Math Games

Shape
• Learners are able to:
- make connections between nets and prisms and pyramids
- define solid shapes by their properties using the terms edges, faces, vertices and prism
- explain the properties of congruent shapes
- identify a radius and diameter and use the relationship between them
- identify a circumference

Construction
• Learners are able to:
- construct circles using compasses
- recognise and draw to scale on square paper nets of cubes and cuboids
- draw triangles accurately given lengths and angles, using ruler and protractor

Movement
• Learners are able to:
- know the symmetrical properties of regular and irregular shapes
- rotate a shape on a grid
- translate a shape using a description, e.g. 4 squares right and 2 squares down
- describe a translation

Number sequences
• Learners are able to:
- distinguish between a term to term rule and an nth term rule
- explore number sequences
- express nth term rules involving one and two steps in words and symbols

Expressions and formulae
• Learners are able to:
- show that a + b = b + a and a - b is not equal to b - a
- show that a x b = b x a and a /b is not equal to b/a
- know that 4g x 2h = 8gh
- know that b divided by 2 is notated as b/2 and 1/2 b
- substitute positive whole numbers into one and two step expressions
- simplify expressions involving the addition and subtraction of two or more variables

Functions and graphs
• Learners are able to:
- express output generated from two (or more) step function machines, taking into account the order of operations using algebra
- read, plot and write coordinates in all four quadrants

Equations and inequalities
• Learners are able to:
- solve two step equations
- express a set of numbers as a single inequality using < > ? ?
- give solutions for inequalities < > ? ?, recognising that there are an infinite number of solutions

Use number facts and relationships
• Learners are able to:
- read and write numbers of any size and use the four operations and the connections between them, e.g. apply division as the inverse of multiplication
- recognise and apply key mental facts and strategies
- use appropriate strategies for multiplication and division, including application of known facts
- identify and use the lowest common multiple of two or more numbers
- identify and use the highest common factor of two or more numbers
- justify whether a number is a prime number or not
- use the terms square and square root
- express square numbers using powers
- identify triangular numbers

Fractions, decimals, percentages and ratio
• Learners are able to:
- use equivalence of fractions, decimals, percentages to compare proportions
- recognise that some fractions are recurring decimals, e.g. 1/3 is 0.333
- calculate percentages of quantities using non-calculator methods where appropriate
- use ratio and proportion including map scales
- express two or more quantities as a ratio using the correct notation
- simplify ratio
- add and subtract fractions
- convert between mixed numbers and improper fractions

Calculate using mental and written methods
• Learners are able to:
- use efficient written methods to add and subtract numbers with up to 2 decimal places
- multiply and divide 3-digit by 2-digit whole numbers, extending to multiplying and dividing decimals with 1 or 2 places by single-digit whole numbers
- multiply and divide whole numbers by 0.5, 0.2, 0.1
- use the order of operations
- add and subtract with negative numbers using mental methods

Estimate and check
• Learners are able to:
- use a range of strategies to check calculations including the use of inverse operations, equivalent calculations and the rules of divisibility
- use rounding to estimate answers
- present answers to a given number of decimal places

Manage money
• Learners are able to:
- use profit and loss in buying and selling calculations
- understand the advantages and disadvantages of using bank accounts, including bank cards
- make informed decisions relating to discounts and special offers

Identify processes and connections
• Learners are able to:
- transfer mathematical skills across the curriculum in a variety of contexts and everyday situations
- select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks
- prioritise and organise the relevant steps needed to complete the task or reach a solution
- choose an appropriate mental or written strategy and know when it is appropriate to use a calculator
- use a scientific calculator to carry out calculations effectively and efficiently using the available range of function keys
- identify, measure or obtain required information to complete the task
- identify what further information might be required and select what information is most appropriate
- select appropriate mathematics and techniques to use
- estimate and visualise size when measuring and use the correct units
- develop and evaluate mathematical strategies and ideas creatively
- consider connections between mathematical skills and contextualise these within extended tasks

Represent and communicate
• Learners are able to:
- explain results and procedures precisely using appropriate mathematical language
- refine methods of recording calculations
- use appropriate notation, symbols and units of measurement, including compound measures
- select and construct appropriate charts, diagrams and graphs with suitable scales
- interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading
- evaluate different forms of recording and presenting information, taking account of the context and audience
- generalise in words, and use algebra, to describe patterns that arise in numerical, spatial or practical situations

Review
• Learners are able to:
- select and apply appropriate checking strategies
- interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible
- verify and justify results or solutions, including discussion on risk and chance where relevant
- interpret mathematical information; draw inferences from graphs, diagrams and data, including discussion on limitations of data
- draw conclusions from data and recognise that some conclusions may be misleading or uncertain
- justify numerical and algebraic results, making appropriate connections
- explain and justify strategies, methods, reasoning and conclusions in a variety of different ways, including orally, graphically, in writing (both in mathematical notation and without), and using appropriate digital literacy equipment
- appreciate the difference between mathematical explanation and experimental evidence; recognise inconsistencies and bias

Collect and record data Present and analyse data Interpret results
• Learners are able to:
- collect own data for a survey, e.g. through designing a questionnaire
- construct frequency tables for sets of data, grouped where appropriate, in equal class intervals (groups given to learners)
- construct a wide range of graphs and diagrams to represent the data and reflect the importance of scale
- interpret diagrams and graphs (including pie charts)
- use mean, median, mode and range to compare two distributions (discrete data)

Probability
• Learners are able to:
- recognise that impossible = 0 and certain = 1 and that the probability of an event will lie on a scale between 0 and 1
- express the probability of an event as a fraction or decimal percentage
- give examples of events that have a probability of ½
- determine events with two outcomes that are/arenÂ’t equally likely
- record all the outcomes of two events as an exhaustive list
- estimate the number of successes of an event, e.g. flipping a coin ten times, how many heads would be expected?

Length, weight/mass, capacity
• Learners are able to:
- find perimeters of shapes, with straight sides
- make estimates of length, weight/mass and capacity based on familiar and less familiar objects
- read and interpret scales on a range of measuring instruments
- convert between units of the metric system and carry out calculations
- understand that some measurements take particular values and others can take any value within a given range

Time
• Learners are able to:
- measure and record time in hundredths of a second
- calculate start times, finish times and durations
- convert between times expressed as a decimal or fraction and hours, minutes and seconds, e.g. 1.5, 1.25, 1.75 hours
- use time zones

Temperature
• Learners are able to:
- record temperatures in appropriate temperature scales

Area and volume Angle and position
• Learners are able to:
- use formulae for the area of rectangles and triangles
- devise and use formulae to calculate the area of parallelograms
- calculate areas of compound shapes (e.g. consisting of rectangles and triangles) and volumes of simple solids (e.g. cubes and cuboids)
- measure and draw angles
- use knowledge of angle types to estimate angles
- calculate angles on a straight line, around a point, vertically opposite and in triangles