subtracting complements to 10 and to 100.
Students should have knowledge of strategies for
multiplying and dividing whole numbers by 2, 4, 5,
and 10.
Students should be able to read and write decimals
in figures and words.
Students should have knowledge of integer
complements to 10 and to 100.
Students should have knowledge of strategies for
multiplying and dividing whole numbers by 2, 4, 5,
and 10.
Multiplying and dividing + Test Students should be able to read and write decimals
Preparation Lesson in figures and words.

Test Lesson + Test Feedback Lesson Students should be able to use the four operations
+ Consolidation Lesson for Chapter of number.
1 Students should be able to find common factors.
Students have a basic understanding of fractions
as being parts of a whole.
Decimals and fractions Students should be able to define percentage as
number of parts per hundred.
Students should know number complements to 10
Decimals and fractions and multiplication tables.
Fractions and percentages

Calculations with fractions

Fractions, decimals and percentages

Consolidation Lesson

Substituting into formulae Students should be able to use negative numbers


with the four operations, recall and use the
hierarchy of operations and understand inverse
operations.
Using standard formulae Students should be able to substitute into and
solve equations.
Students should have experience of using
Equations, identities and functions formulae.
Students should be able to expand single brackets
and collect like terms.
Expanding and factorising 2 + 1
Consolidation Lesson

Measuring lengths and angles Students should be able to use a ruler and
protractor.
Students should have an understanding of angles
as a measure of turning.
Area of a 2D shape Students should be able to name angles and
distinguish between acute, obtuse, reflex and right
angles.
Students should be able to measure lines and recall
Transformations 1 the names of 2D shapes.
Students should be able to interpret scales on a
range of measuring instruments.
Students should recall basic shapes.
Transformations 2 + 1 Consolidation Students should be able to plot points in all four
Lesson
quadrants.
Estimation and approximation Students should
will havehave an understanding
an appreciation of the
of place value,
concept
and of rotation.
recognise even and odd numbers.
be able
Students should know to draw
speed and recognise
= distance/time,
Calculator methods lines parallel
density to axes and y = x, y = x.
= mass/volume.
Students will have encountered the terms
clockwise and anticlockwise previously.
Students will have used column vectors when
dealing with translations.
Students can recall and apply Pythagoras Theorem
on a coordinate grid.
Students should be able to recognise and enlarge
Students will have an appreciation of place value,
and recognise even and odd numbers.
Students should know speed = distance/time,
density = mass/volume.

Measures and accuracy

Measures and accuracy + 1


Consolidation Lesson

Probability experiments Students should have experience of tally charts.


Students will
have drawn the statistical diagrams in unit 4.
Expected outcomes Students should know how to
add and multiply fractions and decimals.
Theoretical probability Students should have experience of expressing one
number as a fraction of another number.

Mutually exclusive events

Test Preparation Lesson + Test +


Feedback Lesson

Consolidation Lesson for Chapter 8

Solving linear equations 1 Students will have used inequality notation.


Students should be able to rearrange simple
formulae and equations, as preparation for
Solving linear equations 2
rearranging trigonometric formulae. Students
should be able to substitute into and solve
equations.
Quadratic equations Students should have experience of using
formulae.
Students should recall and use the hierarchy of
Simultaneous equations operations and use of inequality symbols.

Inequalities + 1 Consolidation
Lesson

Circles 1 Students should be able to read scales on graphs,


draw circles, measure angles and plot coordinates
in the first quadrant, and know that there are 360
degrees in a full turn and
Circles 2
180 degrees at a point on a straight line.
Students should be able to use a ruler and
protractor.
Students should have an understanding of angles
Constructions
as a measure of turning.
Students should be able to name angles and
distinguish between acute, obtuse, reflex and right
Loci angles.
Students should be able to measure and draw
lines.
Students know how to calculate area and volume in
1 Consolidation Lesson various metric measures.
Students should be able to measure lines and
angles and using compasses, ruler and protractor,
and construct standard constructions.
Proportion Students should be able to use the four operations
of number.
Students should be able to find common factors.
Ratio and scales Students have a basic understanding of fractions
as being parts of a whole.
Students should be able to define percentage as
Percentage change + Consolidation number of parts per hundred.
Lesson Students should know number complements to 10
and multiplication tables. Students
Factors and multiples Students
should know will the
have an operations
four appreciation of of place value,
number.
and recognise even and odd numbers.
Students should have a basic understanding of
Students
fractions aswillbeing
have parts
knowledge of using the four
of a whole.
Prime factor decomposition operations with whole numbers.
Students should have knowledge of integer
Powers and roots + Consolidation complements to 10 and to 100.
Lesson Students should have knowledge of strategies for
multiplying and dividing whole numbers by 2, 4, 5,
Drawing straight-line graphs and 10. should be able to plot coordinates and
Students
Students
read scales
should be able to read and write decimals
in figures should
Students and words.
be able to substitute Students
into a should
Equation of a straight line be
formula.
able to write powers of 10 in index form and
recogniseshould
Students and recall
be able
powers
to draw
of 10,
and
i.e.recognise
102 = 100.
Students
lines parallel
should
to axes
recalland
theyindex
= x, ylaws.
= x.
Kinematic graphs + 1 Consolidation Students should be able to rearrange simple
Lesson formulae and equations, as preparation for
rearranging trigonometric formulae
3D shapes Students
Students should
should beknowable to measure
speed lines and recall
= distance/time,
the names of 2D
density = mass/volume.shapes. Students
Students
should beshould
able tobe ablelinear
draw to use strategies for
graphs.
Volume of a prism multiplying and dividing
Students should be able by powers
to plot of 10. and
coordinates
Students should
sketch simple be ablewith
functions to find areasofby
a table counting
values.
squares
Students and volumes
should be by to
able counting cubes.
substitute into and
Volume and surface area
Students should be able to interpret scales on a
solve equations.
range
Studentsof measuring
should have instruments.
experience of using
Students
formulae. should be able to rearrange simple
Volume and surface area formulae and equations, as preparation for
rearranging trigonometric formulae.
Students should recall basic angle facts. Students
Consolidation Lesson should know the formula for calculating the area of
a rectangle. Students know how to
calculate area and volume in various metric
Frequency diagrams measures.
Students should be able to read scales on graphs,
draw circles, measure angles and plot coordinates
in the first quadrant, and know that there are 360
Averages and spread 2 + 1 Test degrees in a full turn and
Preparation Lesson 180 degrees at a point on a straight line.
Students should have experience of tally charts.
Students will have used inequality notation.
Students must be able to find the midpoint of two
End of Yr 10 Test numbers. Students
will have drawn the statistical diagrams in unit 4.

Averages and spread 2


Scatter graphs and correlation

6 lessons per fortnight in Yr


11)
Time series + 1 Consolidation
Lesson

Calculating with roots and indices Students should have prior knowledge of some of
these topics, as they are encountered at Key Stage
3:
the ability to use negative numbers with the four
operations and recall and use hierarchy of
operations and understand inverse operations;
Exact calculations
dealing with decimals and negatives on a
calculator;
using index laws numerically.
Students should understand when to leave an
answer in surd form. Students
should be able to write powers of 10 in index form
Standard form
and recognise and recall powers of 10, i.e. 102 =
100.
Students should recall the index laws.
1 Consolidation Lesson

Properties of quadratic functions Students should be able to plot coordinates and


read scales
Students should be able to substitute into a
formula.
Students can plot coordinates in all four quadrants
Sketching functions
and draw axes. Students should be
able to draw linear graphs.
Students should be able to plot coordinates and
Real-life graphs sketch simple functions with a table of values.

Real-life graphs + 1 Consolidation


Lesson

Pythagoras' theorem Students should be able to use a ruler and


protractor.
Students should have an understanding of angles
Pythagoras' theorem as a measure of turning.
Students should be able to name angles and
distinguish between acute, obtuse, reflex and right
Trigonometry 1 angles.
Students should recognise reflection symmetry, be
Trigonometry 2 able to identify and draw lines of symmetry, and
complete diagrams with given number of lines of
symmetry.
Students should recognise rotation symmetry and
be able to identify orders of rotational symmetry,
and complete diagrams with given order of
rotational symmetry. Students will
have used column vectors when dealing with
translations.
2 Lessons of trial exam prep using
past papers. Set homework based
on revision as the scheme of work is
too tight to give more revision
lessons here.

Lessons are disturbed in this 2 week


period. Use the time to revise before
the maths exams and consolidate
weaker topics etc after the exam

Trigonometry 2 + Vectors

Feedback on Trial Exams

Vectors + 1 Consolidation Lesson

Compound units Students should be able to rearrange equations


and use these to solve problems.
Students should know speed = distance/time,
Direct proportion
density = mass/volume.
Students should be able to draw linear graphs.
Students should be able to plot coordinates and
sketch simple functions with a table of values.
Students should be able to substitute into and
Inverse proportion solve equations.
Students should have experience of using
formulae.
Growth and decay + 1 Consolidation
Lesson

Sequence rules Students should be able to substitute into a


formula.
Students should have experience of using
Sequence rules formulae.
formula.
Students should have experience of using
formulae.

Finding the nth term

Special sequences + 1 Consolidation


Lesson
Sets Students should have experience of tally charts.
Students
should be able to find a percentage of an amount
Possibility spaces and relate percentages to decimals.

Tree diagrams

1 Consolidation Lesson

Revision period week 24 to 30


(Around 7 weeks and about 20
periods of past paper use)
GCSE Objective statement (Double Click on cell to see full
details)

Use and interpret algebraic notation, including:


- ab in place of a b
- 3y in place of y + y + y and 3 y
- a2 in place of a a, a3 in place of a a a, a2b in place of a a b
- a/b in place of ab
- coefficients
Simplify written as fractions
and manipulate algebraicrather than as (including
expressions decimals those involving surds) by:
brackets like terms
- collecting
-Substitute
multiplying numerical
a single termvalues intoa formulae
over bracket and expressions, including scientific formulae
Simplify
Understand andand manipulate
use the algebraic
concepts expressions
and vocabulary (including those involving
of expressions, surds)
equations, by:
formulae, identities,
- taking out common factors
-inequalities,
collecting like terms
terms and factors
- expanding products of two binomials
- multiplying a single term over a bracket
- factorising quadratic expressions of the form x2 + bx + c, including the difference of two squares;
- taking out common factors
-Usesimplifying
and interpretexpressions
algebraic involving sums, products and powers, including the laws of indices.
- expanding products of twonotation,
binomialsincluding:
- ab in placequadratic
factorising of a b expressions of the form x2 + bx + c, including the difference of two squares;
- 3y in place expressions
simplifying of y + y + y and 3 y sums, products and powers, including the laws of indices.
involving
- a2 inproperties
Infer place of aofpopulations
a, a3 in place of a a a, from
or distributions a2b in a place
sample,of a a knowing
whilst b the limitations of sampling.
- a/b instatistics
Apply place of to abdescribe a population.
- coefficients written as fractions rather than as decimals
Interpret
- bracketsand construct tables, charts and diagrams, including frequency tables, bar charts, pie charts and
pictograms
Understandfor and categorical
use the conceptsdata, vertical line charts of
and vocabulary forexpressions,
ungrouped discreteequations,numerical
formulae, data, tables and line
identities,
graphs for time
inequalities, termsseries
anddata
factors.and know their appropriate use.
Interpret and construct tables, charts and diagrams, including frequency tables, bar charts, pie charts and
Simplify and manipulate algebraic expressions (including those involving surds) by:
pictograms for categorical data, vertical line charts for ungrouped discrete numerical data, tables and line
- collecting like terms
graphs for time series data and know their appropriate use.
- multiplying a single term over a bracket
Interpret
Interpret,and analyseconstruct tables, charts
and compare and diagrams,
the distributions including
of data sets fromfrequency tables,
univariate bar charts,
empirical pie charts and
distributions
- taking out common factors
pictograms
through: for categorical data, vertical line charts for ungrouped discrete numerical data, tables and line
- expanding products of two binomials
graphs for time
- appropriate series data
graphical and know their
representation appropriate
involving discrete,use.
continuous and grouped data
- factorising quadratic expressions of the form x2 + bx + c, including the difference of two squares;
Interpret,
-- appropriate analyse and compare
measures of centralthetendency
distributions of data
(median, setsmode
mean, from univariate
and modal empirical
class)ofanddistributions
spread (range,
simplifying expressions involving sums, products and powers, including the laws indices.
through:
including consideration of outliers).
- appropriate graphical representation involving discrete, continuous and grouped data
- appropriate measures of central tendency (median, mean, mode and modal class) and spread (range,
including consideration of outliers).
Use conventional terms and notations: points, lines, vertices, edges, planes, parallel lines, perpendicular
lines, right angles, polygons, regular polygons and polygons with reflection and/or rotation symmetries; use
the standard conventions for labelling and referring to the sides and angles of triangles; draw diagrams
from written description.
Apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles;
Apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles;
understand and use alternate and corresponding angles on parallel lines; derive and use the sum of
understand and use alternate and corresponding angles on parallel lines; derive and use the sum of
angles in a triangle (e.g. to deduce and use the angle sum in any polygon, and to derive properties of
angles in a triangle (e.g. to deduce and use the angle sum in any polygon, and to derive properties of
regular
Use polygons).terms and notations: points, lines, vertices, edges, planes, parallel lines, perpendicular
conventional
regular polygons).
Derive
lines, and apply the properties and definitions of: special types
withof quadrilaterals,
and/or including square,
Deriveright
andangles,
apply the polygons,
properties regular polygons and
and definitions polygons
of: special types ofreflection
quadrilaterals, rotation symmetries;
including square, use
rectangle,
the standard parallelogram, trapezium,
conventions trapezium, kite
for labellingkite and
andand rhombus;and
referring triangles
to the sides and
and angles other plane
of triangles;figures
drawusing
diagrams
rectangle, parallelogram, rhombus;and triangles and other plane figures using
appropriate
from
Use written language.
conventional description.
terms and notations: points, lines, vertices, edges, planes, parallel lines, perpendicular
appropriate language.
Apply
Derive
lines, angle
and
right facts,the
apply
angles, triangle
polygons, congruence,
properties regular similarity
andindefinitions
polygons of:
and and properties
special
polygons withof
types quadrilaterals
ofreflection
quadrilaterals,
and/or to conjecture
including
rotation and derive
square,
symmetries;
Measure line segments and angles geometric figures, including interpreting maps and scale drawingsuse
results
rectangle,about angles and sides,including Pythagoras Theorem and the fact that the base angles of an
the use ofparallelogram,
andstandard conventions trapezium,
bearings. for labellingkite
andand rhombus;and
referring triangles
to the sides and other
and angles plane figures
of triangles; drawusing
diagrams
isosceles
appropriate triangle
from written language. are
description. equal, and use known results to obtain simple proofs.
Order
Solve positive and problems
geometrical negative integers, decimals
onatcoordinate axes. and fractions; use the symbols =, , <, >, , .
Use the
Apply thebasic congruence
properties of angles criteria afor triangles
point, angles (SSS, SAS, on
at a point ASA, RHS). line, vertically opposite angles;
a straight
Apply the four operations +, , , , including formal written methods, to integers, decimals and simple
Apply angle and
understand facts,usetriangle
alternate congruence, similarity and
and corresponding properties
angles on parallelof quadrilaterals
lines; derive andto conjecture
use the sumandofderive
fractions (proper and improper), and mixed numbers all both positive and negative; understand and use
Round
angles numbers
results about
in a triangle and(e.g.
angles measures
and sides,
to to
deduce an appropriate
including
and Pythagoras
use degree
the angle sumofinaccuracy
Theorem anyand (e.g.
the
polygon,factto a specified
that
and tothe number
angles of
baseproperties
derive of of
an
place value (e.g. when working with very large or very small numbers, and when calculating with decimals).
decimal
isosceles
regular places
triangle
polygons). or are
significant
equal, and figures)
use use
known inequality
results notation
to obtaintosimple
specify simple error intervals due to
proofs.
Apply systematic listing strategies.
truncation or rounding.
Apply the concepts of congruence and similarity, including the relationships between lengths.
Apply the four operations +, , , , including formal written methods, to integers, decimals and simple
fractions (proper and improper), and mixed numbers all both positive and negative; understand and use
place value (e.g. when working with very large or very small numbers, and when calculating with decimals).
Apply the four operations +, , , , including formal written methods, to integers, decimals and simple
fractions (proper and improper), and mixed numbers all both positive and negative; understand and use
place value (e.g. when working with very large or very small numbers, and when calculating with decimals).
Recognise and use relationships between operations, including inverse operations (e.g. cancellation to
simplify calculations and expressions); use conventional notation for priority of operations, including
brackets, powers, roots and reciprocals.

Order positive and negative integers, decimals and fractions; use the symbols =, , <, >, , .
Work interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and 7/2 or
0.375 or 3/8 ).
Use and interpret algebraic notation, including:
Recognise
- ab in placeandof ause
brelationships between operations, including inverse operations (e.g. cancellation to
simplify calculations
- 3y in place of y + y and expressions);
+ y and 3y use conventional notation for priority of operations, including
brackets, powers, roots and reciprocals.
- a2 in place of a a, a3 in place of a a a, a2b in place of a a b
Interpret
Apply
- a/b inthefractions and percentages
fourofoperations
place ab +, , , , as operators.
including formal written methods, to integers, decimals and simple
fractions (proper
- coefficients andas
written improper),
fractions and mixed
rather thannumbers all both positive and negative; understand and use
as decimals
place value (e.g. when working with very large or very small numbers, and when calculating with decimals).
- brackets
Recognise
Express oneand
Work interchangeablyuse relationships
quantity as a fraction
with between
terminating operations,
of another,
decimalswhere including
and the
theirfractioninverse operations
is less than
corresponding (e.g. cancellation
1 or greater
fractions (such than
as to or
3.51.and 7/2
simplify calculations
0.375 or 3/8 ). and expressions); use conventional notation for priority of operations, including
brackets, powers, roots
Define percentage and reciprocals.
as number of parts per hundred; interpret percentages and percentage changes as a
fraction or a decimal, and interpret these multiplicatively; express one quantity as a percentage of another;
compare two quantities using percentages; work with percentages greater than 100%; solve problems
involving percentage change, including percentage increase/decrease and original value problems, and
simple interest including in financial mathematics.
Substitute numerical values into formulae and expressions, including scientific formulae.
Understand and use standard mathematical formulae; rearrange formulae to change the subject.

Understand and use standard mathematical formulae; rearrange formulae to change the subject.
Where appropriate, interpret simple expressions as functions with inputs and outputs.

Understand and use the concepts and vocabulary of expressions, equations, formulae, identities,
inequalities, terms and factors.
Know the difference between an equation and an identity; argue mathematically to show algebraic
Understand
expressions and use the concepts
are equivalent, and use and vocabulary
algebra of expressions,
to support equations,
and construct formulae, identities,
arguments.
inequalities, terms and factors.
Simplify and manipulate algebraic expressions (including those involving surds) by:
- collecting
Use like terms
scale factors, scale diagrams and maps.
-Use multiplying a single
conventional term
terms over
and a bracket
notations: points, lines, vertices, edges, planes, parallel lines, perpendicular
-lines,
taking out common factors
right angles, polygons, regular polygons and polygons with reflection and/or rotation symmetries; use
-the
expanding
standardproducts of two
conventions forbinomials
labelling and referring to the sides and angles of triangles; draw diagrams
- factorising
written quadratic
Understand
from and expressions
use standard
description. of the form
mathematical x2 + bx +rearrange
formulae; c, including the difference
formulae of two
to change the squares.
subject.
- simplifying
Use standardexpressions involving
units of measure andsums, products
related concepts and powers,
(length, including
area, the laws of mass
volume/capacity, indices.
,time, money,
etc).
Know
Measure andline
apply formulae
segments to angles
and calculate: area of triangles,
in geometric figures, parallelograms, trapezia;
including interpreting volume
maps of cuboids
and scale and
drawings
other right
Identify, prisms
and use describe (including cylinders).
and construct congruent and similar shapes, including on coordinate axes, by
of bearings.
considering rotation, reflection, translation and enlargement (including fractional scale factors).
Describe translations as 2D vectors.

Identify, describe and construct congruent and similar shapes, including on coordinate axes, by
considering rotation, reflection, translation and enlargement (including fractional scale factors).
Estimate answers; check calculations using approximation and estimation, including answers obtained
using technology.
Round numbers and measures to an appropriate degree of accuracy (e.g. to a specified number of
Estimate answers;
decimal places check calculations
or significant using
figures) use approximation
inequality notationand estimation,
to specify including
simple answersdue
error intervals obtained
to
using technology.
truncation or rounding.
Round numbers and measures to an appropriate degree of accuracy (e.g. to a specified number of
decimal places or significant figures) use inequality notation to specify simple error intervals due to
truncation or rounding.
Use standard units of mass, length, time, money and other measures (including standard compound
measures) using decimal quantities where appropriate.
Round numbers and measures to an appropriate degree of accuracy (e.g. to a specified number of
Use standard
decimal placesunits of mass, length,
or significant figures)time, money and
use inequality other measures
notation to specify(including standard
simple error compound
intervals due to
measures) using decimal
truncation or rounding. quantities where appropriate.
Round
Apply andnumbers andlimits
interpret measures to an appropriate degree of accuracy (e.g. to a specified number of
of accuracy.
Record
decimal describe
places orand analyse
significant
Change freely between related standard the frequency
figures) of (e.g.
use units outcomes
inequality of probability
notation
time, to specify
length, experiments
simple using
error intervals
area, volume/capacity, tables
mass) due and
to
and
frequency
compoundtrees.
truncation or rounding.
units (e.g. speed, rates of pay, prices) in numerical and algebraic contexts.
Apply and interpret
Use compound unitslimits
suchofas accuracy.
speed, rates of pay, unit pricing, density and pressure.
Apply
Change ideas of between
freely randomness,relatedfairness andunits
standard equally likely
(e.g. events
time, length,to area,
calculate expected outcomes
volume/capacity, mass) of multiple
and
Use standard units of measure and related concepts (length, area, volume/capacity, mass ,time, money,
future
compoundexperiments.
units (e.g. speed, rates of pay, prices) in numerical and algebraic contexts.
etc).
Understand
Use compound thatunits
empirical
such unbiased
as speed,samples
rates of tend towards
pay, unit theoretical
pricing, density probability
and pressure.distributions, with
Relate relative
increasing expected
sample size. frequencies to theoretical probability, using appropriate language and the 0 - 1
Use standard
probability units of measure and related concepts (length, area, volume/capacity, mass ,time, money,
scale.
etc).
Understand that empirical unbiased samples tend towards theoretical probability distributions, with
increasing
Apply sample size.
the property that the probabilities of an exhaustive set of outcomes sum to one; apply the property
that the probabilities of an exhaustive set of mutually exclusive events sum to one.

Solve linear equations in one unknown algebraically (including those with the unknown on both sides of the
equation); find approximate solutions using a graph.
Translate simple situations or procedures into algebraic expressions or formulae; derive an equation (or
Solve linear equations
two simultaneous in one unknown
equations), solve the algebraically (including
equation(s) and those
interpret with the unknown on both sides of the
the solution.
equation); find approximate solutions using a graph.
Translate simple situations or procedures into algebraic expressions or formulae; derive an equation (or
two simultaneous equations), solve the equation(s) and interpret the solution.
Understand and use the concepts and vocabulary of expressions, equations, formulae, identities,
inequalities, terms and factors.
Identify and interpret roots, intercepts, turning points of quadratic functions graphically; deduce roots
algebraically.
Solve two simultaneous equations in two variables (linear/linear) algebraically; find approximate solutions
Solve aquadratic
using graph. equations algebraically by factorising; find approximate solutions using a graph.
Translate
Translate simple
simple situations
situations or
or procedures
procedures into
into algebraic
algebraic expressions
expressions oror formulae;
formulae; derive
derive an
an equation
equation (or
(or
two
two simultaneous
simultaneous equations),
equations), solve
solve the
the equation(s)
equation(s) and
and interpret
interpret the
the solution.
solution.
Understand and use the concepts and vocabulary of expressions, equations, formulae, inequalities, terms,
factors and identities.
Solve linear inequalities in one variable; represent the solution set on a number line.
Understand and use standard mathematical formulae; rearrange formulae to change the subject.
Identify and apply circle definitions and properties, including: centre, radius, chord, diameter,
circumference, tangent, arc, sector and segment.
Know the formulae: circumference of a circle = 2r = d, area of a circle = r 2; calculate: perimeters of 2D
Understand and use
shapes, including standard
circles; areasmathematical
of circles andformulae;
composite rearrange
shapes. formulae to change
Surface area the subject.
and volume of spheres,
Identify and apply circle definitions
pyramids, cones and composite solids. and properties, including: centre, radius, chord, diameter,
circumference, tangent, arc, sector and segment.
Know the formulae: circumference of a circle = 2r = d, area of a circle = r2; calculate: perimeters of 2D
shapes,
Use including ruler
the standard circles;
andareas of circles
compass and composite
constructions shapes. Surface
(perpendicular bisectorarea and segment,
of a line volume ofconstructing
spheres,
pyramids, conestoand
a perpendicular composite
a given solids.
line from /at a given point, bisecting a given angle); use these to construct given
Calculate
figures and arc lengths,
solve angles andknow
loci problems; areas of the
that sectors of circles. distance from a point to a line is the shortest
perpendicular
distance to the line.
Use scaleline
Measure factors, scale and
segments diagrams
anglesand maps.
in geometric figures, including interpreting maps and scale drawings
Use conventional
and use terms and notations: points, lines, vertices, edges, planes, parallel lines, perpendicular
of bearings.
lines, right angles, polygons, regular polygons and polygons with reflection and/or rotation symmetries; use
the standard conventions for labelling and referring to the sides and angles of triangles; draw diagrams
from written description.
Use the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing
a perpendicular to a given line from /at a given point, bisecting a given angle); use these to construct given
figures and solve loci problems; know that the perpendicular distance from a point to a line is the shortest
distance to the line.
Measure line segments and angles in geometric figures, including interpreting maps and scale drawings
and use of bearings.
Express one quantity as a fraction of another, where the fraction is less than 1 or greater than 1.
Express a multiplicative relationship between two quantities as a ratio or a fraction.
Define percentage as number of parts per hundred; interpret percentages and percentage changes as a
fraction or a work
Identify and decimal,
withand interpret
fractions these
in ratio multiplicatively; express one quantity as a percentage of another;
problems.
compare two quantities using percentages;
Use scale factors, scale diagrams and maps. work with percentages greater than 100%; solve problems
involving percentage change, including percentage
Use ratio notation, including reduction to simplest form. increase/decrease and original value problems, and
simple
Define interest including
Divide apercentage
given quantity in
as numberfinancial
into twoofpartsmathematics.
partsin per hundred;
a given interpret
part:part percentages
or part:whole ratio;and percentage
express changes
the division of a as a
fraction
quantity or a decimal,
into two partsandas ainterpret these
ratio; apply multiplicatively;
ratio express
to real contexts one quantity
and problems (suchasas
a percentage of another;
those involving
compare
conversion, twocomparison,
quantities using percentages;
scaling, work with percentages greater than 100%; solve problems
mixing, concentrations).
Use the concepts
involving
Express apercentage andchange,
multiplicativevocabulary of between
prime
including
relationship numbers,
percentage factors as
(divisors),
increase/decrease
two quantities multiples,
and
a ratio or common
original
a fraction. factors, and
value problems,
common
simple multiples,
interest
Relate ratios highest
toincluding
fractions in common
financial
and factor, lowest
mathematics
to linear functions. common multiple, prime factorisation, including using
product notation and the unique factorisation theorem.
Compare lengths, areas and volumes using ratio notation; and scale factors and similarity (including
Use the concepts and vocabulary of prime numbers, factors (divisors), multiples, common factors,
trigonometric ratios).
common multiples, highest common factor, lowest common multiple, prime factorisation, including using
product notation
Use positive andpowers
integer the unique
and factorisation
associated real theorem.
roots (square, cube and higher), recognise powers of 2, 3,
Apply
4, 5. systematic listing strategies.

Work with coordinates in all four quadrants.


Plot graphs of equations that correspond to straight-line graphs in the coordinate plane; use the form y =
mx + c to identify parallel lines; find the equation of the line through two given points, or through one point
with a given of
Plot graphs gradient.
equations that correspond to straight-line graphs in the coordinate plane; use the form y =
Solve
mx + clinear equations
to identify in one
parallel lines;unknown
find the algebraically
equation of the (including thosetwo
line through with the unknown
given points, oron both sides
through of the
one point
equation);
with a given find approximate solutions using a graph.
gradient.
Identify
Plot andand interpret
interpret gradients
graphs and intercepts
(including reciprocal of linear and
graphs) functions
graphsgraphically and algebraically.
of non-standard functions in real
Solve linear
contexts, equations
to find in one solutions
approximate unknown to algebraically
problems such (including thosekinematic
as simple with the unknown
problems on both sides
involving of the
distance,
equation);
speed and find approximate solutions using a graph.
acceleration.
Use conventional
Interpret the gradientterms and
of a notations:
straight points,
line graph aslines,
a ratevertices,
of change;edges, planes,and
recognise parallel lines,graphs
interpret perpendicular
that
lines, right
illustrate angles,
direct andpolygons, regular polygons and polygons with reflection and/or rotation symmetries; use
inverse proportion.
the standard conventions for labelling and referring to the sides and angles of triangles; draw diagrams
Understand
from written and use standard mathematical formulae; rearrange formulae to change the subject.
description.
Compare lengths, areas
Identify properties of the and
faces,volumes
surfaces,using ratioand
edges notation;
verticesandof:scale factors
cubes, and prisms,
cuboids, similarity (including
cylinders,
trigonometric
pyramids, cones ratios).
and spheres.
Understand
Use standard
Construct and
and useofstandard
units
interpretmeasure
plans and mathematical
and formulae;
related concepts
elevations rearrange
(length,
of 3D shapes. area,formulae to changemass
volume/capacity, the subject.
,time, money,
Know
etc). the formulae: circumference of a circle = 2r = d, area of a circle = r ; calculate: perimeters of 2D
2

shapes,
Know and including circles; areas
apply formulae of circles
to calculate: and
area ofcomposite shapes. Surfacetrapezia;
triangles, parallelograms, area and volume
volume ofof spheres,
cuboids and
pyramids,
other right cones
prismsand composite
(including solids.
cylinders).
Understand and use standard mathematical formulae; rearrange formulae to change the subject.
Know the formulae: circumference of a circle = 2r = d, area of a circle = r2; calculate: perimeters of 2D
shapes, including circles; areas of circles and composite shapes. Surface area and volume of spheres,
pyramids, cones and composite solids.

Interpret, analyse and compare the distributions of data sets from univariate empirical distributions
through:
- appropriate graphical representation involving discrete, continuous and grouped data
-Interpret,
appropriate measures
analyse of central
and compare thetendency (median,
distributions mean,
of data setsmode and modalempirical
from univariate class) and spread (range,
distributions
including
through: consideration of outliers).
- appropriate graphical representation involving discrete, continuous and grouped data
- appropriate measures of central tendency (median, mean, mode and modal class) and spread (range,
including consideration of outliers).
Apply statistics to describe a population.

Interpret, analyse and compare the distributions of data sets from univariate empirical distributions
through:
- appropriate graphical representation involving discrete, continuous and grouped data
- appropriate measures of central tendency (median, mean, mode and modal class) and spread (range,
including consideration of outliers).
Apply statistics to describe a population.
Solve linear equations in one unknown algebraically (including those with the unknown on both sides of the
equation); find approximate solutions using a graph.
Interpret, analyse and compare the distributions of data sets from univariate empirical distributions
through:
- appropriate graphical representation involving discrete, continuous and grouped data
- appropriate measures of central tendency (median, mean, mode and modal class) and spread (range,
including consideration of outliers).
Interpret and construct tables, charts and diagrams, including frequency tables, bar charts, pie charts and
Apply statistics to describe a population.
pictograms
Use and interpret scatter graphsvertical
for categorical data, line charts for ungrouped discrete numerical data, tables
notand line
of bivariate data; recognise correlation and know that it does indicate
graphs for time series data and know their appropriate use.
causation; draw estimated lines of best fit; make predictions; interpolate and extrapolate apparent trends
whilst knowing the dangers of so doing.

Calculate with roots, and with integer indices.

Calculate exactly with fractions and multiples of .

Calculate with and interpret standard form A 10n, where 1 A < 10 and n is an integer.

Identify and interpret roots, intercepts, turning points of quadratic functions graphically; deduce roots
algebraically.
Recognise, sketch and interpret graphs of linear functions, quadratic functions, simple cubic functions, the
reciprocal function y = 1/x with x 0.
Solve quadratic equations algebraically by factorising; find approximate solutions using a graph.
Recognise, sketch and interpret graphs of linear functions, quadratic functions, simple cubic functions, the
reciprocal function y = 1/x with x 0.

Plot and interpret graphs (including reciprocal graphs) and graphs of non-standard functions in real
contexts, to find approximate solutions to problems such as simple kinematic problems involving distance,
speed and acceleration.

Plot and interpret graphs (including reciprocal graphs) and graphs of non-standard functions in real
contexts, to find approximate solutions to problems such as simple kinematic problems involving distance,
speed and acceleration.
Apply angle facts, triangle congruence, similarity and properties of quadrilaterals to conjecture and derive
results about angles and sides,including Pythagoras Theorem and the fact that the base angles of an
isosceles triangle are equal, and use known results to obtain simple proofs.
Apply angle
Know the facts, triangle
formulae congruence,
for: Pythagoras similarity
theorem, a 2 +and
b2 =properties
c2, and the oftrigonometric
quadrilateralsratios,
to conjecture
sin = and derive
results about angles and
opposite/hypotenuse, cossides,including Pythagorasand
= adjacent/hypotenuse Theorem
tan = and the fact that theapply
opposite/adjacent; basethemangles of an
to find
isosceles
angles and triangle
lengthsarein equal, and use
right-angled knowninresults
triangles to obtain simple
two dimensional figures.proofs.
Compare
Know the lengths,
formulaeareas and volumes
for: Pythagoras using ratio
theorem, a 2 +notation; andthe
b2 = c2, and scale factors andratios,
trigonometric similarity
sin (including
=
trigonometric ratios). cos = adjacent/hypotenuse and tan = opposite/adjacent; apply them to find
opposite/hypotenuse,
Apply
anglesthe
andconcepts
lengths inof right-angled
congruence triangles
and similarity,
in twoincluding
dimensionalthe relationships
figures. between lengths.
Compare
Know the lengths,
formulaeareas and volumes
for: Pythagoras using ratio
theorem, a 2 +notation; andthe
b2 = c2, and scale factors andratios,
trigonometric similarity
sin (including
=
trigonometric ratios). cos = adjacent/hypotenuse and tan = opposite/adjacent; apply them to find
opposite/hypotenuse,
Apply
anglesthe
andconcepts
lengths inof right-angled
congruence triangles
and similarity,
in twoincluding
dimensionalthe relationships
figures. between lengths.
Know the formulae
exact values for: of
Pythagoras theorem,
sin and cos for a 2=+0,
b2 30,
= c2,45
and, the
60 trigonometric
and 90; knowratios, sin value
the exact = of tan
opposite/hypotenuse,
for = 0, 30, 45 andcos 60.= adjacent/hypotenuse and tan = opposite/adjacent; apply them to find angles
and lengths in right-angled triangles in two dimensional figures.
Know the exact values of sin and cos for = 0, 30, 45 , 60 and 90; know the exact value of tan
for = 0, 30, 45 and 60.
Compare lengths, areas and volumes using ratio notation; and scale factors and similarity (including
trigonometric ratios).
Apply the concepts of congruence and similarity, including the relationships between lengths.
Know the formulae for: Pythagoras theorem, a 2 + b2 = c2, and the trigonometric ratios, sin =
opposite/hypotenuse, cos = adjacent/hypotenuse and tan = opposite/adjacent; apply them to find angles
and lengths in right-angled triangles in two dimensional figures.
Know the exact values of sin and cos for = 0, 30, 45 , 60 and 90; know the exact value of tan
for = 0, 30, 45 and 60. Apply addition and subtraction of vectors, multiplication
of vectors by a scalar, and diagrammatic and column representations of vectors.

Apply addition and subtraction of vectors, multiplication of vectors by a scalar, and diagrammatic and
column representations of vectors.

Change freely between related standard units (e.g. time, length, area, volume/capacity, mass) and
compound units (e.g. speed, rates of pay, prices) in numerical and algebraic contexts.
Use compound units such as speed, rates of pay, unit pricing density and pressure.
Change freely between related standard units (e.g. time, length, area, volume/capacity, mass) and
compound units (e.g. speed, rates of pay, prices) in numerical and algebraic contexts.
Express a multiplicative relationship between two quantities as a ratio or a fraction.
Understand and use proportion as equality of ratios.
Relate ratios to fractions and to linear functions.
Solve problems involving direct and inverse proportion, including graphical and algebraic representations.
Change freely between related standard units (e.g. time, length, area, volume/capacity, mass) and
Understand that X is inversely proportional to Y is equivalent to X is proportional to 1/Y; interpret equations
compound units (e.g. speed, rates of pay, prices) in numerical and algebraic contexts.
that describe direct and inverse proportion.
Solve problems involving direct and inverse proportion, including graphical and algebraic representations.
Interpret the gradient of a straight line graph as a rate of change; recognise and interpret graphs that
Understand that X is inversely proportional to Y is equivalent to X is proportional to 1/Y; interpret equations
illustrate directand
Set up, solve andinterpret
inverse the
proportion.
answers in growth and decay problems, including compound interest.
that describe direct and inverse proportion.
Interpret the gradient of a straight line graph as a rate of change; recognise and interpret graphs that
illustrate direct and inverse proportion.
Generate terms of a sequence from either a term-to-term or a position-to-term rule.

Generate terms of a sequence from either a term-to-term or a position-to-term rule.


Generate terms of a sequence from either a term-to-term or a position-to-term rule.
Deduce expressions to calculate the nth term of linear sequences.
Recognise and use sequences of triangular, square and cube numbers, simple arithmetic progressions,
Fibonacci type sequences, quadratic sequences, and simple geometric progressions (rn where n is an
integer, and r is a rational number > 0).
Enumerate sets and combinations of sets systematically, using tables, grids, Venn diagrams and tree
diagrams.
Construct theoretical possibility spaces for single and combined experiments with equally likely outcomes
and use
Apply these to calculate
systematic theoretical probabilities.
listing strategies.
Enumerate sets and combinations of sets systematically, using tables, grids, Venn diagrams and tree
diagrams.
Construct theoretical possibility spaces for single and combined experiments with equally likely outcomes
Record,
and use describe and analyse
these to calculate the frequency
theoretical of outcomes of probability experiments using tables and
probabilities.
frequency trees.
Enumerate sets and combinations of sets systematically, using tables, grids, Venn diagrams and tree
diagrams.
Calculate the probability of independent and dependent combined events, including using tree diagrams
and other representations, and know the underlying assumptions.
MyMaths (Search these codes
on mymaths.co.uk for online
lessons

1158
1186
1187

1178
1179
1033

1247
1155

1212
1248
1249
1193
1214
1215
1193
1205
1206
1207

1192
1202
1254

1082
1086
1109
1082
1102
1130
1119
1141
1148
1100
1320

1069
1072
1103
1001
1392
1004
1005
1007
1020
1028
1068
1167
1393
1916
1917

1016
1019
1042
1075
1018
1030
1031
1017
1040
1046
1047
1015
1016
1029
1074

1158
1167
1186
1187
1159
1171

1155
1247
1150
1151
1157
1086
1103
1117
1146
1108
1128
1129

1099
1113
1115
1127
1125

1002
1004
1005
1043
1043
1736
1737
1006
1067
1121
1006
1246
1067
1121
1209
1246
1210
1211
1211
1264
1210
1264

1262
1263

1154
1395
1925
1182
1928

1169
1181

1175
1176
1319
1161
1162
1930
1083
1088

1118

1089
1090

1147
1015
1029
1037
1036
1038
1039
1060
1103
1237
1302
1032
1743
1034
1044
1032
1044
1053
1924

1093
1394
1395
1396
1153
1312
1314
1322
1323
1078
1098
1106
1137
1138
1139
1107
1246
1122
1136
1107
1122
1136

1193
1196

1201
1202

1201
1202
1213
1250

1198

1033
1924

1017
1040
1047

1049
1050
1051

1168
1169

1071
1172
1180
1316
1184
1322

1184
1322

1053
1112

1053
1112

1133
1145

1131
1133
1145
1131
1133
1145 1134
1135

1134
1135

1061
1121
1246
1036
1048
1059

1048

1070
1238

1173

1173
1165

1053
1054
1920
1262
1921
1922
1199
1263

1208
1334
1935

Potrebbero piacerti anche