The national curriculum for maths aims to ensure children around England can get the same essential knowledge in maths to support their development. All primary and secondary schools follow these programmes of study, which are set out year-by-year. And what a better way to teach these shapes than with everyday examples? Our properties of shape resources are specifically designed to aid learning on the topic. Geometry - Position and Direction find approximate solutions to contextual problems from given graphs of a variety of functions, including piece-wise linear, exponential and reciprocal graphs Using materials and a range of representations, pupils practise counting, reading, writing and comparing numbers to at least 100 and solving a variety of related problems to develop fluency. They count in multiples of 3 to support their later understanding of a third.

describe simple mathematical relationships between 2 variables (bivariate data) in observational and experimental contexts and illustrate using scatter graphs recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators 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 round numbers and measures to an appropriate degree of accuracy [for example, to a number of decimal places or significant figures]

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. use the standard conventions for labelling the sides and angles of triangle ABC, and know and use the criteria for congruence of triangles Pupils use standard units of measurement with increasing accuracy, using their knowledge of the number system. They use the appropriate language and record using standard abbreviations. recognise and use sequences of triangular, square and cube numbers, simple arithmetic progressions, Fibonacci type sequences, quadratic sequences, and simple geometric progressions (r n where n is an integer, and r is a positive rational number {or a surd}) {and other sequences} use algebraic methods to solve linear equations in 1 variable (including all forms that require rearrangement)

use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to 3 decimal places Count in multiples of twos, fives and tens. Also, be able to read, write and count numbers up to 100 in numerals. reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical languagemultiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication They begin to extend their knowledge of the number system to include the decimal numbers and fractions that they have met so far.