KS3 Maths Overview
Aims Working Mathematically
The national curriculum for mathematics Through the mathematics content, pupils should be • develop a
aims to ensure that all pupils: taught to: understan
• become fluent in the fundamentals Develop fluency • use langu
of mathematics, including through numbers,
• consolidate their numerical and mathematical
varied and frequent practice with probabilit
capability from key stage 2 and extend their
increasingly complex problems over understanding of the number system and place value Reason ma
time, so that pupils develop conceptual to include decimals, fractions, powers and roots • extend th
understanding and the ability to recall make con
• select and use appropriate calculation strategies to
and apply knowledge rapidly and and their
solve increasingly complex problems
accurately.
• use algebra to generalise the structure of arithmetic, • extend a
• reason mathematically by following including to formulate mathematical relationships and prop
a line of enquiry, conjecturing geometry
relationships and generalisations, and • substitute values in expressions, rearrange and
algebraica
developing an argument, justification simplify expressions, and solve equations
• identify v
or proof using mathematical language • move freely between different numerical, algebraic,
variables
graphical and diagrammatic representations
• can solve problems by applying their • make an
[for example, equivalent fractions, fractions and
mathematics to a variety of routine and relationsh
decimals, and equations and graphs]
non-routine problems with increasing
• begin to re
sophistication, including breaking.
algebra, in
Number Algebra
Pupils should be taught to: Pupils should be taught to:
• understand and use place value for decimals, measures and • use and interpret algebraic notation, inc
integers of any size
- ab in place of a × b
• order positive and negative integers, decimals and fractions; use
- 3y in place of y + y + y and 3 × y
the number line as a model for ordering of the real numbers; use
the symbols =, ≠, <, >, ≤, ≥ - a2 in place of a × a, a3 in place of a × a
• use the concepts and vocabulary of prime numbers, factors (or divisors), - ba in place of a × b
multiples, common factors, common multiples, highest common - coefficients written as fractions rather
factor, lowest common multiple, prime factorisation, including using
product notation and the unique factorisation property - brackets
• use the four operations, including formal written methods, applied • substitute numerical values into fo
to integers, decimals, proper and improper fractions, and mixed including scientific formulae
numbers, all both positive and negative • understand and use the concepts and
• use conventional notation for the priority of operations, including equations, inequalities, terms and facto
brackets, powers, roots and reciprocals • simplify and manipulate algebraic
• recognise and use relationships between operations including equivalence by:
inverse operations - collecting like terms
• use integer powers and associated real roots (square, cube and - multiplying a single term over a brack
higher), recognise powers of 2, 3, 4, 5 and distinguish between
- taking out common factors
exact representations of roots and their decimal approximations
- expanding products of two or more b
• interpret and compare numbers in standard form A x 10n 1≤A<10,
where n is a positive or negative integer or zero • understand and use standard mathem
formulae to change the subject
• work interchangeably with terminating decimals and their
corresponding fractions (such as 3.5 and 27 or 0.375 and 83) • model situations or procedures by tran
expressions or formulae and by using g
• define percentage as ‘number of parts per hundred’, interpret
National Curriculum 2014
• develop algebraic and graphical fluency, including • interpret when the structure of a numerical problem
understanding linear and simple quadratic functions requires additive, multiplicative or proportional
• use language and properties precisely to analyse reasoning
numbers, algebraic expressions, 2-D and 3-D shapes, • explore what can and cannot be inferred in statistical
probability and statistics. and probabilistic settings, and begin to express their
Reason mathematically arguments formally
• extend their understanding of the number system; Solve problems
make connections between number relationships, • develop their mathematical knowledge, in part
and their algebraic and graphical representations through solving problems and evaluating the
• extend and formalise their knowledge of ratio outcomes, including multi-step problems
and proportion in working with measures and • develop their use of formal mathematical
geometry, and in formulating proportional relations knowledge to interpret and solve problems,
algebraically including in financial mathematics
• identify variables and express relations between • begin to model situations mathematically and
variables algebraically and graphically express the results using a range of formal
• make and test conjectures about patterns and mathematical representations
relationships; look for proofs or counter-examples • select appropriate concepts, methods and techniques
• begin to reason deductively in geometry, number and to apply to unfamiliar and non-routine problems.
algebra, including using geometrical constructions
Geometry and measures
: Pupils should be taught to:
aic notation, including: • derive and apply formulae to calculate and solve problems involving:
perimeter and area of triangles, parallelograms, trapezia, volume
of cuboids (including cubes) and other prisms (including cylinders)
and 3 × y
• calculate and solve problems involving: perimeters of 2-D shapes
n place of a × a × a; a2b in place of a × a × b (including circles), areas of circles and composite shapes
• draw and measure line segments and angles in geometric figures,
fractions rather than as decimals including interpreting scale drawings
• derive and use the standard ruler and compass constructions
(perpendicular bisector of a line segment, constructing a
alues into formulae and expressions, perpendicular to a given line from/at a given point, bisecting a
ulae given angle); recognise and use the perpendicular distance from a
concepts and vocabulary of expressions, point to a line as the shortest distance to the line
erms and factors • describe, sketch and draw using conventional terms and notations:
ate algebraic expressions to maintain points, lines, parallel lines, perpendicular lines, right angles, regular
polygons, and other polygons that are reflectively and rotationally
symmetric
• use the standard conventions for labelling the sides and angles of
m over a bracket
triangle ABC, and know and use the criteria for congruence of triangles
ctors
• derive and illustrate properties of triangles, quadrilaterals, circles,
two or more binomials and other plane figures [for example, equal lengths and angles]
ndard mathematical formulae; rearrange using appropriate language and technologies
subject • identify properties of, and describe the results of, translations,
edures by translating them into algebraic rotations and reflections applied to given figures
and by using graphs • identify and construct congruent triangles, and construct similar
- expanding products of two or more b
• interpret and compare numbers in standard form A x 10n 1≤A<10,
where n is a positive or negative integer or zero • understand and use standard mathem
formulae to change the subject
• work interchangeably with terminating decimals and their
corresponding fractions (such as 3.5 and 27 or 0.375 and 83) • model situations or procedures by tran
expressions or formulae and by using g
• define percentage as ‘number of parts per hundred’, interpret
percentages and percentage changes as a fraction or a decimal, • use algebraic methods to solve linear
interpret these multiplicatively, express one quantity as a (including all forms that require rearran
percentage of another, compare two quantities using percentages, • work with coordinates in all four quadra
and work with percentages greater than 100%
• recognise, sketch and produce graph
• interpret fractions and percentages as operators functions of one variable with appropria
• use standard units of mass, length, time, money and other in x and y and the Cartesian plane
measures, including with decimal quantities • interpret mathematical relationships both
• round numbers and measures to an appropriate degree of accuracy • reduce a given linear equation in two
[for example, to a number of decimal places or significant figures] form y = mx + c; calculate and interpre
• use approximation through rounding to estimate answers and of graphs of such linear equations nu
calculate possible resulting errors expressed using inequality algebraically
notation a < x ≤ b • use linear and quadratic graphs to esti
• use a calculator and other technologies to calculate results values of x and vice versa and to find
accurately and then interpret them appropriately simultaneous linear equations
• appreciate the infinite nature of the sets of integers, real and • find approximate solutions to context
rational numbers. graphs of a variety of functions, in
exponential and reciprocal graphs
Ratio, Proportion & Rates of Change • generate terms of a sequence from e
position-to-term rule
Pupils should be taught to:
• recognise arithmetic sequences and fin
• change freely between related standard units [for example time,
length, area, volume/capacity, mass] • recognise geometric sequences and ap
that arise.
• use scale factors, scale diagrams and maps
• express one quantity as a fraction of another, where the fraction is
less than 1 and greater than 1 Probability
• use ratio notation, including reduction to simplest form Pupils should be taught to:
• divide a given quantity into two parts in a given part:part or • record, describe and analyse the freque
part:whole ratio; express the division of a quantity into two parts probability experiments involving rand
as a ratio and unequally likely outcomes, using
the 0-1 probability scale
• understand that a multiplicative relationship between two
quantities can be expressed as a ratio or a fraction • understand that the probabilities of all p
• relate the language of ratios and the associated calculations to the • enumerate sets and unions/intersectio
arithmetic of fractions and to linear functions using tables, grids and Venn diagrams
• solve problems involving percentage change, including: percentage • generate theoretical sample spaces for s
increase, decrease and original value problems and simple interest with equally likely, mutually exclusive o
in financial mathematics calculate theoretical probabilities.
• solve problems involving direct and inverse proportion, including
graphical and algebraic representations
• use compound units such as speed, unit pricing and density to
solve problems.
two or more binomials and other plane figures [for example, equal lengths and angles]
ndard mathematical formulae; rearrange using appropriate language and technologies
subject • identify properties of, and describe the results of, translations,
edures by translating them into algebraic rotations and reflections applied to given figures
and by using graphs • identify and construct congruent triangles, and construct similar
to solve linear equations in one variable shapes by enlargement, with and without coordinate grids
require rearrangement) • apply the properties of angles at a point, angles at a point on a
n all four quadrants straight line, vertically opposite angles
produce graphs of linear and quadratic • understand and use the relationship between parallel lines and
with appropriate scaling, using equations alternate and corresponding angles
sian plane • derive and use the sum of angles in a triangle and use it to deduce the
ationships both algebraically and graphically angle sum in any polygon, and to derive properties of regular polygons
quation in two variables to the standard • apply angle facts, triangle congruence, similarity and properties of
te and interpret gradients and intercepts quadrilaterals to derive results about angles and sides, including
r equations numerically, graphically and Pythagoras’ Theorem, and use known results to obtain simple proofs
• use Pythagoras’ Theorem and trigonometric ratios in similar
c graphs to estimate values of y for given triangles to solve problems involving right-angled triangles
sa and to find approximate solutions of • use the properties of faces, surfaces, edges and vertices of cubes,
ations cuboids, prisms, cylinders, pyramids, cones and spheres to solve
ons to contextual problems from given problems in 3-D
functions, including piece-wise linear, • interpret mathematical relationships both algebraically and
cal graphs geometrically.
quence from either a term-to-term or a
Statistics
uences and find the nth term Pupils should be taught to:
quences and appreciate other sequences • describe, interpret and compare observed distributions of a single
variable through: appropriate graphical representation involving
discrete, continuous and grouped data; and appropriate measures
of central tendency (mean, mode, median) and spread (range,
consideration of outliers)
:
• construct and interpret appropriate tables, charts, and diagrams,
alyse the frequency of outcomes of simple including frequency tables, bar charts, pie charts, and pictograms
involving randomness, fairness, equally for categorical data, and vertical line (or bar) charts for ungrouped
tcomes, using appropriate language and and grouped numerical data
• describe simple mathematical relationships between two variables
babilities of all possible outcomes sum to 1 (bivariate data) in observational and experimental contexts and
ions/intersections of sets systematically, illustrate using scatter graphs.
enn diagrams
ple spaces for single and combined events
ally exclusive outcomes and use these to
babilities.
