National 4 Course
Topic
Common Factors
Area and
Circumference of
Circles
[PUPIL RESOURCE]
I can…
Complete (√)
Mark
Red/Amber/Green
Parent’s signature
I can gather like terms together correctly.
I can substitute letters for values and
evaluate expressions.
I can multiply a bracket by a number.
I can use common factor to factorise a sum of
terms.
I can identify the radius, diameter and
circumference of a circle.
I can state that the radius of a circle is half the
diameter and that the diameter is twice the
radius.
I can calculate the circumference of a circle
given the diameter or the radius using the
formula C = ∏d.
I can calculate the area of a circle given the
radius or the diameter using the formula A =
∏r2.
I can describe if a shape has been enlarged or
reduced.
Similarity
I can draw shapes reduced or enlarged by a given
amount.
I can state that a scale factor bigger than 1 gives an
enlargement of a shape.
I can state that a scale factor smaller than 1 gives a
reduction of a shape.
I can calculate a scale factor using the
corresponding sides of similar shapes.
I can use the scale factor of similar shapes to
calculate a missing length.
I can use the fact that (scale factor)2 helps me
calculate the area of similar shapes.
Inverclyde Academy – Mathematics Department
Page 1
National 4 Course
Topic
Angles in a Circle
[PUPIL RESOURCE]
I can…
Complete (√)
Mark
Red/Amber/Green
Parent’s signature
I can use the facts:
 Angles in triangles add to 180°.
 Z angles, F angles, vertically
opposite angles.
 2 radius lines and a chord make
an isosceles triangle.
to calculate missing angles in a diagram.
I can use the fact that triangles in a
semicircle are right angled at the
circumference to calculate missing
angles.
I can use the fact that the radius of a
circle is at right angles to a tangent to the
circle to calculate missing angles.
I can calculate the gradient of a straight
𝑉
line using the formula 𝑔 = 𝐻.
Gradient
I can recognise that a line with positive
gradient is an uphill line and a line with a
negative gradient is downhill.
I can state that a horizontal line has
gradient 0.
I can state that a vertical line has
undefined gradient..
Inverclyde Academy – Mathematics Department
Page 2
National 4 Course
[PUPIL RESOURCE]
I can use the formula A = ½ d1d2 to
calculate the area of a kite/rhombus
where d1 and d2 are the diagonals of the
kite/rhombus.
I can use the formula A = bh to calculate
the area of a parallelogram.
Area of kite,
parallelogram and
trapezium
I can use the formula A = ½ (a + b)h to
calculate the area of a trapezium. To do
this I must add the ‘top’ and ‘bottom’
then multiply this by the height and half
the answer.
I can split four sided shapes and use the
area if a triangle formula A = ½ bh to find
the area of the whole shape.
Inverclyde Academy – Mathematics Department
Page 3
National 4 Course
Topic
Pie Charts revision
Straight lines
[PUPIL RESOURCE]
I can…
𝑎𝑚𝑜𝑢𝑛𝑡
I can use the formula
× 360° to
𝑡𝑜𝑡𝑎𝑙
calculate the angle for the pie chart
sector.
I can calculate all the angles for each
sector of a pie chart and use a protractor
to accurately draw the pie chart.
I can use a table of x values and the
formula of the line to get y values for
points on the line.
I can plot the points from the table on a
co-ordinate grid to draw a straight line.
In the equation 𝑦 = 𝑚𝑥 + 𝑐 I can state
the gradient 𝑚 is the number in front of
x.
In the equation 𝑦 = 𝑚𝑥 + 𝑐 I can state
the number 𝑐 is the y-intercept of the line
(where the line cuts the y axis) and write
it as(0, 𝑐).
I can state a vertical line has undefined
gradient and equation 𝑥 = 𝑏.
I can state a horizontal line has zero
gradient and equation 𝑦 = 𝑎.
Inverclyde Academy – Mathematics Department
Complete (√)
Mark
Red/Amber/Green
Parent’s signature
Page 4
National 4 Course
Topic
Pythagoras
Change the Subject of
a Formula
[PUPIL RESOURCE]
I can…
Complete (√)
Mark
Red/Amber/Green
Parent’s signature
I can state that Pythagoras’ theorem is used
for right angled triangles.
I can state Pythagoras’s theorem is 𝑎2 = 𝑏 2 +
𝑐2.
I can use 𝑎2 = 𝑏 2 + 𝑐 2 to calculate the long
side (the Hypotenuse) of a right angled
triangle
I know the memory aid ‘Short Side Subtract’
to find the shorter side of a right angled
triangle using, e.g., 𝑏 2 = 92 − 22 .
I can apply Pythagoras’ Theorem to answer
real life problems involving right angled
triangles
I can use Pythagoras’ Theorem to calculate
the distance between two points on a coordinate grid.
I can state the subject of the formula is the
letter that starts the formula on its own on
the left hand side of the equals sign.
I can rearrange a formula involving addition
and subtraction only.
I can rearrange a formula involving
multiplication and division in fraction form
including rearranging for bottom line of the
fraction.
I can rearrange a formula involving addition,
subtraction, multiplication and division.
Inverclyde Academy – Mathematics Department
Page 5
National 4 Course
Topic
Trigonometry
Numeracy
[PUPIL RESOURCE]
I can…
I can name the sides of any right angled
triangle H (hypotenuse), O (opposite) and
A (adjacent) in relation to a marked angle.
I can use the memory aid 𝑆𝑂𝐻𝐶𝐴𝐻𝑇𝑂𝐴
and tick sides I have or want to find.
I can use 𝑆𝑂𝐻𝐶𝐴𝐻𝑇𝑂𝐴 to find a unknown
side in a right angled triangle.
I can use 𝑆𝑂𝐻𝐶𝐴𝐻𝑇𝑂𝐴 to find an
unknown angle in a right angled triangle. I
know I must use the shift key to get the
inverse trig function and also to use
brackets on my calculator.
Complete (√)
Mark
Red/Amber/Green
Parent’s signature
I can use numerical notation which includes =
, +, −,×,÷,/, <, >, (, ), % and a decimal point.
I can correct units for a problem which include:
 Money
 Time (months, weeks, days, hours,
minutes, seconds).
 Measurement of length (mm ,cm, m,
km, mile); weight (g, kg); volume (ml,
l) and temperature (℃, ℉)
I can add and subtract whole numbers
including negative numbers.
I can multiply whole numbers of any size by a
(up to a four digit) whole number.
I can divide whole of any size by a single digit
whole number or by 10 or 100.
I can round answers to the nearest significant
figure or to 2 decimal places.
I can find simple percentages and fractions of
shapes and quantities, e.g.
1
1 1 1 1 1
50%, 10%, 20%, 25%, 75%, 33 %, , , ,
3
Inverclyde Academy – Mathematics Department
2 3 4 10, 5
Page 6
National 4 Course
[PUPIL RESOURCE]
I can calculate percentage increase and
decrease.
I can change fractions to decimal fractions,
fractions to percentages, percentages to
decimals and all vice versa.
I can calculate a rate: eg miles per hour or texts
per month.
I can calculate distance given speed and time.
I can calculate time intervals using 12-hour and
24-hour clock.
I can calculate volume (cube & cuboid), area
(rectangle & square) and perimeter.
I can calculate ratio and direct proportion
I can measure length, weight, volume and
temperature using instruments with straight
forward scales.
I can read scales to the nearest mark, even if
they have unnumbered divisions.
I can use estimation to check my answer is
reasonable.
I can tell what an answer means involving time,
length, weight, volume and temperature.
I can change between units I the same family,
e.g. 𝑚𝑚 ↔ 𝑐𝑚, 𝑐𝑚 ↔ 𝑚, 𝑔 ↔ 𝑘𝑔, 𝑚𝑙 ↔ 𝑙
I can give reasons for decisions based on the
result of calculations.
Inverclyde Academy – Mathematics Department
Page 7
National 4 Course
Topic
Number Patterns
Calculating Surface
Area
Volume of a Prism
Rotational Symmetry
[PUPIL RESOURCE]
I can…
Complete (√)
Mark
Red/Amber/Green
Parent’s signature
I can continue a straight forward number
sequence such as 4, 7, 10, 13, …..
I can continue a pattern using shapes and
diagrams.
I can use a number pattern, using the jumps to
determine the amount to multiply by, to work
out a rule for that pattern to conintue, eg, 1, 4,
7, 10, 13 has jumps of 3 so it is a x by 3 take off
2 rule.
I can use my rule to write a formula for the
number pattern using the correct letters for
that pattern, eg m = 3b - 2
I can name the parts of a 2D or 3D shapes using
terms such as face, vertex, edge.
I can draw the net for a 3D shape.
I can use the net of a 3D shape and my
formulas for area to calculate the surface area
of a 3D shape.
1
I can use the formula 𝑉 = 𝐴ℎ and 𝐴 = 𝑏ℎ to
2
work out the volume of a triangular prism.
I can use the formula 𝑉 = 𝜋𝑟 2 ℎ to calculate
the volume of cylinder
I can use the formula 𝑉 = 𝐴ℎ to calculate the
volume of any prism given 𝐴, the area of the
base.
I can state the order of turn symmetry for any
given shape using terms such as half turn,
quarter turn and rotational symmetry order 3.
I can complete drawings of given shapes to
ensure they have half or quarter turn
symmetry.
I can plot the image of a co-ordinate after it
has been rotated about (0, 0).
Inverclyde Academy – Mathematics Department
Page 8
National 4 Course
Topic
Statistics
[PUPIL RESOURCE]
I can…
Complete (√)
Mark
Red/Amber/Green
Parent’s signature
I can construct a tally/frequency table with class
intervals from a set of numbers, eg how many
numbers are in range 0-9, 10-19, 20-29…
I can calculate the mean of a set of numbers.
I can calculate the median or a set of numbers when
I have arranged them into numerical order.
I can calculate the mode of a set of numbers.
I can calculate the range of a set of numbers.
I can use the mean, median, mode and range to
compare different sets of numbers.
I can calculate the probability using the formula
𝑤ℎ𝑎𝑡 𝐼 𝑤𝑎𝑛𝑡 𝑡𝑜 ℎ𝑎𝑝𝑝𝑒𝑛
𝑃(𝑒𝑣𝑒𝑛𝑡) =
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
I can make a decision based on a probability
calculation and discuss the risk involved.
Solving Equations
I can solve equations of the type 2𝑥 − 3 = 11.
I can solve equations of the type
5𝑥 − 4 = 3𝑥 + 12.
I can create an equation given a real life
situation and solve it to find out the missing
real life value..
I can extend my rules for solving equations to
solve inequalities like 3𝑥 + 4 ≥ 19.
Scattergraphs
I can draw a scattergraph for two sets of related
data..
I can tell when a scattergraph has a negative or
positive correlation and discuss what that means for
the real life situation.
I can tell when a scattergraph has no correlation and
discuss what that means for the real life situation.
I can draw a line of ‘Best Fit’ for a scattergraph and
use this line to predict future results or estimate any
missing results given information about one of the
numbers used.
Inverclyde Academy – Mathematics Department
Page 9