Starting from year 1, pupils will get introduced to some fundamental maths concepts and will start developing key maths skills. solve linear inequalities in 1 {or 2} variable {s}, {and quadratic inequalities in 1 variable}; represent the solution set on a number line, {using set notation and on a graph} They begin to extend their knowledge of the number system to include the decimal numbers and fractions that they have met so far. Pupils practise adding and subtracting fractions with the same denominator through a variety of increasingly complex problems to improve fluency. Measurement

use a calculator and other technologies to calculate results accurately and then interpret them appropriately Pupils practise solving varied addition and subtraction questions. For mental calculations with two-digit numbers, the answers could exceed 100.extend their ability to identify variables and express relations between variables algebraically and graphically divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context Pupils use fractions as ‘fractions of’ discrete and continuous quantities by solving problems using shapes, objects and quantities. They connect unit fractions to equal sharing and grouping, to numbers when they can be calculated, and to measures, finding fractions of lengths, quantities, sets of objects or shapes. They meet move freely between different numerical, algebraic, graphical and diagrammatic representations, including of linear, quadratic, reciprocal, {exponential and trigonometric} functions

Pupils connect multiplication by a fraction to using fractions as operators (fractions of), and to division, building on work from previous years. This relates to scaling by simple fractions, including fractions > 1. read, write and interpret mathematical statements involving addition (+), subtraction (−) and equals (=) signs Teachers may find this guidance helpful in planning and prioritising the curriculum following the coronavirus (COVID-19) pandemic. This guidance is intended to support teaching. It can be used alongside other high-quality plans and resources, including textbooks. round numbers and measures to an appropriate degree of accuracy [for example, to a number of decimal places or significant figures] use algebraic methods to solve linear equations in 1 variable (including all forms that require rearrangement)divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context

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

calculate or estimate gradients of graphs and areas under graphs (including quadratic and other non-linear graphs), and interpret results in cases such as distance-time graphs, velocity-time graphs and graphs in financial contexts} compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius use integer powers and associated real roots (square, cube and higher), recognise powers of 2, 3, 4, 5 and distinguish between exact representations of roots and their decimal approximations

identify and interpret roots, intercepts and turning points of quadratic functions graphically; deduce roots algebraically {and turning points by completing the square} solve problems involving the calculation of percentages [for example, of measures and such as 15% of 360] and the use of percentages for comparison Measurement. Solving practical problems that involve lengths and heights, capacity and volume and mass or weight. They'll also learn how to tell the time to the hour and half past the hour.solve problems involving multiplication and division, including using their knowledge of factors and multiples, squares and cubes Pupils might sometimes see maths concepts as too difficult to understand. That’s why it’s important to build a strong foundation, which will help them perform better in the following school years. Another way of helping children master important concepts is by making learning fun. When you use fun activities and games as part of learning, pupils are more likely to engage and remember information for longer. solve problems involving percentage change, including: percentage increase, decrease and original value problems and simple interest in financial mathematics