Level Up Maths 4-6 – coverage of the Welsh Programme of Study
Term 1
Unit 1 Pattern perfect
6 hours
Programme of Study for Wales
Solve mathematical problems:
select, organise and use the mathematics, sequences of operation and methods of computation needed to solve
problems
use a variety of checking strategies, including inverse operations
Communicate mathematically:
generalise and explain patterns and relationships in words and symbols; express simple functions in words and
symbolically
Reason mathematically:
give solutions in the context of the problem
interpret and use simple algebraic relationships and functions; predict subsequent terms of patterns in number or
geometric sequences
Number 2:
calculate with whole numbers, decimals
Number 3:
examine features of numbers
explore number and geometric patterns and sequences, e.g. patterns in the natural world, Fibonacci sequences, and
the Golden ratio
Algebra 1: extend their knowledge of number operations and relationships to develop the ideas of algebra;
appreciate the use of letters to represent variables or unknowns
experience ways in which algebra can be used to model real-life situations and solve problems
generate and generalise simple number sequences
construct expressions given in words
Unit 2 Number
knowledge
6 hours
Solve mathematical problems:
select, organise and use the mathematics, units of measure and methods of computation needed to solve problems
develop and use their own mathematical strategies
break complex problems into a series of tasks
use their knowledge of mathematical relationships and structure to derive facts and to solve numerical problems
use a range of mental, written and calculator computational strategies
Communicate mathematically:
use a wide range of mathematical language to explain and communicate their work to others
read mathematical forms of communication including tables
explain strategies, methods to others
Reason mathematically:
extend mental methods of computation
give solutions in the context of the problem; confirm that results are of the right order of magnitude
Number 1:
extend their knowledge of the number system, including decimals
use place value in whole numbers and decimals in computation
use negative numbers
Number 2:
calculate with whole numbers, negative numbers, decimals
Number 3:
examine features of numbers, including powers and roots
Measures and money 1:
use and interpret scale
Measures and money 2:
calculate with money
Unit 3 Made to
measure
4 hours
Solve mathematical problems:
select, organise and use the mathematics, resources, measuring instruments, units of measure and methods of
computation needed to solve problems
break complex problems into a series of tasks
use a range of mental and calculator computational strategies
develop their skills of measuring; recognise limitations on the accuracy of measurement
Communicate mathematically:
use a wide range of mathematical language
visualise, describe and represent shapes
Reason mathematically:
give solutions in the context of the problem
Number 1:
use place value in whole numbers and decimals in computation and metric measurement
Number 2:
calculate with whole numbers and decimals
Measures and money 1:
extend their understanding of the nature of measurement
calculate temperature differences
make sensible estimates of length, mass, capacity and time in everyday situations, extending to less familiar contexts
develop their understanding of the relationships between units, converting from one metric unit to another
use and interpret scale on graphs, maps and drawings
read and interpret scales on measuring instruments
find perimeters and areas of common shapes
Unit 4 Bit parts
6 hours
Solve mathematical problems:
select, organise and use the mathematics, sequences of operation and methods of computation needed to solve
problems
develop and use their own mathematical strategies
use a range of mental and written computational strategies
Communicate mathematically:
read mathematical forms of communication, including tables and diagrams
present work clearly
explain strategies, methods
Reason mathematically:
justify how they arrived at a conclusion to a problem; give solutions in the context of the problem;
Number 1:
extend their knowledge of the number system, including decimals, fractions, percentages and the relationships
between them
Number 2:
calculate with whole numbers, decimals, fractions, percentages and ratios, understanding the effects of the
operations
Measures and money 2:
understand and use the conventional way of recording money
calculate with money and solve problems related to spending
interpret a calculator display in relation to money
Unit 5 Diving into
data
6 hours
Solve mathematical problems:
select, organise and use the mathematics needed to solve problems
identify what further information or data may be required in order to pursue a particular line of enquiry; formulate
questions and identify sources of information
Communicate mathematically:
read mathematical forms of communication, including tables, diagrams and graphs
explain methods and conclusions
Reason mathematically:
justify how they arrived at a conclusion to a problem; give solutions in the context of the problem;
interpret mathematical information presented in a variety of forms; draw inferences from graphs, diagrams and
statistics
appreciate the difference between mathematical explanation and experimental evidence; recognise inconsistencies
and bias
Number 1:
extend their knowledge of fractions
Number 2:
calculate with whole numbers and fractions
Handling data 1:
use a variety of means to collect data in order to follow lines of enquiry or to test hypotheses, e.g. the internet,
questionnaires, data collection sheets, experiment
begin to develop an understanding of bias
construct appropriate diagrams and graphs to represent discrete and continuous data, including bar charts, line
graphs
interpret information given in a wide range of graphs, diagrams and statistics, especially real-life data
compare sets of data
Handling data 2:
understand and use the vocabulary of probability and the probability scale from 0 to 1 through experience,
experiment and theory
recognise situations where probabilities can be based on equally likely outcomes and others where estimates must
be based on experimental evidence; use relative frequency over a number of trials as an estimate of probability
Unit 6 Forming
formulae
5 hours
Solve mathematical problems:
select, organise and use the mathematics and sequences of operation needed to solve problems
use a range of mental, written and calculator computational strategies
Communicate mathematically:
use a wide range of mathematical language, notation, symbols and conventions
present work clearly using symbols
Reason mathematically:
confirm that results are of the right order of magnitude
interpret and use simple algebraic relationships and functions
understand general algebraic statements
Number 1:
extend their knowledge of the number system, including decimals
Number 2:
use a calculator efficiently
calculate with whole numbers, negative numbers, decimals
Number 3:
examine features of numbers, including powers and roots
explore inverse number relationships
Measures and money 1:
find perimeters and areas of common shapes
Measures and money 2:
understand and use the conventional way of recording money
calculate with money and solve problems
interpret a calculator display in relation to money
Algebra 1:
extend their knowledge of number operations and relationships to develop the ideas of algebra; appreciate the use of
letters to represent variables or unknowns
experience ways in which algebra can be used to model real-life situations and solve problems
construct, interpret and evaluate formulae and expressions given in words or symbols
form and solve linear equations
Unit 7 Whose line is
it anyway?
3 hours
Solve mathematical problems:
select, organise and use the mathematics and methods of computation needed to solve problems
Communicate mathematically:
use a wide range of mathematical language and symbols to explain and communicate their work to others
read mathematical forms of communication, including graphs
explain strategies, methods, choices, conclusions and reasoning to others in a variety of ways, including orally,
graphically and in writing
Reason mathematically:
justify how they arrived at a conclusion to a problem
explain, follow and compare lines of mathematical argument
Number 1:
extend their knowledge of the number system
use negative numbers
Number 2:
calculate with whole numbers
Measures and money 1:
use and interpret scale on graphs, maps and drawings
Algebra 1:
appreciate the use of letters to represent variables or unknowns
Shape, position and movement 1:
construct 2-D shapes from given information
explain and use angle properties of 2-D shapes
Shape, position and movement 2:
use line symmetries to solve problems in two dimensions
use Cartesian co-ordinates to specify location
develop their understanding of tessellations and geometric patterns
Term 2
Unit 8 Data delights
5 hours
Solve mathematical problems:
identify what further information or data may be required in order to pursue a particular line of enquiry; formulate
questions and identify sources of information
develop and use their own mathematical strategies and ideas and consider those of others
select, trial and evaluate a variety of possible approaches; break complex problems into a series of tasks
Communicate mathematically:
read mathematical forms of communication, including tables, diagrams, graphs, mathematical texts and ICT
evaluate different forms of recording and presenting information, taking account of the context and audience
Reason mathematically:
make conjectures and hypotheses, design methods to test them, and analyse results to see whether they are valid
evaluate results by relating them to the initial question or problem; develop an understanding of the reliability of
results; recognise that inferences drawn from data analysis may suggest the need for further investigation
Number 2:
calculate with whole numbers
Measures and money 1:
extend their understanding of the nature of measurement, including the difference between discrete and continuous
measures
Handling data 1:
use a variety of means to collect data in order to follow lines of enquiry or to test hypotheses, e.g. the internet,
questionnaires, data collection sheets, experiment
construct appropriate diagrams and graphs to represent discrete and continuous data, line graphs and pie charts
interpret information given in a wide range of graphs, diagrams and statistics, especially real-life data
compare sets of data and their distributions
Unit 9 Operations
overload
8 hours
Solve mathematical problems:
select, organise and use the mathematics, sequences of operation and methods of computation needed to solve
problems
develop and use their own mathematical strategies
use their knowledge of mathematical relationships and structure to derive facts that they have not yet learned, and to
solve numerical problems
use a range of mental, written and calculator computational strategies
use a variety of checking strategies, including mental estimation, approximation and inverse operations
develop their skills of estimating
Communicate mathematically:
use a wide range of mathematical language, notation, symbols and conventions
present work clearly using symbols
explain strategies and methods
Reason mathematically:
extend mental methods of computation to consolidate a range of non-calculator methods
Number 1:
extend their knowledge of the number system, including decimals
use place value in whole numbers and decimals in computation and metric measurement
Number 2:
use a calculator efficiently to plan a complex calculation
calculate with whole numbers, negative numbers, decimals
Number 3:
examine features of numbers, including powers and roots
Measures and money 1:
develop their understanding of the relationships between units, converting from one metric unit to another
know imperial measures in common use and their approximate metric equivalents
use compound measures, including metric units where appropriate
find perimeters of common shapes
Measures and money 2:
understand and use the conventional way of recording money
calculate with money and solve problems related to budgeting and saving
Unit 10 All about
algebra
6 hours
Solve mathematical problems:
select, organise and use the mathematics, sequences of operation and methods of computation needed to solve
problems
use a range of mental, written and calculator computational strategies
Communicate mathematically:
generalise and explain patterns and relationships in words and symbols; express simple functions in words and
symbolically
read mathematical forms of communication, including tables and ICT
present work clearly, using labelled graphs and symbols
Reason mathematically:
interpret and use simple algebraic relationships and functions; predict subsequent terms or patterns in number or
geometric sequences
understand general algebraic statements
Number 1:
use negative numbers in a variety of contexts
Number 2:
calculate with whole numbers and negative numbers, understanding the effects of the operations
Number 3:
explore number and geometric patterns and sequences
Algebra 1:
appreciate the use of letters to represent variables or unknowns
experience ways in which algebra can be used to model real-life situations and solve problems
generate and generalise simple number sequences
construct and interpret tables and graphs of linear functions
Shape, position and movement 2:
use Cartesian co-ordinates to specify location
Unit 11 Twists and
turns
5 hours
Solve mathematical problems:
select, organise and use the mathematics, resources and measuring instruments
develop their skills of measuring
Communicate mathematically:
use a wide range of mathematical notation, symbols and conventions to explain and communicate their work to
others
read mathematical forms of communication, including tables, diagrams
Reason mathematically:
justify how they arrived at a conclusion to a problem
Number 2:
calculate with whole numbers
Measures and money 1:
extend their understanding of the nature of measurement
use and interpret scale on maps
read and interpret scales on measuring instruments and understand the degree of accuracy that is possible, or
appropriate, for a given purpose
Shape, position and movement 1:
explore properties of shapes through drawing and practical work; construct 2-D shapes from given information
explain and use angle properties of 2-D shapes
explore the properties of polygons and polyhedra; use these to classify shapes
Unit 12 Put things in
proportion
5 hours
Solve mathematical problems:
select, organise and use the mathematics, sequences of operation and methods of computation needed to solve
problems
use a range of mental, written and calculator computational strategies
use a variety of checking strategies, including inverse operations
Communicate mathematically:
use a wide range of mathematical language, notation and symbols
read mathematical forms of communication, including tables
explain strategies and methods to others in a variety of ways, including orally and in writing
Reason mathematically:
extend mental methods of computation
justify how they arrived at a conclusion to a problem; give solutions in the context of the problem; confirm that results
are of the right order of magnitude
Number 1:
extend their knowledge of the number system, including decimals, ratios, fractions, percentages and the relationships
between them
Number 2:
calculate with whole numbers, decimals, fractions, percentages and ratios, understanding the effects of the
operations
Number 3:
explore inverse number relationships, and use these in computation strategies
Measures and money 2:
calculate with money
interpret a calculator display in relation to money
Handling data 1:
interpret information given in a range of graphs
Unit 13 Balancing act
4 hours
Solve mathematical problems:
select, organise and use the mathematics, sequences of operation and methods of computation needed to solve
problems
use a range of mental, written and calculator computational strategies
use a variety of checking strategies, including inverse operations
Communicate mathematically:
use a wide range of mathematical language, symbols and conventions to communicate their work to others
express simple functions in words and symbolically
Reason mathematically:
give solutions in the context of the problem
interpret and use simple algebraic relationships and functions
Number 2:
calculate with whole numbers and negative numbers, understanding the effects of the operations
Number 3:
explore inverse number relationships, and use these in computation strategies
Measures and money 1:
find perimeters and areas of common shapes
Measures and money 2:
calculate with money and solve problems related to spending
Algebra 1:
extend their knowledge of number operations and relationships to develop the ideas of algebra; appreciate the use of
letters to represent variables or unknowns
experience ways in which algebra can be used to model real-life situations and solve problems
construct, interpret and evaluate formulae and expressions given in words or symbols
form, manipulate and solve linear equations
Term 3
Unit 14 Shape
makeover
6 hours
Solve mathematical problems:
select, organise and use the mathematics, resources and measuring instruments needed to solve problems
develop and use their own mathematical strategies and ideas and consider those of others
Communicate mathematically:
visualise, describe and represent shapes, movements and transformations, using related mathematical language
read mathematical forms of communication, including tables and graphs
present work clearly, using labelled graphs
explain strategies, methods, choices, conclusions and reasoning to others in a variety of ways, including orally,
graphically and in writing
Reason mathematically:
justify how they arrived at a conclusion to a problem
interpret and use simple algebraic relationships and functions
Number 1:
extend their knowledge of the number system
use negative numbers
Number 2:
calculate with whole numbers, decimals and fractions
Measures and money 1:
use and interpret scale
find perimeters and areas of common shapes
Algebra 1:
appreciate the use of letters to represent variables or unknowns
construct, interpret and evaluate formulae and expressions given in words or symbols
form, manipulate and solve linear equations
Shape, position and movement 2:
use line and rotational symmetries to solve problems in two and three dimensions
use Cartesian co-ordinates to specify location
develop their understanding of tessellations and geometric patterns, e.g. wallpaper patterns, Islamic and Celtic
designs, quilting patterns, and simple transformations of translation, reflection, rotation and enlargement.
Unit 15 Investigating
information
8 hours
Solve mathematical problems:
select, organise and use the mathematics and methods of computation needed to solve problems
use a range of mental, written and calculator computational strategies
Communicate mathematically:
use a wide range of mathematical language to explain and communicate their work to others
read mathematical forms of communication, including tables, diagrams and graphs
evaluate different forms of recording and presenting information, taking account of the context and audience
Reason mathematically:
give solutions in the context of the problem
interpret mathematical information presented in a variety of forms; draw inferences from graphs, diagrams and
statistics; recognise that some conclusions and graphical representations of data can be misleading; examine
critically, improve and justify their choice of mathematical presentation
Number 2:
calculate with whole numbers
Measures and money 1:
extend their understanding of the nature of measurement, including the difference between discrete and continuous
measures
Handling data 1:
construct appropriate diagrams and graphs to represent discrete and continuous data, including pie charts and
scatter diagrams
calculate or estimate values of the mode, median, mean and range of sets of discrete, grouped and continuous data
interpret information given in a wide range of graphs, diagrams and statistics, especially real-life data
compare sets of data and their distributions, including methods that involve correlation
Handling data 2:
understand and use the vocabulary of probability and the probability scale from 0 to 1
recognise situations where probabilities can be based on equally likely outcomes
identify all the outcomes of a combination of two experiments or a compound event
Unit 16 Safety in
numbers
8 hours
Solve mathematical problems:
select, organise and use the mathematics, sequences of operation and methods of computation needed to solve
problems
develop and use their own mathematical strategies and ideas and consider those of others
use their knowledge of mathematical relationships and structure to derive facts that they have not yet learned, and to
solve numerical problems
use a range of mental, written and calculator computational strategies
use a variety of checking strategies, including mental estimation
Communicate mathematically:
use a wide range of mathematical language, notation, symbols and conventions to explain and communicate their
work to others
read mathematical forms of communication
Reason mathematically:
extend mental methods of computation to consolidate a range of non-calculator methods
give solutions in the context of the problem; confirm that results are of the right order of magnitude
Number 1:
extend their knowledge of the number system, including decimals and fractions
use place value in whole numbers and decimals in computation
Number 2:
use a calculator efficiently to plan a complex calculation
calculate with whole numbers, decimals and fractions, understanding the effects of the operations
Number 3:
examine features of numbers, including primes, powers and roots
Measures and money 1:
find perimeters and areas of common shapes
Unit 17 The return of
algebra
8 hours
Solve mathematical problems:
select, organise and use the mathematics, resources, measuring instruments, units of measure, sequences of
operation and methods of computation needed to solve problems
develop and use their own mathematical strategies and ideas and consider those of others
use their knowledge of mathematical relationships and structure to derive facts that they have not yet learned
use a range of mental, written and calculator computational strategies
use a variety of checking strategies, including inverse operations
select an appropriate degree of accuracy
Communicate mathematically:
read mathematical forms of communication, including tables, graphs and ICT
present work clearly, using labelled graphs
Reason mathematically:
justify how they arrived at a conclusion to a problem; give solutions in the context of the problem
predict subsequent terms or patterns in number or geometric sequences
understand general algebraic statements; make and test generalisations
interpret mathematical information presented in a variety of forms; draw inferences from graphs
make conjectures and hypotheses
Number 1:
use place value in whole numbers and decimals in computation
use negative numbers in a variety of contexts
Number 2:
calculate with whole numbers, negative numbers and decimals, understanding the effects of the operations
Number 3:
explore number and geometric patterns and sequences
Measures and money 1:
calculate time
use compound measures, including metric or common imperial units where appropriate
read and interpret scales on measuring instruments
find perimeters and areas of common shapes
Measures and money 2:
understand and use the conventional way of recording money
calculate with money and solve problems related to currency exchange rates
Algebra 1:
extend their knowledge of number operations and relationships to develop the ideas of algebra; appreciate the use of
letters to represent variables or unknowns
experience ways in which algebra can be used to model real-life situations and solve problems
generate and generalise simple number sequences
construct and interpret tables and graphs of linear functions; explore the properties of linear functions and their
graphs
construct, interpret and evaluate formulae and expressions given in words or symbols
form, manipulate and solve linear equations
Shape, position and movement 2:
use Cartesian co-ordinates to specify location
Unit 18 In good
shape
6 hours
Solve mathematical problems:
select, organise and use the mathematics, resources, measuring instruments, units of measure, sequences of
operation and methods of computation needed to solve problems
develop and use their own mathematical strategies and ideas and consider those of others
select, trial and evaluate a variety of possible approaches; break complex problems into a series of tasks
use a range of mental, written and calculator computational strategies
develop their skills of measuring
Communicate mathematically:
use a wide range of mathematical language to explain and communicate their work to others
visualise, describe and represent shapes using related mathematical language
read mathematical forms of communication, including diagrams
present work clearly, using diagrams
Reason mathematically:
give solutions in the context of the problem
interpret mathematical information presented in a variety of forms
Number 2:
calculate with whole numbers and decimals
Number 3:
examine features of numbers, including powers
Measures and money 1:
extend their understanding of the nature of measurement, including continuous measures
use and interpret scale on drawings
read and interpret scales on measuring instruments
find volumes of common shapes
Measures and money 2:
calculate with money
interpret a calculator display in relation to money
Shape, position and movement 1:
explore properties of shapes through drawing and practical work; construct 2-D and 3-D shapes from given
information
understand congruence of simple 2-D shapes
explore the properties of polygons and polyhedra; use these to classify shapes