AO1 Numbers and algebra

1 Numbers and the number system

Students should be taught to: Notes

1.1 A understand and use integers (positive,
Integers negative and zero)
B understand place value
C use directed numbers in practical situations e.g. temperatures
D order integers
E use the four rules of addition, subtraction,
multiplication and division
F use brackets and the hierarchy of operations
G use the terms ‘odd’, ‘even’, ’prime numbers’,
‘factors’ and ‘multiples’
H identify prime factors, common factors and
common multiples
1.2 A understand and use equivalent fractions, 8 2
Fractions simplifying a fraction by cancelling common
factors
60 15
in its simplest form
(lowest terms)
B understand and use mixed numbers and
vulgar fractions
C identify common denominators
D order fractions and calculate a given fraction
of a given quantity
E express a given number as a fraction of
another number
F use common denominators to add and 2 5 1 2
subtract fractions and mixed numbers , 3 2
3 7 5 3
G convert a fraction to a decimal or a 3
percentage 0.6 60%
5
4
0.4444... 44.4...%
9
H understand and use unit fractions as 1
multiplicative inverses 3 5 3
5
I multiply and divide fractions and mixed 2 5 1 2
numbers , 3 2
3 7 5 3

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 Students should be taught to: Notes
1.3 A use decimal notation
Decimals
B understand place value
C order decimals
D convert a decimal to a fraction or a Terminating decimals
percentage only
E recognise that a terminating decimal is a 65 13
fraction 0.65
100 20
1.4 A identify square numbers and cube numbers
Powers and
roots B calculate squares, square roots, cubes and
cube roots
C use index notation and index laws for
multiplication and division of positive and
negative integer powers including zero
D express integers as a product of powers of 720 = 24 × 32 × 5
prime factors
E find highest common factors (HCF) and
lowest common multiples (LCM)
1.5 A understand the definition of a set
Set language
and notation B use the set notation , and and E = universal set
= empty set
C understand the concept of the universal set
and the empty set and the symbols for
these sets
D understand and use the complement of a Use the notation A'
set
E use Venn diagrams to represent sets

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 Students should be taught to: Notes
1.6 A understand that ‘percentage’ means
Percentages ‘number of parts per 100’
B express a given number as a percentage of
another number
C express a percentage as a fraction and as a
decimal
D understand the multiplicative nature of 15
percentages as operators 15% of 120 = 120
100
E solve simple percentage problems,
including percentage increase and decrease
F use reverse percentages In a sale, prices were
reduced by 30%. The
sale price of an item
was £17.50
Calculate the original
price of the item
G use compound interest and depreciation
1.7 A use ratio notation, including reduction to its Express in the form
Ratio and simplest form and its various links to 1:n
proportion fraction notation
B divide a quantity in a given ratio or ratios Share £416 in the
ratio 5 : 3 or 4 : 3 : 1
C use the process of proportionality to
evaluate unknown quantities
D calculate an unknown quantity from s varies directly as t
quantities that vary in direct proportion
Find the missing value
in a table
E solve word problems about ratio and Including maps and
proportion scale diagrams
1.8 A round integers to a given power of 10
Degree of
accuracy B round to a given number of significant
figures or decimal places
C identify upper and lower bounds where
values are given to a degree of accuracy
D use estimation to evaluate approximations By rounding values to
to numerical calculations 1 significant figure
1.9 A calculate with and interpret numbers in 150 000 000 = 1.5 × 108
Standard the form a × 10n where n is an integer
form and 1 a 10

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 Students should be taught to: Notes
1.10 A use and apply number in everyday
Applying personal, domestic or community life
number
B carry out calculations using standard units Metric units only
of mass, length, area, volume and capacity
C understand and carry out calculations using
time, and carry out calculations using
money, including converting between
currencies
1.11 A use a scientific electronic calculator to
Electronic determine numerical results
calculators

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2 Equations, formulae and identities

Students should be taught to: Notes

2.1 A understand that symbols may be used to
Use of represent numbers in equations or
symbols variables in expressions and formulae
B understand that algebraic expressions
follow the generalised rules of arithmetic
C use index notation for positive and a a a a3
negative integer powers (including zero)
5 1
a 5
; a0 1
a
D use index laws in simple cases xm xn xm n

xm xn xm n

( x m )n x mn
2.2 A evaluate expressions by substituting
Algebraic numerical values for letters
manipulation
B collect like terms
C multiply a single term over a bracket 3 x (2 x 5)
D take out common factors Factorise fully
8 xy 12 y 2
E expand the product of two simple linear Expand and simplify
expressions
( x 8)( x 5)
F understand the concept of a quadratic Factorise
expression and be able to factorise such
x2 + 10x + 24
expressions (limited to x2 + bx + c)
2.3 A understand that a letter may represent an
Expressions unknown number or a variable
and formulae
B use correct notational conventions for
algebraic expressions and formulae
C substitute positive and negative integers, Evaluate 2x – 3y
decimals and fractions for words and when x = 4 and
letters in expressions and formulae y
D use formulae from mathematics and other
real-life contexts expressed initially in
words or diagrammatic form and convert to
letters and symbols
E derive a formula or expression
F change the subject of a formula where the Make r the subject of
subject appears once A r2
Make t the subject of
v u at

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 Students should be taught to: Notes
2.4 A solve linear equations, with integer or 5 x 8 12
Linear fractional coefficients, in one unknown in
equations which the unknown appears on either side 7( x 3) 5 x 8
or both sides of the equation
4x 5
3
2
B set up simple linear equations from given The three angles of a
data triangle are a°,
(a + 10)°, (a + 20)°.
Find the value of a
2.5 Higher Tier only
Proportion
2.6 A calculate the exact solution of two x + y = 14, x – y = 2
Simultaneous simultaneous equations in two unknowns
linear
2a + 5b = 12,
equations
3a + b = 5
2.7 A solve quadratic equations by factorisation Solve x2 + x – 30 = 0
Quadratic (limited to x2 + bx + c = 0)
equations
2.8 A understand and use the symbols , , To include double-
Inequalities and ended inequalities
e.g. 1 x 5

B understand and use the convention for

open and closed intervals on a number line
C solve simple linear inequalities in one 3x – 2 10, so x 4
variable and represent the solution set on a x 5, so x 2
number line
3 x+2 5
so 1 x 3
D represent simple linear inequalities on Shade the region
rectangular Cartesian graphs defined by the
inequalities x 0,
y 1, x + y 5
E identify regions on rectangular Cartesian Conventions for the
graphs defined by simple linear inequalities inclusion of boundaries
are not required

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3 Sequences, functions and graphs

Students should be taught to: Notes

3.1 A generate terms of a sequence using Including odd, even,
Sequences term-to-term and position-to-term squares, multiples and
definitions of the sequence powers
B find subsequent terms of an integer 5, 9, 13, 17, …
sequence and the rule for generating it (add 4)

1, 2, 4, 8, …
(multiply by 2)
C use linear expressions to describe the 1, 3, 5, 7, 9, …
nth term of arithmetic sequences nth term is 2n – 1

nth term is 4n + 3,
write down the first 3
terms of the sequence
3.2 Higher Tier only
Function
notation
3.3 A interpret information presented in a range To include speed/time
Graphs of linear and non-linear graphs and distance/time
graphs
B understand and use conventions for
rectangular Cartesian coordinates
C plot points (x, y) in any of the four
quadrants or locate points with given
coordinates
D determine the coordinates of points
identified by geometrical information
E determine the coordinates of the midpoint
of a line segment, given the coordinates
of the two end points
F draw and interpret straight line To include currency
conversion graphs conversion graphs
G find the gradient of a straight line gradient =
(increase in y) ÷
(increase in x)

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 Students should be taught to: Notes
H recognise that equations of the form Write down the
y = mx + c are straight line graphs with gradient and
gradient m and intercept on the coordinates of the y
y-axis at the point (0, c) intercept of
y = 3x + 5;
Write down the
equation of the
straight line with
gradient 6 that passes
through the point (0, 2)
I recognise, generate points and plot To include x = k,
graphs of linear and quadratic functions y = c, y = x, 0

Including completion of
values in tables and
equations of the form
ax + by = c
3.4 Higher Tier only
Calculus

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AO2 Shape, space and measure

4 Geometry

Students should be taught to: Notes

4.1 A distinguish between acute, obtuse, reflex
Angles, lines and right angles
and triangles
B use angle properties of intersecting lines, Angles at a point,
parallel lines and angles on a straight line vertically opposite
angles, alternate
angles, corresponding
angles, allied angles
C understand the exterior angle of a triangle
property and the angle sum of a triangle
property
D understand the terms ‘isosceles’,
‘equilateral’ and ‘right-angled triangles’
and the angle properties of these triangles
4.2 A recognise and give the names of polygons To include
Polygons parallelogram,
rectangle, square,
rhombus, trapezium,
kite, pentagon,
hexagon and octagon
B understand and use the term The four angles of a
‘quadrilateral’ and the angle sum property quadrilateral are 90 ,
of quadrilaterals
(x + 15) , (x +25) and
(x + 35)
Find the value of x
C understand and use the properties of the
parallelogram, rectangle, square,
rhombus, trapezium and kite
D understand the term ‘regular polygon’ and
calculate interior and exterior angles of
regular polygons
E understand and use the angle sum of For a polygon with n
polygons sides, the sum of the
interior angles is
(2n – 4) right angles
F understand congruence as meaning the
same shape and size
G understand that two or more polygons
with the same shape and size are said to
be congruent to each other

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 Students should be taught to: Notes
4.3 A identify any lines of symmetry and the Name a quadrilateral
Symmetry order of rotational symmetry of a given with no lines of
two-dimensional figure symmetry and order of
rotational symmetry
of 2
4.4 A interpret scales on a range of measuring
Measures instruments
B calculate time intervals in terms of the Use am and pm
24-hour and the 12-hour clock
C make sensible estimates of a range of
measures
D understand angle measure including
three-figure bearings
E measure an angle to the nearest degree
F understand and use the relationship
between average speed, distance and
time
G use compound measure such as speed, Formula for pressure
density and pressure will be given
4.5 A measure and draw lines to the nearest
Construction millimetre
B construct triangles and other
two-dimensional shapes using a
combination of a ruler, a protractor and
compasses
C solve problems using scale drawings
D use straight edge and compasses to:
(i) construct the perpendicular bisector
of a line segment
(ii) construct the bisector of an angle
4.6 A recognise the terms ‘centre’, ‘radius’,
Circle ‘chord’, ‘diameter’, ‘circumference’,
properties ‘tangent’, ‘arc’, ‘sector’ and ‘segment’ of a
circle
B understand chord and tangent properties Two tangents from a
of circles point to a circle are
equal in length
Tangents are
perpendicular to the
radius at the point of
contact
The line from the
centre of a circle which
is perpendicular to a
chord bisects the chord
(and the converse)

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 Students should be taught to: Notes
4.7 A give informal reasons, where required, Reasons will only be
Geometrical when arriving at numerical solutions to required for
reasoning geometrical problems geometrical
calculations based on
lines (including chords
and tangents),
triangles or polygons
4.8 A know, understand and use Pythagoras’
Trigonometry theorem in two dimensions
and
B know, understand and use sine, cosine
Pythagoras’
and tangent of acute angles to determine
theorem
lengths and angles of a right-angled
triangle
C apply trigonometrical methods to solve To include bearings
problems in two dimensions
4.9 A convert measurements within the metric e.g. cm2 to m2 and
Mensuration of system to include linear and area units vice versa
2D shapes
B find the perimeter of shapes made from
triangles and rectangles
C find the area of simple shapes using the
formulae for the areas of triangles and
rectangles
D find the area of parallelograms and
trapezia
E find circumferences and areas of circles
using relevant formulae; find perimeters
and areas of semicircles
4.10 A recognise and give the names of solids To include cube,
3D shapes and cuboid, prism,
volume pyramid, cylinder,
sphere and cone
B understand the terms ‘face’, ‘edge’ and
‘vertex’ in the context of 3D solids
C find the surface area of simple shapes
using the area formulae for triangles and
rectangles
D find the surface area of a cylinder
E find the volume of prisms, including
cuboids and cylinders, using an
appropriate formula
F convert between units of volume within e.g. cm3 to m3 and
the metric system vice versa and
1 litre = 1000 cm3

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 Students should be taught to: Notes
4.11 A understand and use the geometrical
Similarity properties that similar figures have
corresponding lengths in the same ratio
but corresponding angles remain
unchanged
B use and interpret maps and scale
drawings

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5 Vectors and transformation geometry

Students should be taught to: Notes

5.1 Higher Tier only
Vectors
5.2 A understand that rotations are specified by
Transformation a centre and an angle
geometry
B rotate a shape about a point through a
given angle
C recognise that an anti-clockwise rotation
is a positive angle of rotation and a
clockwise rotation is a negative angle of
rotation
D understand that reflections are specified Such as x = 1, y = 2,
by a mirror line y = x, y – x = 0
E construct a mirror line given an object e.g. reflect a triangle in
and reflect a shape given a mirror line the line y = x
F understand that translations are specified
by a distance and direction
G translate a shape
H understand and use column vectors in
translations
I understand that rotations, reflections and
translations preserve length and angle so
that a transformed shape under any of
these transformations remains congruent
to the original shape
J understand that enlargements are Positive scale factor
specified by a centre and a scale factor only (including
fractions)
K understand that enlargements preserve
angles and not lengths
L enlarge a shape given the scale factor With or without a
centre given
M identify and give complete descriptions of
transformations

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