Biggar High School S1 - S3 BGE Phase Course
S1 Block 1
Experiences & Outcomes
Whole numbers and
Decimals
In context wherever
possible
Including 4 operations,
estimating and rounding
MNU 1-01a
MNU 1-02a
MNU 1-03a
MNU 2-01a
MNU 2-02a
MNU 2-03a
MNU 3-01a
MNU 3-03a & b
MTH 2-03c
Text Books
Bronze
TJ C Chapter 1, 3 & 5
TJ D Pg 11, 17 & 19
TJ D Pg 39 & 40
TJ D Pg 14, 15 & 16 & Pg
66, 67
MIA S13 Chapter 1 & 2
Silver
MIA S12 Chapter 1 & 2
TJ D Chapter 1, 3 &6
TJ E Chapter 1 & 2
Gold
MIA S13 Chapter 1 Pg 1-5
MIA S13 Chapter 2
MIA S13 Pg 62
Resources
Bronze
Whole numbers only
Maths4Life Resource
1 Adding two-digit numbers
3 Using Multiplication
5 Ordering Numbers
Silver
Decimals in context – money,
measure
Maths4Life Resource
8 Using Money
Learning Intentions

Pupils can round to a sensible
degree of accuracy in a variety of
contexts.
9 Exploring Properties of Number

Pupils can solve problems using
familiar methods in a variety of
contexts.

Pupils can explain their methods
with reasoning.
14 Estimating Length
16 Comparing Decimals part 1
17 Comparing Decimals part 2
18 Using zero as a place holder
19 Finding a rule to compare
decimals
15 Adding Decimals
21 Adding a subtracting
decimals 1
26 Multiplying by powers of 10
Gold
Measurements. More advanced
use of decimals e.g. 0.1 x 0.04
etc
Maths4Life Resource
9 Exploring Properties of Number
14 Estimating Length
18 Using zero as a place holder
19 Finding a rule to compare
decimals
26 Multiplying by powers of 10
Standards Unit
Success Criteria
 Round to the nearest 10, 100, 1000.
(B*/B/S/G)
 Round up to the nearest whole number.
(B/S/G)
 Choose a sensible degree of accuracy in
context. (B/S/G)
 Round a given number up to 2 decimal
places. (S/G)
 Round a number to any decimal places. (G)
 Round a number to any significant figures. (G)
 Understand importance of zero. (B*)
 Understand Place Value with whole numbers.
(B*)
 Know the order of place values (Th → U) and
their meaning. (B/S/G)
 Convert numbers between words and digits.
(B*/B/S/G)
 Order whole numbers according to size.
(B*/B/S/G)
 Explain number properties through number
bonds (commutative & associative
properties) (B/S/G)
 Know the order of place values (Th → th) and
their meaning. (S/G)
 Perform calculations involving  resulting in
up to 3 decimal places. (S/G)
 Order a variety of numbers (including
decimals) according to size. (S/G)
 Define associative, commutative &
distributive properties of numbers. (S/G)
 Know the meaning of “sum”, “product”,
“quotient” and “Difference”. (G)
 Order of operations using BODMAS. (S/G)
10 ticks BIDMAS Sheets
N3 Rounding Numbers

Twig Animal Maths
Twig Roman Numerals
Twig Speed rounding
Twig Decimals
Twig Decimal money
Twig Egyptian
Multiplication
Pupils can recall number facts
quickly to make accurate
estimates and calculations.
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Multiples, Factors, Prime
Numbers, Powers and
Roots
MTH 2-05a
MTH 3-05a
MTH 3-05b
MTH 3-06a
MTH 4-06a
Text Books
Bronze, Silver & Gold
MIA S12 Pg 25
Bronze
Time tables. Simple powers on
a calculator
Silver
Factors and primes. Squares
and cubes with and without a
calculator.
Gold
Factors and primes. Whole
number powers with and
without a calculator.
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Pupils can identify patterns within
a number sequence and use their
properties to solve problems,
clearly explaining their strategies.
Pupils can identify primes in a set
of numbers and explain their
importance in everyday life.
Pupils can use powers and roots
with the correct notation.
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Use decimals to understand money (B*)
Understand where and when decimal point is
used (B*)
+, - money (B*)
+, - numbers up to 4 digits. (B*/B/S/G)
,  up to 4 digit numbers by a single digit.
(B*/B/S/G)
Know language such as: share, double, lots of
etc (B*)
,  numbers by powers of 10 (including
decimals in context of money and measure)
(B/S/G)
Be able to use times tables (up to 10). (B)
Be able to mentally recall times tables (up to
12). (S/G)
Know when to use decimal point in £ and p
(B*)
Know what change to receive when using
money (B*)
+, - numbers up to 7 digits or 3 decimal
places. (S/G)
,  whole numbers up to 3 digits, long
multiplication and division. (S/G)
,  numbers by multiples of 10. (S/G)
,  decimals by decimals (G)
Find multiples of numbers from 1 to 10.
(B/S/G)
Find factors of numbers less than 100.
(B/S/G)
Find multiples of a number and the Lowest
Common Multiple (LCM) of 2 or more
numbers. (S)
Find factors of a number and the Highest
Common Factor (HCF) of 2 or more numbers.
(S)
Use prime decomposition to calculate HCF &
LCM. (G)
Define prime and composite numbers. (S/G)
TJ E Chapter 13
MIA S13 Pg 6-10
10 Ticks Worksheets

*Textbooks are for
guidance only. Some LI &
SC may be covered by
other resources.*

Video Links
Twig Primes 1
Twig Primes 2
Twig Patterns and Primes
Twig Diophantine
Twig Squares and Cubes
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Displaying Data &
Statistics
Including misleading
graphs, bias etc.
MNU 1-20a & b
MTH 1-21 a
MNU 2-20a & b
MNU 3-20a & b
MNU 4-20a & b
MTH 2-21a
MTH 3-21a
MTH 4-21a
Text Books
Bronze, Silver & Gold
MIA S11 Chapter 5 & 18
TJ C Chapter 6
MIA S12 Chapter 5
TJ D Chapter 5
Bronze
Simple bar charts, line graphs
Straightforward calculations of
mean, median, mode & range.
Silver
Multiple
More complex calculations and
discussion on which average to
use when
Gold
More advanced charts etc
Activity 18 “Life Expectancy”
from Human Rights in the
Curriculum.
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Pupils can analyse data and draw
valid conclusions, given their
reasoning.
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Using frequency tables to find
the mean.
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Concept Cartoons:
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Know and solve the sequence of prime
numbers. (G)
Express a composite number as a product of
prime numbers (prime decomposition). (G)
Express a variety of integers using index form
(i.e. 24 = 2×2×2×3 =23 x 3 ) (B/S/G)
Calculate square powers of 1 to 12, (e.g. 22, 122 ) as well as simple multiples of 10.(e.g.
102, 202 etc) (B/S/G)
Calculate square roots of appropriate
numbers, resulting in a solution being from 1
to 12 or a simple multiple of 10. (S/G)
Calculate cube powers of 1 to 12, (e.g. 23, 123 ) as well as simple multiples of 10.(e.g.
103, 203 etc) (G)
Calculate cube roots of appropriate numbers,
resulting in a solution being from 1 to 12 or a
simple multiple of 10. (G)
Carry out surveys (B*/B/S/G)
Interpret tables, pictograms, bar and line
graphs & pie charts(B*/B/S/G)
Identify misleading information. (B/S/G)
Interpret pictograms, frequency tables, bar
charts, line graphs, pie charts (with given
intervals) and scatter graphs within context.
(B/S/G)
Interpret data and make own conclusions,
explaining reasoning. (G)
Construct frequency tables (using class
intervals), pictograms, bar and line graphs.
(B/S/G)
Construct pictograms, frequency tables, bar
charts, line graphs, pie charts (with given
intervals) and scatter graphs. (B*/B/S/G)
Identify and interpret trends and correlations.
(S/G)
Construct frequency tables including
cumulative and relative frequencies. (G)
MIA S13 Chapter 5, Chapter
18 Pg 295
TJ E Chapter 9
TJ F Pg 73-75
*Textbooks are for
guidance only. Some LI &
SC may be covered by
other resources.*
Video links
Twig Most Popular pets
Twig Histograms
Twig Nightingale's pie
chart
Twig Displaying data
Twig Correlations
Twig Observational Bias
Twig Hidden Bias
Twig IQ Bias
Twig Statistical Significance
Twig Average Joe
Twig Cumulative
Frequency
1. 8.1 Pizza Pictures
(pictogram)
2. 8.2 Where to start (scales in
a bar chart)
3. 8.3 What Sort? (what chart
to draw)
4. 8.8 Open to interpretation
(interpreting a bar chart)
5. 8.9 Missing Link (table of
information)
6. 8.11 Going steady (graph
interpretation)
7. 8.12 Through the roof
(graph interpretation)
8. 8.13 Between Places
(distance tables)
9. 8.14 Popular Shoes (mode)
See folder Numeracy 5
Misleading graphs and statistics
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Explain why data from particular sources
may/may not be reliable. (B/S/G)
Explain how the sample size affects the
reliability of data. (S/G)
Calculate the mean, median, mode & range
of a set of data from a variety of sources and
media. (B/S/G)
Calculate mean from a frequency table. (G)
*What has not been covered due to test dates
MUST be covered after test BEFORE moving
onto next topic including any project*
S1 Project 1 – Understanding Mean, Median, Mode & Range
Assessment 1: October (for Tracking + Report)
Angles
MTH 1-17a
MTH 2-17a
MTH 2-17b
MTH 3-17a
MTH 4-17a
Text Books
Bronze
TJ C Chapter 9
TJ D Pg 93-94
MIA S11 Chapter 3
Silver
TJ D Chapter 8 – Pg 97
MIA S12 Chapter 3
TJ E Chapter 12
Gold
MIA S13 Chapter 3
Video Links
Twig Euclid angles
Bronze
Measure and draw < 180, reflex,
acute, obtuse
Silver
Use of protractor 0 – 360, 180 in
a triangle, 360 in a quadrilateral
Gold
Parallel lines, complementary,
supplementary, naming angles.
Angles in a range of 2D shapes.
 Pupils can describe angles and
their properties in a familiar
environment.
 Pupils can name angles and
calculate missing angles using
properties of various lines and 2D
shapes.
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*Textbooks are for guidance only.
Some LI & SC may be covered by
other resources.*
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Understand where angles can be found I the
environment (B*)
Describe angles as acute, right, obtuse,
straight, reflex or a full turn/revolution.
(B*/B/S/G)
Calculate missing angles in simple problems
involving 90°, 180° and 360°. (B/S/G)
Use angles to give directions e.g. L 90, F 5,
R90 (B*)
Measure given angles to an accuracy of ± 2°.
(B*/B/S/G)
Draw an angle to an accuracy of ± 2°.
(B*/B/S/G)
Name an angle. (B/S/G)
Calculate missing angle(s) round a point.
(S/G)
Calculate supplementary and complementary
angles. (B/S/G)
Calculate vertically opposite angles. (S/G)
Calculate corresponding and alternate angles.
(S/G)
Calculate missing angles in a variety of
triangles and quadrilaterals using their
specific properties. (S/G)
Calculate missing angles within a circle
including angles in a semi circle, diameter as
a line of symmetry and tangents (G)
Calculate missing angles in a variety of
regular polygons. (G)
Integers
Include co-ordinate
diagrams and links to grid
references in geography
MNU 2-04a
MNU 3-04a
MTH 1-18a
MTH 2-18a
MTH 3-18a
MTH 4-18a
MTH 4-18b
Text Books
Bronze
TJ D Chapter 12
MIA S12 Pg 150
Silver
TJ E Chapter 5
TJ F Pg 14 E3, Pg 17 E5
Gold
TJ E Pg63-65
TJ F Chapter 2
*Textbooks are for
guidance only. Some LI &
SC may be covered by
other resources.*
Video Links
Twig Why Negatives
Twig -ves in context
Twig Zero
Twig Descartes
Bronze
Temperature
First quadrant
Standard Units N8 (Temperature)
Silver
Temp and other contexts
All 4 quadrants
Start to formalise and go into
abstract rules for adding and
subtracting integers
Gold
All 4 quadrants
Four operations on integers and
include algebraic terms

Pupils can show an
understanding of the relevance
of negative numbers in real-life
situations and use them to solve
problems.
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Pupils can plot and describe the
position of a point on a grid.
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Pupils can plot and describe the
position of a point on Cartesian
Coordinates.
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Pupils can perform simple
calculations involving integers.
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Standards Unit N9 & N4
Active Assessment Activities:
 Rumours – Negative
Rumours
 Negative Thinking
 Tarsia
 10 ticks extra worksheets or
activities: Addon-agons,
Number Pyramids and Magic
Squares all with negative
numbers. Level 5 Pack 4 P7 –
12
 Collaborative working: We
can work it out (ATM)
1. Elimination game a
(money)
 Concept cartoons:
2.6 Temperatures, 2.12 totally
mental
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Order integers (-20 → 20) according to size.
(B*/B/S/G)
Order integers according to size, including the
use of symbols – e.g. 5 > -2. (B/S/G)
Know the meaning of “integer”. (B/S/G)
Use number lines and scales with negative
numbers. (B/S/G)
Simple integer calculations using (or resulting
in) negative numbers. (S/G)
Add and subtract negative numbers, including
double negatives. (S/G)
Read and write coordinates. (B*/B/S)
Interpret and plot coordinates within the first
quadrant. (B*)
Interpret and plot coordinates within the first
quadrant, including simple decimals and
fractions. (B/S/G)
Interpret and plot simple 3D coordinates on
isometric paper. (G)
Interpret and plot coordinates within all four
quadrants, including simple decimals and
fractions. (S/G)
Reflect points and images across x and y axis
(G)
Reflect points and images across any
horizontal or vertical line (G)
Reflect points and images across any diagonal
line (G)
Multiply and divide with negative numbers
(S/G)
Algebra 1
Collecting like terms,
putting words into
symbols, using formulae
and substitution
MTH 1-15b
MTH 2-15a
MTH 2-03c
MTH 3-14a
MTH 3-15a
MTH 3-15b
MTH 4-14a
Bronze
Using words or basic symbols
only
Silver
Straightforward situations with
positive numbers only
Gold
All of above and include single
brackets and negative numbers
Standards Unit
A1 Interpreting Algebraic
Expressions

Pupils can solve a range of
problems using symbols and/or
letters.
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Pupils can collect like terms and
simplify an algebraic expression.
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Pupils can perform calculations
by substituting values into a
given formula.
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Use number machines (B*/B/S)
Solve a range of problems using symbols,
pictures and/or letters. (B*/B/S/G)
Collect like algebraic terms (including square
powers). (S/G).
+, -, ,  simple algebraic terms. (S/G)
Substitute a given value into an algebraic
formula and calculate using BODMAS. (S/G)
Four operations using algebraic terms and
integers (S/G)
Breaking brackets – one bracket (S), more
than one bracket (G)
Text Books
Bronze, Silver & Gold
MIA S12 Chapter 4
MIA S13 Chapter 4 Pg 5968
TJ F Chapter 11 – omit E2
&E5
*Textbooks are for
guidance only. Some LI &
SC may be covered by
other resources.*
Video Links
Twig Algorithms
Twig Symbols
Twig Formulae
Links between fractions
*What has not been covered due to test dates
MUST be covered after test BEFORE moving onto
next topic including any project*
Bronze

Understand the terms numerator and
decimals and percentages
Finding % of or fractions
of
MNU 2-07a
MNU 2-07b
MTH 2-07c
MNU 3-07a
MTH 3-07b & c
MUN 4-07a
MTH 4-07b
Text Books
Bronze
TJ C Chapter 10
TJ D Pg 143-145
MIA S11 Chapter 15
Silver
TJ D Chapter 11 & 13
MIA S12 Pg 329-350
TJ E Chapter 6
Gold
MIA S13 Pg 237-243
*Textbooks are for
guidance only. Some LI &
SC may be covered by
other resources.*
Video links
Twig finding %
Simple half, quarter and thirds
Silver
Fifths, 20% etc and e.g. 27% of …
using a calculator
Gold
Full range of percentages and
fractions with and without a
calculator
Cakes
Maths4Life
6 Making Sense of Fractions
23 Comparing Fractions
24 Equivalent Fractions
Standards Unit
N1 Ordering Fractions and
Decimals
N7 Using percentages to increase
quantities

Pupils can use fractions and
percentages to carry out
calculations within real-life
situations.
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Pupils can convert between a
variety of equivalent fractions,
decimals and percentages.
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denominator (B*/B/S)
Use correct notation to write fractions (B*/B)
Identify a fraction from its picture (B*/B)
Identify equivalent fractions from pictures
(B*/B)
Find simple fractions of a quantity (half,
quarters, fifths, tenths, hundredths).
(B*/B/S/G)
Find simple percentages of a quantity
(equivalent to above). (B/S/G)
Identify fractions in their simplest form.
(B*/B/S/G)
Find equivalent fractions, decimals and
percentages (half, quarters, fifths, tenths,
hundredths). (B*/B/S/G)
Calculate fractions and percentages of a
quantity with and without a calculator.
(S/G/G)
Express a quantity as a fraction and/or
percentage. (S/G)
Perform partitioned percentage calculations
(e.g. 17.5%, etc.). (S/G)
Calculate a percentage increase/decrease.
(S/G)
Calculate (and simplify) equivalent fractions
and their respective decimals and
percentages. (S/G)
Order a variety of fractions, decimals and
percentages according to size. (S/G)
Convert between mixed numbers and
improper fractions. (G)
Add and subtract common fractions. (S/G)
Multiply and Divide fractions. (G)
Scale Drawings
Enlarging and Reducing

Bronze
Enlarge with a whole number
scale factor
MTH 3-17c
Text Books
Bronze, Silver & Gold
MIA S13 Pg 168
TJ F Pg 141
Worksheets
recommended.
*Textbooks are for
guidance only. Some LI &
SC may be covered by
other resources.*
Silver and Gold
Enlarge and reduce with
fractional scale factors
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Pupils should know how to
determine the scale factor
used when given the
dimensions of two similar
objects
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Pupils should know that the
scale factor is greater than
one when enlarging an
object or picture
Calculate the scale factor when given the
dimensions of two similar objects
Determine the size of an enlargement or
reduction given the dimensions of an original
and the required scale factor
Use appropriate technology or ICT for either
measurement or representation of an
enlargement or reduction
Whole Numbers (B*/B/S/G)
Fractions (S/G)
Pupils should know that the
scale factor is less than one
when reducing an object or
picture
Video Links
Twig Scale factor
Assessment2 – February
Bearings and Scale
Drawings
MTH 2-17c & d
MTH 3-17b & c
Text Books
Bronze
TJ C Pg 120-129
TJ D Pg 98-99
MIA S11 Chapter 7
Silver
TJ D Pg 98-102
MIA S12 Pg 154-164 & Pg
174-179
Gold
TJ D Chapter 17
MIA S13 Pg 108-116
Bronze
Compass points and angles. Use
this to describe routes and
journeys
Silver
Navigation and 3 figure bearings.
Scales on maps. Draw scale
drawings
Gold
As above
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Pupils can interpret maps and
plans to describe the position of
a certain point, relative to
another.
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Pupils can plan and follow
directions to illustrate a journey.

Pupils can interpret maps and
plans to perform calculations
involving scale in familiar
contexts.
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Pupils can construct accurate
scale drawings, using
appropriate technology and
methods, to represent a journey.
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Use clockwise and anti-clockwise (B*)
Describe a journey using CW and ACW (B*)
Identify the 8 main compass points.
(B*/B/S/G)
Follow and describe directions using compass
points. (B*/B/S/G)
Interpret maps, plans and other scale
drawings. (B/S/G)
Perform simple scale calculations. (S/G)
Perform simple enlargement and reduction
calculations. (B/S/G)
Identify the main 8 compass points and their
3 figure bearings. (S/G)
Solve problems involving angles and bearings
calculations. (S/G)
Interpret and construct scale drawings,
including journeys using 3 figure bearings.
(S/G)
Video links
Twig Scale
Speed, Distance and Time
Links to real life – Olympic
times, sports, timetables,
etc
Include distance – time
graphs.
MNU 1-10a, b & c
MNU 2-10a, b & c
MNU 3-10a
MNU 4-10a & b
Text Books
Bronze
TJ C Chapter 4
MIA S11 Chapter 6
Silver
TJ D Chapter 4
TJ F Chapter 7
MIA S12 Pg 127-146
TJ E Chapter 3
Gold
TJ E Chapter 3
MIA S13 Chapter 6
*Textbooks are for
guidance only. Some LI &
SC may be covered by
other resources.*

Bronze
Simple time intervals and
straightforward s, d, t calculations
Silver
Time intervals over midnight s, d,
and t calculations including ½
hours etc
Gold
Time intervals, decimal times,
more advanced s, d, t calculations
1 hour 37 minutes etc

Pupils can plan events and
activities using a variety of
relevant sources and
information.

Pupils can measure and choose
an appropriate unit of time for a
familiar activity.
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Pupils can estimate the time
taken for a journey using the link
between distance, speed and
time.
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Pupils can convert between
different units of time.
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Pupils can calculate distance,
speed or time when given two of
the quantities, to plan a journey.
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Demonstrate an appropriate degree of
accuracy when making a scale drawing. (S/G
Understand time related vocabulary (B*/B/S)
Write dates (B*)
Use a year calendar (B*)
Know sequence of months and be able to
group these into seasons (B*/B)
Understand 24 hours in a day – am and pm
(B*/B)
Use an analogue and digital clock to tell the
time (B*)
Understand different ways to write time
(B*/B)
Know how many days in each month, year,
leap year (B*/B/S/G)
Convert times between 12 and 24 hours.
(B*/B/S/G)
Calculate time intervals. (B/S/G)
Calculate a time from a given time interval.
(B/S/G)
Interpret timetables. (B/S/G)
Convert simple times between seconds,
minutes, hours, days, weeks, years, decades,
and centuries. (B/S/G)
Time events to an appropriate degree of
accuracy (including hundredths of a second).
(B/S/G)
Solve simple DST problems. (B/S/G)
DST calculations using the formula. (S/G)
Convert between hours and minutes and
simple decimal hours (e.g. 2 hours 45 min =
2.75 hours). (S/G)
Convert between hours and minutes and
decimal hours. (G)
Given the other two, calculate the distance
travelled, time taken or average speed of a
journey. (S/G)
Interpret and construct simple distance-time
graphs. (B/S/G)
S1 Project 2 – Speed, Distance & Time
Assessment 3: End of Year – March (for Tracking + Report)
Algebra 2
MTH 2-15a
MTH 3-15a
MTH 4-14a
MTH 4-15a
Text Books
Bronze
TJ D Pg 75 - 79
MIA S11 Chapter 8
Silver
TJ D Chapter 7
MIA S12 Chapter 8
TJ E Pg 96-100
Gold
TJ F Pg 171-175
MIA S13 Chapter 8
*Textbooks are for
guidance only. Some LI &
SC may be covered by
other resources.*
Video Links
Twig Tank equations
Twig Balancing
Twig Heptathlon scoring
Twig Inequalities
Bronze
Simple single step
Use of language for < and >
Silver
e.g. 2x+4 = 14
Solving simple inequalities
Gold
Include equations with brackets
and unknown on both sides
More complex inequalities
Standards Unit
A2 Creating and Solving Equations
A3 Creating and Solving Harder
Equations
A4 Evaluating Algebraic
Expressions



Pupils should know and
understand that a symbol or
letter can represent a number in
an equation e.g. 2a + 7 = 17/ 10
+ 7 = 17/a = 5


Pupils can solve a range of
problems using symbols and/or
letters.


Pupils can solve a range of linear
equations using appropriate
methods.


Pupils can create appropriate
formulae in a problem solving
context to represent a variety of
information.





Pupils can construct and solve a
range of equations and
inequalities.



use knowledge of number facts e.g. bonds
and x/÷ patterns (B*/B/S/G)
work out the symbol or letter value and
explain their working out to others
(B*/B/S/G)
Simple 1-step linear equations and
inequalities. (B*/B/S/G)
Solve simple 2-step linear equations and
inequalities. (B/S/G)
Solve simple linear equations and inequalities
involving fractions (1-step). (S/G)
Construct a simple formula from the
information provided, within a relevant
context. (B/S/G)
Read and interpret a problem in order to
construct on algebraic equation (S/G)
Investigate and discover methods to solve
equations (balancing, cover up, change side,
change operation etc.) (S/G)
Solve more complex linear equations,
including fractions and negative numbers.
(S/G)
Solve linear equations with brackets including
a negative multiplier. (S/G)
Solve simple equations involving powers and
roots. (G)
Construct a variety of inequalities in problem
solving contexts. (B/S/G)
*What has not been covered due to test dates
MUST be covered after test BEFORE moving onto
next topic including any project*
Revision of S1 course to be completed before pupils change timetable in May
Biggar High School S1 - S3 BGE Phase Course
S2 BLOCK 1
2D and 3D shapes
Properties and drawing
Including symmetry and
tiling
MTH 2-16a
MTH 2-16b
MTH 2-16c
MTH 3-16a
MTH 3-19a
MTH 4-19a
Text Books
Bronze
TJ C Chapter 14
TJ D Pg 172-175, 177
Chapter 2
MIA S21 Chapter 10
Silver
TJ E Chapter 18, 20 and
Chapter 7 Pg 79-81
Gold
TJ EFT Chapter 7, 18 and 20
*Textbooks are for
guidance only. Some LI &
SC may be covered by
other resources.*
Video Links
Twig Origami
Twig triangles
Twig Tessellations
Bronze
Name simple 2D and 3D shapes
and their properties (including
line symmetry)and their uses in
the real world
Silver
As above and draw 2D shapes.
Gold
As above and rotational
symmetry
Standards Unit Classifying shapes
SS1
SS6 Representing 3D shapes
See folder from HC June materials




Pupils can describe the
properties of a variety of 2D
shapes and 3D objects.


Pupils can accurately draw 2D
shapes using appropriate
technology and methods.

Pupils can explain the
relationship between a variety of
3D objects and their respective
nets.


Pupils can construct a variety of
3D objects from their nets.


Pupils can describe the
properties of various 2D shapes.


Pupils can identify and draw all
lines of symmetry in a pattern or
shape.





Pupils can complete a pattern or
shape when given one or two
lines of symmetry.




Investigate the properties of squares,
rectangles & a variety of triangles. (B/S/G)
Define faces, vertices and edges of a 3D
object. (B/S/G)
Investigate the properties of cubes and
cuboids. (B/S/G)
Identify and explain properties of 2D shapes
and 3D objects including prisms & pyramids.
(S/G)
Draw a variety of 3D objects on isometric
paper. (S/G)
Accurately draw a variety of squares,
rectangles and triangles using rulers,
protractors and compasses. (B/S/G)
Draw cube, cuboid, triangular prism, square
pyramid, triangular pyramid, cylinder, cone.
(B/S/G)
Construct 3D objects from a given net.
(B/S/G)
Identify the nets of a cube and/or cuboid.
(B/S/G)
Identify the nets of more complex 3D objects.
(S/G)
Accurately draw regular polygons using
rulers, protractors and compasses. (S/G)
Identify and draw line(s) of symmetry in a
variety of patterns and shapes. (B/S/G)
Complete a pattern or shape using line(s) of
symmetry (including diagonal lines of
symmetry). (B/S/G)
Describe the order of rotational symmetry in
a given 2D shape or pattern. (S/G)
Complete a 2D shape or pattern from a given



Fractions
Adding, subtracting,
mixed numbers
(multiplying and dividing)
MNU 2-07a
MTH 2-07c
MTH 3-07b
MTH 3-07c
MTH 4-07b
Text Books
Bronze
TJ C Chapter 10
TJ D Pg 128-131
TJ F Pg 131 Questions 1 &
2
Silver
TJ F Pg 128-137
TJ E Chapter 6
Gold
TJ F Pg 128-140
MIA S23 Pg 233-239
*Textbooks are for
guidance only. Some LI &
SC may be covered by
other resources.*
Video Links
Twig adding and
subtracting fractions
Twig Music Fractions x + -
Bronze
Simple concrete examples – cake
etc
Silver
Using mixed numbers, adding and
subtracting
Gold
Four operations with fractions


Pupils can compare and perform
simple calculations involving
fractions.

Pupils can convert between
different ways of writing
fractions.

Pupils can perform a variety of
calculations using fractions in
familiar contexts.










order of rotational symmetry. (S/G)
Explain the properties of various triangles and
quadrilaterals given their symmetrical
properties. (B/S/G)
Tile using a variety of shapes. (B/S/G)
Define and use translational symmetry (S/G)
+, - fractions with equal denominators.
(B/S/G)
Express fractions in their simplest form.
(B/S/G)
Find equivalent fraction (B/S/G)
Simplifying fractions (B/S/G)
Find a fraction of a quantity (B/S/G)
Percentage and Fraction Equivalency – non
calculator (S/G)
Order fractions according to size using
equivalent fractions. (S/G)
Identify when a fraction is proper, improper
or mixed. (S/G)
Convert between mixed and improper
fractions. (S/G)
Carry out calculations by +, -, (S/G)  (G)
fractions including mixed numbers and
improper fractions.
Carry out calculations when dividing by a
fraction including mixed numbers and
improper fractions. (G)
Measure and Area.
First introduce units and
links to other subjects
MNU 2-11a
MNU 2-11b
MNU 2-11c
MTH 2-17d
MNU 3-11a
MTH 3-11b
MTH 4-16b
Text Books
Bronze
MIA S21 Chapter 9 & 11
TJ C Chapter 11 & 15
TJ D Chapter 14 & 17
Silver
TJ E Chapter 10
Gold
TJ E Chapter 10 & 19
TJ EFT Chapter 10 & 19
TJ F Chapter 23 & 29
MIA S23 Chapter 11
*Textbooks are for
guidance only. Some LI &
SC may be covered by
other resources.*
Video Links
Twig Metre
Twig Metric system
Bronze
Practical measurement: using a
ruler, measuring jug or cylinder,
trundle wheel etc. Reading
scales. Simple changing units of
measure mm to m, ml to l etc.
Area of rectangle and triangle.
Silver
As above but more complex and
include area of triangles and
compound shapes.
Gold
As above and include circles.



Pupils can estimate the length,
area and volume of a variety of
familiar objects.


Pupils can read a variety of
scales.


Pupils can convert between a
variety of metric units of
measurement.




Pupils can find the perimeter of
a variety of 2D shapes.


Pupils can calculate the areas of
basic 2D shapes.

Pupils can describe the parts of a
circle, using their properties and
relationships to perform
calculations.







Read scales showing, g, kg, l, ml, m, cm, mm.
(B/S/G)
Estimate lengths, area and volumes using
familiar objects. (B/S/G)
Simple conversions in length, volume and
mass. (B/S/G)
Convert cubic centimetres to millilitres.
(B/S/G)
Calculate the perimeter of 2D shapes. (B/S/G)
Calculate area using square cm boxes. (B/S)
Calculate the area of squares, rectangles and
right-angled triangles using appropriate
formulae. (B/S/G)
Calculate the area of a variety of composite
2D shapes, comprising of squares, rectangles
and triangles including subtraction of areas to
find a shaded area. (S/G)
Calculate the area of common quadrilaterals
including kite, rhombus, parallelogram and
trapezium using appropriate formulae. (G)
Calculate the area of more complex
composite 2D shapes. (S/G)
Identify and name the various components of
a circle. (S/G)
Calculate the circumference and area of a
circle. (S/G)
Calculate the radius and diameter of a circle
from its circumference and/or area. (G)
Calculate the area of a variety of regular
polygons (G)
Calculate the Arcs and Sectors of a Circle (G)
*What has not been covered due to test dates
MUST be covered after test BEFORE moving onto
next topic including any project*
S2 Project 1 – Measure & Area (Golden Rectangle)
Assessment 1: October/November (for Tracking + Report)
Triangle properties
including Pythagoras.
Include links to the world
of work – bridges, joiners
etc
MNU 3-01a
MNU 4-01a
MTH 3-06a
MTH 4-06a
MTH 4-16a
Bronze
Consolidate triangle properties
and introduce Pythagoras as a
famous mathematician. Square
numbers.
Silver
Pythagoras Theorem finding a
missing side
Gold
Converse of Pythagoras

Pupils can choose the best
strategy when solving problems
involving right-angled triangles,
explaining their reasoning and
methods.





*Textbooks are for
guidance only. Some LI &
SC may be covered by
other resources.*



Video Links
Twig Triangle properties
Twig Pythagoras Proof
Twig Pythag Irrational
MTH 3-17c


Text Books
Bronze
MIA S21 Chapter 13
Silver
TJ F Chapter 59
Gold
TJ F Chapter 59
MIA S23 Chapter 9
Similar Figures including
enlargement and
reduction



Bronze
Basic enlargement and reductions
involving whole numbers and
fractions where appropriate.
Silver


Explain the relationship between
similar figures and perform
calculations in real-life
situations.

Round to the nearest 10, 100, 1000. (B/S/G)
Round up to the nearest whole number.
(B/S/G)
Choose a sensible degree of accuracy in
context. (B/S/G)
Round a given number up to 2 decimal
places. (S/G)
Round a number to any decimal places. (G)
Round a number to any significant figures. (G)
Calculate missing angles in a variety of
triangles – scale, right angles, isosceles,
equilateral. (B/S/G)
Calculate square powers of 1 to 12, (e.g. 22, 122 ) as well as simple multiples of 10.(e.g.
102, 202 etc) (B/S/G)
Calculate square roots of appropriate
numbers, resulting in a solution being from 1
to 12 or a simple multiple of 10. (B/S/G)
Use Pythagoras to find the missing side of a
right-angled triangle (smaller
side/hypotenuse). (S/G)
Use Pythagoras to calculate the distance
between two given points on Cartesian
Coordinates. (S/G)
Use Pythagoras in context. (S/G)
Use Pythagoras’ Theorem twice in
calculations to find any missing side. (G)
Prove a triangle is right-angled using the
Converse Theorem of Pythagoras. (G)
Calculate the scale factor when given the
dimensions of two similar objects. (B/S/G)
Determine the size of an enlargement or
reduction given the dimensions of an original
and the required scale factor. (B/S/G)
MTH 4-17b
Video links
Twig scale volume
Volume and Surface Area
including compound
shapes and real life
contexts
MNU 2-11c
MNU 3-11a
MTH 3-11b
MTH 4-11a, b & c
MTH 4-16b
N5 EF
Text Books
Bronze
MIA S21 Chapter 11
TJ E Pg 186-187
Silver
TJ E Chapter 10 & 16
TJ EFT Chapter 16
TJ F Chapter 23
Gold
TJ EFT Chapter 20
TJ F Chapter 23 & 29
MIA S23 Chapter 17
Video Links
Twig Counting Stars

Parallel lines and angle
properties. Similar figures and
being able to calculate the
missing length in similar shapes.
Gold
Similar figures solving problems
involving length, area and
volume.
Bronze
Volume of a cube/cuboid
Silver
Volume of cube/cuboids.
Surface Area
Gold
Compound area and arcs and
sectors of a circle. Volume of a
cuboid and cylinder.






Pupils can calculate the areas of
basic 2D shapes and volumes of
basic 3D objects.
Pupils can select appropriate
strategies to solve area and
volume problems, explaining
their reasoning.





*Textbooks are for guidance only.
Some LI & SC may be covered by
other resources.*
Use appropriate technology or ICT for either
measurement or representation of an
enlargement or reduction. (B/S/G)
Solve problems involving similar shapes and
lengths. (S)
Calculate the linear (S)/area (G) /volume (G)
scale factors from similar shapes & objects.
Solve problems involving similar areas &
volumes. (G)
Calculate the volume of cubes and cuboids.
(B/S/G)
Understand liquid volumes and be able to
convert between litres. Millilitres and cubic
centimetres. (B/S/G)
Using the correct algebraic formulae,
calculate the volume of a cube and cuboid
expressing your answer in cubic or liquid
volume. (B/S/G)
Calculate the volume of a variety of
composite 3D objects, comprising of cubes
and cuboids. (S/G)
Calculate the volume of a variety of 3D
objects including cylinder, sphere, cone and
triangular prism. (S/G)
Calculate the surface area of cubes, cuboids
and prisms. (S/G)
*What has not been covered due to test
dates MUST be covered after test BEFORE
moving onto next topic including any
project*
Assessment 2: January (for Tracking + Report)
S2 BLOCK 2
S2 Project 2 – Money & Finance
Twig Tax % - Useful resource
S2 Project 3 – Money and Budgeting

Money and Finance
MNU 2-09a, b & c
MNU 3-09a & b
MNU 4-09a, b & c
Text Books
Bronze, Silver & Gold
Personal Finance Unit
Internet Resources
Project
Group Discussion
Bronze
Work out costs of items.
Understand terms used e.g. Net
Pay, deductions etc.
Silver
Understand financial products
Gold
Understand financial products
and be able to explain their
usage/benefits/drawbacks etc.

Pupils can calculate costs of
items using a variety of
techniques


Pupils can select appropriate
strategies to decide on a best
buy, explaining their reasoning.



Explain different financial
products and relate them to
real-life situations.









Choose and use appropriate calculations to
work out exact costs of items (+, -, x, ÷, %)
(B/S/G)
Access product prices from a variety of
sources (Internet, brochure, price list,
advert) (B/S/G)
Check that costs include VAT (B/S/G)
Use banking terms within real life
simulations (B/S/G)
Safely check bank card balance and make an
ATM withdrawal through real life
simulations (B/S/G)
Read and interpret bank card statements
(B/S/G)
Calculate interest deposits and charges to
accounts (B/S/G)
The terms profit and loss and how and
where they can be used (B/S/G)
Be able to calculate profit and loss as a
percentage of either the buying or selling
price (B/S/G)
Investigate and explain where in life they
might need to use financial products,
services and contracts (mobile phones may
be a good example) (B/S/G)
Calculate and compare different offers (e.g.
mobile phone contracts and offers, free
minutes, any networks, etc.) (B/S/G)
Choose an offer and explain their choice
(B/S/G)
Understand that other choices may be











Ratio and Proportion
MNU 3-08a
MNU 4-08a
MNU 4-20a
Text Books
Bronze
Bronze
Simple ratio and direct
proportion
Silver
Ratio and simple direct and
inverse proportion
Gold
Ratio and direct and inverse


Pupils can convert between
fractions and ratios, using them
to solve problems in everyday
situations.
Pupils can identify a link
between two quantities, explain






better for different people in different
situations (B/S/G)
Research and investigate what basic living
costs would involve (rent, council tax, bills,
food, etc.) (B/S/G)
Budget given a scenario and set choices (a
salary of £x and then they buy according to
how much money they have and the cost,
etc.) (B/S/G)
Discuss and research credit in order to
develop a greater understanding of what it
is (S/G)
List where credit is available (banks, loans,
cards, etc.) (S/G)
Calculate gross pay (B/S/G)
Using appropriate resources, research the
different items which may be deducted
from gross pay (B/S/G)
Calculate these deductions (B/S/G)
Discuss why these deductions can differ
from person to person (different salaries,
tax codes, etc.) (B/S/G)
Calculate net pay (B/S/G)
Explain the differences between a range of
financial products and develop an
understanding of where, in the real world,
each may be used and by whom (G)
Given a scenario choose a financial product
which is most suitable for them and explain
their decisions (G)
Convert between fractions and ratios. (B/S/G)
Simplify a ratio. (B/S/G)
Use a ratio to calculate a quantity, given the
other. (B/S/G)
Share a ratio in 2 or more parts. (S/G)
Define direct and inverse proportion. (S/G)
Use direct proportion to calculate a quantity,
given the other. (B/S/G)
MIA S21 Chapter 14
TJ E Chapter 15
Silver
TJ EFT Chapter 15
TJ F Chapter 41
Gold
TJ F Chapter 41
MIA S23 Pg 206-216
proportion
their relationship and use this to
perform calculations in everyday
situations.


Use direct and inverse proportion to calculate
a quantity, given the other. (S/G)
Identify and interpret graphs of direct and
inverse proportion. (G)
*Textbooks are for
guidance only. Some LI &
SC may be covered by
other resources.*
Video Links
Twig Baking Ratios
Twig Ratios
Twig Inverse Proportion
Twig Golden Ratio
Twig Mona Lisa
Twig Direct&Inverse
Twig Currency Ratios
Twig Vitruvian man
Sequences and Algebra
Include common
sequences Fibonacci,
triangle numbers, square
numbers etc & nth term
rule
Equations and Inequalities
Expanding brackets and
Factorisation
MTH 4-03b
MTH 3-06a
MTH 2-13a
MTH 3-13a
MTH 4-13a
Bronze
Simple number sequences from
diagrams. Extend simple pattern.

Silver
Extending patterns and finding
nth term.

Gold
More complex number patterns
Factorisation


All investigate different
sequences in as much depth as
relevant.

Pupils can explain the rule of a
sequence in words and thus find
missing or following terms.
Pupils can explain the rule of a
sequence in words.



Pupils can find missing terms in a
sequence.
Pupils can identify a wide variety
of patterns & sequences,
establishing a formula and using
it to solve related problems.


Describe in words the rule of a variety of
sequences (up to 2-step). (B/S/G)
Continue the sequence and find missing
terms (including linear & Fibonacci patterns,
& Pascal’s Triangle). (B/S/G)
Express linear patterns algebraically using a
formula. (S/G)
Use linear formulae to solve related
problems. (S/G)
Identify and continue a given non-linear
sequence of numbers (e.g. squares,
triangular, puzzles). (S/G)
Identify and continue a given sequence of
numbers (including simple quadratic, cubic
and root patterns (S/G).
MTH 3-14a
MTH 4-14a & b
MTH 2-15a
MTH 3-15a
MTH 4-15a


Pupils can establish a formula for
a linear sequence.


Text Books
Bronze
MIA S21 Chapter 12
TJ C Chapter 13
TJ D Chapter 15
Silver
TJ EFT Chapter 11
TJ E Chapter 11
Gold
TJ EFT Chapter 11
MIA S23 Chapter 12





*Textbooks are for
guidance only. Some LI &
SC may be covered by
other resources.*

Video links
Twig Speed of the Earth
Twig Life without numbers
Twig Fibonacci
Twig Gauss








Use linear formulae to solve related
problems. (S/G)
Establish a formula to describe patterns
involving simple quadratics, cubics and roots.
(G)
use knowledge of number facts e.g. bonds
and x/÷ patterns (B/S/G)
work out the symbol or letter value and
explain their working out to others (B/S/G)
Simple 1-step linear equations and
inequalities. (B/S/G)
Solve simple 2-step linear equations and
inequalities. (B/S)
Solve simple linear equations and inequalities
involving fractions (1-step). (S/G)
Construct a simple formula from the
information provided, within a relevant
context. (B/S/G)
Read and interpret a problem in order to
construct on algebraic equation (S/G)
Investigate and discover methods to solve
equations (balancing, cover up, change side,
change operation etc.) (S/G)
Solve more complex linear equations,
including fractions. (S/G)
Solve linear equations with brackets. (G)
Solve simple equations involving powers and
roots. (G)
Construct a variety of inequalities in problem
solving contexts.(B/S/G)
Breaking brackets – one bracket (S), more
than one bracket (G)
Factorising - common factor (S/G)
Factorising – Difference of Squares and
Trinomials (G)
Probability
Links to real life contexts –
how risky is life resource
MNU 2-22a
MNU 3-22a
MNU 4-22a
Text Books
Bronze
TJ 3G Chapter 18
Silver
MIA 3B Chapter 15
Gold
MIA 3B Chapter 15
MIA 4A Chapter 10
Tails you win: The Science
of Chance– BBC video
Twig Insurance Probability
Twig Fear Probability
Twig Monkey Probability
Twig Predicting events
Twig Probability Odds
Twig Card Counting
Twig Monty Hall
Twig Risk and Shares
Twig Conditional
Probability Robots
Twig Birthday Paradox
Displaying Data &
Statistics
Including misleading
graphs, bias etc.
MNU 2-20a & b
MNU 3-20a & b
Bronze
Simple experiments using
language of probability and make
predictions
Silver
Finding the probability of a simple
event happening and
consequences when making
decisions
Gold
Using probability determine how
many times an event can happen
and use this to make informed
choices, risk assessment and
decisions.


Pupils can find the probability of
a simple event happening, taking
its consequences into account.
Pupils can find the probability of
an event happening, taking its
consequences into account.






*Textbooks are for guidance only.
Some LI & SC may be covered by
other resources.*

Bronze
Simple bar charts, line graphs
Straightforward calculations of
mean, median, mode & range.
Silver
Multiple
More complex calculations and

Pupils can analyse data and draw
valid conclusions, given their
reasoning.


Explain the probability of an event in words
and its position on the probability line
(impossible = 0; certainty = 1). (B/S/G)
Calculate the probability of a simple event
(e.g. toss of a coin, deck of cards, roll of a
die). (B/S/G)
Using a table, show all the possible
permutations (combinations) from a selection
in a given context. (S/G)
Solve a variety of simple logic problems.
(B/S/G)
Solve more complex logic problems. (S/G)
Interpret and draw tree diagrams
representing the probability of an event
happening. (G)
Calculate the probability of multiple
outcomes occurring. (G)
Solve a variety of complex logic problems. (G)
Interpret tables, pictograms, bar and line
graphs & pie charts(B/S/G)
Identify misleading information. (B/S/G)
Interpret pictograms, frequency tables, bar
charts, line graphs, pie charts (with given
intervals) and scatter graphs within context.
(B/S/G)
MNU 4-20a & b
MTH 2-21a
MTH 3-21a
MTH 4-21a
Text Books
Bronze, Silver & Gold
MIA S11 Chapter 5 & 18
TJ C Chapter 6
MIA S12 Chapter 5
TJ D Chapter 5
MIA S13 Chapter 5, Chapter
18 Pg 295
TJ E Chapter 9
TJ F Pg 73-75
*Textbooks are for
guidance only. Some LI &
SC may be covered by
other resources.*
Video links
Twig Most Popular pets
Twig Histograms
Twig Nightingale's pie
chart
Twig Displaying data
Twig Correlations
Twig Observational Bias
Twig Hidden Bias
Twig IQ Bias
Twig Statistical Significance
Twig Average Joe
Twig Cumulative
Frequency

discussion on which average to
use when
Gold
More advanced charts etc
Activity 18 “Life Expectancy” from
Human Rights in the Curriculum.

Using frequency tables to find the
mean.

Concept Cartoons:

10.
8.1 Pizza Pictures
(pictogram)
11. 8.2 Where to start (scales
in a bar chart)
12. 8.3 What Sort? (what
chart to draw)
13. 8.8 Open to
interpretation (interpreting a
bar chart)
14. 8.9 Missing Link (table of
information)
15. 8.11 Going steady (graph
interpretation)
16. 8.12 Through the roof
(graph interpretation)
17. 8.13 Between Places
(distance tables)
18. 8.14 Popular Shoes
(mode)
See folder Numeracy 5
Misleading graphs and statistics
Assessment 3: End of Year – April/May





Interpret data and make own conclusions,
explaining reasoning. (G)
Construct frequency tables (using class
intervals), pictograms, bar and line graphs.
(B/S/G)
Construct pictograms, frequency tables, bar
charts, line graphs, pie charts (with given
intervals) and scatter graphs. (S/G)
Identify and interpret trends and correlations.
(S/G)
Construct frequency tables including
cumulative and relative frequencies. (G)
Explain why data from particular sources
may/may not be reliable. (B/S/G)
Explain how the sample size affects the
reliability of data. (S/G)
Calculate the mean, median, mode & range
of a set of data from a variety of sources and
media. (B/S/G)
Calculate mean from a frequency table. (G)
*What has not been covered due to test dates
MUST be covered after test BEFORE moving onto
next topic including any project*
Biggar High School S1 - S3 BGE Phase Course
S3 Block 1
Number work
MNU 3-01a
MNU 3-03a
MNU 3-03b
MNU 3-04a
MNU 4-01a
MNU 4-03a
MNU 4-03b
MTH 4-06b
Text Books
Bronze
TJ 3G Pg 1-3, Pg 9 Ex 1 – 2,
Pg 32 – 39
Silver & Gold
TJ F Chapter 2, 3 and 31
*Textbooks are for
guidance only. Some LI &
SC may be covered by
other resources.*
Video Links
Twig Standard Form 1
Twig Standard Form 2
Twig Infinity
Twig Enigma
Bronze
Consolidate four operations with
whole numbers and basic
fractions
Silver
Four operations with whole
numbers and decimals. Introduce
scientific notation for small and
large numbers
Gold
Four operations with integers,
decimals and fractions.
Calculations involving scientific
notation.



Pupils can choose a sensible
degree of accuracy when
performing calculations in a
variety of contexts.




Pupils can solve problems using
familiar methods in a variety of
contexts, explaining their
reasoning.



Pupils can recall number facts
quickly to make accurate
estimates and calculations.









Round to the nearest 10, 100, 1000. (B/S/G)
Round up to the nearest whole number.
(B/S/G)
Choose a sensible degree of accuracy in
context. (B/S/G)
Round a given number up to 2 decimal
places. (S/G)
Round a number to any decimal places. (G)
Round a number to any significant figures. (G)
Know the order of place values (Th → U) and
their meaning. (B/S/G)
Convert numbers between words and digits.
(B/S/G)
Order whole numbers according to size.
(B/S/G)
Explain number properties through number
bonds (commutative & associative
properties) (B/S/G)
Know the order of place values (Th → th) and
their meaning. (S/G)
Perform calculations involving  resulting in
up to 3 decimal places. (S/G)
Order a variety of numbers (including
decimals) according to size. (S/G)
Define associative, commutative &
distributive properties of numbers. (S/G)
Know the meaning of “sum”, “product”,
“quotient” and “Difference”. (G)
Order of operations using BODMAS. (S/G)











Research a Famous
Mathematician
MTH 3-12a
MTH 4-12a
Video Links
Twig Greeks and Proof
Twig Turing
Twig set theory
Twig Babylonians
Twig Chinese maths
Twig Binary
Twig Computer binary
Twig Alien language
Project
Presentation
Maths Super Hero etc
Research
Present
Impact in real world
Work with others
S3 Project 1 – Famous Mathematician
+, - numbers up to 4 digits. (B/S/G)
,  up to 4 digit numbers by a single digit.
(B/S/G)
,  numbers by powers of 10 (including
decimals in context of money and measure)
(B/S/G)
Be able to use times tables (up to 10). (B)
Be able to mentally recall times tables (up to
12). (S/G)
+, - numbers up to 7 digits or 3 decimal
places. (S/G)
,  whole numbers up to 3 digits, long
multiplication and division. (S/G)
,  numbers by multiples of 10. (S/G)
Convert both large and small numbers
between scientific notation and written in
full. (S/G)
Perform calculations using scientific notation,
with and without using a calculator. (G)
,  negative numbers, including double
negative. (S/G)
Shape – area and volume
MNU 2-11c
MNU 3-11a & b
MTH 4-11b & c
MTH 4-16b
N5 EF - TJ N5
Text Books
Bronze
TJ 3G Chapter 9
TJ 4G Chapters 6, 10 & 14
Silver
MIA 3A Chapter 9
Gold
MIA 4A Chapter 1
MIA 3B Chapter 11
*Textbooks are for
guidance only. Some LI &
SC may be covered by
other resources.*
Right angled Pythagoras
and Trigonometry
MTH 4-16a
Text Books
Bronze
TJ 3G Chapter 1 & 16
Silver
TJ 3G Chapter 13 & 16
MIA 4A
Gold
MIA S43 Chapter 11 & 12
MIA S33
*Textbooks are for
guidance only. Some LI &
SC may be covered by
Bronze
Revision of basic area and
volumes and area of a circle
Silver
2D and 3D Compound shapes.
Volume of a cylinder
Gold
Surface area. Volume of a prism,
sphere and cone.




Pupils can describe the
relationship between a 3D object
and its net.

Pupils can calculate the surface
area of a simple 3D object,
solving problems in real-life
contexts.

Pupils can calculate the volume
of a variety of 3D objects.







Bronze
Revision of angle properties and
Pythagoras’ Theorem
Silver
Pythagoras’ Theorem and the use
of SOH CAH TOA to find ratios in a
right angled triangle
Gold
SOH, CAH, TOA and Pythagoras in
context


Pupils can choose the best
strategy when solving problems
involving right-angled triangles,
explaining their reasoning and
methods.






Calculate the area of squares, rectangles and
right-angled triangles using appropriate
formulae. (B/S/G)
Calculate the volume of cube and cuboids.
(B/S)
Calculate the circumference and area of a
circle. (S/G)
Calculate the arc and sector of a circle. (G)
Identify & draw nets of a variety of 3D
objects. (B/S/G)
Calculate the volume of a prism (including a
cylinder). (S)
Calculate the volume of a prism area of the
base and height. (S/G)
Calculate the volume of pyramids, cones &
spheres (given the formulae). (G)
Calculate the volume of more complex
composite 3D objects. (G)
Calculate the surface area of cubes, cuboids
and prisms. (S/G)
Calculate square powers of 1 to 12, (e.g. 22, 122 ) as well as simple multiples of 10.(e.g.
102, 202 etc) (B/S/G)
Calculate square roots of appropriate
numbers, resulting in a solution being from 1
to 12 or a simple multiple of 10. (B/S/G)
Use Pythagoras to find the missing side of a
right-angled triangle (smaller
side/hypotenuse). (S/G)
Use Pythagoras to calculate the distance
between two given points on Cartesian
Coordinates. (S/G)
Use Pythagoras in context. (S/G)
Use Pythagoras’ Theorem twice in
calculations to find any missing side. (G)
Prove a triangle is right-angled using the
Converse Theorem of Pythagoras. (G)

other resources.*
Video links
Twig Triangles & angles
Twig Trigonometry
Twig SOHCAHTOA
Twig SOHCAHTOA2







Percentage Calculations
and Surds and Indices
Bronze
Percentage calculations
Text Books
Bronze
TJ 3G Chapter 4
Silver
TJ F Chapter 19
Gold
MIA 4A Chapter 3
MIA S43 Chapter 9
TJ F Chapter 19
Silver
Percentage calculations

Gold
Surds and indices


Video links
Twig Indices
*Textbooks are for



Correctly identify the opposite and adjacent
sides corresponding to an angle in a right
angled triangle. (S/G)
Identify whether to use the sine, cosine or
tangent function to calculate a missing side or
angle in a right angled triangle. (S/G)
Substitute into the appropriate trigonometric
function to calculate a missing side in a right
angled triangle. (S/G)
Process the appropriate trigonometric
function to calculate a missing side in a right
angled triangle. (S/G)
Substitute into the appropriate trigonometric
function to calculate a missing angle in a right
angled triangle. (S/G)
Process the appropriate trigonometric
function to calculate a missing angle in a right
angled triangle. (S/G)
Solve trigonometry problems in context.
(S/G)
Find simple fractions of a quantity (half,
quarters, fifths, tenths, hundredths). (B/S/G)
Find simple percentages of a quantity
(equivalent to above). (B/S/G)
Find equivalent fractions, decimals and
percentages (half, quarters, fifths, tenths,
hundredths). (B/S)
Calculate fractions and percentages of a
quantity, with and without a calculator
(B/S/G)
Express a quantity as a fraction and/or
percentage. (S/G)
Perform partitioned percentage calculations
(e.g. 17.5%, etc.) with and without a
calculator (S/G)
Calculate a percentage increase/decrease,
with and without a calculator (S/G)
guidance only. Some LI &
SC may be covered by
other resources.*






















Calculate (and simplify) equivalent fractions
and their respective decimals and
percentages. (S/G)
Order a variety of fractions, decimals and
percentages according to size. (S/G)
Find the original value of one quantity given
its increased/decreased value. (Reverse
Percentages) (S/G)
Calculate simple interest (S/G)
Calculate compound interest (S/G)
Know the definitions of “appreciation” and
“depreciation” and know how to calculate
these (S/G)
State the definition of a rational number.(G)
State the definition of an irrational number.
(G)
Identify rational and irrational numbers. (G)
Simplify an expression involving surds by
breaking it into a product of factors. (G)
Identify square numbers and find their square
roots. (G)
Multiply, divide, add and subtract surds. (G)
Evaluate a number to a given power. (G)
Find the nth root of a number. (G)
Multiply like terms involving indices by
adding their powers. (G)
Divide like terms involving indices by
subtracting their powers. (G)
Raise a power to a power by multiplying the
indices. (G)
Know that any term raised to the power of 0
equals 1. (G)
Know that any term raised to the power of 1
equals the same term. (G)
State the definition of a reciprocal. (G)
Work with negative indices. (G)
Change between fractional indices and roots.
(G)

Evaluate terms with a fractional index or nth
root. (G)
*What has not been covered due to test dates
MUST be covered after test BEFORE moving onto
next topic including any project*
Assessment 1: November (for Tracking + Report)
Further Co-ordinates
Gradients and Straight
Lines
MTH 4-13b
MTH 4-13c
MTH 4-13d
MTH 4-18a
Text Books
Bronze
TJ 4G Pg 22 - 23
Silver
TJ 4G Pg 63 – 72
Gold
MIA S43 Chapter 7
*Textbooks are for
guidance only. Some LI &
SC may be covered by
other resources.*
Video Links
Twig Gradients
Twig 4th Dimension
Twig Bee line
Bronze
Cover all 4 quadrants
Silver
Simple equations and gradients,
x=a, y=b, drawing graph from a
table of values
Gold
y=mx+c, gradient formulae,
identify graph from gradient and
y-intercept, y-b=m(x-a) and
ax+by+c=0







Pupils can plot and describe the
position of a point on a grid.
Pupils can plot and describe the
position of a point on Cartesian
Coordinates.
Pupils can calculate the gradient
of a slope and/or line, explaining
their reasoning within familiar
contexts.
Pupils can establish a
relationship between a linear
pattern and the equation of a
straight line.
Pupils can identify points that lie
on a given straight line using its
equation.
Pupils can draw the graph of a
straight line, given its equation.












Interpret and plot coordinates within all four
quadrants, including simple decimals and
fractions. (B/S/G)
Construct a table of values from the equation
of a straight line. (S/G)
Draw the graph of a linear equation given a
table of values. (S/G)
Define the gradient of a slope and/or line.
(S/G)
Recognise the gradient and y intercept of a
line from its graph. (S/G)
Write down the equation of a straight line
given the gradient and y intercept. (S/G)
Calculate the gradient of a straight line given
two points on the line. (S/G)
Calculate the gradients of vertical &
horizontal lines. (S/G)
Write the equations of vertical & horizontal
lines. (S/G)
Draw the graph of vertical & horizontal lines
when given the equation of a straight line.
(S/G)
Find the equation of a straight line given its
gradient and a point on the line. (S/G)
Plot points on Cartesian Coordinates and
draw the graph when given the equation of a
straight line. (S/G)
Find the solution to a pair of non-parallel
lines by plotting them on a Cartesian diagram



Algebra 3
Algebraic expressions,
algebraic fractions,
factorising and change the
subject of a formula
MTH 3-05a
MTH 3-05b
MTH 4-14a
MTH 4-14b
Text Books
Bronze
TJ 3G Chapter 7
TJ 4G Pg 172 – 173
Silver
TJ 4G Chapter 15
MIA 3B Pg 151 – 152
MIA S33 Pg 84 - 88
Gold
MIA S33 Chapter 5
*Textbooks are for
guidance only. Some LI &
SC may be covered by
Bronze
Factors and multiples of numbers. 
Further work on solving
equations.
Silver
Finding common factor

Change the subject of a formula
Gold
Factorising – common factor,

difference of two squares and
trinomials
Change the subject of a formula
and identifying the point of intersection.
(S/G)
Identify a positive, negative, zero and
undefined gradient. (G)
Calculate the gradient of a straight line by
examining the change in the x direction and
the change in the y direction. (G)
Calculate the gradient of a straight line using
the formula
. (G)

Be able to find the gradient of a line parallel
to the given line. (G)

Find multiples of a number and the Lowest
Common Multiple (LCM) of 2 or more
numbers. (B/S/G)
Find factors of a number and the Highest
Common Factor (HCF) of 2 or more numbers.
(B/S/G)
Define prime and composite numbers.
(B/S/G)
Solve simple equations (B/S/G)
Simplify an algebraic expression by collecting
like terms. (S/G)
Gather like terms including where more than
one variable is involved. (S/G)
Expand brackets in an expression with a
common factor to produce a sum of terms.
(S/G)
Recognise the highest common factor of two
or more expressions. (S/G)
Factorise a sum of terms with a common
factor. (S/G)
Evaluate expressions and formulae with one
or more variables. (S/G)
Extend straightforward number or
diagrammatic patterns. (S/G)
Pupils can identify primes in a
set of numbers and explain their
importance in everyday life.

Pupils can identify patterns in a
variety of algebraic expressions.

Pupils can construct and solve a
range of equations








other resources.*

Determine the formula describing
straightforward number or diagrammatic
patterns. (S/G)
 Factorise more complex algebraic expressions
such as trinomials, difference of 2 squares.
(G)
 Change the subject of a formula by using
inverse operations. (S/G)
 Solve problems involving rearranging a
formula. (G)
 Expand and multiply a single numerical or
algebraic term through a bracket. (G)
 Expand an algebraic expression in the form
(x ± a) (x ± b). (G)
 Factorise an algebraic expression by finding a
common factor. (S/G)
 Factorise a quadratic expression using a
difference of two squares. (G)
 Factorise a quadratic expression into the
form
(x ± a) (x ± b). (G)
 Factorise a quadratic expression with the x2
coefficient > 1 into the form (ax ± b) (cx ± d).
(G)
 Complete the square to express a quadratic
in the form (x ± a)2 ± b. (G)
 Simplify an algebraic fraction by finding the
highest common factor of the numerator and
the denominator. (G)
 Add and subtract algebraic fraction by finding
a common denominator. (G)
 Multiply algebraic fractions. (G)
 Divide algebraic fractions by multiplying by
the reciprocal. (G)
*What has not been covered due to test dates
MUST be covered after test BEFORE moving onto
next topic including any project*
Assessment 2: February (for Tracking + Report)
S3 Block 2
Probability
Links to real life contexts –
how risky is life resource
MNU 2-22a
MNU 3-22a
MNU 4-22a
Text Books
Bronze
TJ 3G Chapter 18
Silver
MIA 3B Chapter 15
Gold
MIA 3B Chapter 15
MIA 4A Chapter 10
Tails you win: The Science
of Chance– BBC video
Twig Insurance Probability
Twig Fear Probability
Twig Monkey Probability
Twig Predicting events
Twig Probability Odds
Twig Card Counting
Twig Monty Hall
Twig Risk and Shares
Twig Conditional
Probability Robots
Twig Birthday Paradox
Bronze
Simple experiments using
language of probability and make
predictions
Silver
Finding the probability of a simple
event happening and
consequences when making
decisions
Gold
Using probability determine how
many times an event can happen
and use this to make informed
choices, risk assessment and
decisions.



Pupils can find the probability of
a simple event happening, taking
its consequences into account.
Pupils can find the probability of
an event happening, taking its
consequences into account.






*Textbooks are for guidance only.
Some LI & SC may be covered by
other resources.*

Explain the probability of an event in words
and its position on the probability line
(impossible = 0; certainty = 1). (B/S/G)
Calculate the probability of a simple event
(e.g. toss of a coin, deck of cards, roll of a
die). (B/S/G)
Using a table, show all the possible
permutations (combinations) from a selection
in a given context. (S/G)
Solve a variety of simple logic problems.
(B/S/G)
Solve more complex logic problems. (S/G)
Interpret and draw tree diagrams
representing the probability of an event
happening. (G)
Calculate the probability of multiple
outcomes occurring. (G)
Solve a variety of complex logic problems. (G)
S3 Project 2 – Probability
Statistics
Bronze
Collecting and displaying data and

Pupils can interpret information
displayed in a variety of ways,

Interpret tables, pictograms, bar and line
graphs & pie charts (B)
MNU 3-20a
MTH 3-20b
MTH 3-21a
MNU 4-20a
MTH 4-20b
MTH 4-21b
Text Books
Bronze
TJ 3G Chapter 12
Silver
TJ F Chapter 17
Gold
MIA S33 Standard
Deviation
*Textbooks are for
guidance only. Some LI &
SC may be covered by
other resources.*
forming conclusions. Mean,
median and mode
Silver
Frequency tables. Inter quartile
range and box plots. Further
mean, median and mode.
Gold
Inter-quartile range and standard
deviation.
identifying and describing any
trend.


Pupils can analyse data and draw
valid conclusions, given their
reasoning.
Pupils can construct a variety of
appropriate diagrams to
represent the given information.

















Interpret pictograms, frequency tables, bar
charts, line graphs, pie charts (with given
intervals) and scatter graphs within context.
(B/S)
Construct pictograms, frequency tables, bar
charts, line graphs, pie charts (with given
intervals) and scatter graphs. (B/S)
Construct a frequency table with class
intervals as appropriate from raw data. (S/G)
Construct a pie chart, bar graph and line
graph from raw data. (S/G)
Calculate the mean, median, mode & range
of a set of data from a variety of sources and
media. (B/S/G)
Calculate mean from a frequency table. (S/G)
Construct frequency tables including
cumulative and relative frequencies. (S/G)
Construct a scattergraph by plotting pairs of
values. (S/G)
Draw an appropriate line of best fit on a
scatter graph. (S/G)
Use a scattergraph and line of best fit to
estimate missing values. (S/G)
Use my answers to make conclusions and
explain those decisions. (S/G)
Use the context of a problem to make
reasoned decisions. (S/G)
Identify and interpret trends and correlations.
(S/G)
Interpret and construct accurate pie charts,
stem & leaf diagrams, dot & box plots.
(B/S/G)
Calculate a five figure summary of a data set
– lowest, highest and quartiles. (G)
Calculate the interquartile range and semiinterquartile range of a data set. (G)
Illustrate a five figure summary on a box plot.
(G)



Compare two or more distributions using box
plots and can make valid statements about
all. (G)
Understand that the standard deviation of a
data set gives an idea of how spread out the
data set is. (G)
Calculate the standard deviation of a data set.
(G)
*What has not been covered due to test dates
MUST be covered after test BEFORE moving onto
next topic including any project*
Assessment 3: April/May