Algebra - Mathematical Association
|Algebra |Numbers and the number system |Calculating | |
| |I can factorise quadratic expressions including the |I understand the equivalence between recurring decimals and|I understand compound interest. |
| |difference of two squares, |fractions. | |
| |e.g. x2 – 9 = (x + 3) (x – 3) | | |
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|8 | | | |
| |I am able to manipulate algebraic formulae, equations and | |I can solve problems involving powers, roots and numbers |
| |expressions, finding common factors and multiplying two | |expressed in standard form, checking for correct order of |
| |linear expressions | |magnitude and using a calculator as appropriate |
| |I can use more complex formulae and change the subject of a| | |
| |formula | | |
| |I am able to evaluate algebraic formulae by substituting | | |
| |fractions, decimals or negative numbers | | |
| |I can solve inequalities in two variables and find the | | |
| |solution | | |
| |I confidently sketch, interpret and identify graphs of | | |
| |linear, quadratic, cubic and reciprocal functions. | | |
| |I understand the effect on a graph of addition (or | | |
| |multiplication) with a constant | | |
| |Using and applying Mathematics |Shape, Space and measure |Handling Data |
| |I am able to develop alternative methods to solve problems |I understand congruence and similarity |I can estimate and find the median, quartiles and |
| | | |interquartile range for large data sets using a cumulative |
| | | |frequency diagram |
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|8 | | | |
| |I frequently select and combine known facts and problem |I understand and use trigonometrical relationships in | |
| |solving strategies to solve problems of increasing |right-angled triangles, and use these to solve problems, | |
| |complexity |including those involving bearings | |
| | | |I can compare two or more distributions and make inferences,|
| | | |using measures of average and spread including median and |
| | | |quartiles. |
| |I examine generalisations or solutions reached in an |I understand the difference between formulae for perimeter, | |
| |activity, commenting constructively |area and volume by | |
| | |considering dimensions | |
| | | |I know when to add or multiply two probabilities |
| |I convey mathematical meaning through precise and consistent|I have begun to recognise nets of familiar 3-D shapes, e.g. | |
| |use of symbols |cube, cuboid, triangular prism, square-based pyramid | |
| |on the reasoning and logic used | | |
| | | |I can use tree diagrams to calculate probabilities of |
| | | |combinations of independent events |
| |I reflect on lines of enquiry when exploring mathematical |I can recognise shapes in different orientations and reflect|I can construct bar charts and pictograms. |
| |tasks |shapes horizontally or vertically | |
| |I am beginning to distinguish between practical | | |
| |demonstration and proof. | | |
| | | |I know how to use Venn and Carroll diagrams to sort and |
| | | |classify information |
| |I understand the importance of assumptions in proofs. |I can use a wider range of measures for length, capacity and| |
| | |mass using both metric, and imperial units. | |
| | | |I can extract and interpret information presented in simple |
| | | |tables, lists, bar charts and pictograms |
| |I’m beginning to organise my work and check my results | | |
| | |I can describe position and movement | |
| |I can use and interpret mathematical symbols and diagrams |I am using standard units of time | |
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