Exploring mathematics: Tier 1 NC levels 2 and 3 (2A, 3C, 3B)
Autumn
36 lessons
S1.1 Graphs and charts 1
Lists and tables
Tally charts and pictograms
Bar charts
4 lessons
Spring
31 lessons
S1.2 Graphs and charts 2
Lists and tables
Tally charts and pictograms
Bar charts
Venn and Carroll diagrams
4/5 lessons
N1.3 Multiplying and dividing
Multiplication and division
Using calculators
Simple problems
5 lessons
N1.4 Mental calculations
Place value ThHTU
Mental calculations
Simple problems
7/8 lessons
G1.3 Measures 1
Length and time
5 lessons
N1.6 Money and decimals
Using coins and notes
Tenths and hundredths
Money calculations
4/5 lessons
N1.7 Number and measures
+ve and -ve numbers
Reading scales
Adding and subtracting tenths
Equivalence of tenths and hundredths
Relating decimals to m and cm
4/5 lessons
G1.4 Measures 2
Mass, capacity and time
4/5 lessons
R1.1 Revision/support
Number, geometry and
measures, statistics
5 lessons
R1.2 Revision/support
Number, geometry and
measures, statistics
5 lessons
N1.9 Solving number problems
Money and other word problems
Number investigations
5 lessons
100 lessons
1 | Exploring mathematics | Tier 1 (aqua)
G1.2 Angles and symmetry
Right angles
Symmetry
4 lessons
N1.5 Fractions
Simple fractions of shapes and
numbers
2/3 lessons
Summer
33 lessons
S1.3 Graphs and charts 3
Tables
Tally charts
Bar charts and pictograms
Venn and Carroll diagrams
5/6 lessons
G1.1 Properties of shapes
Properties of shapes
4 lessons
A1.1 Patterns and sequences
Number patterns
Multiplication
Simple problems
7 lessons
N1.8 Multiplying and dividing 2
Tables to 10
Multiples of 50 and 100
Multiplying and dividing HTU by U
Using calculators
Simple problems
4/5 lessons
G1.5 More properties of shapes
2-D and 3-D shapes
Symmetry
Position, direction, movement
Right angles
5/6 lessons
G1.6 Measures 3
Length, mass and capacity
Time
Perimeter and area of shapes on
square grids
5/6 lessons
Mathematical processes and applications are integrated into each unit
N1.2 Adding and subtracting
Place value HTU
Addition and subtraction
Using calculators
Simple problems
9 lessons
N1.1 Properties of numbers
Consecutive numbers
Odd and even numbers
Multiples of 2, 5 and 10
3 lessons
Units - levels 2a, 3c, 3b
SUPPORT
Number 1:
Properties of numbers
(3 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• count on and back in ones, tens and hundreds
• solve problems in mathematics and in practical contexts
• recognise multiples of 10
• identify and visualise patterns and relationships
• recall addition and subtraction facts for each
• calculate accurately
number to 10
Place value
(36–47)
• recognise odd and even numbers.
Calculations
(88–91, 102–105)
Calculator methods
(108–109)
Solving problems
(2–11)
Objectives in colour lay the groundwork for Functional Skills at entry level 3.
2 | Exploring mathematics | Tier 1 (aqua)
CORE
• record, explain and compare methods
• engage in mathematical discussion of results
• begin to generalise
and to:
• count on and back in ones, fives, tens and hundreds from any number
• recognise and extend sequences of consecutive numbers
• recognise and use the properties of odd and even numbers
• recognise 2- and 3-digit digit multiples of 2, 5 or 10
• use mental methods to add and subtract a multiple of 10 or of 100.
Number 2:
Adding and subtracting
(9 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• read, write, partition, order and round 2-digit
• solve problems in mathematics and in practical contexts
whole numbers
• recall addition and subtraction facts for each
Place value
(36–47)
Calculations
(88–91, 102–105)
Calculator methods
(108–109)
Solving problems
(2–11)
number to 10
• derive pairs of numbers that total 20 and pairs of
multiples of 10 that total 100 (e.g. 30 + 70).
• use mental methods to add or subtract a multiple
of 10.
• represent situations or problems using words, diagrams or calculations
• manipulate numbers and apply algorithms
• calculate accurately, using mental methods or a calculator as appropriate
• use facts to derive or deduce others
• check that results are reasonable by considering the context or the size of
the numbers
• record, explain and compare methods
• engage in mathematical discussion of results
and to:
• read, write, partition, order and round 2- and 3-digit whole numbers, and
estimate their sums and differences
• recognise that addition can be done in any order, but not subtraction
• recall addition and subtraction facts for each number to 20
• use mental methods to:
– add and subtract a 1-digit number to or from a 2-digit number
– identify pairs of numbers with a sum of 100
• develop and use written methods to record, support or explain addition
and subtraction of 2-digit and 3-digit numbers
• develop calculator skills.
3 | Exploring mathematics | Tier 1 (aqua)
Algebra 1:
Patterns and sequences
7 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• count on and back in steps of 1, 10 or 100
• solve problems in mathematics and in practical contexts
• recognise odd and even numbers to 20
• describe or represent situations using words, diagrams or calculations
• recall multiplication facts for the 2, 5 and 10 times
• identify and visualise patterns and relationships
tables
• recognise multiples of 2, 5 and 10.
Sequences and functions
(144–163)
• use facts to derive or deduce others
• conjecture and begin to generalise
• calculate accurately, using mental methods or a calculator as appropriate
• record, explain and compare methods
• engage in mathematical discussion of results
Formulae and identities
(112–113)
and to:
• recognise number sequences formed by counting in steps of constant
size
Solving problems
(32–35)
• understand multiplication as repeated addition or as an array
• recall multiplication facts for the 2, 5 and 10 times tables, derive facts for
the 3 and 4 times tables, and recognise multiples of 2, 3, 4, 5 or 10
• multiply whole numbers by 10 or 100
• use a written method to multiply TU by U, and a calculator to multiply
larger numbers
•
4 | Exploring mathematics | Tier 1 (aqua)
Number 3:
Multiplying and dividing
(5 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• represent repeated addition and arrays as
• solve problems in mathematics and in practical contexts
multiplication
• recall multiplication facts for the 2, 5 and 10 times
Place value
tables and derive facts for the 3 and 4 times
(36–47)
tables
Calculations
(88–91, 102–105)
Calculator methods
(108–109)
Solving problems
(2–11)
• double and halve 1-digit numbers.
• make connections with ideas they have met before
• describe or represent situations or problems using words, diagrams or
calculations
• calculate accurately, using mental methods or a calculator as appropriate
• use facts to derive or deduce others
• check that results are reasonable by considering the context or the size of
the numbers
• record, explain and compare methods
• engage in mathematical discussion of results
and to:
• understand division as sharing or repeated subtraction (grouping)
• recognise the relationship between multiplication and division
• recall multiplication tables 2, 3, 4, 5 and 10, and derive the 6 and 8 times
tables, and use them to derive division facts
• double and halve two-digit numbers
• use written methods to multiply TU by U or divide TU by U, and a
calculator to multiply or divide larger numbers <make sure unit doesn’t
go to HTU by U >
• find remainders after division, and round up or down depending on the
context
5 | Exploring mathematics | Tier 1 (aqua)
Number 4:
Mental calculations
(8 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• partition and order 2- and 3-digit whole numbers
• solve problems in mathematics and in practical contexts
• recall addition and subtraction facts for each
• describe or represent situations or problems using words, diagrams or
number to20
calculations
Place value
• derive facts for the 2, 3, 4, 5 and 10 times tables
• calculate accurately
(36–47)
• derive pairs of numbers that total 100
• use facts to derive or deduce others
Calculations
• add and subtract:
• explain and compare methods
(88–91, 102–105)
Solving problems
– pairs of multiples of 10
• engage in mathematical discussion of results
– a 1-digit number to or from a 2-digit number.
and to:
(2–11)
• read, write, partition and order four-digit whole numbers
• understand and use relationships between operations
• recall addition and subtraction facts for each number to 20
• recall multiplication tables 2, 3, 4, 5 and 10, and derive the 7 and 9 times
tables, and use them to derive division facts
• use mental methods to:
– add several small numbers
– find pairs of numbers with a sum of 100
– add or subtract a near multiple of 10
– add and subtract any pair of 2-digit numbers
– multiply and divide whole numbers by 10 or 100 (whole number
answers)
– find remainders after division.
Number 5:
Fractions
(3 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• use fraction notation
• solve problems in mathematics and in practical contexts
• find one half and one quarter of shapes and small
• make connections with ideas they have met before
numbers of objects
Fractions, decimals, percentages
• recognise that two halves or four quarters make
(60–77)
one whole and that two quarters and one half are
Calculations
equivalent
(92–101, 110–111)
• derive halves of even numbers to 20
Solving problems
• read the time to the hour, half hour or quarter hour
(28–31)
• recognise whole, half and quarter turns.
• describe or represent situations or problems using words or diagrams
• calculate accurately, using mental methods as appropriate
• use facts to derive or deduce others
• record, explain and compare methods
and to:
• identify fractions of shapes, such as 1⁄2, 1⁄3, 1⁄4, …, and simple fractions that
are several parts of a whole, such as 2⁄3 or 7⁄10
• recognise simple equivalent fractions by relating them to diagrams
• find unit fractions of numbers and quantities
• recognise that one quarter is half of one half
• find halves of 2-digit odd numbers.
6 | Exploring mathematics | Tier 1 (aqua)
Number 6:
Money and decimals
(5 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• recall addition and subtraction facts for each
• solve problems in mathematics and in practical contexts
number to 20
• make connections with ideas they have met before
• recognise coins and notes
• calculate accurately, using mental methods or a calculator as appropriate
• multiply and divide whole numbers by 10 or 100
• check that results are reasonable by considering the context or the size of
(whole number answers)
Calculations
(82–87, 92–103, 104–107,
110–111)
• use mental methods to:
– find pairs of numbers that sum to 100
– add and subtract combinations of 1- and 2-digit
numbers
Calculator methods
(108–109)
• use written methods to add and subtract whole
numbers
• use a calculator to solve whole-number problems.
Solving problems
(28–31)
• represent problems using words, diagrams or calculations
• use fraction notation
the numbers
• record, explain and compare methods
• engage in mathematical discussion of results
and to:
• understand and use £.p notation (e.g. recognise that £3.06 is £3 and 6p)
• use decimal notation for tenths and hundredths and partition decimals,
relating the notation to money
• position one-place decimals on a number line
• convert £ to p and vice versa
• carry out mental calculations involving money
• use efficient written methods to add and subtract money
• use a calculator for any of the four operations with money, interpreting the
display correctly.
7 | Exploring mathematics | Tier 1 (aqua)
Number 7:
Number and measures
(5 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• recall addition and subtraction facts to 20
• solve problems in mathematics and in practical contexts
• add and subtract 2-digit whole numbers using an
• simplify calculations with more than one step
empty number line
Place value
(36–47)
Calculations
(88–91, 102–105)
Calculator methods
(108–109)
Solving problems
(2–11)
• understand and use £.p notation, and decimal
notation for tenths
• use metres, centimetres and millimetres to
estimate and measure
• understand the operations of addition, subtraction,
multiplication and division
• use a calculator to add, subtract, multiply or
divide.
• calculate accurately, using mental methods or a calculator as appropriate
• check that results are reasonable by considering the context or the size of
the numbers
• record, explain and compare methods
• engage in mathematical discussion of results
and to:
• order and use positive and negative numbers in a context such as
temperature
• read simple scales
• add and subtract simple decimals using a number line
• recognise the equivalence of tenths and hundredths
• relate decimal notation to units of length
• convert metres to centimetres and centimetres to millimetres, and vice
versa
• use a calculator for calculations with numbers, money or measures,
interpreting the display correctly.
8 | Exploring mathematics | Tier 1 (aqua)
Number 8:
Multiplying and dividing 2
(5 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• partition 3-digit whole numbers
• solve problems in mathematics and in practical contexts
• recall addition and subtraction facts for each
• make connections with ideas they have met before
number to 20
• describe or represent problems using numbers, words or diagrams
Calculations
• add and subtract 2- and 3-digit numbers
• calculate accurately, using mental methods or a calculator as appropriate
(82–87, 92–103, 104–107, 110–111)
• understand multiplication as repeated addition or
• use facts to derive or deduce others
Calculator methods
(108–109)
Fractions and percentages
as an array
• understand division as repeated subtraction of
sharing
(66–77)
• derive multiplication and division facts
Solving problems
• find a remainder after division.
(28–31)
• record, explain and compare methods
and to:
• recall multiplication tables 2, 3, 4, 5 and 10, derive other multiplication
facts and use them to derive division facts
• multiply and divide whole numbers by 10 or 100
• identify multiples of 50 and 100
• multiply by multiples of 10 or 100
• use written methods to multiply or divide HTU by U, <check in unit if this
is too hard and simplify to TU by U if possible> and a calculator to
multiply or divide larger numbers
• find remainders after division, and round up or down depending on the
context.
9 | Exploring mathematics | Tier 1 (aqua)
Number 9:
Solving number problems
(5 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• count on and back in ones, tens and hundreds
• develop and apply own ideas and strategies, choosing appropriate
• recognise multiples of 10
• recall addition and subtraction facts for each
Solving problems
(2–35)
resources
• make connections with ideas they have met before
• conjecture and begin to generalise
number to 10
• recognise odd and even numbers.
• represent problems using diagrams or calculations
• identify and visualise patterns and relationships
• use facts to derive or deduce others
• work systematically
• record information in lists and tables
• engage in mathematical discussion of results
• check that results are reasonable by considering the context or the size of
the numbers
and to:
• recall addition and subtraction facts for each number to 20
• recognise and use the properties of odd and even numbers
• recognise 2-digit and 3-digit digit multiples of 2, 5 or 10
• recognise number sequences formed by counting in steps of constant
size
• add and subtract 2-digit and 3-digit numbers.
SUPPORT
Geometry and measures 1:
Properties of shapes
(4 hours)
In this unit, pupils learn to:
• name and describe common 2D and 3D shapes
• describe or represent situations or problems using words or diagrams
• use mathematical vocabulary to describe position:
• identify and visualise patterns and relationships
e.g. describe, place, tick, draw or visualise objects
Geometrical reasoning: lines, angles
and shapes
(184–189, 198–201)
CORE
Before they start, pupils should be able to:
in given positions
• recognise and use whole, half and quarter turns,
both clockwise and anticlockwise, and know that a
right angle represents a quarter turn.
• use facts to derive or deduce others
• draw conclusions and begin to generalise
• record, explain and compare results
and to:
• describe, classify, visualise, draw and make common 2D shapes and 3D
solids, referring to simple properties
• identify shapes from pictures of them in different positions and
orientations
• identify right angles in 2D shapes
• identify horizontal and vertical lines
• describe and find the position of a square on a grid of squares.
10 | Exploring mathematics | Tier 1 (aqua)
Geometry and measures 2:
Angles and symmetry
(4 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• recognise and use whole, half and quarter turns,
• develop and apply own ideas and strategies, choosing appropriate
both clockwise and anticlockwise, and know that a
right angle represents a quarter turn
Transformations
(202–212)
Geometrical reasoning: lines, angles
and shapes
(178–189)
Solving problems
(14–17, 32–35)
• understand and use words describing direction:
up, down, left, right, clockwise
• recognise a line of symmetry.
resources, including ICT
• identify and visualise shapes and patterns
• draw accurate diagrams on paper and on screen
• use facts to derive or deduce others
• draw conclusions and begin to generalise
• engage in mathematical discussion of methods and results
and to:
• draw lines of symmetry and complete symmetrical shapes
• draw the reflection of a shape in a mirror line along one side
• use the vocabulary of position, direction and movement, including the four
compass directions to describe movement about a grid
• use a set-square to draw right angles and to identify right angles in 2D
shapes
• compare angles with a right angle
• recognise that a straight line is equivalent to two right angles and a whole
turn with four right angles
• use ICT to explore symmetry and right angles.
11 | Exploring mathematics | Tier 1 (aqua)
Geometry and measures 3:
Measures 1
(5 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• use the vocabulary related to length
• solve problems in mathematics and in practical contexts
• read a numbered division on simple scale
• develop and apply own ideas and strategies, choosing appropriate
• use a ruler to draw and measure lines to the
resources
Calculations
nearest centimetre, and a metre stick or
• make connections with ideas they have met before
(82–87, 92–103, 104–107,
measuring tape to measure length, recording
• calculate accurately, using mental methods or a calculator as appropriate
110–111)
estimates and measurements as ‘3 and a bit
Calculator methods
metres long’ or ‘about 8 centimetres’.
(108–109)
• use and begin to read the vocabulary related to
Measures
time and read clock time to the quarter hour
(228–231)
Solving problems
(28–31)
• order the days of the week.
• record, explain and compare methods and results
• check that results are reasonable by considering the context or the size of
the numbers
and to:
• choose and use appropriate metric units to estimate, measure and record
length
• know the relationships between kilometres and metres, metres and
centimetres, centimetres and millimetres, and change metres to
centimetres, and centimetres to millimetres
• draw and measure lengths to the nearest millimetre using a ruler, and to
the nearest centimetre using a metre stick or tape measure numbered in
5s or 10s ,
• record estimates and measurements in mixed units (e.g. ‘3 m and 20 cm’)
<NOTE: no decimals>
• read the time on a 12-hour digital clock and to the nearest 5 minutes on
an analogue clock
• calculate time intervals <NOTE: multiples of 5 minutes and up to 2
hours> and find start or end times for a given time interval.
12 | Exploring mathematics | Tier 1 (aqua)
Geometry and measures 4:
Measures 2
(5 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• use the vocabulary related to weight and
• solve problems in mathematics and in practical contexts
capacity.
• read a numbered division on a simple scale,
Calculations
recording estimates and measurements as ‘3 and
(82–87, 92–103, 104–107,
a bit kg’ or ‘about 2 litres’.
110–111)
Calculator methods
(108–109)
Measures
(228–231)
Solving problems
(28–31)
• use and begin to read the vocabulary related to
time
• order the months of the year.
• identify and visualise shapes
• develop and apply own ideas and strategies, choosing appropriate
resources
• make connections with ideas they have met before
• calculate accurately, using mental methods or a calculator as appropriate
• record, explain and compare methods and results
• check that results are reasonable by considering the context or the size of
the numbers
and to:
• choose and use standard metric units and their abbreviations to estimate,
measure and record weight and capacity
• know the relationships between kilograms and grams, and litres and
millilitres
• read scales numbered in 2s, 5s, 10s or 100s to the nearest division
• record estimates and measurements to the nearest whole or half unit
(e.g. ‘about 3.5 litres’), or in mixed units (e.g. ‘3 kg and 200 g’)
• use am, pm and 12-hour clock notation <nearest 5 minutes>
• calculate time intervals from clocks and simple timetables
• know and use the relationships between units of time (second, minute,
hour, day, week).
13 | Exploring mathematics | Tier 1 (aqua)
Geometry and measures 5:
More properties of shapes
(6 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• name common 3D and 2D shapes
• identify and visualise shapes, patterns and relationships
• sort shapes and describe some of their features,
• develop and apply own ideas and strategies, choosing appropriate
such as the number of sides or faces and corners
Mensuration
(198–201, 228–231, 234–241)
Solving problems
(18–21)
• make and describe pictures and patterns made
from shapes
• use a ruler to measure and draw lines to the
nearest centimetre.
resources, including ICT
• draw accurate mathematical diagrams on paper and on screen
• engage in mathematical discussion of methods and results
• begin to generalise
and to:
• draw and classify polygons by identifying their properties, including their
line symmetry
• visualise 3D objects from 2D drawings
• make 2D and 3D shapes and patterns <e.g. explore the different
shapes that can be made from four cubes>
• recognise horizontal and vertical lines
• use the eight compass points to describe direction
• describe and identify the position of a square on a grid of squares
• recognise that angles are measured in degrees and that one whole turn is
360° or four right angles, and order a set of angles less than two right
angles or 180°.
14 | Exploring mathematics | Tier 1 (aqua)
Geometry and measures 6:
Measures 3
(6 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• use the vocabulary related to length, weight and
• solve problems in mathematics and in practical contexts
capacity
• read a simple scale to the nearest numbered
Calculations
division, recording estimates and measurements
(82–87, 92–103, 104–107,
as ‘3 and a bit metres long’ or ‘about 5 litres
110–111)
Calculator methods
(108–109)
Measures
(228–231)
Solving problems
(28–31)
• use a ruler to draw and measure lines to the
nearest centimetre,
• identify and visualise shapes
• develop and apply own ideas and strategies, choosing appropriate
resources
• make connections with ideas they have met before
• calculate accurately, using mental methods or a calculator as appropriate
• record, explain and compare methods and results
• check that results are reasonable by considering the context or the size of
the numbers
and to:
• choose and use standard metric units and their abbreviations when
estimating, measuring and recording length, weight and capacity
• know the meaning of ‘kilo’, ‘centi’ and ‘milli’ and, where appropriate, use
decimal notation to record measurements (e.g. 1.3 m or 0.6 kg)
• use imperial units in everyday situations <this might need to be added
to unit>
• read partly numbered scales, recording readings where appropriate to the
nearest tenth of a unit
• draw squares, rectangles and rectilinear shapes on centimetre square
grids, measure their perimeters and find their areas by counting squares
• read time to the nearest minute and use am, pm and 12-hour clock
notation
• calculate time intervals from clocks, timetables and a calendar.
15 | Exploring mathematics | Tier 1 (aqua)
SUPPORT
Handling data 1:
Graphs and charts 1
(4 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• sort, classify and organise information in simple
• conjecture and begin to generalise
ways, such as in:
– a list or simple table
Handling data
– a pictogram
(248–255, 262–265, 268–271)
– a block graph
Solving problems
(24–25)
CORE
• discuss and explain results.
• develop and apply own ideas and strategies, choosing appropriate
resources, including ICT
• draw accurate diagrams and graphs on paper and on screen
• engage in mathematical discussion of results
• identify patterns and relationships in data
• draw conclusions and begin to generalise
• check that results are reasonable by considering the context or the size of
the numbers
• record results and conclusions
and to:
• collect, organise, represent and interpret data in:
– lists and simple tables
– tally charts
– bar charts (dependent axis labelled in 1s, 2s or 5s)
– pictograms (symbol representing 1 or 2 units).
16 | Exploring mathematics | Tier 1 (aqua)
Handling data 2:
Graphs and charts 2
(5 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• sort, classify and organise information in simple
• develop and apply own ideas and strategies, choosing appropriate
ways, such as in:
resources
– a list or simple table
• conjecture and begin to generalise
Handling data
– a pictogram
• develop and apply own ideas and strategies, choosing appropriate
(248–255, 262–265, 268–271)
– a block graph
Solving problems
(24–25)
• discuss and explain results.
resources, including ICT
• draw accurate diagrams and graphs on paper and on screen
• engage in mathematical discussion of results
• identify patterns and relationships in data
• draw conclusions and begin to generalise
• check that results are reasonable by considering the context or the size of
the numbers
• record results and conclusions
and to:
• collect, organise, represent and interpret data in:
– simple tables, including frequency tables
– tally charts
– bar charts (dependent axis labelled in 5s, 10s or 100s)
– pictograms (symbol representing 2 units)
– Venn and Carroll diagrams (one or two criteria).
17 | Exploring mathematics | Tier 1 (aqua)
Handling data 3:
Graphs and charts 3
(6 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• sort, classify and organise information in simple
• conjecture and begin to generalise
ways, such as in:
– a list or simple table
Handling data
– a pictogram
(248–255, 262–265, 268–271)
– a block graph
Solving problems
(24–25)
• discuss and explain results.
• develop and apply own ideas and strategies, choosing appropriate
resources, including ICT
• draw accurate diagrams and graphs on paper and on screen
• engage in mathematical discussion of results
• identify patterns and relationships in data
• draw conclusions and begin to generalise
• check that results are reasonable by considering the context or the size of
the numbers
• record results and conclusions
and to:
• collect, organise, represent and interpret data in:
– lists and tables, including frequency tables
– tally charts
– bar charts (dependent axis labelled in 2s, 4s, 5s, 10s or 100s)
– pictograms (symbol representing 2, 3 or 4 units)
– Venn and Carroll diagrams ( two criteria).
18 | Exploring mathematics | Tier 1 (aqua)
Revision units 1 and 2
Previous learning
Objectives based on National Curriculum levels 3 and 4 (mainly level 4)
Pupils should already be able to apply and use
In this unit, pupils consolidate their ability to:
many of the skills shown on the right. This unit
• develop and apply own ideas and strategies, choosing appropriate resources
offers an opportunity to consolidate and refine
these skills.
• make connections with ideas they have met before
• simplify calculations with more than one step
• manipulate numbers and apply algorithms
• calculate accurately, using mental methods or mental methods or a calculator as appropriate
• draw accurate diagrams and graphs
• engage in mathematical discussion of results and learn from mistakes
• check that results are reasonable by considering the context or the size of the numbers
• record methods, solutions and conclusions
and to:
Number and measures
• as in unit
Algebra
• as in unit
Geometry and measures
• as in unit
Statistics
• as in unit
19 | Exploring mathematics | Tier 1 (aqua)