Exploring mathematics: Tier 4 NC levels 5 and 6 (levels 5abc, 6c)
Autumn
36 lessons
Spring
31 lessons
S4.2 Enquiry 1
Collecting, representing, interpreting
data: two-way tables, bar charts for
grouped discrete data, scatter graphs,
pie charts, stem-and-leaf diagrams
Comparing distributions using mean,
median, mode or modal class
5/6 lessons
A4.1 Linear sequences
Integer sequences
Linear sequences; general term;
spreadsheet and calculator use
4 lessons
N4.2 Whole numbers, decimals and fractions
Decimal place value, ordering, rounding
Mental and written calculations:
adding/subtracting decimals; multiplying/dividing
whole numbers
Equivalent fractions; adding/subtracting
fractions; fractions of quantities
Calculator use, including fraction key
6 lessons
A4.2 Expressions and formulae
Simplifying linear expressions
Deriving and substituting in simple
formulae
4 lessons
N4.3 Fractions, decimals and percentages
Equivalent fractions; ordering fractions
Multiplying/dividing decimals by decimals;
adding/subtracting factions; fractions of
quantities; multiplying/dividing by proper fraction
Percentage increases and decreases
Calculator use
5/6 lessons
N4.4 Proportional reasoning
Calculating ratios; simple scale
drawings
Direct proportion; unitary method
Using fractions, decimals and
percentages to compare proportions
5/6 lessons
Summer
33 lessons
G4.3 Transformations
Symmetries of 2-D shapes
Rotations, reflections and translations, on
paper and using ICT
Enlargement, given a centre of enlargement
and a positive whole-number scale factor
Coordinates of midpoint of line segment
6/7 lessons
R4.1 Revision/support
Number, algebra, geometry
and measures, statistics
5 lessons
A4.4 Equations and formulae
Linear equations, unknowns both
sides, brackets; using formulae
5/6 lessons
A4.5 Expressions, equations
and graphs
Simplifying linear expressions
Plotting graphs; graphs of real
situations
Using algebra to solve problems
7/8 lessons
N4.5 Solving problems
Number problems and investigations
Using algebra to solve problems
History of mathematics
2/3 lessons
100 lessons
1 | Exploring mathematics | Tier 4 (red)
G4.2 Measures and mensuration
Using measures in problem solving
Metric and imperial equivalents
Perimeter and area of triangles, rectangles,
parallelograms, trapeziums
Volume and surface area of cuboids
5 lessons
A4.3 Functions and graphs
Mappings
Graphs of linear functions
Graphs of real situations
5/6 lessons
R4.2 Revision/support
Number, algebra, geometry
and measures, statistics
5 lessons
S4.3 Enquiry 2
Collecting, representing, interpreting
data: frequency tables and diagrams
for continuous data, line graphs
Calculating statistics
Comparing distributions using mean,
median, mode or modal class
6/7 lessons
G4.1 Angles and shapes
Alternate and corresponding angles
Angle, side, diagonal and symmetry properties
of triangles, quadrilaterals and polygons
Proof of angle sum/exterior angle of triangle
Finding unknown angles
6 lessons
G4.4 Constructions
Straight edge and compasses constructions of
midpoints, perpendiculars, bisectors and
triangles (SSS)
Scale drawings; bearings
Simple loci; exploring constructions with ICT
8/9 lessons
Using and applying mathematics is integrated into each unit
S4.1 Probability
Mutually exclusive outcomes for single
events and two successive events
Estimating probabilities from
experimental data
6 lessons
N4.1 Properties of numbers
Add, subtract, multiply and divide integers
Order of operations, including brackets
Squares, cubes and roots; factors, primes,
prime factor decomposition, HCF, LCM;
calculator use
5 lessons
Units
SUPPORT
Number 1:
Properties of numbers
(5 hours)
Integers, powers and roots
(48–59)
Calculations
(86–87, 92–101, 108–109)
CORE
Before they start, pupils should be able to:
In this unit, pupils learn to:
• order, add and subtract positive and negative
• identify the mathematical features of a context or problem
integers in context
• try out and compare mathematical representations
• use simple tests of divisibility
• conjecture and generalise, identifying exceptional cases
• recognise square numbers to 12  12 and the
• calculate accurately, selecting mental methods or a calculator as
corresponding roots
• use the bracket keys and memory of a calculator.
appropriate
• use accurate notation
• refine own findings and approaches on the basis of discussion with others
• record methods, solutions and conclusions
and to:
• add, subtract, multiply and divide integers
• use the order of operations, including brackets, with more complex
calculations
• use multiples, factors, common factors, highest common factor, lowest
common multiple and primes
• find the prime factorisation of a number (e.g. 8000 = 26  53)
• use squares, positive and negative square roots, cubes and cube roots,
and index notation for small positive integer powers
• strengthen and extend mental methods of calculation
• use the function keys of a calculator for sign change, brackets, powers
and roots, and interpret the display in context.
2 | Exploring mathematics | Tier 4 (red)
Number 2:
Whole numbers, decimals and
fractions
(6 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• round and order whole numbers and decimals to
• identify the mathematical features of a context or problem
two places
• use efficient written methods of addition and
subtraction and of short multiplication and division
Place value
(36–47)
Fractions, decimals, percentages
of whole numbers
• simplify fractions by cancelling and identify
equivalent fractions
(60–77)
• write decimals as fractions, e.g. 0.23 = 23⁄100
Calculations
• add and subtract simple fractions with the same
(82–85, 88–107, 110–111)
denominator
• calculate simple fractions of numbers and
quantities.
• use accurate notation
• make connections with related contexts
• manipulate numbers and apply routine algorithms
• calculate accurately, selecting mental methods or a calculator as
appropriate
• estimate, approximate and check working, giving accurate solutions
appropriate to the context or problem or problem
• evaluate the efficiency of alternative strategies and approaches
and to:
• read and write positive integer powers of 10
• round positive numbers to any given power of 10 and decimals to the
nearest whole number of one or two decimal places
• find equivalent fractions, and equivalent fractions and decimals
• strengthen and extend mental methods of calculation, working with
decimals and fractions
• use efficient written methods to:
– add and subtract integers and decimals of any size, including numbers
with differing numbers of decimal places
– multiply and divide 3-digit by 2-digit whole numbers
• add and subtract fractions by writing them with a common denominator
• calculate fractions of quantities
• use a calculator to carry out more difficult calculations, entering numbers,
including fractions, using the memory, and interpreting the display in
context
• select from a range of checking methods, including estimating in context
and using inverse operations.
3 | Exploring mathematics | Tier 4 (red)
Number 3:
Decimals, fractions and
percentages
(6 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• convert one metric unit to another
• identify the mathematical features of a context or problem
• convert fractions to decimals by using a calculator
• make connections between related problems
• add and subtract simple fractions and multiply a
• use accurate notation
fraction by an integer
Calculations
• understand percentage as the ‘number of parts
(82–85, 88–107, 110–111)
per 100’ and calculate simple fractions and
Calculator methods
percentages of numbers and quantities
(108–109)
Measures
(228–231)
Solving problems
(28–29)
• carry out calculations with more than one step
using brackets and the memory of a calculator.
• calculate accurately, selecting mental methods or a calculator as
appropriate
• give accurate solutions appropriate to the context or problem
• evaluate the efficiency of alternative strategies and approaches
and to:
• multiply and divide integers and decimals by 0.1 or 0.01, and derive
products such as 6 × 0.7, 8 × 0.03
• use division to convert a fraction to a decimal and recognise that a
recurring decimal is a fraction
• order fractions by writing them with a common denominator or by
converting them to decimals
• express one given number as a percentage of another
• strengthen and extend mental methods of calculation, working with
decimals, fractions and percentages
• use efficient written methods to:
– multiply and divide decimals, understanding where to position the
decimal point by considering equivalent calculations
– add and subtract fractions
– multiply and divide fractions by integers
– calculate percentages and find the outcome of a given percentage
increase or decrease
• use a calculator to carry out more difficult calculations, entering numbers,
and interpreting the display in context
• select from a range of checking methods, including estimating in context
and using inverse operations.
4 | Exploring mathematics | Tier 4 (red)
Number 4:
Proportional reasoning
(6 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• understand percentage as the ‘number of parts
• identify the mathematical features of a context or problem
per 100’ and calculate simple fractions and
percentages of quantities and measurements
Fractions, decimals, percentages
(60–77)
Ratio and proportion
(78–81)
Calculations
(92–101)
• divide a quantity in a given ratio.
• make connections with related contexts
• use accurate notation
• calculate accurately, selecting mental methods or a calculator as
appropriate
• estimate, approximate and check working, giving accurate solutions
appropriate to the context or problem
• refine own findings and approaches on the basis of discussion with others
• evaluate the efficiency of alternative strategies and approaches
Solving problems
(2–35)
and to:
• apply understanding of the relationship between ratio and proportion
• simplify ratios, including ratios expressed in different units, recognising
links with fraction notation
• divide a quantity into two or more parts in a given ratio
• calculate fractions of quantities, using a calculator where appropriate
• interpret percentage as the operator ‘so many hundredths of’ and
calculate percentages
• use equivalent fractions, decimals and percentages to compare
proportions
• use the unitary method to solve problems involving ratio and direct
proportion
• enter numbers and interpret the display of a calculator in different
contexts.
5 | Exploring mathematics | Tier 4 (red)
Number 5:
Solving problems
(3 hours)
Solving problems
(2–35)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• understand place value in whole numbers and
• identify the mathematical features of a context or problem
decimals
• relate the current problem and structure to previous situations
• understand the order of operations
• conjecture and generalise
• calculate with whole numbers and decimals
• use logical argument to interpret the mathematics in a given context or to
mentally, on paper and with a calculator, as
appropriate
• estimate and check results.
establish the truth of a statement
• calculate accurately, selecting mental methods or a calculator as
appropriate
• give accurate solutions appropriate to the context or problem
• refine own findings and approaches on the basis of discussion with others
• recognise efficiency in an approach
• relate the current problem and structure to previous situations
• record methods, solutions and conclusions
and to:
• recognise some of the historical and cultural roots of mathematics.
Algebra 1:
Linear sequences
(4 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• generate terms of a simple sequence given a rule
• try out and compare mathematical representations
• generate a sequence given a simple practical
• conjecture and generalise, identifying exceptional cases or counter-
context.
Sequences and functions
(144–157)
examples
• move between the general and the particular to test the logic of an
argument
• select appropriate procedures and tools, including ICT
• refine own findings and approaches on the basis of discussion with others
• record methods, solutions and conclusions
and to:
• generate terms of a linear sequence using term-to-term and position-toterm rules, on paper and using a spreadsheet or graphics calculator
• use linear expressions to describe the nth term of a simple arithmetic
sequence, justifying its form by referring to the context from which it was
generated.
6 | Exploring mathematics | Tier 4 (red)
Algebra 2:
Expressions and formulae
(4 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• use letter symbols to represent unknown numbers
• try out and compare mathematical representations
or variables
• use accurate notation
• simplify linear algebraic expressions by collecting
Equations and formulae
(112–119, 138–143)
like terms
• manipulate algebraic expressions and equations
• explore the effect of varying values
• multiply a constant over a bracket
• refine own findings and approaches on the basis of discussion with others
• substitute integers into simple linear expressions
and formulae, and positive integers into
expressions involving small powers, e.g. 3x + 4
2
or 2x3.
and to:
• understand that algebraic operations, including the use of brackets, follow
the rules of arithmetic
• multiply a single term over a bracket
• simplify or transform linear expressions by collecting like terms
• derive and substitute integers into simple formulae and expressions.
Algebra 3:
Functions and graphs
(6 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• express simple functions in words
• identify the mathematical features of a context or problem
• generate coordinate pairs that satisfy a simple
• try out and compare mathematical representations
linear rule
Sequences, functions, graphs
(160–177)
• recognise straight-line graphs parallel to the x-axis
or y-axis.
• manipulate algebraic expressions and equations
• visualise and manipulate dynamic images and explore the effect of
varying values
• select appropriate procedures and tools, including ICT
• draw accurate graphs on paper and on screen
• conjecture and generalise, identifying exceptional cases or counterexamples
and to:
• express simple functions algebraically and represent them in mappings or
on a spreadsheet
• generate points in all four quadrants and plot graphs of linear functions (y
given explicitly in terms of x), on paper and using ICT
• recognise that equations of the form y = mx + c correspond to straight-line
graphs
• discuss and interpret graphs arising from real situations.
7 | Exploring mathematics | Tier 4 (red)
Algebra 4:
Equations and formulae
(6 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• construct and solve simple linear equations with
• identify the mathematical features of a problem or context
whole-number coefficients (unknown on one side
only) using a method such as inverse operations
Equations and formulae
(112–113, 122–125, 138–143)
• substitute positive integers into simple formulae.
• try out and compare mathematical representations
• use accurate notation
• manipulate algebraic expressions and equations
• use logical argument to establish the truth of a statement
• explore the effect of varying values
• refine own findings and approaches on the basis of discussion with others
• evaluate the efficiency of alternative strategies and approaches
and to:
• construct and solve linear equations with integer coefficients (unknown on
one or both sides, without and with brackets), e.g. by using inverse
operations or by transforming both sides in the same way
• use, derive and substitute integers into simple expressions and formulae
from mathematics and other subjects.
8 | Exploring mathematics | Tier 4 (red)
Algebra 5:
Expressions, equations and
graphs
(8 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• simplify linear algebraic expressions by collecting
• try out and compare representations in algebraic or graphical form
like terms
• construct and solve simple linear equations with
whole-number coefficients (unknown on one side
Equations and formulae
(116–137)
Sequences, functions and graphs
(164–177)
only)
• recognise straight-line graphs parallel to the x-axis
or y-axis.
• select appropriate procedures and tools, including ICT
• visualise and manipulate dynamic images and explore the effect of
varying values
• draw accurate graphs on paper and on screen
• manipulate algebraic expressions and equations
• use logical argument to interpret the mathematics in a given context or to
establish the truth of a statement
Solving problems
(6–13, 28–29)
• explain own findings and approaches after discussion with others
• evaluate the efficiency of alternative strategies and approaches
• relate the current problem and structure to previous situations
and to:
• multiply a single term over a bracket
• simplify or transform linear expressions by collecting like terms
• construct and solve linear equations with integer coefficients (unknown on
one or both sides, without and with brackets)
• derive and substitute integers into simple formulae and expressions,
including examples that lead to an equation to solve
• generate points in all four quadrants and plot graphs of linear functions (y
given explicitly in terms of x), on paper and using ICT
• construct linear functions arising from real-life problems and plot and
interpret their corresponding graphs
• use graphs and set up equations to solve simple problems involving direct
proportion.
9 | Exploring mathematics | Tier 4 (red)
Geometry and measures 1:
Angles and shapes
(5 hours)
Geometrical reasoning: lines, angles
and shapes
Before they start, pupils should be able to:
In this unit, pupils learn to:
• use correct notation and labelling conventions for
• make accurate mathematical diagrams and constructions, on paper and
lines, angles and shapes
• use accurate notation
• know the sum of angles at a point, on a straight
• select appropriate procedures and tools, including ICT
line and in a triangle
(178–191)
• recognise vertically opposite angles
Solving problems
• estimate, measure and draw acute, obtuse and
(14–17, 26–27, 30–31)
on screen
• identify parallel and perpendicular lines
reflex angles.
• visualise and manipulate dynamic images and explore the effect of
varying values
• use logical argument to establish the truth of a statement
• refine own findings and approaches on the basis of discussion with others
• evaluate the efficiency of alternative strategies and approaches
• record methods, solutions and conclusions
and to:
• identify alternate angles and corresponding angles
• solve geometrical problems using side and angle properties of triangles
and special quadrilaterals, explaining reasoning with diagrams and text
• classify quadrilaterals by their geometrical properties
• know that if two 2D shapes are congruent, corresponding sides and
angles are equal
• understand a proof that:
– the angle sum of a triangle is 180 and of a quadrilateral is 360
– the exterior angle of a triangle is equal to the sum of the two interior
opposite angles.
10 | Exploring mathematics | Tier 4 (red)
Geometry and measures 2:
Measures and mensuration
(6 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• convert one metric unit of length, mass or
• identify the mathematical features of a context or problem
capacity to another
• interpret scales on a range of measuring
Measures and mensuration
(228–231, 234–241)
Solving problems
(18–21)
instruments
• understand and use the formula for the area of a
rectangle
• calculate perimeters and areas of shapes made
from rectangles.
• move between the general and the particular to test the logic of an
argument
• calculate accurately, selecting mental methods or a calculator as
appropriate
• select appropriate procedures and tools
• estimate, approximate and check working, giving accurate solutions
appropriate to the context or problem
• refine own findings and approaches on the basis of discussion with others
and to:
• choose and use units of measurement to measure, estimate, calculate
and solve problems in a range of contexts
• know rough metric equivalents of imperial measures in common use
• visualise 3D shapes from their nets, and use geometric properties of
cuboids and shapes made from cuboids
• recognise simple plans and elevations
• derive and use formulae for the area of a triangle, parallelogram and
trapezium and the volume of a cuboid
• calculate areas of compound shapes and volumes and surface areas of
cuboids and shapes made from cuboids.
11 | Exploring mathematics | Tier 4 (red)
Geometry and measures 3:
Transformations
(7 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• identify and visualise transformations and
• conjecture and generalise
symmetries of 2D shapes: reflection and line
symmetry, rotation and rotation symmetry, and
Transformations
(202–215)
Ratio and proportion
(78–81)
translation
• recognise and visualise symmetries and simple
transformations of 2D shapes
• solve simple problems involving ratio and
proportion.
• visualise and manipulate dynamic images and explore the effect of
varying values
• make accurate mathematical diagrams on paper and on screen
• use accurate notation
• select appropriate procedures and tools, including ICT
• refine own findings and approaches on the basis of discussion with others
and to:
• find the midpoint of the line segment AB, given the coordinates of points A
and B
• identify all the symmetries of 2D shapes
• transform 2D shapes by rotation, reflection and translation, on paper and
using ICT, and try out mathematical representations of simple
combinations of these transformations
• enlarge 2D shapes, given a centre of enlargement and a positive integer
scale factor, and explore enlargement using ICT.
12 | Exploring mathematics | Tier 4 (red)
Geometry and measures 4:
Constructions
(9 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• measure and draw lines to the nearest millimetre
• identify the mathematical features of a problem or context
• measure and draw angles to the nearest degree
• make connections with related contexts
• construct a triangle given two sides and the
• select appropriate procedures and tools, including ICT
Geometrical reasoning: lines, angles
included angle (SAS) or two angles and the
and shapes
included side (ASA)
(198–201)
• construct simple nets of 3D shapes
Transformation
• use coordinates in all four quadrants.
• make accurate mathematical constructions on paper and on screen
• visualise and manipulate dynamic images
• use logical argument to establish the truth of a statement
(216–217)
• record methods, solutions and conclusions
Coordinates
and to:
(218–219)
• use straight edge and compasses to construct:
Construction and loci
– the midpoint and perpendicular bisector of a line segment
(220–227)
– the bisector of an angle
Mensuration
(228–233)
– the perpendicular from a point to a line
• use ruler and compasses to construct a triangle, given the lengths of the
three sides (SSS)
• use ICT to explore constructions
• make scale drawings
• use bearings to specify direction
• find simple loci, both by reasoning and by using ICT, to produce shapes
and paths.
13 | Exploring mathematics | Tier 4 (red)
Statistics 1:
Probability
(6 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• understand and use the probability scale from 0 to
• identify the mathematical features of a context or problem
1
• find probabilities based on equally likely outcomes
Probability
(276–283)
in simple contexts
• estimate probabilities based on experimental data
in a frequency table.
• conjecture and generalise, identifying exceptional cases or counterexamples
• select appropriate procedures and tools, including ICT
• make accurate diagrams and graphs on paper and on screen
• record methods, solutions and conclusions
and to:
• interpret results of an experiment using the language of probability and
appreciate that random processes are unpredictable
• know that, if the probability of an event occurring is p, then the probability
of it not occurring is 1 – p
• use diagrams and tables to record all possible mutually exclusive
outcomes for single events and for two successive events
• compare estimated experimental probabilities with theoretical
probabilities, recognising that:
– if an experiment is repeated, the outcome may and usually will be
different
– increasing the number of times an experiment is repeated generally
leads to better estimates of probability.
14 | Exploring mathematics | Tier 4 (red)
Statistics 2:
Enquiry 1
(6 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• design a data collection sheet or questionnaire to
• identify the mathematical features of a context or problem
Statistics
• construct frequency tables for discrete data,
(248–273)
grouped where appropriate in equal class
Solving problems
intervals
(28–29)
use in a simple survey
• interpret pie charts
• understand and use the mean of discrete data
• use the range and one of the mode, median or
mean to describe a set of data.
• conjecture and generalise
• try out and compare mathematical representations
• select appropriate procedures and tools, including ICT
• make accurate diagrams and graphs on paper and on screen
• refine own findings and approaches on the basis of discussion with others
• record methods, solutions and conclusions, relating them to the context
• evaluate alternative strategies and approaches
and to:
• discuss a problem that can be addressed by statistical methods and
identify related questions to explore
• decide which data to collect to answer a question the sample size and
degree of accuracy needed, and identify possible sources
• plan, construct and use two-way tables for recording discrete data
• construct and interpret:
– bar charts and frequency diagrams for grouped discrete data
– pie charts for categorical data
– simple scatter diagrams
• calculate statistics for sets of discrete data, recognising when it is
appropriate to use the range, mean, median and mode and, for grouped
data, the modal class
• construct and interpret stem-and-leaf diagrams, and compare two simple
distributions using the range and one of the mode, median or mean
• relate summary statistics and findings to the questions being explored.
15 | Exploring mathematics | Tier 4 (red)
Statistics 3:
Enquiry 2
(7 hours)
Before they start, pupils should be able to:
In this unit, pupils learn to:
• design a data collection sheet or questionnaire to
• identify the mathematical features of a context or problem
use in a simple survey
• conjecture and generalise
• construct frequency tables for discrete data,
Statistics
grouped where appropriate in equal class
(248–275)
intervals
Probability
(284–285)
• construct and interpret bar-line graphs and
frequency diagrams for grouped discrete data
• try out and compare mathematical representations
• select appropriate procedures and tools, including ICT
• make accurate diagrams and graphs on paper and on screen
• refine own findings and approaches on the basis of discussion with others
Solving problems
• interpret pie charts
• record methods, solutions and conclusions, relating them to the context
(28–29)
• calculate the mean, including from a simple
• evaluate alternative strategies and approaches
frequency table
and to:
• find the mode, median and range, and the modal
class for grouped data, and use them to compare
two simple distributions.
• compare estimated experimental probabilities with theoretical probabilities
• decide which data to collect to answer a question, the sample size and
degree of accuracy needed, and identify possible sources
• plan, construct and use frequency tables with equal class intervals for
gathering continuous data
• construct and interpret:
– bar charts and frequency diagrams for continuous data
– simple line graphs for time series
• compare two simple distributions using the range and one of the mode,
median or mean, relating summary statistics and findings to the questions
being explored
• write about and discuss the results of a statistical enquiry, justifying the
methods used, and using ICT as appropriate
Revision 1 and 2 - here are the process objectives
Previous learning
Objectives based on NC levels 5 and 6 (mainly level 5)
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
• identify the the mathematical features of a context or problem
offers is an opportunity to consolidate and refine
these skills.
• relate the current problem or structure to previous situations
• select appropriate procedures and tools
• calculate accurately, using mental methods or a calculator as appropriate
• manipulate numbers, algebraic expressions and equations, and apply routine algorithms
• make accurate mathematical diagrams and graphs
• estimate, approximate and check working, giving accurate solutions appropriate to the context or
problem
• evaluate the efficiency of alternative strategies and approaches
• record methods, solutions and conclusions
16 | Exploring mathematics | Tier 4 (red)
and to:
Number
content objectives are as in the unit
17 | Exploring mathematics | Tier 4 (red)