The Maths Curriculum for Parents: Year 1

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The Maths Curriculum for Parents: Year 1

The Maths Curriculum for Parents: Year 1

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£4.995 FREE Shipping

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use algebraic methods to solve linear equations in 1 variable (including all forms that require rearrangement)

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} Pupils can explore and make conjectures about converting a simple fraction to a decimal fraction (for example, 3 ÷ 8 = 0.375). For simple fractions with recurring decimal equivalents, pupils learn about rounding the decimal to three decimal places, or other appropriate approximations depending on the context. Pupils multiply and divide numbers with up to 2 decimal places by one-digit and two-digit whole numbers. Pupils multiply decimals by whole numbers, starting with the simplest cases, such as 0.4 × 2 = 0.8, and in practical contexts, such as measures and money. solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems; interpret their solution in the context of the given problem Pupils use the whole number system, including saying, reading and writing numbers accurately. Number - addition, subtraction, multiplication and divisionPupils practise adding and subtracting fractions to become fluent through a variety of increasingly complex problems. They extend their understanding of adding and subtracting fractions to calculations that exceed 1 as a mixed number. add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate Mathematics appendix 1 does not appear in the HTML document but is available as a separate PDF. Additional resources for recovering teaching following during the coronavirus (COVID-19) pandemic At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. We have published non-statutory guidance on teaching mathematics in primary schools and at key stage 3. This guidance identifies the core concepts that pupils need to progress, and can help teachers adapt and prioritise their curriculum.

BTW, we know how time-consuming it is to create or even find the resources to support your teaching. That’s why we’ve linked each of these aims to resources, specifically designed with each of these objectives in mind. We hope this makes your job a little bit easier! recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number [for example, consolidate their numerical and mathematical capability from key stage 2 and extend their understanding of the number system and place value to include decimals, fractions, powers and rootswrite 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 develop their use of formal mathematical knowledge to interpret and solve problems, including in financial contexts 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 multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication count up and down in hundredths; recognise that hundredths arise when dividing an object by 100 and dividing tenths by 10



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