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MATHEMATICS

in the National Curriculum in Wales

CONTENTS
Foreword ..................................................................................................................2 Common Requirements ...........................................................................................4 Key Stage 1 Focus Statement .................................................................................7 Key Stage 1 Programme of Study ..........................................................................8 Key Stage 2 Focus Statement ...............................................................................15 Key Stage 2 Programme of Study ........................................................................16 Key Stage 3 Focus Statement ...............................................................................25 Key Stage 3 Programme of Study ........................................................................26 Key Stage 4 Focus Statement ...............................................................................37 Key Stage 4 Programme of Study ........................................................................38
5.95 Crown copyright 2000 ISBN 07504 2401X Published by Qualifications, Curriculum and Assessment Authority for Wales (ACCAC) on behalf of the National Assembly for Wales. National Assembly for Wales Cathays Park Cardiff CF10 3NQ ACCAC Castle Buildings Womanby Street Cardiff CF10 9SX Reproduction of any material in this publication is permitted in accordance with copyright guidance issued by HMSO. This guidance is available on request from: q HMSO, St Clements House, 2-16 Colegate, Norwich NR3 1BQ. Tel 01603 621000 Fax 01603 723000 or by e-mail on copyright@hmso.gov.uk It can also be viewed on HMSOs website at www.hmso.gov.uk/guides.htm

Attainment Targets................................................................................................48

Further copies of this document may be ordered by contacting: q ACCAC Publications, PO Box 2129, Erdington, Birmingham B24 0RD Telephone 07071 223647 (English-medium), 07071 223646 (Welsh-medium)

MATHEMATICS

FOREWORD
This document sets out the revised National Curriculum for mathematics in Wales. q The structure of the National Curriculum The National Curriculum applies to pupils of compulsory school age in maintained schools. It is organised on the basis of four key stages, which are broadly as follows*: Pupils ages Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 57 7 11 11 14 14 16 Year groups 12 36 q 79 10 11 The revised programmes of study and attainment targets for mathematics become legal requirements by means of an Order made by the National Assembly of Wales and come into effect on: 1 August 2000 for all year groups in Key Stages 1, 2 and 3 1 August 2001 for year 10 in Key Stage 4 1 August 2002 for year 11 in Key Stage 4 From these dates the existing National Curriculum for mathematics is superseded. Implementation dates At Key Stage 4, external qualifications are the main means of assessing attainment in the National Curriculum. The National Assembly for Wales publishes annually the list of qualifications that, under Section 400 of the Education Act 1996, are approved for use with pupils of compulsory school age. q Access for all pupils The revised National Curriculum provides teachers with greater flexibility to respond to the needs of pupils with identified special educational needs, including gifted and talented pupils. The statement on access for all pupils in the section on Common Requirements increases the scope for teachers to provide such pupils with appropriately challenging work at each key stage.

In Wales, the following subjects are included in the National Curriculum at the key stages shown: Key Stages 1 and 2 English (except at Key Stage 1 in Welsh-speaking classes), Welsh, mathematics, science, technology (design and technology and information technology) history, geography, art, music and physical education as at Key Stages 1 and 2, plus a modern foreign language English, Welsh, mathematics, science and physical education.

Key Stage 3

Key Stage 4

National Assembly for Wales January 2000

For each subject, in each of the key stages listed above, programmes of study set out what pupils should be taught and, for Key Stages 1 to 3, attainment targets set out the expected standards of pupils performance. At the end of Key Stages 1, 2 and 3, standards of pupils performance are set out in eight level descriptions of increasing difficulty, with an additional description above level 8 to help teachers in differentiating exceptional performance.
* The key stages are defined precisely in section 355 of the Education Act 1996

MATHEMATICS

MATHEMATICS

COMMON REQUIREMENTS
Access for all pupils
The programme of study for each key stage should be taught to the great majority of pupils in the key stage, in ways appropriate to their developing maturities and abilities. For those pupils who may need the provision, material may be selected from earlier key stages where this is necessary to enable individual pupils to progress and demonstrate achievement. Such material should be presented in contexts suitable to the pupils age and experience. For gifted and talented pupils, material should be presented in ways which encourage further enquiry, research, problem solving and creative thinking. Material from later key stage programmes of study may be used to enable such pupils to make further progress. Appropriate provision should be made for pupils who need to use: q means of communication other than speech, including computers, technological aids, signing, symbols or lip-reading q non-sighted methods of reading, such as Braille, or non-visual or non-aural ways of acquiring information q technological aids in practical and written work q aids or adapted equipment to allow access to practical activities within and beyond school. Appropriate provision should be made for pupils whose first language is not English or Welsh. Judgements made in relation to the level descriptions should allow for the provision above, where appropriate. Referencing The numbers throughout the programmes of study are for referencing purposes only and do not necessarily indicate a particular teaching sequence or hierarchy of knowledge, understanding and skills. Examples Examples printed in italics are non-statutory. Teachers should provide opportunities, where appropriate, for pupils to develop and apply the following common requirements through their study of mathematics. The number and range of such opportunities are for teachers to determine in the context of their schools scheme of work. Where a statement or section of a programme of study is explicitly linked to a particular common requirement, this is indicated by means of one of the symbols below. The use of the symbol indicates that teaching the identified aspect of the subject will, at the same time, contribute to the common requirement.

Curriculum Cymreig

Pupils should be given opportunities, where appropriate, in their study of mathematics to develop and apply knowledge and understanding of the cultural, economic, environmental, historical and linguistic characteristics of Wales.

Communication Skills

Pupils should be given opportunities, where appropriate, in their study of mathematics to develop and apply their skills of speaking, listening, reading, writing and expressing ideas through a variety of media.

+ Mathematical Skills their study of mathematics to x Pupils will have opportunities throughoutskills of number, shape, space, develop and apply their knowledge and
measures and handling data.

Information Technology Skills

Pupils should be given opportunities, where appropriate, in their study of mathematics to develop and apply their IT skills to obtain, prepare, process and present information and to communicate ideas with increasing independence.

Problem-Solving Skills

Pupils should be given opportunities, where appropriate, in their study of mathematics to develop and apply their skills of asking appropriate questions, making predictions and coming to informed decisions.

Creative Skills

Pupils should be given opportunities, where appropriate, in their study of mathematics to develop and apply their creative skills, in particular the development and expression of ideas and imagination.

Personal and Social Education

Pupils should be given opportunities, where appropriate, in their study of mathematics to develop and apply the attitudes, values, skills, knowledge and understanding relating to Personal and Social Education.

MATHEMATICS

MATHEMATICS

5 7

FOCUS STATEMENT
Key Stage 1
At Key Stage 1, pupils should be given opportunities to develop their knowledge and understanding of mathematics through practical activity, exploration and discussion. They should be taught appropriate mathematical language in context and encouraged to explain and compare the mathematics they do. Pupils should be taught to represent their work in a variety of ways using objects, pictures, diagrams, words and symbols. They should begin to recognise simple patterns and relationships, responding to and asking questions about them. Pupils should develop a range of flexible methods for working with number and use these to solve numerical problems in a variety of contexts. They should be taught to check answers in different ways and begin to use written methods of recording which reflect the mental strategies they use. Work in Shape, Space and Measures should extend pupils understanding and experience of their environment in meaningful ways. Pupils should be given opportunities to relate one aspect of their mathematical thinking to another by linking together different sections of the programme of study.

MATHEMATICS

KEY STAGE 1 Programme of Study


Using and Applying Mathematics
Pupils should be given opportunities to: q use and apply mathematics in practical tasks, in real-life problems and within mathematics itself q communicate in oral, pictorial and written form, progressing from informal, personal language and recording to the use of mathematical language and symbols q explain their thinking and the methods they use in order to support the development of their reasoning.

+ x

1. Making and Monitoring


Decisions to Solve Problems
Pupils should be taught to: 1. select and use the appropriate mathematics 2. select and use mathematical equipment and materials 3. develop a range of mathematical approaches and ideas, and look for ways to overcome difficulties 4. organise and check their work.

2. Developing

Mathematical Language and Communication

3. Developing

Mathematical Reasoning
recognise simple patterns and relationships and make related predictions about them ask questions including What would happen if? and Why?, e.g. considering the behaviour of a

Pupils should be taught to: 1. understand and use the language of number, the language of shape, and comparatives, e.g.bigger

Pupils should be taught to: 1.

than, next to, before


2. 2. understand and use numerals and other mathematical symbols, including +, , x, , =, in a range of situations 3. 3. discuss their work, responding to and asking mathematical questions 4. present their work in a variety of forms to include words, pictures, models, e.g. using interlocking cubes, charts, and number sentences. 4.

programmable toy
understand general statements, e.g. all even numbers can be divided by 2, and investigate whether particular cases match them explain the methods they use to find answers, and compare them with those used by others.

MATHEMATICS

MATHEMATICS

1
9

KEY STAGE 1 Programme of Study


Number
Pupils should be given opportunities to: q develop flexible methods of working with number, both orally and mentally, and record in a variety of ways, including those that relate to their mental work q use a variety of practical resources and contexts to help them develop understanding of number and solve simple problems q use calculators and computer software, including a database, both as a means of exploring number and as tools for calculating with realistic data, e.g. numbers with several digits.

KEY STAGE X Programme of Study

+ x

1. Understanding Number
and Place Value
Pupils should be taught to: 1. count reliably collections of objects, checking the total and recognising that if objects are rearranged the number name stays the same; count orally up to 10 and beyond; use a number line and be familiar with the numbers 11 to 20 and beyond; count in steps of different sizes, e.g. count on from 5 in steps of 2 or 3; recognise sequences, including odd and even numbers 2. read and write numbers, initially to 10 and then to 100 and beyond; understand that the position of a digit signifies its value and know what each digit represents, including the use of zero as a place holder; order a given set of one-digit and two-digit numbers and position them on a number line; begin to approximate larger numbers to the nearest 10 or 100 3. recognise and use in context simple fractions, including halves and quarters, decimal notation in recording money, and negative numbers, e.g. on a

2. Understanding Number
Relationships and Methods of Calculation
Pupils should be taught to: 1. 2. use repeating patterns to develop ideas of regularity and sequencing explore and record patterns in addition and subtraction, and then patterns of multiples, e.g. 3, 6, 9, 12, explaining their patterns and using them to make predictions; progress to exploring further patterns involving multiplication and division, including those within a hundred-square of multiplication facts; use the relationship between halving and doubling; understand the use of a symbol to stand for an unknown number or operation, e.g. + 4 = 7, or 3 5 = 15

3. Solving Numerical
Problems
Pupils should be taught to: 1. understand the operations of addition and subtraction (both as taking away and difference), and the relationship between them; recognise situations to which they apply and use them to solve problems with whole numbers, including contexts which involve money or measures 2. understand the operations of multiplication (as repeated addition) and division (both as sharing and repeated subtraction) and begin to understand their inverse nature, e.g. the missing number in 4 = 5 can be found by multiplying 5 by 4; recognise situations to which they apply and use them to solve problems with whole numbers, money or measures, understanding and dealing appropriately with remainders 3. choose a suitable method of computation, using apparatus where appropriate, or a calculator where the numbers include several digits; explain their methods or reasoning and interpret their answers within the context of the given problem 4. begin to check answers in different ways,

4. Classifying,

Representing and Interpreting Data

Pupils should be taught to: 1. sort and classify a set of objects using criteria related to their properties, e.g. size, shape, mass 2. collect, record and interpret data arising from an area of interest for identified purposes, using an increasing range of charts, diagrams, tables and graphs.

temperature scale or an extended number line


4. understand and use mathematical language associated with number, including terms such as more, fewer, the same, difference, altogether and total.

3. know addition and subtraction facts to 20, and develop a range of mental methods for finding, from known facts, those they have not learned, e.g. 18 + 7 = 20 + 5 = 25; mentally add 10 to any single digit number, progressing to adding and subtracting a multiple of 10 to, or from, a two-digit number; learn multiplication and division facts relating to the 2s, 5s, 10s, and use these to deduce other facts or to find new results, e.g. double

multiples of 2 to produce multiples of 4, or find 3 x 6 as 3 x 5 + 3 = 18


4. understand a variety of methods for adding and subtracting; use the fact that addition can be done in any order, e.g. 6 + 7 + 4 + 3 = 6 + 4 + 7 + 3 = 10 + 10 = 20, and that subtraction is the inverse of addition record (as necessary) mental calculations in a number sentence, using the symbols +, , x, and = correctly, e.g. 9 + 4 = 13; carry out mentally simple calculations of the form 50 + 30 = ; + 70 = 100; 47 = 10; use informal methods of recording which reflect the mental strategies used, e.g. 53 - 28 recorded as 28 30 = 2, 30 50 = 20, 50 53 = 3 so 28 53 = 25.

e.g. repeating the calculation in a different order or using a different method, and gain a feel for
the appropriate size of an answer.

5.

10

MATHEMATICS

MATHEMATICS

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KEY STAGE 1 Programme of Study


Shape, Space and Measures
Pupils should be given opportunities to: q become familiar with pattern and common properties of shape through a wide range of practical experience using a variety of materials q experience early ideas of position and movement through practical activity including the use of ICT devices, e.g. programmable toys, turtle graphics packages q develop their practical experience and understanding of measures through activity in purposeful contexts.

+ x

1. Understanding and
Pupils should be taught to: 1.

Using Patterns and Properties of Shape


use appropriate mathematical language to describe and discuss shapes and patterns that can be seen or visualised make common 3-D and 2-D shapes and models, working with increasing care and accuracy; begin to classify shapes according to mathematical criteria recognise and use the geometrical features of shapes, including vertices, sides/edges and surfaces, rectangles (including squares), circles, triangles, cubes, cuboids, progressing to hexagons, pentagons, cylinders and spheres; recognise reflective symmetry in simple 2-D shapes and patterns.

2. Understanding and
Pupils should be taught to: 1.

Using Properties of Position and Movement


describe positions, using common words; recognise movements in a straight line, i.e. translations, and rotations, and combine them in simple ways; copy, continue and make patterns understand angle as a measure of turn and recognise quarter-turns and half-turns, e.g. giving instructions for rotating a programmable toy; recognise right angles.

3. Understanding and
Using Measures
Pupils should be taught to: 1. compare and order objects, and events in time, using appropriate language, by direct comparison, and then using common non-standard and standard units of length, mass and capacity, e.g.

2.

2.

about six paces in length, as heavy as 10 plastic cubes, about three beakers full, three-and-a-bit metres long; begin to use a wider range of
standard units, including standard units of time, choosing units appropriate to a situation; estimate with these units, e.g.the door is about two metres

3.

high
2. choose and use simple measuring instruments, reading and interpreting numbers and scales with some accuracy.

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MATHEMATICS

MATHEMATICS

1
13

FOCUS STATEMENT
Key Stage 2
At Key Stage 2, pupils should be given opportunities to build on the knowledge, understanding and skills acquired at Key Stage 1. They should be taught to develop mathematical language, reasoning and problem-solving skills by using and applying mathematics in practical tasks, in real-life problems, and in the context of all work on number, data, measures, shape and space. Pupils should be taught to use a mental approach as a first resort when a calculation is needed. Oral, mental and estimation strategies should be developed systematically and underpin the use of calculator methods. Written methods of calculation should be flexible and based initially around mental approaches. Pupils should have opportunities to explain, compare and refine the methods they use. Work in Shape, Space and Measures and Handling Data should be purposeful and set in a variety of meaningful contexts. Pupils should be given opportunities to relate one aspect of their mathematical thinking to another by linking together different sections of the programme of study.

MATHEMATICS

15

KEY STAGE 2 Programme of Study


Using and Applying Mathematics
Pupils should be given opportunities to: q use and apply mathematics in practical tasks, in real-life problems and within mathematics itself, taking an increasing responsibility for organising and extending tasks q devise and refine their own ways of recording, communicating the methods used to others q ask questions and explore alternative ideas in order to support the development of their reasoning.

+ x

1. Making and Monitoring


Decisions to Solve Problems
Pupils should be taught to: 1. select and use the appropriate mathematics and materials 2. try different mathematical approaches; identify and obtain information needed to carry out their work 3. develop their own mathematical strategies and ideas, and look for ways to overcome difficulties 4. check their results and consider whether they are reasonable.

2. Developing

Mathematical Language and Communication


extend their understanding and use of mathematical language in number, shape, space, measures, data handling and relationships, including the terms multiple of, factor of and symmetrical to use diagrams, graphs and simple algebraic symbols present information and results clearly, and explain the reasons for their choice of presentation.

3. Developing

Mathematical Reasoning
understand and investigate general statements,

Pupils should be taught to: 1.

Pupils should be taught to: 1.

e.g.wrist size is half neck size, there are four prime numbers less than 10
2. 3. search for pattern in their results make general statements of their own, based on evidence they have produced explain their reasoning.

2.

3.

4.

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MATHEMATICS

MATHEMATICS

2
17

KEY STAGE 2 Programme of Study


Number
Pupils should be given opportunities to: q develop flexible and effective methods of computation and recording, using them with understanding to solve problems in a variety of contexts q use calculators, computers and a range of other resources, as tools for exploring number structure and to enable work with realistic data q encounter early ideas of algebra and mathematical structure through exploration of pattern and number relations.

+ x

1. Understanding Number
and Place Value
Pupils should be taught to: 1. count on or back from any two-digit or three-digit number in tens or hundreds; recognise and extend number sequences formed by counting on or back from any integer in steps of constant size, extending to negative integers when counting back read, write and order integers, understanding that the position of a digit signifies its value; use correctly the symbols <, >, =, ; multiply and divide any integer by 10 or 100, extending to multiplying and dividing by 1000; round integers to the nearest 10 or 100 and then 1000; order a set of negative integers extend their understanding of the number system to negative numbers in context, and decimals with no more than two decimal places in the context of money, and three decimal places when working with metric units understand and use, in context, fractions and percentages to estimate, describe and compare proportions of a whole; recognise the equivalence between the decimal, fractional and percentage forms of a half, quarters, tenths and hundredths.

2. Understanding Number
Relationships and Methods of Calculation
explore number sequences, explaining patterns and predicting subsequent terms; interpret and generalise, initially in words and later in symbols, patterns which arise in numerical, spatial or practical situations, e.g. investigate the number of Pupils should be taught to: 1. 4. develop a variety of mental methods of computation with integers up to 100 and explain strategies used; use informal written methods to support, record and explain their reasoning, e.g. 17 x 19 = 17 x 20 17 = 323; extend informal written methods to develop a range of non-calculator methods of computation that involve addition and subtraction of integers, progressing to methods for multiplication and division of up to three-digit by two-digit integers understand and use the relationships between the four operations, including inverses; use associated language and recognise situations to which the operations apply; understand the principles (not the names) of the commutative, associative and distributive laws as they apply to addition and multiplication, and use them to do mental and written calculations more efficiently, e.g. 127 + 56 + 23 = 127 + 3 + 20 + 56 =

3. Solving Numerical
Problems
Pupils should be taught to: 1. develop their understanding and use of the four operations to solve problems, including those involving money and measures, using a calculator where appropriate choose sequences of operations and methods of computation (including the use of a calculator) which are appropriate to a problem; adapt and apply methods accurately; record and explain their methods and reasoning estimate answers by approximating, e.g. when

2.

matchsticks needed to make a row of 1, 2, 3, ... squares; construct and use formulae expressed initially in words and later in symbols, e.g. C = 15n for the cost (in pence) of n articles at 15p each
5. 2. recognise the number relationship between co-ordinates in the first quadrant of points on a line or in a shape, e.g. the vertices of a rectangle, or a graph of the multiples of 3 consolidate knowledge of addition and subtraction facts for numbers to 20 and use these, along with knowledge of place value and structure, to mentally obtain further results,

2.

3.

3.

purchasing calculators at 3.95 each for a class of 29 children, the total cost will be approximately 30 x 4 = 120; check the reasonableness of
solutions against the context of the problem and the size of the numbers involved; check the accuracy of answers by the use of alternative strategies including repeating the operations in a different order or using inverse operations.

3.

4.

e.g. 14 + 7 = 21, so 24 + 7 = 31, 34 + 7 = 41, etc, or 13 5 = 8, so 23 5 = 18, 33 5 = 28, etc;


know the multiplication facts to 10 x 10 and use them to derive quickly the corresponding division facts; develop a range of mental methods for finding from known facts those that they have not learned, e.g. 7 x 13 = 70 + 21 = 91; recognise prime numbers to at least 20 and square numbers to at least 100; find multiples, factors, cubes and square roots of numbers 6.

130 + 20 + 56 = 150 + 56 = 206, or 17 x 13 + 13 x 3 = 17 x 13 + 3 x 13 = 20 x 13 = 260


extend methods of computation to include addition and subtraction with negative integers and all four operations with decimals; calculate fractions and percentages of quantities, using a calculator where appropriate understand and use the features of a basic calculator, interpreting the display in the context of the problem, including rounding and remainders.

7.

18

MATHEMATICS

MATHEMATICS MATHEMATICS

19

KEY STAGE 2 Programme of Study


Shape, Space and Measures
Pupils should be given opportunities to: q use geometrical properties and relationships in the solution of problems and consider a wide range of patterns, including some drawn from different cultural traditions q extend their understanding of position and movement using a wide range of materials, including the use of computer software, to create and transform shapes q appreciate the approximate nature of measurement and apply their measuring skills in a range of contexts.

+ x

1. Understanding and
Pupils should be taught to: 1.

Using Properties of Shape


visualise and describe shapes and movements, developing precision in using related geometrical language make 2-D and 3-D shapes and patterns with increasing accuracy, recognise their geometrical features and properties, and use these to classify shapes and solve problems, e.g. investigate Celtic

2. Understanding and
Pupils should be taught to: 1.

Using Properties of Position and Movement


transform 2-D shapes by translation, reflection and rotation and visualise movements and simple transformations to create and describe patterns use co-ordinates to specify location, e.g. map

3. Understanding and
Using Measures
Pupils should be taught to: 1. choose appropriate standard units of length, mass, capacity and time, and make sensible estimates with them in everyday situations; extend their understanding of the relationship between units; convert one metric unit to another; know the rough metric equivalents of Imperial units still in daily use; recognise the equivalence between 12- and 24-hour clock times choose and use appropriate measuring instruments; interpret numbers and read scales to an increasing degree of accuracy find perimeters of simple shapes; find practically the circumferences of circles, being introduced to as the ratio of circumference to diameter; find areas and volumes by counting methods (including the use of multiplication) and by other practical methods, e.g. dissection; describe and explain the methods they use when finding the areas of rectangles and triangles, and volumes of cuboids.

2.

2.

references, representation of 2-D shapes


3. use right angles, fractions of a turn and, later, degrees, to measure rotation, and use the associated language, e.g. measure the angles of a

patterns; investigate triangles which can be made on a 3x3 pin-board


3. understand the congruence of simple shapes; recognise reflective and rotational symmetries of 2-D shapes.

2.

given triangle and know that their sum is 180.

3.

20

MATHEMATICS

MATHEMATICS MATHEMATICS

2
21

KEY STAGE 2 Programme of Study


Handling Data
Pupils should be given opportunities to: q collect, represent and interpret data for a variety of identified purposes, including those that arise from their own questions use computers as a source of interesting data, and as a tool for representing and exploring data consider early ideas of probability through practical activity and personal experience.

+ x

q q

1. Collecting, Representing and Interpreting Data


Pupils should be taught to: 1. 2. interpret tables used in everyday life; interpret and create frequency tables, including those for grouped discrete data collect and represent discrete data appropriately using graphs and diagrams, including bar graphs, pictograms and line graphs; interpret a wider range of graphs and diagrams that represent data, including pie charts, using a computer where appropriate understand and use, in relevant contexts, the mode, median and mean as measures of average, and the range as a measure of spread draw meaningful conclusions from statistics and graphs, and communicate these using appropriate language; recognise why some conclusions can be uncertain or misleading.

2. Understanding and Using Probability


Pupils should be taught to: 1. develop early ideas of probability, by reflecting on experience and carrying out simple experiments; use a vocabulary that includes the words evens, fair, unfair, certain, likely, probably and equally likely understand that the probability of any event lies between impossibility and certainty, leading to the introduction of the probability scale from 0 to 1.

2.

3.

4.

22

MATHEMATICS

MATHEMATICS

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FOCUS STATEMENT KEY STAGE X Programme of Study


Key Stage 3
At Key Stage 3, pupils should be given opportunities to build on the knowledge, understanding and skills acquired at Key Stage 2. They should be taught to bring previous experience and related knowledge to bear when considering mathematical or real-world problems, and extend their understanding of reasoned argument by encountering a variety of examples of mathematical proof. Pupils should communicate their findings clearly and concisely using mathematical language and notation, and with confidence when using spoken language. Pupils should be taught to extend their knowledge of the number system and number relationships by working with decimals, fractions, percentages and ratios, and to make explicit the underlying principles through the use of algebra. They should explore a variety of situations that lead to the expression of relationships, and become increasingly adept at algebraic representation and manipulation. Pupils should engage in purposeful activities in order to develop knowledge of properties of shape, position, movement, transformation and the use of measures. Work in Handling Data should provide pupils with the opportunity to collect, represent, analyse and interpret realistic data in a variety of meaningful contexts, and to develop concepts of probability. Using and Applying Mathematics should be set in the context of the other areas of mathematics. Pupils should be given opportunities to relate one aspect of their mathematical thinking to another by linking together different sections of the programme of study.

MATHEMATICS

25

KEY STAGE 3 Programme of Study


Using and Applying Mathematics
Pupils should be given opportunities to: q use and apply mathematics in practical tasks, in real-life problems and within mathematics itself in ways that challenge and extend their understanding q use mathematical language and notation to communicate findings q encounter and compare various lines of mathematical argument.

+ x

1. Making and Monitoring


Decisions to Solve Problems
Pupils should be taught to: 1. find ways of overcoming difficulties that arise; develop and use their own strategies select, trial and evaluate a variety of possible approaches; identify what further information may be required in order to pursue a particular line of enquiry; break complex problems into a series of tasks select and organise mathematics and resources; extend their work to related tasks; select, follow and reflect on alternative approaches and ideas of their own review progress while engaging in work; check and evaluate solutions.

2. Developing

Mathematical Language and Communication


understand and use mathematical language and notation use mathematical forms of communication, including diagrams, tables, graphs and ICT present work clearly, using diagrams, graphs and symbols appropriately, to convey meaning interpret mathematics presented in a variety of forms; evaluate forms of presentation examine critically, improve and justify their choice of mathematical presentation.

3. Developing

Mathematical Reasoning
explain and justify how they arrived at a conclusion or solution to a problem make conjectures and hypotheses, designing methods to test them, and analysing results to see whether they are valid understand general statements, leading to making and testing generalisations; recognise particular examples, and appreciate the difference between mathematical explanation and experimental evidence appreciate and use if ... then ... lines of argument in number, algebra and geometry, and draw inferences from statistics use mathematical reasoning, initially when explaining, and then when following a line of argument, recognising inconsistencies.

Pupils should be taught to: 1.

Pupils should be taught to: 1.

2.

2.

2.

3.

3.

3.

4.

5.

4.

4.

5.

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MATHEMATICS

MATHEMATICS MATHEMATICS

3
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KEY STAGE 3 Programme of Study


Number
Pupils should be given opportunities to: q extend their understanding of, and their ability to use, a range of computational strategies including mental, written and calculator methods to solve problems in a variety of situations q use calculators and computer software, e.g. spreadsheets, as tools for exploring number structure, and to enable work with realistic data q develop their knowledge of the number system, to include work with decimals, fractions, percentages and ratios, and the relationship between them.

+ x

1. Understanding Number
and Place Value
Pupils should be taught to: 1. understand and use the concept of place value in whole numbers and decimals, relating this to computation and the metric system of measurement understand and use decimals, ratios, fractions and percentages, and the interrelationships between them; understand and use negative numbers understand and use index notation, leading to standard form.

2. Understanding Number
Relationships and Methods of Calculation
consolidate their knowledge of number facts, including the quick recall of multiplication to 10 x 10, and the corresponding division facts; develop the use of methods for finding quickly, from known facts, those that they have not learned, e.g. 17 x 13 = 170 + 3 x 17 = 170 + 51 = 221; use common properties of numbers, including multiples, factors and primes, leading to powers and roots extend mental methods of computation, to consolidate a range of non-calculator methods of addition, subtraction, multiplication and division of integers; understand, use accurately and explain the methods they use calculate with negative numbers, decimals, fractions, percentages and ratio, understanding the effects of operations, e.g. squaring, multiplying and dividing by numbers between 0 and 1, and selecting an appropriate non-calculator or calculator method understand when and how to use fractions and percentages to make proportional comparisons understand and use the facilities of a calculator, including the constant function, memory and brackets, to plan a calculation and evaluate expressions mentally estimate and approximate solutions to numerical calculations, leading to multiplication and division with numbers of any size rounded to one significant figure. Pupils should be taught to: 1.

3. Solving Numerical
Problems
Pupils should be taught to: 1. develop their understanding of the four operations and the relationships between them; apply this knowledge to solve problems, including those that involve ratios, proportions and compound measures, using metric or common Imperial units where appropriate select suitable sequences of operations and methods of computation, including trial-andimprovement methods, to solve problems involving integers, decimals, fractions, ratios and percentages, e.g. using a spreadsheet to consider

2.

2.

3.

2.

sets of numbers that have a given sum and find the set that has the maximum product
3. use a variety of checking strategies and apply them appropriately to calculations; use estimation and inverse operations, and confirm that results are of the right order of magnitude give solutions in the context of the problem, selecting an appropriate degree of accuracy, interpreting the display on a calculator, and recognising limitations on the accuracy of data and measurements.

3.

4.

4.

5.

6.

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KEY STAGE 3 Programme of Study


Algebra
Pupils should be given opportunities to: q explore a variety of situations that lead to the expression of algebraic relationships q extend their knowledge of number operations and relationships to develop techniques for manipulating algebraic expressions q experience ways in which algebra can be used to model real-life situations and solve problems.

+ x

1. Understanding and Using Functional Relationships


Pupils should be taught to: 1. 2. appreciate the use of letters to represent variables explore number patterns arising from a variety of situations, using computers where appropriate; generate rules for number sequences; interpret, generalise and use simple relationships; express simple functions initially in words and then symbolically; make and interpret tables and graphs of functions construct and interpret graphs that describe real-life situations

2. Understanding and Using Equations and Formulae


Pupils should be taught to: 1. 2. appreciate the use of letters to represent unknowns construct, interpret and evaluate formulae and expressions, given in words or symbols and related to mathematics, other subjects, or real-life situations, using computers and calculators where appropriate manipulate algebraic expressions; form and manipulate equations or inequalities in order to solve problems solve a range of linear equations, simple linear simultaneous equations, inequalities, and quadratic and higher-order polynomial equations, selecting the most appropriate method for the problem concerned, including trial-and-improvement methods.

3. 3. 4. 4. explore the properties of standard mathematical functions, including linear, quadratic, higher order polynomial and reciprocal functions; sketch and interpret their graphs, and use graphical calculators and computers to understand their behaviour.

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KEY STAGE 3 Programme of Study


Shape, Space and Measures
Pupils should be given opportunities to: q explore properties of two- and three-dimensional shapes through drawing and practical work, using a wide range of materials q use computers to generate and transform graphic images and to solve problems q extend their understanding of the nature of measurement, and develop their skills of estimating and measuring in a range of contexts.

+ x

1. Understanding and

Using Properties of Shape

2. Understanding and

Using Properties of Position, Movement and Transformation

3. Understanding and
Using Measures

Pupils should be taught to: 1. visualise, describe and represent shapes, including 2-D representations of 3-D objects, using geometrical language with increasing precision 2. construct 2-D and 3-D shapes from given information; understand the congruence of simple shapes, and classify triangles, quadrilaterals, polygons and other shapes, knowing and using their properties 3. understand the symmetry properties of 2-D and 3-D shapes and use these to solve problems in two and three dimensions 4. measure angles, and use the language associated with them; explain and use the angle properties of polygons and other 2-D configurations, including those associated with parallel and intersecting lines 5. understand and use Pythagoras theorem 6. understand the trigonometrical relationships in right-angled triangles, and use these to solve problems, including those involving bearings.

Pupils should be taught to: 1. use co-ordinate systems to specify location, initially using rectangular Cartesian co-ordinates in the first quadrant 2. recognise and visualise the transformations of translation, reflection, rotation and enlargement, and their combination in two dimensions; understand the notations used to describe them 3. understand and use the properties of transformations to create and analyse patterns, to investigate the properties of shapes, and to derive results, including congruence 4. develop an understanding of scale, including using and interpreting maps and drawings, and enlarging shapes by different scale factors; develop an understanding of, and use, mathematical similarity 5. determine the locus of an object moving according to a given rule, including, where appropriate, using practical methods and the devising of instructions for a computer to produce desired shapes and paths.

Pupils should be taught to: 1. choose appropriate instruments and standard units of length, mass, capacity and time, and make sensible estimates in everyday situations, extending to less familiar contexts; develop an understanding of the relationship between units, converting one metric unit to another; know Imperial units in daily use and their approximate metric equivalents 2. develop an understanding of the difference between discrete and continuous measures; read and interpret scales, including decimal scales, and understand the degree of accuracy that is possible, or appropriate, for a given purpose 3. understand and use compound measures, including speed and density 4. find perimeters, areas and volumes of common shapes, including circles and cylinders, by counting and dissection methods, progressing to the derivation and use of standard formulae; distinguish between formulae by considering 2 4 dimensions, e.g. recognise that 3 r cannot

represent the volume of a sphere.

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KEY STAGE 3 Programme of Study


Handling Data
Pupils should be given opportunities to: q undertake purposeful enquiries by formulating questions, identifying the data required, and then collecting, representing, analysing and interpreting it q use computers in a variety of ways, including exploration of large samples and realistic data, as a means to simulate events, and as a tool for exploring graphical representation q engage in experimental and theoretical work in order to appreciate principles that govern random events.

+ x

1. Processing and Interpreting Data


When collecting data, pupils should be taught to: 1. design and use data-collection sheets, access required information from tables, lists and computer databases, and make frequency tables for grouped data, where appropriate design a questionnaire or an experiment to capture the data needed to follow lines of enquiry and to test hypotheses, taking possible bias into account.

2. Estimating and Calculating the Probabilities of Events


Pupils should be taught to: 1. understand and use the vocabulary of probability, through experience, experiment and theory, leading to understanding and using the probability scale from 0 to 1 give and justify estimates of probability to an appropriate degree of accuracy understand and use relative frequency as an estimate of probability, and judge when sufficient trials have been carried out recognise situations where probabilities can be based on equally likely outcomes, and others where estimates must be based on experimental evidence; calculate and make these estimates as appropriate identify all the outcomes of a combination of two experiments, e.g. throwing two dice; use tabulation, tree diagrams or other diagrammatic representations of compound events recognise the conditions when the addition of probabilities for mutually exclusive events, and the multiplication of probabilities for two independent events, apply, and make the appropriate calculations.

2.

2. 3.

When representing and analysing data, pupils should be taught to: 3. construct appropriate diagrams and graphs to represent discrete and continuous data, including bar charts, line graphs, pie charts, frequency polygons, scatter diagrams and cumulative frequency diagrams calculate or estimate values of the mode, median and mean, and use these as measures of central tendency, initially with discrete data, progressing to grouped and continuous data select and calculate or estimate appropriate measures of spread, including the range and interquartile range applied to discrete, grouped and continuous data.

4.

5.

4.

6.

5.

When interpreting data, pupils should be taught to: 6. draw inferences based on a wide range of graphs, diagrams and statistics, looking critically at some of the ways in which representations of data can be misleading; compare sets of data and their distributions using appropriate methods including those that involve correlation and lines of best fit evaluate results critically by relating them to the initial question or problem; communicate their findings using appropriate language; develop an understanding of the reliability of results recognise that inferences drawn from data analysis may suggest the need to refine the questions asked, or may lead to further questions for investigation.

7.

8.

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FOCUS STATEMENT
Key Stage 4
At Key Stage 4, pupils should be given opportunities to build on the knowledge, understanding and skills acquired at Key Stage 3. They should take increasing responsibility for planning and executing their work. They should be taught to bring previous experience and related knowledge to bear when considering mathematical or real-world problems, and extend their understanding of the importance of precision and rigour in mathematics. Pupils should communicate their findings clearly and concisely using mathematical language and notation, and with confidence when using spoken language. They should consolidate their knowledge of the number system and number relationships, enabling them to solve problems in a variety of contexts, including work-related and vocational areas, and everyday situations, in particular, management of personal finances. They should establish greater proficiency in the use of symbolic manipulation and rigorous mathematical reasoning in algebraic and geometric contexts. Pupils should engage in purposeful activities in order to extend their knowledge of properties of shape, position, movement, transformation and the use of measures. Through a variety of meaningful contexts, they should develop increased confidence in the processing and interpreting of data, and in understanding and calculating estimates of probabilities. Using and Applying Mathematics should be set in the context of the other areas of mathematics. Pupils should be given opportunities to relate one aspect of their mathematical thinking to another by linking together different sections of the programme of study.

MATHEMATICS

37

KEY STAGE 4 Programme of Study


Using and Applying Mathematics
Pupils should be given opportunities to extend their knowledge, skills and understanding. For the majority of pupils, this progression will involve further work within the programme of study set out for Key Stage 3. In addition, where appropriate, pupils should be taught the further material specified below.

+ x

1. Making and Monitoring


Decisions to Solve Problems
Pupils should be taught to: 1. apply their knowledge, understanding and skills creatively to solve problems of increasing complexity in a wider range of contexts explain and evaluate their choice of approach to solving problems set in contexts or areas of mathematics that are new to them.

2. Developing

Mathematical Language and Communication


express mathematical ideas unambiguously through the efficient use of conventional mathematical notations.

3. Developing

Mathematical Reasoning
extend their mathematical reasoning and understanding; use more rigorous argument, leading to notions of proof understand the necessary and sufficient conditions under which generalisations, inferences and solutions to problems remain valid.

Pupils should be taught to: 1.

Pupils should be taught to: 1.

2.

2.

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MATHEMATICS

4
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KEY STAGE 4 Programme of Study


Number
Pupils should be given opportunities to extend their knowledge, skills and understanding. For the majority of pupils, this progression will involve further work within the programme of study set out for Key Stage 3. In addition, where appropriate, pupils should be taught the further material specified below.

+ x

1. Understanding Number
and Place Value
Pupils should be taught to: 1. 2. understand and use direct and inverse proportion distinguish between rational and irrational numbers; appreciate that with the inclusion of the irrational numbers, the real-number system is complete.

2. Understanding Number
Relationships and Methods of Calculation
simplify numerical expressions involving surds; understand and use indices with negative and fractional values. Pupils should be taught to: 1.

3. Solving Numerical
Problems
Pupils should be taught to: 1. understand and calculate the upper and lower bounds of numerical solutions, particularly in the context of measurement.

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MATHEMATICS

4
41

KEY STAGE 4 Programme of Study


Algebra
Pupils should be given opportunities to extend their knowledge, skills and understanding. For the majority of pupils, this progression will involve further work within the programme of study set out for Key Stage 3. In addition, where appropriate, pupils should be taught the further material specified below.

+ x

1. Understanding and Using Functional Relationships


Pupils should be taught to: 1. interpret and apply the transformation of functions in the context of their graphical representation, including y = f(x+a), y = f(kx) and y = f(x) + a, applied to y = f(x) 2. construct and use tangents to curves to estimate rates of change for non-linear functions, and use appropriate compound measures to express results 3. interpret the meaning of the area under a graph and apply this to the solution of numerical and statistical problems.

2. Understanding and Using Equations and Formulae


Pupils should be taught to: 1. simplify algebraic expressions; solve equations and inequalities by algebraic and graphical methods, selecting the most appropriate method for the problem concerned 2. select mathematical functions, e.g. exponential or trigonometric functions, to fit sets of data that model increasingly complex situations, and use them to solve problems.

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MATHEMATICS

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KEY STAGE 4 Programme of Study


Shape, Space and Measures
Pupils should be given opportunities to extend their knowledge, skills and understanding. For the majority of pupils, this progression will involve further work within the programme of study set out for Key Stage 3. In addition, where appropriate, pupils should be taught the further material specified below.

+ x

1. Understanding and

Using Properties of Shape

2. Understanding and

Using Properties of Position, Movement and Transformation


apply simple vector methods to the solution of problems.

3. Understanding and
Using Measures

Pupils should be taught to: 1. extend their understanding of trigonometry to angles of any size, the graphs and behaviour of trigonometric functions, and the application of these to the solution of problems in two and three dimensions, including appropriate use of the sine and cosine rules use angle and tangent properties of circles.

Pupils should be taught to: 1.

Pupils should be taught to: 1. extend measurement, including distances and angles, to more complex plane shapes and solids, including circular arcs, cylinders, cones and spheres; understand and use relationships between similar figures and solids.

2.

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MATHEMATICS

4
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KEY STAGE 4 Programme of Study


Handling Data
Pupils should be given opportunities to extend their knowledge, skills and understanding. For the majority of pupils, this progression will involve further work within the programme of study set out for Key Stage 3. In addition, where appropriate, pupils should be taught the further material specified below.

+ x

1. Processing and Interpreting Data


Pupils should be taught to: 1. use sampling methods, considering their reliability 2. extend skills in handling data into constructing and interpreting histograms 3. describe the dispersion of a set of data; find and interpret the standard deviation of a set of data.

2. Estimating and Calculating the Probabilities of Events


Pupils should be taught to: 1. understand when and how to estimate conditional probabilities.

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MATHEMATICS

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ATTAINMENT TARGETS
Level Descriptions
The following level descriptions describe the types and range of performance that pupils working at a particular level should characteristically demonstrate. In deciding on a pupils level of attainment at the end of a key stage, teachers should judge which description best fits the pupils performance. Each description should be considered in conjunction with the descriptions for adjacent levels. By the end of Key Stage 1, the performance of the great majority of pupils should be within the range of Levels 1 to 3, by the end of Key Stage 2 it should be within the range 2 to 5, and by the end of Key Stage 3 within the range 3 to 7. Level 8 is available for very able pupils and, to help teachers differentiate exceptional performance at Key Stage 3, a description above Level 8 is provided. The scale does not apply at Key Stage 4.

Level 6
Pupils carry through substantial tasks and solve quite complex problems by breaking them down into smaller, more manageable tasks. They interpret, discuss and synthesise information presented in a variety of mathematical forms. Pupils writing explains and informs the methods they use. Pupils are beginning to give a mathematical justification to support their arguments or conclusions.

Level 7
Starting from problems or contexts that have been presented to them, pupils refine or extend the mathematics used in order to generate fuller solutions. They examine critically and justify their choice of mathematical presentation, considering alternative approaches and explaining improvements they have made. Pupils justify their generalisations or solutions, showing some insight into the mathematical structure of the situation being investigated. They appreciate the difference between mathematical explanation and experimental evidence.

Attainment Target 1: Using and Applying Mathematics Level 1


Pupils use mathematics as an integral part of classroom activities. They represent their work with objects or pictures and discuss it. They recognise and use a simple pattern or relationship, usually based on their experience.

Level 8
Pupils develop and follow alternative approaches. They reflect on their own lines of enquiry when exploring mathematical tasks; in doing so they introduce and use a range of mathematical techniques. Pupils convey mathematical meaning through consistent use of symbols. They examine generalisations or solutions reached in an activity, commenting constructively on the reasoning and logic employed, and make further progress in the activity as a result.

Level 2
Pupils select the mathematics for some classroom activities. They discuss their work using familiar mathematical language and are beginning to represent it using symbols and simple diagrams. They ask and respond appropriately to questions including What would happen if...?

Exceptional Performance
Pupils give reasons for the choices they make when investigating within mathematics itself or when using mathematics to analyse tasks; these reasons explain why particular lines of enquiry are followed and others rejected. Pupils apply the mathematics they know in familiar and unfamiliar contexts. Pupils use mathematical language and symbols effectively in presenting a convincing reasoned argument. Their reports include mathematical justifications, explaining their solutions to problems involving a number of features or variables.

Level 3
Pupils try different approaches and find ways of overcoming difficulties that arise when they are solving problems. They are beginning to organise their work and check results. Pupils discuss their mathematical work and are beginning to explain their thinking. They use and interpret mathematical symbols and diagrams. Pupils show that they understand a general statement by finding particular examples that match it.

Level 4
Pupils are developing their own strategies for solving problems and are using these strategies both in working within mathematics and in applying mathematics to practical contexts. They present information and results in a clear and organised way. They search for a solution by trying out ideas of their own.

Level 5
In order to carry through tasks and solve mathematical problems, pupils identify and obtain necessary information; they check their results, considering whether these are sensible. Pupils show understanding of situations by describing them mathematically using symbols, words and diagrams. They make general statements of their own, based on the available evidence, and give an explanation of their reasoning.

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ATTAINMENT TARGETS
Attainment Target 2: Number and Algebra Level 1
Pupils count, order, add and subtract numbers when solving problems involving up to 10 objects. They read and write the numbers involved. Pupils recognise and make repeating patterns, counting the number of each object in each repeat.

Level 6
Pupils order and approximate decimals when solving numerical problems and equations such as x3 + x = 20, using trial-and-improvement methods. Pupils are aware of which number to consider as 100 per cent, or a whole, in problems involving comparisons, and use this to evaluate one number as a fraction or percentage of another. They understand and use the equivalences between fractions, decimals and percentages, and calculate using ratios in appropriate situations. When exploring number patterns, pupils find and describe in words the rule for the next term or nth term of a sequence where the rule is linear. They formulate and solve linear equations with whole-number coefficients. They represent mappings expressed algebraically using co-ordinates in all four quadrants and interpreting general features where appropriate.

Level 2
Pupils count sets of objects reliably, and use mental recall of addition and subtraction facts to 10. They have begun to understand the place value of each digit in a number and use this to order numbers up to 100. They choose the appropriate operation when solving addition and subtraction problems. They identify and use halves and quarters, such as half of a rectangle or a quarter of eight objects. They recognise sequences of numbers, including odd and even numbers.

Level 7
In making estimates, pupils round to one significant figure and multiply and divide mentally. They understand the effects of multiplying and dividing by numbers between 0 and 1. Pupils solve numerical problems involving multiplication and division with numbers of any size, using a calculator efficiently and appropriately. They understand and use proportional changes. Pupils find and describe in symbols the next term or nth term of a sequence where the rule is quadratic. Pupils use algebraic and graphical methods to solve simultaneous linear equations in two variables. They solve simple inequalities.

Level 3
Pupils show understanding of place value in numbers up to 1000 and use this to make approximations. They have begun to use decimal notation and to recognise negative numbers, in contexts such as money, temperature and calculator displays. Pupils use mental recall of addition and subtraction facts to 20 in solving problems involving larger numbers. They use mental recall of the 2, 5 and 10 multiplication tables, and others up to 5 x 5, in solving whole-number problems involving multiplication or division, including those that give rise to remainders. Pupils use calculator methods where numbers include several digits. They have begun to develop mental strategies, and use them to find methods for adding and subtracting numbers with at least two digits.

Level 8
Pupils solve problems involving calculating with powers, roots and numbers expressed in standard form, checking for correct order of magnitude. They choose to use fractions or percentages to solve problems involving repeated proportional changes or the calculation of the original quantity given the result of a proportional change. They evaluate algebraic formulae, substituting fractions, decimals and negative numbers. They calculate one variable, given the others, in formulae such as V = r2h. Pupils manipulate algebraic formulae, equations and expressions, finding common factors and multiplying two linear expressions. They solve inequalities in two variables. Pupils sketch and interpret graphs of linear, quadratic, cubic and reciprocal functions, and graphs that model real situations.

Level 4
Pupils use their understanding of place value to multiply and divide whole numbers by 10 or 100. In solving number problems, pupils use a range of mental and written methods of computation with the four operations, including mental recall of multiplication facts up to 10 x 10. They add and subtract decimals to two places. In solving problems with or without a calculator, pupils check the reasonableness of their results by reference to their knowledge of the context or to the size of the numbers. They recognise approximate proportions of a whole and use simple fractions and percentages to describe these. Pupils explore and describe number patterns, and relationships including multiple, factor and square. They have begun to use simple formulae expressed in words. Pupils use and interpret co-ordinates in the first quadrant.

Exceptional Performance
Pupils understand and use rational and irrational numbers. They determine the bounds of intervals. Pupils understand and use direct and inverse proportion. In simplifying algebraic expressions, they use rules of indices for negative and fractional values. In finding formulae that approximately connect data, pupils express general laws in symbolic form. They solve problems using intersections and gradients of graphs.

Level 5
Pupils use their understanding of place value to multiply and divide whole numbers and decimals by 10, 100 and 1000. They order, add and subtract negative numbers in context. They use all four operations with decimals to two places. They calculate fractional or percentage parts of quantities and measurements, using a calculator where appropriate. Pupils understand and use an appropriate non-calculator method for solving problems that involve multiplying and dividing any three-digit by any two-digit number. They check their solutions by applying inverse operations or estimating using approximations. They construct, express in symbolic form, and use simple formulae involving one or two operations.

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ATTAINMENT TARGETS
Attainment Target 3: Shape, Space and Measures Level 1
When working with 3-D and 2-D shapes, pupils use everyday language to describe properties and positions. They measure and order objects using direct comparison, and order events.

Level 8
Pupils understand and use mathematical similarity. They use sine, cosine and tangent in right-angled triangles when solving problems in two dimensions. They distinguish between formulae for perimeter, area and volume, by considering dimensions.

Exceptional Performance
Pupils sketch the graphs of sine, cosine and tangent functions for any angle, and generate and interpret graphs based on these functions. Pupils use sine, cosine and tangent of angles of any size, Pythagoras theorem, and the conditions for congruent triangles, when solving problems in two and three dimensions. They calculate lengths of circular arcs and areas of sectors, and calculate the surface area of cylinders and volumes of cones and spheres.

Level 2
Pupils use mathematical names for common 3-D and 2-D shapes and describe their properties, including numbers of sides and corners. They distinguish between straight and turning movements, understand angle as a measurement of turn, and recognise right angles in turns. They have begun to use everyday non-standard and standard units to measure length and mass.

Level 3
Pupils classify 3-D and 2-D shapes in various ways using mathematical properties such as reflective symmetry. They use non-standard units and standard metric units of length, capacity, mass and time, in a range of contexts.

Level 4
Pupils make 3-D mathematical models by linking given faces or edges, draw common 2-D shapes in different orientations on grids, and identify congruent shapes and orders of rotational symmetry. They reflect simple shapes in a mirror line. They choose and use appropriate units and instruments, interpreting, with appropriate accuracy, numbers on a range of measuring instruments. They find perimeters of simple shapes, find areas by counting squares, and find volumes by counting cubes.

Level 5
When constructing models and when drawing or using shapes, pupils measure and draw angles to the nearest degree, and use language associated with angle. They identify all the symmetries of 2-D shapes. They know the rough metric equivalents of Imperial units still in daily use and convert one metric unit to another. They make sensible estimates of a range of measures in relation to everyday situations. They find areas of rectangles and triangles, and volumes of cuboids, by the use of multiplication, and are able to explain the methods they use.

Level 6
Pupils recognise and use common 2-D representations of 3-D objects. They know and use the properties of quadrilaterals in classifying different types of quadrilateral. They solve problems using angle and symmetry properties of polygons and properties of intersecting and parallel lines, and explain these properties. They devise instructions for a computer to generate and transform shapes and paths. They understand and use appropriate formulae for finding circumferences and areas of circles, areas of plane rectilinear figures and volumes of cuboids when solving problems. They enlarge shapes by a positive whole-number scale factor.

Level 7
Pupils understand and apply Pythagoras theorem when solving problems in two dimensions. They calculate lengths, areas and volumes in plane shapes and right prisms. Pupils enlarge shapes by a fractional scale factor. They determine the locus of an object moving according to a rule. Pupils appreciate the imprecise nature of measurement and recognise that a measurement given to the nearest whole number may be inaccurate by up to one half in either direction. They understand and use compound measures, such as speed.

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ATTAINMENT TARGETS
Attainment Target 4: Handling Data
This attainment target does not apply to pupils in Key Stage 1.

Level 8
Pupils interpret and construct cumulative frequency tables and diagrams, using the upper boundary of the class interval. They estimate the median and interquartile range and use these to compare distributions and make inferences. They understand when to apply the methods for calculating the probability of a compound event, given the probabilities of either independent events or mutually exclusive events; they use these methods appropriately in solving problems.

Level 1
Pupils sort objects and classify them, demonstrating the criterion they have used.

Level 2
Pupils sort objects and classify them using more than one criterion. When they have gathered information, pupils record results in simple tables, block graphs and diagrams, in order to communicate their findings.

Exceptional Performance
Pupils interpret and construct histograms. They understand how different methods of sampling and different sample sizes may affect the reliability of conclusions drawn; they select and justify a sample and method to investigate a population. They recognise when and how to use conditional probability.

Level 3
Pupils extract and interpret information presented in simple tables and lists. They construct bar charts and pictograms, where the symbol represents a group of units, to communicate information they have gathered, and they interpret information presented to them in these forms.

Level 4
Pupils collect discrete data and record them using a frequency table. They understand and use the mode and median. They group data, where appropriate, in equal class intervals, represent collected data in frequency diagrams and interpret such diagrams. They construct and interpret simple line graphs. They understand and use simple vocabulary associated with probability, including fair, certain and likely.

Level 5
Pupils understand and use the mean of discrete data. They compare two simple distributions, using the range and one of the measures of average. They interpret graphs and diagrams, including pie charts, and draw conclusions. They are beginning to understand and use the probability scale from 0 to 1. They understand that different outcomes may result from repeating an experiment.

Level 6
Pupils collect and record continuous data, choosing appropriate equal class intervals over a sensible range to create frequency tables. They construct and interpret frequency diagrams. They construct pie charts. Pupils draw conclusions from scatter diagrams, and have a basic understanding of correlation. They find and justify probabilities, and approximations to these, by selecting and using methods based on equally likely outcomes and experimental evidence, as appropriate. When dealing with a combination of two experiments, pupils identify all the outcomes, using diagrammatic, tabular or other forms of communication. In solving problems, they use their knowledge that the total probability of all the mutually exclusive outcomes of an experiment is 1.

Level 7
Pupils specify hypotheses and test them by designing and using appropriate methods that take account of bias. They determine the modal class and estimate the mean, median and range of sets of grouped data, selecting the statistic most appropriate to their line of enquiry. They use measures of average and range, with associated frequency polygons, as appropriate, to compare distributions and make inferences. They draw a line of best fit on a scatter diagram, by inspection. Pupils understand relative frequency as an estimate of probability and use this to compare outcomes of experiments.

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