count up and down in hundredths; recognise that hundredths arise when dividing an object by 100 and dividing tenths by 10 use standard units of mass, length, time, money and other measures, including with decimal quantities associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, factorising quadratic expressions of the form x 2 + bx + c, including the difference of 2 squares; {factorising quadratic expressions of the form ax 2 + bx + c}

Let’s look at each of these aims in more detail. We’ve included some supporting resources to help your little ones practise important maths skills. All teaching materials are made by maths specialists and are linked directly to the curriculum aims. So save some valuable time and use them directly when teaching in the classroom or at home! Number - Number and Place Value

2D Shapes and their sides

identify the value of each digit in numbers given to 3 decimal places and multiply and divide numbers by 10, 100 and 1,000 giving answers up to 3 decimal places model situations or procedures by translating them into algebraic expressions or formulae and by using graphs STATE REQUIREMENT FOR THE SCHOOL CURRICULUM : schools have some flexibility as to the introduction of content. All schools are required to set out their curriculum for mathematics on a year - by - year basis and make the information online. Pupils understand the relation between unit fractions as operators (fractions of), and division by integers.

solve problems involving the calculation of percentages [for example, of measures and such as 15% of 360] and the use of percentages for comparison Fluent in fundamental`s of mathematics, develop conceptual understanding and the ability to recall and apply knowledge. derive and use the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle); recognise and use the perpendicular distance from a point to a line as the shortest distance to the line recognise and use the equation of a circle with centre at the origin; find the equation of a tangent to a circle at a given point} describe, sketch and draw using conventional terms and notations: points, lines, parallel lines, perpendicular lines, right angles, regular polygons, and other polygons that are reflectively and rotationally symmetric

International

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects. describe the changes and invariance achieved by combinations of rotations, reflections and translations}