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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
7-8 3
(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
(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)
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
2
13-15
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.
End of Yr 10 Test
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.
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
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1033
1045
1247
1301
1155
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Skills
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1920
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1935
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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
3-4
1
1 Calculations 1
(Number)
2
1 Calculations 1
(Number)
5-6
Yr 10 Autumn Term 3
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
27-28 3
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
2
Year 11 (Note that there are 6 lessons per fortnight in Yr
11)
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
13-15
16-17 2
2
22 Units and
proportionality
18-19
3
21 Sequences
1
(Algebra)
20-21
Yr 11 Sprin
21 Sequences
(Algebra)
20-21
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)
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
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.
Inequalities + 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
Trigonometry 2 + Vectors
Tree diagrams
1 Consolidation Lesson
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.
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 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.
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