illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius

Now, let’s look into what year 1 pupils will learn about and how these topic areas support their maths learning. write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods Pupils make connections between fractions of a length, of a shape and as a representation of one whole or set of quantities. Pupils use factors and multiples to recognise equivalent fractions and simplify where appropriate (for example,

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solve problems involving the calculation and conversion of units of measure, using decimal notation up to 3 decimal places where appropriate divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context The exception is the science curriculum which came into force for year 10 pupils in September 2016, and applies to year 11 pupils from September 2017. develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programme of study for key stage 3 is organised into apparently distinct domains, but pupils should build on key stage 2 and connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge in science, geography, computing and other subjects. calculate and compare the area of rectangles (including squares), including using standard units, square centimetres (cm²) and square metres (m²), and estimate the area of irregular shapes construct and interpret appropriate tables, charts, and diagrams, including frequency tables, bar charts, pie charts, and pictograms for categorical data, and vertical line (or bar) charts for ungrouped and grouped numerical data solve quadratic equations {including those that require rearrangement} algebraically by factorising, {by completing the square and by using the quadratic formula}; find approximate solutions using a graph solve problems involving direct and inverse proportion, including graphical and algebraic representationsThey practise counting as reciting numbers and counting as enumerating objects, and counting in 2s, 5s and 10s from different multiples to develop their recognition of patterns in the number system (for example, odd and even numbers), including varied and frequent practice through increasingly complex questions. As two of the fundamental maths operations, children will spend a great deal of time solving addition and subtraction problems. All the curriculum aims for this topic area are: Pupils solve simple problems in contexts, deciding which of the 4 operations to use and why. These include measuring and scaling contexts, (for example 4 times as high, 8 times as long etc) and correspondence problems in which m objects are connected to n objects (for example, 3 hats and 4 coats, how many different outfits?; 12 sweets shared equally between 4 children; 4 cakes shared equally between 8 children). Number - fractions