Across our Mathematics curriculum we aim for students to become fluent in the core concepts of mathematics and reason mathematically in order to solve problems. With spaced retrieval and interleaving topics, students are encouraged to explore and deepen their knowledge of connections between topics. It is our aim to equip students with the mathematical skills they will need beyond school and to pique their interest in the subject in the hope they continue to study mathematics further.

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They will have knowledge of analogue and digital time and convert between units of time and calculate timings given different scenarios, for example cooking. Students will use problem solving skills to solve ratio problems including sharing in a ratio, finding a whole given a difference, and finding a part given a whole. They will use percentages and think about where these are seen outside of the classroom and become confident with finding percentages of amounts and increasing and decreasing to find new values. . They will look for proportional relationships in “real life” including use in recipes and apply these to answer more complex questions.

Talk about time in digital and analogue from. Use situations such as watching TV, travelling and cooking to help with time problems.

Use ratio in the home to look at relationships and aspects of ratio (photograph size/screen sizes). When shopping look at prices/offers that use percentages and work out the savings.

When cooking use recipes to scale up or down a recipe, if it is for 4 people how much do you need of each ingredient for 8? If it is for 6 how will I know how much of each ingredient for 4 people?

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Students will have knowledge of shapes and their properties, including the difference between 3D and 2D properties and the correct descriptive language. They will use their knowledge of area and perimeter to solve problems, including the use of different units of measure and converting between these. They will use all four calculations throughout including with decimal and integer values.

Discuss distances when out travelling, including converting between units (km, m, cm mm), discuss properties of shapes when you see these in “real-life situations” such as boxes, car park markings, shopping. Practice use of decimals in calculations for example adding up shopping values, calculating how much for multiple purchases of an item. Estimating perimeter of outdoor space using “pacing” and discussing the difference between area being a multiplicative calculation and perimeter being an addition.

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Students will have knowledge of algebraic vocabulary and skills and being to use these in manipulation of expressions, solving and understanding formulae. They will use their knowledge to solve and understand problems and become fluent in the correct terminology. They will use fractional and decimal values throughout.

Talk about algebra in simple terms, of replacing an unknown value with a letter and practice this in terms of a + 2 = b, and replace a with different values to increase the exposure to this form of expression so “algebra” is less threatening. Practice using fractions and decimals in calculations, looking at money and fractions when sharing out.

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Students will have knowledge of how to describe the probability of an event using correct vocabulary as well as numerical representations. Students will discuss outcomes and experiments and how expected and actual probability of events may differ and the conditions for this. Students will explore mutually exclusive outcomes and the probability of more than 1 event happening.

When “chance” is mentioned discuss what this could mean and what may affect it. Look for articles and programmes that discuss probability and explore the meanings and analyse the data. Conduct simple experiments and home such as rolling a die and recording the scores and compare results to what you would expect “theoretically”.

In school...

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Students will have knowledge of algebraic vocabulary and substitution skills. They will develop these into more complex expressions and formulae, including scientific formulae. They will use positive and negative integers and fractional values within this. They will use their algebra skills in geometric problem solving and reasoning.

Discuss substitution, expressions, equations and their similarities and differences. Look at mathematical and scientific formulae and pick a range of integers and fractional values to substitute in and see how many answers you can get.

In school...

How can I support this unit at home...

Students will develop their angle knowledge and language to include polygons and angles in parallel lines. They will use correct descriptive language to describe shape and angle properties and combine these in multi-step problem solving questions. They will learn and explore compass points and bearings.

Look for angles around the house and when you are out. Discuss if they are acute, obtuse or reflex and discuss “estimations” for them to develop understanding of the properties of each. Find shapes around the house and when out and discuss the properties of these. When travelling talk about compass direction, look at maps and measure bearings of where you are to where you are going.