Bruntcliffe Mathematics across the curriculum
Section A: Number and Calculations
1. Recognise numbers in different forms (integer, fraction, decimal, etc)
and compare sizes of different numbers.
Integer- a whole number
Fraction- Mixed, improper (top-heavy)
Decimal- rational eg 4.3, or 4.345 , irrational eg  (Pi) 3.142……..
Recurring decimal eg 4.1111111111…..
Compare sizes: using place value
Comparing fractions/ decimals & %
E.g. Order from smallest to largest 1/3 , 30% , 0.31, 0.301
Convert all number to either all decimals, or all percentages.
Ensure that the ‘length’ of the numbers are equivalent, and then compare.
Answers must be given in the question.
2. Estimate & approximate with numbers and measures to a sensible
degree of accuracy
To estimate & approximate round numbers to 1 significant figure.
A sensible degree of accuracy will always complement the degree of accuracy
that is given in the question.
Addition & Subtraction
Estimate
Addition
3 456 + 975
3 500 + 1 000 = 4 500
3 456
+
975
4 431
1
1 1
Subtraction by ‘counting on’
Estimate
eg 8 003 – 2 569
8 000 – 3 000 = 5 000
Start
Add
2 569
1
2 570
30
2 600
400
3 000
5 000
8 000
3
Total
5 434
Subtraction by decomposition
Estimate
7 9 9 1
eg 8 0 0 3
-2 5 6 9
5434
8 000 – 3 000 = 5000
11. Understand position (co-ordinates, grid reference, bearings)
Co-ordinates
Students should be able to plot coordinates in 4 quadrants
 Ensure the x-axis is labelled as the
horizontal axis
 Ensure the y-axis labelled as the
vertical axis.
 Ensure students write the numbers
on the axis on the gridlines and not
in the centre of the box.
 Students should mark co-ordinates
with either a cross or a dot.

Make sure co-ordinates are written
in the form (x,y)
Eg. A(6,6) b(7,-8) c(-8,-3) d(-3,2)
Bearings
Bearings are used as a more accurate way of measuring direction.
North is 000o and we always work our way from north clockwise
Bearings are always written in 3 figures, hence 1o is written 001o
Eg. For each shape write down the three figure bearing presented.
070o
090o
140o
360o – 040o
=320o
360o – 90o
270o
13. Understand & use 3-D and perspective.
Students must recognise and name common 3D shapes. They must also understand
words which can be used to describe 3D shapes.
Encourage students to use the correct terminology.
 Students should say faces instead of sides
 Students should say vertices instead of corners
Students should understand the 3D shapes are made from nets. They must
understand that there may be more than one net for each 3D shape.
Students must be able to visualise the 3D shapes that
may be made from their nets
They must also identify if it is possible to make a 3D
shape from the net
Pupils must also be able to visualise parts of 3D Shapes that may not be seen from
a diagram.
Eg. How many cubes are in this shape?
Possible solution is to look at one row at a time
then add the cubes up at the end.
Top row- 6 cubes
Middle row- 2 x 4 = 8 cubes
Bottom row- 4 x 3 = 12 cubes