Curriculum Sequencing Documents - Mathematics
It is important for staff and students to have an awareness and an understanding of the sequencing of maths. They should understand that from each start point of each subsection, there is an often a logical progression, or chain, that will lead to the next stage, then the next, and so on, each new piece of work requiring students to draw and build upon their earlier understanding.
→ Scroll right to view the table.| Skill | Lead in to Y7 | Core Y7 | Core Y8 | Core Y9 | Extension for Y9 |
| Using and Applying | I can come up with my own ideas for working in maths | I can identify and obtain all information to solve a task | I have solved substantial tasks by splitting them into smaller stages | I can develop extensions of my own. | I have developed and applied alternative ways of dealing with a task |
| I present my ideas and results in a clear and organised way | I check that my results and ideas are sensible | I can effectively use information presented in a variety of ways | I am critical of my own presentation and justify my decisions | I have proposed and used a variety of mathematical techniques | |
| I can explain what I am doing | I can describe situations in a variety of ways | I use diagrams and explain them fully | I justify my solutions and findings | I present a coherent and complete task with full reasoning and justification. | |
| I will look for patterns in my own work | I can make my own conclusions and explain why I made them | I justify some of my reasoning | I recognise the difference between experimental results and mathematical reasoning | I can suggest a logical argument between the validity of experimental results compared to mathematical reasoning. | |
| Number | I can round to the nearest whole number, 10, 100 and 1000 | I can round to a given number of decimal places | I can round to 1, 2 or 3 significant figures | I can round to any given number of significant figures | I can use rounding to estimate answers |
| I can choose a written method to multiply or divide numbers | I can use an efficient method to multiply or divide 1 and 2 digit numbers | I can use an efficient method to multiply 2 or 3 digit numbers | I can use an efficient method to multiply or divide 2 and 3 digit numbers by 2 digit numbers | I can confidently use a variety of methods to multiply and divide numbers in real life problems. | |
| I know that BIDMAS stands for brackets, indices, division, multiplication, addition and subtraction | I can use BIDMAS in basic sums | I can use BIDMAS involving 2 or 3 operations | I can use BIDMAS involving more than 3 operations | I can use BIDMAS in reverse to solve equations | |
| I understand the difference between a positive and negative number | I can use a number line to order positive and negative numbers | I can add and subtract with positive and negative numbers | I can multiply and divide with positive and negative numbers | I can use negative numbers with powers | |
| I can simplify fractions and convert between mixed and improper. | I can find equivalent fractions and use this to put fractions in order | I can multiply and divide with proper fractions | I can add, subtract, multiply and divide with mixed numbers | I can solve problems involving adding, subtracting, multiply and dividing with fractions and mixed numbers. | |
| I can order decimals | I can multiply and divide decimals by 10, 100 and 1000 | I can add and subtract decimals | I can multiply and divide decimals by a whole number | I can multiply and divide decimals by decimals of 2 digits. | |
| I know what a percentage is | I can convert between simple fractions, decimals and percentages | I can find percentages of amounts, both with and without a calculator | I can increase and decrease by a percentage, both with and without a calculator | I can calculate the percentage increase or decrease | |
| I can write a ratio in its simplest form | I can share an amount using a ratio | I can use a ratio to find a total amount | I can use a ratio to find a total amount, and other values that are part of the ratio. | I can use the connection between ratio and proportion to solve problems | |
| I know what a multiple, factor and a prime number is | I can find multiples and factors | I can break a number into a product of primes | I can break a number into a product of primes and I can find the highest common factor (HCF) and the lowest common multiple (LCM) of a pair of numbers | I can use product of primes to find the HCF and LCM of a pair of numbers. I can solve worded problems involving HCF and LCM | |
| I understand what standard form is | I can change between an ordinary number and standard form | I can multiply and divide using numbers in standard form | I can add, subtract, multiply and divide using numbers in standard form | I can solve problems involving any standard form numbers | |
| I understand the connection between fractions and proportion | I understand the meaning of direct and inverse proportion | I can identify when variables are directly or inversely linked | I can find missing values in problems involving direct proportion | I can find missing values in problems involving inverse proportion | |
| Algebra | I can recognise and describe a linear sequence | I can recognise, describe and generate a linear sequence | I can find the nth term of a sequence | I can find and use the nth term of a sequence | I can work with special sequences such as Fibonacci and Pascal |
| I can use function machines to find the input and output | I can solve one and two step equations | I can solve two step equations and equations involving brackets | I can solve equations with letters on both sides | I can solve equations involving fractional terms | |
| I know what an expression is | I can simplify expressions by adding, subtracting, multiplying and dividing | I can write an expression from a problem. E.g. perimeter of a shape | I can write and simplify an expression from a problem. E.g. perimeter of a shape | ||
| I can read and plot points in the first quadrant | I can read and plot points in all four quadrants | I can draw lines with equations y=a and x = b, where a and b are just numbers | I can draw straight lines with the equation y = mx + c completing a given table of results to assist | I can recognise and plot a simple quadratic graph | |
| I know what an equation and a formula is | I can write formula and use them to solve a problem | I can set equations from a given problem | I can set and solve equations from a given problem | I am able to change the subject of the formula | |
| I can understand how a real life situation can be drawn using a graph, e.g distance time graph | I can match up real life graphs to a statement or a container | I can read one piece of information from a real life graph | I can draw and interpret a real life graph | I can use a real life graphs to solve problems involving more than one variable in a real life context. | |
| I can write a basic expression | I can simplify expressions by adding, subtracting, multiplying and dividing | I can write and simplify an expression from a problem. E.g. perimeter of a shape | I can substitute positive integers into expressions | I can substitute all numbers into expressions | |
| I understand that 3a means 3 x a | I know how to expand a single bracket | I know how to expand and simplify two single brackets | I know how to expand double brackets using FOIL which give an x^2 coefficient of 1 | I know how to expand any double brackets using FOIL | |
| Geometry & Measure | I know the different types of angles, acute, right angle, obtuse and reflex, and can measure and draw angles using a protractor. | I can find the missing angle in a triangle, quadrilateral, on a straight line and at a point | I find the missing angle when using basic parallel lines and the alternate and corresponding rules | I can find the missing angle when using basic parallel lines and the alternate, corresponding and supplementary rules | I find the missing angle when parallel lines are combined within any shape |
| I can name 3D shapes | I can identify the properties of 3D shapes. E.g edges, faces and vertices. | I can draw nets of basic 3D shapes | I can construct several 3D shapes from their nets | I can use isometric paper to draw shapes made of cubes and cuboids | |
| I can measure and draw a line accurately with a ruler. I can find the perimeter of basic shapes | I can find the area of shapes by counting squares, and find the area of a rectangle. | I can find the area of basic shapes (triangle, parallelogram and trapezium) using formula | I can find the area of compound shapes made from 3 or more shapes. | I can solve problems involving area and perimeter of compound shapes. | |
| I can name the parts of a circle | I can find the circumference of a circle using the formula | I can find the area of a circle using the formula | I can find the area of compound shapes involving circles | I can find the area and perimeter of compound shapes involving parts of circles | |
| I can find the volume of a shape by counting 1cm³ cubes | I can find the volume of a cube or a cuboid | I can find the volume of a composite shape made up from cubes and cuboids | I can find the volume of a prism given the cross-section area. | I can find the volume of any prism | |
| I know what surface area is | I can find the surface area of cubes | I can find the surface area of cubes and cuboids | I can find the surface area of prisms | I can find the surface area of compound prisms involving cubes and cuboids | |
| I can recognise what metric unit to use. | I can convert between metric units, for length and weight | I can convert between any metric unit, whether it be length, weight or capacity. | I can solve problems involving measurements in different units. | I can convert between metric and imperial units | |
| I can recognise when a shape has symmetry | I can reflect a shape in a given line of symmetry | I can use a coordinate grid to reflect shapes in the x or y axis | I can use a coordinate grid to reflect shapes in horizontal or vertical lines | I can use a coordinate grid to reflect shapes in straight lines, such as y = 3 or y = x | |
| I can recognise when a shape has rotational symmetry | I can state what order of rotational symmetry a shape has | I can rotate a shape by a given point on a coordinate grid | I can find the centre of rotation between two shapes. | I can find the centre and angle of rotation between two shapes. | |
| I understand what the transformation of translation is | I can write how a shape has been translated | I can translate a shape | I can use vector notation to translate a shape | I can use vector notation to translate a shape or describe the translation | |
| I understand that an object enlarged by a scale factor over 1 gets bigger and under 1 gets smaller | I can enlarge an object when there is no centre of enlargement | I can enlarge an object when there is a centre of enlargement | I can find the centre of enlargement between two objects | I can find the centre of enlargement and scale factor between two objects | |
| I understand what the transformation of translation is | I can write how a shape has been translated | I can translate a shape | I can use vector notation to translate a shape | I can use vector notation to translate a shape or describe the translation | |
| Statistics & Probability | I understand the difference between mean, median, mode and range | I can find the mean, median, mode and range of a set of data | I can find the mean, median and modal value from a frequency table | I can find an estimate for the mean, the class in which the median lies and modal value of frequency | I can compare two data sets using their mean, median, mode and range |
| I can use words about the probability of an event happening. | I can use the probability scale from 0 to 1. | I can work out probabilities of events. | I can evaluate an experimental probability. | I can use experimental probability to calculate events happening. | |
| I understand what raw data is and use this to create a tally chart | I can draw and read from pictograms and bar charts (including dual bar charts and composite bar charts) | I can complete two way tables | I can draw and complete a two way table from given statements. | I can draw, complete and use a two way table from given statements. | |
| I can choose a suitable scale for my graph | I can draw a frequency diagram for grouped data with equal class widths | I can draw and interpret a frequency diagram for grouped data with equal class widths (including frequency polygons) | I can draw a histogram for grouped data with unequal class widths. | I can use a histogram for grouped data with unequal class widths to find frequencies | |
| I know what a pie chart is and can read information from a simple pie chart | I can draw a pie chart from a given table of results | I can calculate the frequency of one sector when given the angle and total frequency. | I can calculate the frequency of all sectors when given all but one angles and total frequency. | I can compare two pie charts showing comparative data | |
| I can draw and label axes with a suitable scale | I can draw a scatter graph | I can describe the correlation of the scatter graph | I can draw the line of best fit on a scatter graph | I can draw the line of best fit on a scatter graph and use it to estimate values | |
| I know what a cumulative frequency curve looks like | I know how to work out cumulative frequency | I know how to plot a cumulative frequency graph | I know how to use a cumulative frequency graph to find values. | I know how to use a cumulative frequency graph to find values. This includes finding values to draw a box and whisker diagram | |
| I can recognise mutually exclusive events | I can use mutually exclusivity to find probabilities | I can complete a sample space diagram and use it to find probabilities | I can complete a tree diagram for independent events | I can complete and use a tree diagram for independent events | |
| I can recognise a Venn diagram | I can read information from a Venn diagram | I can complete a Venn diagram and use it to calculate probabilities | I can create, complete and use a Venn diagram from a given problem | I can create, complete and use a Venn diagram from a given problem using set notation |
