plot and interpret graphs (including reciprocal graphs {and exponential graphs}) and graphs of non-standard functions in real contexts, to find approximate solutions to problems such as simple kinematic problems involving distance, speed and acceleration translate simple situations or procedures into algebraic expressions or formulae; derive an equation (or 2 simultaneous equations), solve the equation(s) and interpret the solution A milestone in children’s maths education is the introduction of the multiplication tables in year 2. Pupils will be expected to learn the 2, 5 and 10 times tables by the end of year 2, before learning about the times tables up to 12 x 12 in the following years.

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 shapesread, write and interpret mathematical statements involving addition (+), subtraction (−) and equals (=) signs

reduce a given linear equation in 2 variables to the standard form y = mx + c; calculate and interpret gradients and intercepts of graphs of such linear equations numerically, graphically and algebraically record, describe and analyse the frequency of outcomes of simple probability experiments involving randomness, fairness, equally and unequally likely outcomes, using appropriate language and the 0-1 probability scale solve problems involving direct and inverse proportion, including graphical and algebraic representations

Keep up to date with your professional development

extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically Pupils use all 4 operations in problems involving time and money, including conversions (for example, days to weeks, expressing the answer as weeks and days). Geometry - properties of shapes Pupils develop efficient mental methods, for example, using commutativity and associativity (for example, 4 × 12 × 5 = 4 × 5 × 12 = 20 × 12 = 240) and multiplication and division facts (for example, using 3 × 2 = 6, 6 ÷ 3 = 2 and 2 = 6 ÷ 3) to derive related facts (30 × 2 = 60, 60 ÷ 3 = 20 and 20 = 60 ÷ 3). Pupils could be introduced to compound units for speed, such as miles per hour, and apply their knowledge in science or other subjects as appropriate. Geometry - properties of shapes identify right angles, recognise that 2 right angles make a half-turn, 3 make three-quarters of a turn and 4 a complete turn; identify whether angles are greater than or less than a right angle

Pupils both encounter and draw graphs relating 2 variables, arising from their own enquiry and in other subjects.

identify and apply circle definitions and properties, including: centre, radius, chord, diameter, circumference, tangent, arc, sector and segment know the difference between an equation and an identity; argue mathematically to show algebraic expressions are equivalent, and use algebra to support and construct arguments {and proofs}