Mathematics – its impact on the world, past present and future Significant aspect of learning: Use knowledge and understanding of the number system, patterns and relationships Milestone At the beginning of First Level During First Level By the end of First Level I have discussed the important part that numbers play in the world and explored a variety of systems that have been used by civilisations throughout history to record numbers. MTH 1-12a Number systems I have explored some of the earliest number systems e.g. “bundle of sticks” and Egyptian number systems. I have explored number systems used by the Greeks, Romans, Indians and from Arabic countries. I have explored the binary number system and understand its importance in modern technology. Milestone At the beginning of Second Level During Second Level By the end of Second Level I have worked with others to explore, and present our findings on, how mathematics impacts on the and the important part it has played in advances and inventions. MTH 2-12a Inventions I have worked with others to research how mathematics has played a part in inventions, for example the wheel, map of the world. I have worked with others to research how mathematics has played a part in advances in society. For example measuring time, code breaking. I can present my findings on the part mathematics has played in advances and inventions, using appropriate technology. Milestone During Third Level By the end of Third Level
Having explored how real-life situations can be modelled by number patterns, I can establish a number sequence to represent a physical or pictorial pattern, determine a general formula to describe the sequence, then use it to make evaluations and solve related problems. MTH 4-13a Formulas I can model real life situations using number patterns and graphs. I can determine a general formula to describe the sequence. I can use the general formulae to find missing terms and solve problems related to the pattern. Solve problems I have discussed ways to describe the slope of a line, can interpret the definition of gradient and can use it to make relevant calculations, interpreting my answer for the context of the problem. MTH 4-13b Gradient I understand the concept of slope in context. I can find the gradient for a straight line. I understand positive and negative gradients and the gradient of horizontal and vertical Having investigated the pattern of the coordinate points lying on a horizontal or vertical line, I can describe the pattern using a simple equation. MTH 4-13c I can use a given formula to generate points lying on a straight line, plot them to create a graphical representation then use this to answer related questions. MTH 4-13d Equation of a straight line I understand the link between the gradient of a straight line and the formula that generates the points on that line. I can use a formula to create a and interpret the gradient to solve problems in context.
information contained in a diagram, problem or statement. MTH 3-15b Evaluate formulas I can substitute to evaluate formulae for additive terms. I can substitute to evaluate formulae for additive and multiplicative terms. I can evaluate formulae that include powers. Milestone During Fourth Level By the end of Fourth Level Having explored the distributive law in practical contexts, I can simplify, multiply and evaluate simple algebraic terms involving a bracket. MTH 4-14a Distributive law I have explored the distributive law in practical contexts. I can simplify, multiply and evaluate simple algebraic terms involving brackets. I can use the distributive law to solve equations. I can find the factors of algebraic terms, use my understanding to identify common factors and apply this to factorise expressions. MTH 4-14b Factorising expressions I can find the factors of algebraic terms. I can factorise simple expressions by taking out a common factor. I can use factorising to solve equations. Having discussed the benefits of using mathematics to model situations, I can construct and solve inequalities and an extended range of equations. MTH 4-15a Inequations I have explored how to use mathematics to model real life situations. I can construct and solve inequalities and an extended range of equations that represent real life situations.
What are the essential indicators of “good” … Use knowledge and understanding of measurement and its application What are the essential indicators of “good” … P1 Benchmarks By the end of P1 … Measurement Learners should be able … use objects to measure the length, weight or capacity of to help me compare them use vocabulary tall, short, fat, thin, heavy, light, wide, big or small put objects in order according to length, weight or capacity by comparing them directly Time Learners should be able … understand and use the before and after understand the sequence of morning, afternoon, evening and night know the of and sequence the days of the week describe and order the seasons read time to o’clock and half past What are the essential indicators of “good” … Use knowledge and understanding of measurement and its application What are the essential indicators of “good” … P2 Benchmarks P3 Benchmarks P4 Benchmarks Measurement Learners should be able … understand that the length of a does not change when moved or reshaped compare the size of two objects by using a third object (e.g. arm lengths or a piece of string) estimate the volume of an item the language of non-standard units, by comparing it to something I already know the volume of compare areas by putting one item onto understand that the weight/volume/length of an object/liquid cannot change even when moved or reshaped use non-standard units to compare the volume of two objects estimate the area of regular and irregular shapes know that the weight/volume/length of an object/liquid remains the same even when measured using different units use standard units of measurement to compare objects use the correct language for naming each unit as well as the correct conventions and symbols for writing them justify my estimates of the volume of an item, the language of standard units, by
I have developed an awareness of where grid reference systems are used in everyday contexts and can use them to locate and describe position. MTH 1-18a Coordinates I have investigated the use of grid systems; I can describe when they might be useful. I can find objects on a grid and give its location. I can plot objects onto a grid. I can describe pathways between objects on a grid, plan or map. I have explored symmetry in my own and the wider environment and can create and recognise symmetrical pictures, patterns and shapes. MTH 1-19a Symmetry around us I can recognise symmetrical pictures patterns and shapes. I can describe why pictures patterns and shapes are symmetrical. I can create symmetrical pictures patterns and shapes. Milestone At the beginning of Second Level During Second Level By the end of Second I have investigated angles in the environment, and can discuss, describe and classify angles using appropriate mathematical vocabulary. MTH 2-17a Angles I know the connection between quarter turns, right angles, half turns and full turns. I can identify acute, obtuse, reflex angles and full turns. I can discuss angles I have seen in the environment and can describe them using appropriate vocabulary. I can accurately measure and draw angles using appropriate equipment, applying my skills to problems in context. MTH 2-17b Measuring angles I know the measurements of a few basic angles e.g. right angles, straight lines and full turn. I can use these measurements to estimate the size of an angle. I can measure angles using degrees with increasing accuracy. Drawing angles I can draw angles. I can draw right, acute, obtuse, reflex angles and full turns. I can draw angles using degrees with increasing accuracy to produce shapes and solve related problems. Through practical activities which include the use of technology, I have developed my understanding of the link between compass points and angles and can describe, follow and record directions, routes and journeys using appropriate vocabulary. MTH 2-17c Compass I know the basic compass points and the connections with right angles. I know and can use the eight point compass rose. I can use the compass points to describe, follow and record direction routes and journeys. I know the link between the compass rose and angles. I can apply this to practical situations. I can use angles to describe, follow and record direction routes and journeys.