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Maths Makes Sense Maths Makes Sense and Mathematics andand Mathematics and
Numeracy (Northern Ireland) Numeracy (Northern Ireland) For Maths Makes Sense 5 and 6
(Key Stage 2)
www.oxfordprimary.co.uk/mms/
© Oxford University Press 2012 1
Great Clarendon Street, Oxford OX2 6DP
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© Oxford University Press 2012
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website that you intend to use with the class before the lesson.
DISCLAIMER: Every effort has been made to contact copyright holders of any material in this book. Any omission will be rectified in
subsequent printings if notice is given to the publishers.
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© Oxford University Press 2012 2
Maths Makes Sense and Mathematics and Numeracy (Northern Ireland)
This document is intended to help you use the Maths Makes Sense resources for children aged 9 to 11 alongside Mathematics and Numeracy (the statutory requirements of the Northern Ireland Mathematics Curriculum).
This chart shows you how the Maths Makes Sense 5 and 6 end-of-block objectives correlate to the statutory requirements of Key Stage 2 Mathematics and Numeracy. The simple lay-out, provided in an editable format, will assist you with your planning so that you are able to integrate Maths Makes Sense seamlessly into your classroom.
Maths Makes Sense identifies that all learners need both informal learning and formal learning and identifies opportunities for both. The Northern Ireland Curriculum for Mathematics and Numeracy highlights the importance of presenting mathematical activities in contexts that have a real meaning for children, helping them to see the relevance of mathematics to their everyday lives. Throughout the Maths Makes Sense Learning System opportunities exist to help achieve this important aspiration of the Northern Ireland Curriculum for Mathematics and Numeracy.
The significance placed on the development of mathematical language in Maths Makes Sense mirrors its fundamental importance in the Mathematics and Numeracy Curriculum. Pupils must understand mathematical language and use the correct vocabulary to talk about their work.
The methodology of Maths Makes Sense will support the methodologies of the Mathematics and Numeracy Curriculum. The direct instruction, modelled on guided practice and partner teaching will allow teachers to help pupils to learn the key concepts identified in this curriculum. The importance of partner work as a key feature of Maths Makes Sense will support the requirement for co-operative learning.
The Northern Ireland Matching Charts identify the statements from the Northern Ireland Curriculum for Mathematics and Numeracy which sit parallel to the end-of-block objectives. These Maths Makes Sense objectives have been matched mainly to the requirements for Key Stage 2. However, as Maths Makes Sense seeks to contribute to the raising of standards, the end-of-block objectives on occasion match to elements in provision for Key Stage 3. In these instances, the relevant end-of-block objectives are matched to the Northern Ireland Levels of Progression in Using Mathematics across the curriculum for Key Stage 3 which become a statutory part of assessment in 2012/2013.
It should be noted that in Maths Makes Sense the Northern Ireland Key Stage 2 Mathematics Curriculum Processes in Mathematics are a part of virtually every mathematics lesson. Therefore it would not be helpful to include repeatedly statements such as ‘present information and results clearly’ and
© Oxford University Press 2012 3
‘understand mathematical language and use it to discuss their work and explain their thinking’. Processes statements are included only when they are very much the main feature of the Maths Makes Sense objectives. It should be assumed that other statements of Processes in Mathematics may also be relevant.
To find out more about Maths Makes Sense, please visit our website: www.oxfordprimary.co.uk/mms/
© Oxford University Press 2012 4
Maths Makes Sense 5
Block 1
Maths Makes Sense 5 end-of-block objectives
Northern Ireland Curriculum Key Stage 2
Block 1, Arithmetic 1 Write two or three 4-digit whole
numbers vertically and calculate (with more than one tricky column) using addition and subtraction
Use the three operations + / − /÷, with vulgar fractions or mixed numbers with the same denominator
Multiply and divide vulgar fractions and mixed numbers by a whole number.
Processes in MathematicsCommunicating Mathematically present information and results clearly.
NumberUnderstanding Number and Number Notation develop an understanding of place value [to include up to two decimal
places, use this to multiply and divide numbers by 10 and 100;] understand and use vulgar fractions, [decimal fractions and
percentages and explore the relationships between them;]Operations and their Applications engage in a range of activities to develop understanding of the four
operations of number, [appreciate the use of brackets, add and subtract with up to two decimal places, multiply and divide decimals by whole numbers, use these operations to solve problems.]
Block 1, Geometry Name the images of objects that
are points, line segments or polygons in a symmetrical shape
Know the line of symmetry is the perpendicular bisector in a symmetrical shape
Name two congruent shapes in a shape with an axis of symmetry.
Processes in MathematicsCommunicating Mathematically understand mathematical language and use it to discuss their work
and explain their thinking;
Shape and SpaceExploration of Shape construct a range of regular and irregular 2-D shapes, [classify these
through examination of angles and sides,] recognise line [and rotational] symmetry, reflect shapes in a line, [explore tessellations, name and describe common 2-D shapes,] begin to understand congruence in 2-D shapes;
Position, Movement and Direction develop language associated with line and angle, [recognise
properties of acute, obtuse and reflex angles, investigate angles in triangles and quadrilaterals, measure and draw angles up to 360°;]
Block 1, Data and Measure Solve word problems (involving
capacity, volume or length) by using a division Maths Story, identifying the basic Real-Life Story as a Type 1 or Type 2 division
Solve word problems (involving capacity, volume or length) by finding a percentage of a value or the result of a percentage increase or decrease
Choose the correct operations to solve one-step and multi-step word problems involving capacity, volume or length
Make a simple 3D shape by drawing, cutting out and folding a net
Recognise that a cube cut through one diagonal forms two congruent
NumberUnderstanding Number and Number Notation understand and use vulgar fractions, decimal fractions and
percentages and explore the relationships between them;
Measures [understand the relationship between units and convert one metric unit
to another,] use the four operations to solve problems; calculate [perimeter and the areas and] volumes of simple shapes;
Shape and SpaceExploration of Shape construct 3-D shapes, [investigate the number of faces, edges and
vertices on these shapes], name and describe common 3-D shapes, explore the relationship between 2-D and 3-D shapes.
© Oxford University Press 2012 5
triangular prisms.
Block 1, Arithmetic 2 Complete missing number grids
and missing number sentences Complete sequences involving
square numbers Use information displayed in grids
to solve word problems Solve one- and two-step word
problems involving any of the four operations.
Processes in MathematicsMaking and Monitoring Decisions identify and obtain the information required for a task, [suggesting
appropriate sources to find the information;]
NumberPatterns, Relationships and Sequences in Number explore and predict patterns and sequences of whole numbers, [follow
and devise rules for generating sequences;] understand and use [multiples and factors and] the terms [prime,]
square [and cube, appreciate inverse operations;] understand that a letter can stand for an unknown number.Operations and their Applications engage in a range of activities to develop understanding of the four
operations of number, [appreciate the use of brackets, add and subtract with up to two decimal places, multiply and divide decimals by whole numbers,] use these operations to solve problems.
Handling DataCollecting, Representing and Interpreting Data interpret a wide range of tables, [lists, graphs and diagrams, create
and interpret frequency tables, including those for grouped data;]
Block 1, Reasoning Write a.m./p.m. times using 24-
hour clock notation Write 24-hour times as a.m./p.m.
times Calculate the mean number of days
in four consecutive years Calculate the duration between two
times written using 24-hour notation.
Processes in MathematicsMathematical Reasoning recognise general patterns and relationships and make predictions
about them;
NumberPatterns, relationships and sequences with number explore and predict patterns and sequences of whole numbers; follow
and devise rules for generating sequences; Operations and their Applications engage in a range of activities to develop understanding of the four
operations of number; [appreciate the use of brackets; add and subtract with up to two decimal places; multiply and divide decimals by whole numbers;] use these operations to solve problems.
Measures recognise times on the analogue and digital clocks and understand
the relationship between the 12 and 24-hour clocks, [use timetables.]
Handling DataCollecting, Representing and Interpreting Data understand, calculate [and use] the mean [and range] of a set of
discrete data.
© Oxford University Press 2012 6
Block 2
Maths Makes Sense 5 end-of-block objectives
Northern Ireland Curriculum Key Stage 2
Block 2, Arithmetic 1 Write two or three 4-digit decimal
numbers vertically, with up to three decimal places, and calculate with more than one tricky column, using addition and subtraction
Multiply two vulgar fractions where the denominator of one and the numerator of the other are equal.
Processes in MathematicsCommunicating Mathematically present information and results clearly.NumberUnderstanding Number and Number Notation develop an understanding of place value to include up to two decimal
places, [use this to multiply and divide numbers by 10 and 100;] understand and use vulgar fractions, [decimal fractions and
percentages and explore the relationships between them;]Operations and their Applications engage in a range of activities to develop understanding of the four
operations of number, [appreciate the use of brackets,] add and subtract with up to two decimal places, [multiply and divide decimals by whole numbers, use these operations to solve problems.]
Block 2, Geometry Name and draw acute angles,
obtuse angles, reflex angles and right angles
Name and calculate vertically opposite angles and supplementary angles
Use a protractor to draw acute angles, obtuse angles, and right angles.
Processes in MathematicsCommunicating Mathematically understand mathematical language and use it to discuss their work
and explain their thinking; interpret situations mathematically using appropriate symbols [or
diagrams;]
Shape and SpacePosition, Movement and Direction understand the notion of angle in the context of turning, recognise
right angles, [understand clockwise and anti-clockwise, know the eight points of the compass, use Logo to understand movement and turning, be introduced to a programming language and use it to create pictures and patterns and to generate shapes;]
develop language associated with line and angle, recognise properties of acute, obtuse and reflex angles, [investigate angles in triangles and quadrilaterals,] measure and draw angles up to 360°;
use co-ordinates to plot and draw shapes in the first quadrant.
Block 2, Data and Measure Appreciate the need for standard
units Know the metric units of mass: g,
kg: length: mm, cm, m, km: and volume/capacity: ml, ℓ, cm3, m3
Know imperial units of measure, e.g. pound, ounce, inch, foot, yard, mile, pint, gallon
Interpret a reading that lies between two unnumbered divisions on a scale
Convert between metric units, e.g. kg and g to kg
Convert between imperial units, e.g. lb and oz to oz.
Measures appreciate important ideas about measurement including [the
continuous nature of measurement and] the need for appropriate accuracy;
understand the relationship between units and convert one metric unit to another, [use the four operations to solve problems;]
© Oxford University Press 2012 7
Block 2, Arithmetic 2 Use > / < / ≥ / ≤ with positive whole
numbers, e.g. in the form 8 < m < 10
Use a calculator to check if a number is a factor of another number
Distinguish between a factor and a proper factor.
Processes in MathematicsCommunicating Mathematically interpret situations mathematically using appropriate symbols [or
diagrams;]Mathematical Reasoning check results [and consider whether they are reasonable.]
NumberPatterns, Relationships and Sequences in Number understand and use [multiples and] factors [and the terms prime,
square and cube], appreciate inverse operations; understand that a letter can stand for an unknown number.
Block 2, Reasoning Solve algebraic equations that
have an expression which is the sum of two terms using algebraic methods, one term being solely ‘x’ and the other term a 1-digit number, e.g. x + 2 = 5
Solve algebraic equations that have an expression which consists of one term using algebraic methods, a product of ‘x’ and a 1-digit number, e.g. 2x = 6.
NumberPatterns, Relationships and Sequences in Number understand and use [multiples and] factors [and the terms prime,
square and cube, appreciate inverse operations;] understand that a letter can stand for an unknown number.
© Oxford University Press 2012 8
Block 3
Maths Makes Sense 5 end-of-block objectives
Northern Ireland Curriculum Key Stage 2
Block 3, Arithmetic 1 Use a/b and a ÷ b interchangeably,
e.g. 5/8 and 5 ÷ 8 Use the division button on a
calculator to convert vulgar fractions to finite decimal fractions (no vulgar fractions with infinite decimal equivalents)
Use the four operations (+ / − / × / ÷) with combinations of positive and negative numbers, including tricky examples (but not the product of two negative numbers).
Processes in MathematicsCommunicating Mathematically interpret situations mathematically using appropriate symbols [or
diagrams;]
NumberUnderstanding Number and Number Notation understand and use vulgar fractions , decimal fractions [and
percentages] and explore the relationships between them; understand and use negative numbers in context.Operations and their Applications engage in a range of activities to develop understanding of the four
operations of number, [appreciate the use of brackets, add and subtract with up to two decimal places, multiply and divide decimals by whole numbers, use these operations to solve problems.]
Block 3, Geometry Use a calculator to calculate the
circumference of a circle using C = x d
Use a calculator to calculate the area of a circle using A = x r2.
Measures calculate [perimeter and] the areas [and volumes] of simple shapes;
Shape and SpaceExploration of Shape construct [a range of] regular [and irregular] 2-D shapes, [classify
these through examination of angles and side], recognise line and rotational symmetry, reflect shapes in a line, explore tessellations, name and describe common 2-D shapes, begin to understand congruence in 2-D shapes;]
Block 3, Data and Measure Interpret a calendar Interpret a timetable Use durations of minutes, hours,
days or months in calculations and word problems
Construct a bar chart and use it to find the mode
Understand that the mode is the most common value in a set of data.
Processes in MathematicsCommunicating Mathematically present information and results clearly.Mathematical Reasoning recognise general patterns and relationships and make predictions
about them;
NumberPatterns, relationships and sequences with number explore and predict patterns and sequences of whole numbers; follow
and devise rules for generating sequences;
Measures [recognise times on the analogue and digital clocks and] understand
the relationship between the 12 and 24-hour clocks, use timetables.
Handling DataCollecting, Representing and Interpreting Data collect, classify, record and present data drawn from a range of
meaningful situations, using graphs [tables, diagrams and ICT software;]
interpret a wide range of tables, [lists,] graphs [and diagrams,] create and interpret frequency tables, [including those for grouped data;]
© Oxford University Press 2012 9
Block 3, Arithmetic 2 Use divisibility tests for 2, 3, 4, 5, 6
and 10 Distinguish between factors and
proper factors.
Processes in MathematicsCommunicating Mathematically understand mathematical language and use it to discuss their work
and explain their thinking;Mathematical Reasoning recognise general patterns and relationships and make predictions
about them; understand and make general statements;
NumberPatterns, Relationships and Sequences in Number understand and use [multiples and] factors [and the terms prime,
square and cube, appreciate inverse operations;]Operations and their Applications know the multiplication facts up to 10 x 10; engage in a range of activities to develop understanding of the four
operations of number, [appreciate the use of brackets, add and subtract with up to two decimal places, multiply and divide decimals by whole numbers, use these operations to solve problems.]
Block 3, Reasoning Solve problems involving measures
and fractions by exploring patterns and relationships in diagrams
Solve one-, two- and three-step word problems involving money.
Processes in MathematicsMaking and Monitoring Decisions identify and obtain the information required for a task, [suggesting
appropriate sources to find the information;] develop a range of strategies for problem-solving, [looking for ways to
overcome difficulties.]
NumberUnderstanding Number and Number Notation understand and use vulgar fractions, [decimal fractions and
percentages and explore the relationships between them;]Money use the four operations to solve problems involving money;
Measures [understand the relationship between units and convert one metric unit
to another,] use the four operations to solve problems;
© Oxford University Press 2012 10
Block 4
Maths Makes Sense 5 end-of-block objectives
Northern Ireland Curriculum Key Stage 2
Block 4, Arithmetic 1 Use a grid for long multiplication
with up to 2-digit by 2-digit whole numbers
Use a grid for long multiplication with up to 3-digit by 2-digit decimal numbers (one or two decimal places), with answers up to three decimal places.
Processes in MathematicsCommunicating Mathematically present information and results clearly.Mathematical Reasoning check results and consider whether they are reasonable.
NumberUnderstanding Number and Number Notation develop an understanding of place value to include up to two decimal
places, use this to multiply [and divide] numbers by 10 and 100; estimate and approximate to gain an indication of the size of a solution
to a calculation [or problem;] understand and use [vulgar fractions,] decimal fractions [and
percentages and explore the relationships between them;]Operations and their Applications know the multiplication facts up to 10 x 10; engage in a range of activities to develop understanding of the four
operations of number, [appreciate the use of brackets, add and subtract with up to two decimal places,] multiply [and divide] decimals by whole numbers, [use these operations to solve problems.]
Block 4, Geometry Recognise corresponding angles
and know they have the same value
Recognise vertically opposite angles and know they have the same value
Recognise opposite interior angles in a parallelogram and know they have the same value.
Processes in MathematicsCommunicating Mathematically understand mathematical language and use it to discuss their work
and explain their thinking;
Shape and SpacePosition, Movement and Direction understand the notion of angle in the context of turning, [recognise
right angles, understand clockwise and anti-clockwise, know the eight points of the compass, use Logo to understand movement and turning, be introduced to a programming language and use it to create pictures and patterns and to generate shapes;]
develop language associated with line and angle, [recognise properties of acute, obtuse and reflex angles,] investigate angles in triangles and] quadrilaterals, [measure and draw angles up to 360°;]
use co-ordinates to plot and draw shapes in the first quadrant.
Block 4, Data and Measure Interpret a distance-time graph Draw a distance-time graph from
given information Round measures of distance and
time.
Processes in MathematicsMaking and Monitoring Decisions take increasing responsibility for selecting and using the materials and
the mathematics required for their work;Communicating Mathematically present information and results clearly.
Measures develop skills in estimation of [length, ‘weight’, volume/capacity,] time,
[area and temperature;] appreciate important ideas about measurement including [the
continuous nature of measurement and] the need for appropriate accuracy;
© Oxford University Press 2012 11
Handling DataCollecting, Representing and Interpreting Data collect, classify, record and present data drawn from a range of
meaningful situations, using graphs [tables, diagrams and ICT software;]
interpret a wide range of [tables, lists,] graphs [and diagrams, create and interpret frequency tables, including those for grouped data;]
Block 4, Arithmetic 2 Identify prime numbers from 0-100
using Eratosthenes’ sieve Write numbers as the product of
their prime factors For n as a positive whole number,
respond to a condition that describes a factor, e.g. 11 is a factor of n, and conditions that use the symbols < or ≤, e.g. 22 < n < 55, and write a value of n, i.e. 33 or 44.
Processes in MathematicsCommunicating Mathematically compare their ideas and methods of working with others; interpret situations mathematically using appropriate symbols [or
diagrams;]Mathematical Reasoning check results [and consider whether they are reasonable.]
NumberPatterns, Relationships and Sequences in Number understand and use [multiples and] factors and the terms prime,
[square and cube, appreciate inverse operations;] understand that a letter can stand for an unknown number.
Block 4, Reasoning Solve puzzles by calculating
quantities, e.g. numbers of bricks, and dimensions, e.g. lengths and heights, using pictures of 2D and 3D shapes.
Processes in MathematicsMaking and Monitoring Decisions develop a range of strategies for problem-solving, [looking for ways to
overcome difficulties.]Mathematical Reasoning recognise general patterns and relationships and make predictions
about them;
NumberPatterns, Relationships and Sequences in Number understand and use [multiples and factors and] the terms [prime,
square and] cube, [appreciate inverse operations;] understand that a letter can stand for an unknown number.
Measures [understand the relationship between units and convert one metric unit
to another,] use the four operations to solve problems;
Shape and Space Exploration of Shape [construct a range of regular and irregular 2-D shapes; classify these
through examination of angles and sides; recognise line and rotational symmetry; reflect shapes in a line; explore tessellations;] name and describe common 2-D shapes; [begin to understand congruence in 2-D shapes;]
© Oxford University Press 2012 12
Block 5
Maths Makes Sense 5 end-of-block objectives
Northern Ireland Curriculum Key Stage 2
Block 5, Arithmetic 1 Use a grid for long division
including numbers with up to 3-digits divided by 1-digit whole numbers.
Processes in MathematicsCommunicating Mathematically present information and results clearly.
NumberUnderstanding Number and Number Notation develop an understanding of place value to include up to two decimal
places, use this to [multiply and] divide numbers by 10 and 100;Patterns, Relationships and Sequences in Number understand and use [multiples and] factors [and the terms prime,
square and cube,] appreciate inverse operations;Operations and their Applications know the multiplication facts up to 10 x 10; engage in a range of activities to develop understanding of the four
operations of number, [appreciate the use of brackets, add and subtract with up to two decimal places, multiply and divide decimals by whole numbers, use these operations to solve problems.]
Block 5, Geometry Draw a convex polygon Draw and mark the exterior angles
for a convex polygon Show that the sum of the exterior
angles of a polygon is 360°.
Shape and SpaceExploration of Shape construct a range of regular and irregular 2-D shapes, [classify these
through examination of angles and side, recognise line and rotational symmetry, reflect shapes in a line, explore tessellations, name and describe common 2-D shapes, begin to understand congruence in 2-D shapes;]
Position, Movement and Direction understand the notion of angle in the context of turning, [recognise
right angles, understand clockwise and anti-clockwise, know the eight points of the compass, use Logo to understand movement and turning, be introduced to a programming language and use it to create pictures and patterns and to generate shapes;]
develop language associated with [line and] angle, [recognise properties of acute, obtuse and reflex angles,] investigate angles in triangles and quadrilaterals, [measure and draw angles up to 360°;]
Block 5, Data and Measure Use ratio to convert between metric
units of measure Use ratio to convert between metric
and imperial units of measure Estimate the area of a shape in
cm2.
Measures develop skills in estimation of [length, weight, volume/capacity, time,]
area [and temperature;] understand the relationship between units and convert one metric unit
to another, use the four operations to solve problems;
Block 5, Arithmetic 2 Evaluate terms in an expression
with brackets, e.g. (2 x 3) + (1 x 2) = 6 + 2
Evaluate products in an expression with brackets, e.g. 2 x (4 + 1 x 3) = 2 x (4 + 3) = 2 x 7.
NumberOperations and their Applications know the multiplication facts up to 10 x 10; engage in a range of activities to develop understanding of the four
operations of number, appreciate the use of brackets, [add and subtract with up to two decimal places, multiply and divide decimals by whole numbers, use these operations to solve problems.]
© Oxford University Press 2012 13
Block 5, Reasoning Carry out investigations involving
shapes, numbers and real-life situations using the ‘What if Not’ approach.
Processes in MathematicsMaking and Monitoring Decisions plan and organise their work, learning to work systematically; develop a range of strategies for problem-solving, looking for ways to
overcome difficulties.Mathematical Reasoning recognise general patterns and relationships and make predictions
about them; ask and respond to open-ended questions and explain their thinking; understand and make general statements;
NumberPatterns, Relationships and Sequences in Number explore and predict patterns and sequences of whole numbers, follow
and devise rules for generating sequences; interpret, generalise and use simple relationships expressed in
numerical, spatial and practical situations, [understand and use simple function machines;]
Measures calculate perimeter and the areas [and volumes] of simple shapes;
Shape and SpaceExploration of Shape [construct a range of regular and irregular 2-D shapes, classify these
through examination of angles and side, recognise line and rotational symmetry, reflect shapes in a line, explore tessellations, name and describe common 2-D shapes,] begin to understand congruence in 2-D shapes;
© Oxford University Press 2012 14
Block 6
Maths Makes Sense 5 end-of-block objectives
Northern Ireland Curriculum Key Stage 2
Block 6, Arithmetic 1 Multiply decimals numbers with up
to three decimal places by multiples of powers of 10 (product no more than three decimal places), using the ‘logic of the language’
Divide decimal numbers by multiples of powers of 10 (no numbers with more than three decimal places), using the ‘logic of the language’
Use derived products to calculate multiplication and division.
Processes in MathematicsMathematical Reasoning recognise general patterns and relationships [and make predictions
about them;]
NumberUnderstanding Number and Number Notation develop an understanding of place value to include up to two decimal
places, use this to multiply and divide numbers by 10 and 100;Operations and their Applications know the multiplication facts up to 10 x 10; engage in a range of activities to develop understanding of the four
operations of number, [appreciate the use of brackets, add and subtract with up to two decimal places,] multiply and divide decimals by whole numbers, [use these operations to solve problems.]
Block 6, Geometry Recognise, name and sketch
polygons (decagon, heptagon, hexagon, nonagon, octagon, pentagon, quadrilateral, triangle)
Recognise, name and sketch an equilateral triangle, isosceles triangle, right-angled triangle, scalene triangle
Recognise, name and sketch a parallelogram, rectangle, rhombus, square, trapezium
Recognise the various special triangles and quadrilaterals, use the special name and recognise them as the more general polygons.
Processes in MathematicsCommunicating Mathematically understand mathematical language and use it to discuss their work
and explain their thinking;
Shape and SpaceExploration of Shape construct a range of regular and irregular 2-D shapes, classify these
through examination of angles and side, [recognise line and rotational symmetry, reflect shapes in a line, explore tessellations,] name and describe common 2-D shapes, [begin to understand congruence in 2-D shapes;]
Position, Movement and Direction develop language associated with line and angle; [recognise
properties of acute, obtuse and reflex angles;] investigate angles in triangles and quadrilaterals; [measure and draw angles up to 360°;]
Block 6, Data and Measure Calculate durations for times
specified as a.m./p.m. times and 24-hour clock times
Draw and use a double number line showing distance and time to solve word problems involving speed, distance and time
Use calculations to solve word problems involving speed, distance and time.
Processes in MathematicsCommunicating Mathematically compare their ideas and methods of working with others;
Measures understand the relationship between units [and convert one metric unit
to another], use the four operations to solve problems; recognise times on the analogue and digital clocks and understand
the relationship between the 12 and 24-hour clocks, [use timetables.]
© Oxford University Press 2012 15
Block 6, Arithmetic 2 Evaluate terms in an expression
that includes brackets, e.g. recognise 5 + 4 + 2 × 5 as an expression with three terms, evaluate 5 + 4 + 10 and recognise 5 + (4 + 2) × 5 as an expression with two terms and evaluate 5 + 30
Insert brackets in an expression so it has a specified value, e.g. calculate and write ‘2 × 5 + 1 + 2 = 13 and 2 x (5 + 1) + 2 = 14’ and also insert brackets for 2 × 5 + 1 + 2 to have the value 16.
NumberPatterns, Relationships and Sequences in Number understand and use [multiples and] factors and the terms prime,
[square and cube; appreciate inverse operations]; Operations and their Applications know the multiplication facts up to 10 x 10; engage in a range of activities to develop understanding of the four
operations of number, appreciate the use of brackets, [add and subtract with up to two decimal places, multiply and divide decimals by whole numbers, use these operations to solve problems.]
Block 6, Reasoning Calculate durations of shop
opening times from information in a grid
Use information in a grid about duration of tracks on a CD to calculate differences between durations, total durations and mean durations
Calculate equivalences and fractions of periods of time using years, days, hours, minutes and seconds.
NumberUnderstanding Number and Number Notation understand and use vulgar fractions, [decimal fractions and
percentages and explore the relationships between them;]
Measures understand the relationship between units [and convert one metric unit
to another], use the four operations to solve problems; recognise times on the analogue [and digital] clocks and understand
the relationship between the 12 and 24-hour clocks, use timetables.
Handling DataCollecting, Representing and Interpreting Data interpret a wide range of tables, [lists, graphs and diagrams; create
and interpret frequency tables, including those for grouped data;] understand, calculate [and use] the mean [and range] of a set of
discrete data.
© Oxford University Press 2012 16
For coverage of the following Key Stage 3 Levels of Progression in Using Mathematics objectives please see Maths Makes Sense 5 as
detailed below:
Expansion of the Levels of Progression in Using Mathematics across the Curriculum: Key Stage 3 (Levels 1–7)
Maths Makes Sense 5 Main teaching
Level 6Number and Algebra [add, subtract,] multiply and divide decimals;
Block 4, Arithmetic 1 Block 6, Arithmetic 1
Level 6Number and Algebra understand and use order of precedence in
numerical calculations, including the use of brackets;
Block 5, Arithmetic 2 Block 6, Arithmetic 2
Level 6Number and Algebra understand, use and calculate ratio [and
proportion;]
Block 2, Data and Measure Block 5, Data and Measure Block 6, Reasoning
Level 6Number and Algebra use equivalences between fractions, decimals
and percentages to solve problems;
Block 1, Data and Measure
Level 6Number and Algebra use conventional notation in algebra;
Block 2, Reasoning
Level 6Shape, Space and Measures use, convert and calculate measures involving
metric and, where appropriate, imperial units;
Block 2, Data and Measure Block 3, Data and Measure
Level 6Shape, Space and Measures calculate the circumference and area of circles;
Block 3, Geometry
Level 6Shape, Space and Measures understand and use compound measures;
Block 6, Data and Measure
Level 6Shape, Space and Measures use co-ordinates in all four quadrants;
Block 1, Geometry
Level 6Handling Data : work out [and use] the [median and] mode;
Block 3, Data and Measure Block 5, Data and Measure
Level 7Number and Algebra use the four operations with fractions;
Block 2, Arithmetic 1
© Oxford University Press 2012 17
Maths Makes Sense 6
Block 1
Maths Makes Sense 6 end-of-block objectives
Northern Ireland Curriculum Key Stage 2
Block 1, Arithmetic 1 Use a grid for long multiplication of
HTU by TU, e.g. 324 × 23 = 7452 Estimate the value of products by
rounding each factor Use the product of a 3-digit whole
number and a 2-digit whole number and, using approximation, work out a related product of decimal numbers
Processes in MathematicsCommunicating Mathematically present information and results clearly.Mathematical Reasoning check results and consider whether they are reasonable.
NumberUnderstanding Number and Number Notation develop an understanding of place value to include up to two decimal
places, use this to multiply [and divide] numbers by 10 and 100; estimate and approximate to gain an indication of the size of a solution
to a calculation [or problem;]Operations and their Applications know the multiplication facts up to 10 x 10; engage in a range of activities to develop understanding of the four
operations of number, [appreciate the use of brackets, add and subtract with up to two decimal places], multiply [and divide] decimals by whole numbers, [use these operations to solve problems.]
Block 1, Geometry Find the sum of the exterior angles
of a polygon Find the sum of the interior angles
of a polygon
Processes in MathematicsCommunicating Mathematically understand mathematical language and use it to discuss their work
and explain their thinking;
Shape and SpaceExploration of Shape construct a range of regular and irregular 2-D shapes, [classify these
through examination of angles and side, recognise line and rotational symmetry, reflect shapes in a line, explore tessellations, name and describe common 2-D shapes, begin to understand congruence in 2-D shapes;]
Position, Movement and Direction understand the notion of angle in the context of turning, [recognise
right angles, understand clockwise and anti-clockwise, know the eight points of the compass, use Logo to understand movement and turning, be introduced to a programming language and use it to create pictures and patterns and to generate shapes];
develop language associated with [line and] angle, [recognise properties of acute, obtuse and reflex angles,] investigate angles in triangles and quadrilaterals, [measure and draw angles up to 360°;]
Block 1, Data and Measure Solve distance word problems
using kilometres Solve volume word problems using
millilitres and litres Solve mass word problems using
grams and kilograms
NumberUnderstanding Number and Number Notation estimate and approximate to gain an indication of the size of a solution
to a calculation or problem;Operations and their Applications develop strategies to add and subtract mentally; engage in a range of activities to develop understanding of the four
operations of number, [appreciate the use of brackets, add and subtract with up to two decimal places, multiply and divide decimals by whole numbers,] use these operations to solve problems.
Measures
© Oxford University Press 2012 18
understand the relationship between units and convert one metric unit to another, use the four operations to solve problems;
Block 1, Arithmetic 2 Use a short method for
multiplication of up to 3-digit by 2-digit whole numbers, e.g. 712 × 39 = 27768
Use a short method for division of up to 3-digit by 2-digit whole numbers, including remainders, e.g. 474 ÷ 13 = 36 r 6
Processes in MathematicsCommunicating Mathematically present information and results clearly.Mathematical Reasoning check results and consider whether they are reasonable.
NumberUnderstanding Number and Number Notation estimate and approximate to gain an indication of the size of a solution
to a calculation or problem;Operations and their Applications know the multiplication facts up to 10 x 10; engage in a range of activities to develop understanding of the four
operations of number, [appreciate the use of brackets, add and subtract with up to two decimal places, multiply and divide decimals by whole numbers, use these operations to solve problems.]
Block 1, Reasoning Calculate the mean, median, mode
and range of a sample
Processes in MathematicsCommunicating Mathematically understand mathematical language and use it to discuss their work
and explain their thinking;
NumberPatterns, Relationships and Sequences in Number understand that a letter can stand for an unknown number.Understanding Number and Number Notation [count, read, write and] order whole numbers;
Handling DataCollecting, Representing and Interpreting Data understand, calculate [and use] the mean and range of a set of
discrete data.
© Oxford University Press 2012 19
Block 2
Maths Makes Sense 6 end-of-block objectives
Northern Ireland Curriculum Key Stage 2
Block 2, Arithmetic 1 Use a grid for long division of
ThHTU by U, e.g. 6342 ÷ 6 = 1057 Estimate the value of quotients by
rounding Use the quotient of a 4-digit whole
number and a 1-digit whole number and, using approximation, work out a related quotient of decimal numbers, e.g. 63.42 ÷ .6 = 105.7
Processes in MathematicsCommunicating Mathematically present information and results clearly.Mathematical Reasoning recognise general patterns and relationships [and make predictions
about them;] check results and consider whether they are reasonable.
NumberUnderstanding Number and Number Notation develop an understanding of place value to include up to two decimal
places, use this to multiply and divide numbers by 10 and 100; estimate and approximate to gain an indication of the size of a solution
to a calculation [or problem;]Operations and their Applications know the multiplication facts up to 10 x 10; engage in a range of activities to develop understanding of the four
operations of number, [appreciate the use of brackets, add and subtract with up to two decimal places, multiply and] divide decimals by whole numbers, [use these operations to solve problems.]
Block 2, Geometry Recognise reflection, translation,
enlargement and rotation as transformations
For an object and its image, recognise and name the transformation
Processes in MathematicsCommunicating Mathematically present information and results clearly.
Shape and Space Exploration of Shape [construct a range of regular and irregular 2-D shapes; classify these
through examination of angles and sides; recognise line and rotational symmetry]; reflect shapes in a line; [explore tessellations; name and describe common 2-D shapes]; begin to understand congruence in 2-D shapes;
Position, Movement and Direction understand the notion of angle in the context of turning; recognise
right angles; understand clockwise and anti-clockwise; [know the eight points of the compass; use logo to understand movement and turning; be introduced to a programming language and use it to create pictures and patterns and to generate shapes;]
Block 2, Data and Measure Draw a pie chart from data
presented in a frequency table
Processes in MathematicsMaking and Monitoring Decisions take increasing responsibility for selecting and using [the materials
and] the mathematics required for their work; Communicating Mathematically interpret situations mathematically using appropriate [symbols or]
diagrams; present information and results clearly.
Handling DataCollecting, Representing and Interpreting Data interpret a wide range of tables, lists, graphs and diagrams, create
and interpret frequency tables, [including those for grouped data;]
© Oxford University Press 2012 20
Shape and SpacePosition, Movement and Direction [develop language associated with line and angle, recognise
properties of acute, obtuse and reflex angles, investigate angles in triangles and quadrilaterals, measure and] draw angles up to 360°;
Block 2, Arithmetic 2 Convert a vulgar fraction to a
percentage Convert a percentage to a decimal
fraction Convert a decimal fraction to a
percentage
NumberUnderstanding Number and Number Notation understand and use vulgar fractions, decimal fractions and
percentages and explore the relationships between them;Patterns, Relationships and Sequences in Number understand that a letter can stand for an unknown number.
Block 2, Reasoning Measure the probability of events,
e.g. the probability of rolling a 3 on a fair dice numbered 1-6 is 1/6
Handling DataIntroduction to Probability become familiar with and use the language of probability; understand possible outcomes of simple random events, understand
that there is a degree of uncertainty about the outcome of some events while others are certain or impossible;
© Oxford University Press 2012 21
Block 3
Maths Makes Sense 6 end-of-block objectives
Northern Ireland Curriculum Key Stage 2
Block 3, Arithmetic 1 Use equivalent fractions in
calculations using each of the four operations
NumberUnderstanding Number and Number Notationunderstand and use vulgar fractions, [decimal fractions and percentages and explore the relationships between them;]
Block 3, Geometry Use a protractor to measure the
size of an angle, in degrees, and a ruler to measure the length of a line, in millimetres
Draw the image of a polygon in a mirror line
Complete the drawing of a named, partially-drawn shape on a pair of axes
Calculate the size of the two equal angles in an isosceles triangle
Sort quadrilaterals according to their properties
Complete the co-ordinates of the corners of a named shape using knowledge of its properties
Find the angle of rotation for an object and image polygon
Processes in MathematicsCommunicating Mathematically understand mathematical language and use it to discuss their work
and explain their thinking; present information and results clearly.
Measures appreciate important ideas about measurement including [the
continuous nature of measurement and] the need for appropriate accuracy;
Shape and SpaceExploration of Shape construct a range of regular and irregular 2-D shapes, classify these
through examination of angles and side, recognise line [and rotational] symmetry, reflect shapes in a line, [explore tessellations,] name and describe common 2-D shapes, [begin to understand congruence in 2-D shapes;]
Position, Movement and Direction develop language associated with line and angle, recognise properties
of acute, obtuse [and reflex angles], investigate angles in triangles and quadrilaterals, measure [and draw] angles up to 360°;
Block 3, Data and Measure Solve problems involving ratio and
proportion by scaling up or scaling down
Interpret and read a scale to measure mass
Compare the usefulness of different weighing scales for measuring mass
Processes in MathematicsMaking and Monitoring Decisions take increasing responsibility for selecting and using the materials and
mathematics required for their work;Patterns, Relationships and Sequences in Number understand that a letter can stand for an unknown number.
Measures develop skills in estimation of [length,] weight, [volume/capacity, time,
area and temperature;] appreciate important ideas about measurement including the
continuous nature of measurement and the need for appropriate accuracy;
understand the relationship between units and convert one metric unit to another, use the four operations to solve problems;
Block 3, Arithmetic 2 Write the ratio of one quantity to
another Write a quantity as a fraction or
percentage of the total quantity Solve word problems by calculating
a quantity following a percentage increase or decrease
Processes in MathematicsMaking and Monitoring Decisions develop a range of strategies for problem-solving, looking for ways to
overcome difficulties.
NumberUnderstanding Number and Number Notation understand and use vulgar fractions, decimal fractions and
percentages and explore the relationships between them;
Handling Data Collecting, Representing and Interpreting Data
© Oxford University Press 2012 22
interpret a wide range of tables,[ lists, graphs and diagrams; create and interpret frequency tables, including those for grouped data;]
Block 3, Reasoning Interpret a distance-time graph for
distance travelled and time taken Interpret a distance-time graph for
faster and slower (speed) Interpret a temperature-time graph
for rise, fall and difference in temperature
Processes in MathematicsCommunicating Mathematically understand mathematical language and use it to discuss their work
and explain their thinking;
Handling DataCollecting, Representing and Interpreting Data explain their work orally and/or through writing and draw conclusions; interpret a wide range of [tables, lists,] graphs [and diagrams, create
and interpret frequency tables, including those for grouped data;]
© Oxford University Press 2012 23
Block 4
Maths Makes Sense 6 end-of-block objectives
Northern Ireland Curriculum Key Stage 2
Block 4, Arithmetic 1 Calculate with negative numbers
using the four operations (using 1 + -1 = 0 with tricky examples)
Calculate with vulgar fractions using the four operations (using equivalent fractions and improper fractions with tricky examples)
NumberUnderstanding Number and Number Notation understand and use vulgar fractions, [decimal fractions and
percentages and explore the relationships between them] understand and use negative numbers [in context.]
Block 4, Geometry Draw the lines of symmetry of a
polygon Write the number of lines of
symmetry for any polygon Identify and write the order of
rotational symmetry for any polygon
Shape and SpaceExploration of Shape [construct a range of regular and irregular 2-D shapes, classify these
through examination of angles and side,] recognise line and rotational symmetry, reflect shapes in a line, [explore tessellations,] name and describe common 2-D shapes, begin to understand congruence in 2-D shapes;
Block 4, Data and Measure Collect, select, process and
present data, making use of ICT Interpret data to answer questions
and solve problems Construct and interpret frequency
tables, bar charts and pie charts, making use of ICT
Plan and carry out a survey, suggesting and developing lines of enquiry, to collect discrete or discrete grouped data
Processes in MathematicsMaking and Monitoring Decisions identify and obtain the information required for a task, [suggesting
appropriate sources to find the information;] plan and organise their work, learning to work systematically;Mathematical Reasoning ask and respond to open-ended questions and explain their thinking;
Handling DataCollecting, Representing and Interpreting Data collect, classify, record and present data drawn from a range of
meaningful situations, using graphs, tables, diagrams and ICT software;
explain their work orally and/or through writing and draw conclusions; interpret a wide range of tables, [lists,] graphs and diagrams, create
and interpret frequency tables, including those for grouped data; design and use a data collection sheet, interpret the results, [enter
information in a database or spreadsheet, and interrogate and interpret the results;]
Block 4, Arithmetic 2 Solve word problems involving
money using addition, subtraction, multiplication or division
Add and subtract ‘squares’ and ‘cubes’ of numbers, e.g. find the sum of 102 and 8.73
Calculate the product of a given number closest to a specified number, e.g. find the product of 28 that is closest to 298
Processes in MathematicsMaking and Monitoring Decisions take increasing responsibility for selecting and using the [materials
and] mathematics required for their work;
NumberPatterns, Relationships and Sequences in Number understand and use multiples and factors and the terms [prime]
square and cube, [appreciate inverse operations;]Operations and their Applications engage in a range of activities to develop understanding of the four
operations of number, [appreciate the use of brackets], add and subtract with up to two decimal places, multiply and divide decimals by whole numbers, use these operations to solve problems.
Money use the four operations to solve problems involving money;
© Oxford University Press 2012 24
Block 4, Reasoning Identify terms and products in
expressions Evaluate expressions with and
without brackets, e.g. 3 + 2 × 3 = 9, (3 + 2) × 3 = 15
Insert brackets in an expression for it to take a specified value, e.g. insert brackets so that the expression 3 + 2 × 3 has the value 15
NumberOperations and their Applications engage in a range of activities to develop understanding of the four
operations of number, appreciate the use of brackets, [add and subtract with up to two decimal places, multiply and divide decimals by whole numbers, use these operations to solve problems.]
© Oxford University Press 2012 25
Block 5
Maths Makes Sense 6 end-of-block objectives
Northern Ireland Curriculum Key Stage 2
Block 5, Arithmetic 1 Use the formulae for diameter,
circumference and area of a circle Use the formula for the area of a
triangle Use the formula for the volume of a
cuboid and a cylinder
NumberPatterns, Relationships and Sequences in Number understand that a letter can stand for an unknown number.
Measures calculate [perimeter and] the areas and volumes of simple shapes;
Shape and Space Exploration of Shape [construct a range of regular and irregular 2-D shapes; classify these
through examination of angles and sides; recognise line and rotational symmetry; reflect shapes in a line; explore tessellations]; name and describe common 2-D shapes; [begin to understand congruence in 2-D shapes;]
[construct 3-D shapes; investigate the number of faces, edges and vertices on these shapes]; name and describe common 3-D shapes; [explore the relationship between 2-D and 3-D shapes.]
Block 5, Geometry Calculate an exterior angle of a
regular polygon Calculate an interior angle of a
regular polygon Calculate the third angle in a
triangle
Processes in Mathematics Communicating Mathematically present information and results clearly.
NumberOperations and their Applications engage in a range of activities to develop understanding of the four
operations of number; [appreciate the use of brackets; add and subtract with up to two decimal places; multiply and divide decimals by whole numbers; use these operations to solve problems.]
Shape and SpacePosition, Movement and Direction develop language associated with [line and] angle, [recognise
properties of acute, obtuse and reflex angles], investigate angles in triangles and quadrilaterals, [measure and draw angles up to 360°;]
Block 5, Data and Measure Convert between yards and metres Calculate the perimeter and the
area of compound shapes Calculate surface area and volume
of cuboids Solve problems involving
dimensions and volume of cuboids
Processes in MathematicsMaking and Monitoring Decisions take increasing responsibility for selecting and using the materials and
mathematics required for their work; develop a range of strategies for problem-solving, looking for ways to
overcome difficulties.
NumberOperations and their Applications engage in a range of activities to develop understanding of the four
operations of number; [appreciate the use of brackets; add and subtract with up to two decimal places; multiply and divide decimals by whole numbers; use these operations to solve problems.]
Measures calculate perimeter and the areas and volumes of simple shapes;
© Oxford University Press 2012 26
Block 5, Arithmetic 2 Use inequalities to identify a range
of possible values for a number, e.g. find the value of m, where 15 < m < 20 and m is a whole number
Use algebraic notation for the sum, difference, product and quotient of two numbers, e.g. m + n, m – n, mn, m/n
Find the greatest or smallest sums, differences, products and quotients of two numbers with a range of possible values
Calculate the product of a given number closest to a specified number, e.g. calculate the product of 34 closest to 241
Processes in MathematicsCommunicating Mathematically understand mathematical language and use it to discuss their work
and explain their thinking; interpret situations mathematically using appropriate symbols [or
diagrams;]
NumberPatterns, Relationships and Sequences in Number understand that a letter can stand for an unknown number.Operations and their Applications engage in a range of activities to develop understanding of the four
operations of number, [appreciate the use of brackets; add and subtract with up to two decimal places, multiply and divide decimals by whole numbers, use these operations to solve problems.]
Block 5, Reasoning Solve linear equations that involve
one operation with whole and decimal numbers
NumberPatterns, Relationships and Sequences in Number [understand and use multiples and factors and the terms prime square
and cube], appreciate inverse operations; understand that a letter can stand for an unknown number.
© Oxford University Press 2012 27
Block 6
Maths Makes Sense 6 end-of-block objectives
Northern Ireland Curriculum Key Stage 2
Block 6, Arithmetic 1 Write a vulgar fraction as a decimal
fraction to three decimal places, using a calculator for division, e.g. 7/11 = .636
Convert decimal fractions to vulgar fractions using tenths, hundredths and thousandths, e.g. .625 = 625/1000
Write recurring infinite decimals as abbreviations using the conventional of ‘dots’ above one or two digits, e.g. write .83333333 as .83
Processes in MathematicsCommunicating Mathematically interpret situations mathematically using appropriate symbols [or
diagrams;]Mathematical Reasoning recognise general patterns [and relationships and make predictions
about them;]
NumberUnderstanding Number and Number Notation understand and use vulgar fractions, decimal fractions [and
percentages] and explore the relationships between them;
Block 6, Geometry Draw the perpendicular bisector of
a line segment Draw the bisector of an angle Draw the circum-circle of a triangle Draw the in-circle of a triangle
Processes in MathematicsCommunicating Mathematically understand mathematical language and use it to discuss their work
and explain their thinking;
Shape and SpaceExploration of Shape construct a range of regular and irregular 2-D shapes, [classify these
through examination of angles and side, recognise line and rotational symmetry, reflect shapes in a line, explore tessellations, name and describe common 2-D shapes, begin to understand congruence in 2-D shapes;]
Position, Movement and Direction develop language associated with line and angle, [recognise
properties of acute, obtuse and reflex angles, investigate angles in triangles and quadrilaterals], measure [and draw angles] up to 360°;
© Oxford University Press 2012 28
.
Block 6, Data and Measure Understand the ‘golden ratio’ Φ
(phi), is a constant with an approximate value of 1.618
Calculate ratios, and use ratios to calculate lengths and construct shapes
Plan and develop lines of enquiry to research a topic, interpret and evaluate findings
Collect, organise, select and present information using appropriate methods, including the use of ICT
Work effectively in a group
Processes in MathematicsMaking and Monitoring Decisions take increasing responsibility for selecting and using the materials and
mathematics required for their work; identify and obtain the information required for a task, suggesting
appropriate sources to find the information; plan and organise their work, learning to work systematically; develop a range of strategies for problem-solving, looking for ways to
overcome difficulties.Communicating Mathematically understand mathematical language and use it to discuss their work
and explain their thinking; compare their ideas and methods of working with others; present information and results clearly.Mathematical Reasoning recognise general patterns and relationships and make predictions
about them; ask and respond to open-ended questions and explain their thinking;
Number Patterns, Relationships and Sequences in Number understand that a letter can stand for an unknown number.
Measures appreciate important ideas about measurement, including the
continuous nature of measurement and the need for appropriate accuracy;
Block 6, Arithmetic 2 Solve number puzzles involving
algebraic terms, use flow diagrams to identify inverse operations
Recognise algebraic representations of odd and even numbers
Identify two factors of a number, including numbers represented algebraically, and divide it by each factor, e.g. for 3k, 3k ÷ 3 = k, 3k ÷ k = 3
Processes in MathematicsCommunicating Mathematically interpret situations mathematically using appropriate symbols [or
diagrams;]
NumberPatterns, Relationships and Sequences in Number understand and use [multiples and] factors [and the terms prime,
square and cube,] appreciate inverse operations; [interpret, generalise and use simple relationships expressed in
numerical, spatial and practical situations,] understand and use simple function machines;
understand that a letter can stand for an unknown number.
Block 6, Reasoning Express vulgar fractions as
percentages
NumberUnderstanding Number and Number Notation understand and use vulgar fractions, [decimal fractions] and
percentages and explore the relationships between them;
© Oxford University Press 2012 29
For coverage of the following Key Stage 3 Range objectives, please see Maths Makes Sense 6 as
detailed below:
Expansion of the Levels of Progression in Using Mathematics across the Curriculum: Key Stage 3 (Levels 1–7)
Maths Makes Sense 6 Main Teaching and Daily Practices
Level 6Number and Algebra [add, subtract,] multiply [and divide] decimals;
Block 1, Arithmetic Block 2, Arithmetic 1
Level 6Number and Algebra round to a given number of decimal places;
Block 4, Arithmetic 2 Block 5, Arithmetic 2 Block 5, Reasoning Block 6, Arithmetic 1 Block 6, Reasoning
Level 6Number and Algebraunderstand and use precedence in numerical calculations, including the use of brackets;
Block 4, Reasoning
Level 6Number and Algebra understand, use [and calculate] ratio and proportion;
Block 2, Arithmetic 2 Block 2, Reasoning Block 3, Arithmetic 1 Block 3, Data and Measure Block 3, Arithmetic 2 Block 6, Data and Measure
Level 6Number and Algebra add and subtract fractions, including mixed numbers;
Block 3, Arithmetic 1 Block 4, Arithmetic 1
Level 6Number and Algebra use equivalences between fractions, decimals and
percentages to solve problems;
Block 3, Arithmetic 2 Block 6, Reasoning
Level 6Number and Algebra use appropriate formulae;
Block 5, Arithmetic 1
Level 6Number and Algebra use conventional notation in algebra;
Block 5, Arithmetic Block 5, Arithmetic 2 Block 5, Reasoning Block 6, Arithmetic 2
Level 6Shape, Space and Measure use, convert and calculate measures involving metric,
and where appropriate, imperial measures;
Block 5, Data and Measure
Level 6Shape, Space and Measure calculate perimeters and areas of composite shapes
involving squares, rectangles [and triangles];
Block 5, Data and Measure
© Oxford University Press 2012 30
Level 6 Shape, Space and Measure calculate surface areas and [composite] volumes of
cubes and cuboids;
Block 5, Data and Measure
Level 6Shape, Space and Measure calculate the circumference and area of circles;
Block 5, Arithmetic 1
Level 6Shape, Space and Measures understand and use compound measures;
Block 3, Reasoning
Level 6Number and Algebra use co-ordinates in all four quadrants;
Block 2, Geometry Block 3, Geometry
Level 6Handling Data [construct and] interpret a variety of [diagrams and]
graphs for discrete and continuous data;
Block 2, Data and Measure Block 3, Reasoning
Level 6Handling data work out [and use] the median and mode
Block 1, Reasoning
Level 7Number and Algebra use the four operations with fractions;
Block 3, Arithmetic 1 Block 4, Arithmetic 1
Level 7Number and Algebra manipulate simple algebraic [expressions,] equations
[and formulae];
Block 5, Reasoning Block 6, Arithmetic 2
Level 7Shape, Space and Measure enlarge a 2-D shape by a given scale factor;
Block 2, Geometry
Level 7Handling Data apply their knowledge of the rules of probability to
calculate an outcome or combination of outcomes;
Block 2, Reasoning
© Oxford University Press 2012 31
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