What is MathsWatch?
MathsWatch is a complete solution that supports teachers' delivery of the Maths curriculum while reducing their workload.
We provide teachers and their students with high-quality videos covering every Maths topic, combined with banks of interactive questions that can be used for classwork/homework/assessment/independent learning. Our innovative marking algorithms have revolutionised the way teachers can deliver quality Maths lessons to their students as we are the only platform worldwide able to give marks for working out and not merely for final answers. This revolutionary feature makes the MathsWatch experience much more realistic and beneficial to students than most traditional quiz setting platforms.
Furthermore, our popular modelled exam series offer the best possible preparation to students before their final GCSE exams. They can see their grade progression as they advance and clearly identify their strengths and areas of development. A truly immersive experience.
All this is offered to schools by MathsWatch at one of the most competitive price points currently on the market.
Educational Impact
Company | Business Name: MathsWatch Ltd HQ Location: United Kingdom Founded: 2007 |
Age Range | 8-10, 11-13, 14-16 |
Features | Administer AssessmentsGive Student FeedbackStudent Performance AnalysisAward-winning Marking AlgorithmsReduce Teacher WorkloadImprove AttainmentReduce Attainment GapImprove Teaching EfficiencyExam PracticeEncourage Independent WorkingAdminister HomeworkAdminister ClassworkAdminister Intervention |
Languages | English |
Accessibility | Moderate features |
Policies | Terms of ServicePrivacy PolicyGDPR |
Requirements | Internet - Low BandwidthInternet - High Bandwidth |
Set Up | Less than 1hr from us receiving your information. |
Training | DocumentationVideos |
Support | EmailKnowledge BasePhone Support We'll stop at nothing to support our schools and emails will often be answered until late in the evening and at weekends. |
Home Learning | School must create the account. |
Tags | GCSEMathematicsKS3 National CurriculumHomeworkSelf-Made AssessmentsReady-Made AssessmentsModelled Exam SeriesExam-Style Marking |
MathsWatch PricingPricing Plans Free Trial Paid Subscription MathsWatch pricing starts from £100 / year The Primary package comes at only £100 per year. Our popular GCSE package is probably the most affordable on the market (like-for-like product) at only £375 per year. |
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MathsWatch Reviews
from 91 Verified Reviews
User rating
Country
Sep 2024
It does pretty much everything I need it to do to support the range of ages and abilities that I teach, and provides students with immediate feedback on questions. I also enjoy the analytics tools.
Margaret McAvoy found MathsWatch:
- Significantly reduces teacher workload“Mathswatch marks assignments. This is a significant reduction in workload with 5 full classes per fortnight.”
- Significantly reduces attainment gap“It allows students to work at their own independent pace, so some students with different needs can apply themselves at a time and a a duration that matches their learning preferences.”
- Significantly provides school data“I collect and compare class usage data, as well as outcomes.”
- Significantly improves attainment“Mathswatch allows more than one attempt at a question and therefore encourages students to check the videos and improve their understanding. This in turn improves their attainment.”
Sep 2024
Phil Smith found MathsWatch:
- Moderately reduces teacher workload“The Mathematics department has implemented a period once a fortnight for students to undertake independent study. This has allowed us to train students to use MathsWatch so when preparing for examinations they can make use of the mathswatch system. The ease of use of the system has allowed us to reduce planning time.”
- Moderately reduces attainment gap“We have had multiple students making use of Mathswatch for independent study making massive improvements over short periods of time. This has allowed a good number of students exceed their GCSE Target Grades.”
- Significantly provides school data“We make use of the reports to help inform students and their parents of gaps in knowledge and areas of weakness. Every parents evening we are sharing reports printed straight from the system with parents and helping them to understand how students can use this for independent study.”
- Significantly improves attainment“GCSE progress measures are steadily increasing within the school and we are confident use of the Mathswatch system has contributed to this.”
Sep 2024
Interactive, online, paper-less; instant feedback on identifying gaps in learning; hassle free assignments; excellent resource for preparing quick cover lesson; has a range of exam questions.
Prashant Sharma found MathsWatch:
- Significantly reduces teacher workload“it is interactive and readily available rather than planning and printing worksheets”
- Significantly reduces attainment gap“our School's attainment has gone up by almost a grade across past year”
- Significantly provides school data“Has helped to identify questions/topics students find difficult and follow it up in intervention sessions”
- Significantly improves attainment“We see an improvement in grades achieved by student across various mock exams”
Sep 2024
Content and customer service
Viktoria Molnar-Smith found MathsWatch:
- Moderately reduces teacher workload“Self marking homework tasks/examination practice”
- Slightly reduces attainment gap“Students/teacher can select correct level of work”
- Slightly provides school data“assessment/examination results”
- Moderately improves attainment“allows to focus to achieve targets”
Sep 2024
Ryan found MathsWatch:
- Significantly reduces teacher workload“Reduced time marking homework”
- Significantly reduces attainment gap“Those students that ensure they complete homework”
- Does not provide school data
- Significantly improves attainment“When students complete work”
Sep 2024
Mathswatch is a very simple and highly effective resource for students and teachers to use, whether that is for revision purposes or as a teaching tool for in-class activities prepared by the classroom teacher. The videos are perfect, and moreover the maths pedagogy are in line with current teaching styles and methodologies. The assistance received from the support network at MathsWatch is second to none, always helpful and patient and eventually resolving any potential issues. Special mention to Hamid who has always gone above and beyond for us here at Phoenix! Thank you!
Ady Moghul found MathsWatch:
- Significantly reduces teacher workload“Setting homework that is automatically marked.”
- Significantly reduces attainment gap“Lower ability students able to access videos in lesson to catch up on any content missed”
- Moderately provides school data“Producing reports for every class and teacher to show the progress of results”
- Significantly improves attainment
Sep 2024
Tia found MathsWatch:
- Significantly reduces teacher workload“Reduced marking, analysis and oversight of prep; reduced preparation of time of prep”
- Moderately reduces attainment gap
- Significantly provides school data
- Moderately improves attainment
Sep 2024
So easy to use, students find platform easy to use. Cuts workload of marking.
Steffi Hesketh-Spells found MathsWatch:
- Significantly reduces teacher workload“Can not only mark homework for you but you can use this to quickly assess students understating throughout lessons”
- Moderately reduces attainment gap“Students can be set work individually that have missed lessons or struggle to attend lessons due to medical or mental health issues. Students can also be set interventions based off areas they need to work on.”
- Significantly provides school data“Mathswatch gives us data for students homework completed- but also scores from assessments. We often use the ‘hours spent’ data to run competitions between classes.”
- Moderately improves attainment“Students are not only able to complete set work but work on mathswatch independently through all the topics on gcse.”
Sep 2024
I like that is adaptable and has suitable videos and also the option of the 1 minute video and worksheets.
Gemma found MathsWatch:
- Significantly reduces teacher workload“It is self marking and can be used when students are out of school for a variety of reasons”
- Slightly reduces attainment gap
- Does not significantly provide school data
- Slightly improves attainment
Sep 2024
It has helped make a big shift within our school. It has trained students to become more independent.
Teghpal Bharj found MathsWatch:
- Significantly reduces teacher workload“Quicker to check HW”
- Significantly reduces attainment gap
- Slightly provides school data
- Significantly improves attainment“Giving access to students to learn topics themselves.”
Sep 2024
Just all round provides exceptional value for money. Our students much prefer it to similar and far more expensive options and as such complete far more tasks. Students say that the videos are not irritating like a lot of them are on educational sites!
Iain Eglinton found MathsWatch:
- Significantly reduces teacher workload“Speed at which you are able to set work (which is always of a good quality) is excellent and the search facility does excatly what it says, without any fuss. Feedback is easy to both give and receive back.”
- Significantly reduces attainment gap“Students are happier to complete work outside of lessons on the platform and we have a higher completion rate than when we used other similar (and more expensive!) ones. The ability to do it on mobile devices ensures that students can do it rather than having to have laptops or other devices. The questions are ideal to use in interventions and can mean that sessions can be supervised by non-specialists, particularly later in the year when students finish other courses before the exams start. The quality of the videos ensures that students have good support out of the classroom.”
- Moderately provides school data“Reliable data on the amount of time that students are spending on work outside of the classroom. Being able to make detailed comparisons between student groups e.g. PP and non PP, Boys and Girls etc. by exporting the Mathswatch data”
- Significantly improves attainment“Students who completed all tasks set on MW outperformed those that did not by on average a grade at GCSE”
Sep 2024
MathsWatch has proved a valuable part of our Maths programme and independent learning offering to students for many years now, and we have never needed to consider moving away from it. Our Maths faculty is able to rely heavily on the platform.
Steven Wainwright found MathsWatch:
- Significantly reduces teacher workload
- Moderately reduces attainment gap
- Significantly provides school data“Excellent reporting capabilities for student usage and attainment.”
- Significantly improves attainment“Excellent platform for independent learning.”
Sep 2024
Mathswatch is a fantastic resource that we have used in our school for around 10+ years. We recommend use of the website for practice and assessment revision to all KS3 and KS4 year groups. The website continues to be improved with new features added. It is particularly useful for the videos, assignment setting, data tracking and interactive questions that pupils can complete with immediate feedback. I have also always received quick and helpful customer service.
Sophie found MathsWatch:
- Significantly reduces teacher workload“Pupils get immediate feedback to the questions they answer, therefore they do not rely on the teacher marking their work. Teachers can refer pupils to certain videos to watch and interactive questions to watch if they need extra help.”
- Slightly reduces attainment gap
- Significantly provides school data
- Significantly improves attainment
Sep 2024
To be honest I don't think I could teach without this wonderful resource. They even have WJEC Maths papers on there which helps us.
Sarah Timbrell found MathsWatch:
- Significantly reduces teacher workload“Less Marking, instant feed back for pupils. Quick to set work”
- Significantly reduces attainment gap“Pupils who use Mathswatch to revise do well in Maths has particularly helped our boys.”
- Significantly provides school data“We use the sheets to see what topics have been completed well and which topics we may need to cover.”
- Significantly improves attainment“Pupils who use Mathswatch tend to do better in class and assessments”
Rebecca
Head of Maths
Used MathsWatch weekly for 5 years+
Sep 2024
I have looked at other platforms and no other platform provides the same resources as MathsWatch. It is also a more affordable option
Rebecca found MathsWatch:
- Significantly reduces teacher workload“Automatically marking homework”
- Significantly reduces attainment gap“videos support weaker students, intervention work can be set for individual students”
- Significantly provides school data“homework completion, working at grades for year 11 completing past papers”
- Significantly improves attainment“access to independent work on curriculum”
Sep 2024
The platform is already very good and is being developed continually
Glyn found MathsWatch:
- Significantly reduces teacher workload“Less time marking - more time giving feedback”
- Moderately reduces attainment gap“We use it to target students who have underperformed after module tests”
- Moderately provides school data“We use it to celebrate success with Pupil of the Month awards”
- Moderately improves attainment“Pupils who have underperformed in module tests take a series of booster lessons on MathsWatch and they then perform better in the End of Year exam”
Sep 2024
Is very useful, but could be made more user friendly by adding pre made assignments or aligning assignments to popular SOWs
S Rome found MathsWatch:
- Significantly reduces teacher workload“Creating assignments and reusing them the following year simplifies the process significantly.”
- Slightly reduces attainment gap“It depends how much you can convince pupils to engage with the platform, however a pupil regularly using mathswatch should expect to make significant progress.”
- Slightly provides school data“Tracks homework completion and can track attainment on online shadow papers”
- Moderately improves attainment
George Cunningham
Assistant Headteacher - Maths
Used MathsWatch weekly for 1-2 years
Sep 2024
It's quick and easy to use and the content is high quality.
George Cunningham found MathsWatch:
- Significantly reduces teacher workload“It's a quick and effective form of cover work”
- Significantly reduces attainment gap“It makes it easy for all students to revise”
- Moderately provides school data“It can be used for assessments”
- Moderately improves attainment“It ensures there is always meaningful learning opportunities at students fingertips”
Sep 2024
Mathswatch is a remarkable tool that makes a phenomenal improvement to all student performance. The video explanations are clear and the follow up questions develop a depth of understanding. We use it for homework, intervention, assignments, past paper work and independent revision. Our comprehensive school has a maths P8 of +0.9 at GCSE, 50% grades 7+ and 85% grades 5+. Mathswatch plays a significant role is these excellent outcomes
Simon Critchley found MathsWatch:
- Significantly reduces teacher workload“Homework, intervention, cover work, independent revision”
- Significantly reduces attainment gap“Every attainment grade makes superb progress with mathswatch”
- Significantly provides school data
- Significantly improves attainment
Sep 2024
Because it is a great tool for both students and teachers.
DBA found MathsWatch:
- Significantly reduces teacher workload“I like using practice papers with my KS4 students as they are self marking and you can focus more on the questions that the students have got wrong. Additionally, using Maths Watch to set cover work helps as it makes the lesson more engaging and you can see the work of the students.”
- Significantly reduces attainment gap“Independent practice - the students can use the clips to work through the topics they most struggle with.”
- Slightly provides school data“We can see the grades for the practice papers, but we don't use the data officially. It informs planning.”
- Moderately improves attainment“Students that use it regularly for either revising specific topics or practice papers have seen an improvement in their attainment.”
Sep 2024
provides self marking homework, good range of questions, assessments and also great for intervention
Lexie Wiseman found MathsWatch:
- Moderately reduces teacher workload“self marking homework, monitoring of revision, intervention groups”
- Moderately reduces attainment gap“you can set up intervention groups to target students”
- Significantly provides school data“homework and revision engagement#”
- Significantly improves attainment“study skills, and independant learning”
John Quarmby
Faculty leader for mathematics and computing
Used MathsWatch monthly for 5 years+
Sep 2024
MathsWatch is an invaluable part of our assessment system and allows students to independently address problem topic areas.
John Quarmby found MathsWatch:
- Significantly reduces teacher workload“Providing follow up material for assessments”
- Moderately reduces attainment gap“Students that use the follow up work are able to address their learning gaps.”
- Does not provide school data“None”
- Moderately improves attainment“Students who use MathsWatch are able to make positive progress”
Yvonne Corbishley
Head of Department for Maths
Used MathsWatch weekly for 5 years+
Sep 2024
Yvonne Corbishley found MathsWatch:
- Significantly reduces teacher workload
- Moderately reduces attainment gap
- Moderately provides school data
- Moderately improves attainment
Fahima Haque
2ic Mathematics
Used MathsWatch weekly for 5 years+
Sep 2024
The ease of use of Mathswatch is what makes it very convenient. The time it saves for teachers, the data it produces and the intervention that it can provide to students - whether this is directed or self planned, is fantastic. Mathswatch opens up many opportunities for teachers and students.
Fahima Haque found MathsWatch:
- Moderately reduces teacher workload“Homework tasks are set by teachers but marked automatically by Mathswatch. This saves us a lot of time where we do not need to mark work physically and also allows the students to get feedback immediately. Data analysis (time spent on homework/revision) is also easily available and teachers do not need to spend extra time gathering this information.”
- Moderately reduces attainment gap“When a student has gaps in knowledge - and this can be for a number of factors, including being away from school for a long period of time. teachers are able to set work on Mathswatch as a means of catch up. We are also able to keep a tab on what they are completing and what they require further assistance with. Many of our exam students also use Mathswatch to focus their revision and target topics that they are not as confident on.”
- Significantly provides school data“Time spent on homework is a key statistic that is useful to schools and parents, Mathswatch does this brilliantly.”
- Moderately improves attainment“Again, similar to above, students are able to use Mathswatch to identify gaps in knowledge . They are also able to use it brush on exam techniques, revise key topics etc making them more confident in answering questions during their GCSE's.”
Sep 2024
Easy to use & quick, many resources, personalised learning, excellent customer service.
Mrs A McLeonards found MathsWatch:
- Significantly reduces teacher workload“There are so many different resources and they are catergorised well that it allows teachers to search quickly & use it for lessons, home learning, revision. It also allows students to do their own personalised work.”
- Significantly reduces attainment gap“There are different styles of questions that allows all students to access it.”
- Moderately provides school data“We use the data to discuss with students and parents regarding their progress.”
- Significantly improves attainment“Personalised learning for students, classes, year groups.”
Pedagogy
Certified by Education Alliance Finland,
EAF Evaluation is an academically-backed approach to evaluating the pedagogical design of a product. EAF evaluators assess the product using criteria that covers the most essential pedagogical aspects in the learning experience.
Learning goals
Certified by Education Alliance Finland
The supported learning goals are identified by mapping the product against the selected reference curriculum and soft skills definitions most relevant for the 21st century.
- Simplify and manipulate algebraic expressions (including those involving surds {and algebraic fractions}) by factorising quadratic expressions of the form x2 + bx + c, including the difference of two squares; {factorising quadratic expressions of the form ax2 + bx + c}.
- Practicing to plan and execute studies, make observations and measurements
- {describe the changes and invariance achieved by combinations of rotations, reflections and translations}.
- Interpret and use fractional {and negative} scale factors for enlargements.
- Can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
- Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
- Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- Deduce expressions to calculate the nth term of linear {and quadratic} sequences.
- Recognise and use sequences of triangular, square and cube numbers, simple arithmetic progressions, Fibonacci type sequences, quadratic sequences, and simple geometric progressions (r n where n is an integer, and r is a positive rational number {or a surd}) {and other sequences}.
- Solve linear inequalities in one {or two} variable{s}, {and quadratic inequalities in one variable}; represent the solution set on a number line, {using set notation and on a graph}.
- Translate simple situations or procedures into algebraic expressions or formulae; derive an equation (or two simultaneous equations), solve the equation(s) and interpret the solution.
- {find approximate solutions to equations numerically using iteration}.
- Solve two simultaneous equations in two variables (linear/linear {or linear/quadratic}) algebraically; find approximate solutions using a graph.
- Solve quadratic equations {including those that require rearrangement} algebraically by factorising, {by completing the square and by using the quadratic formula}; find approximate solutions using a graph.
- {recognise and use the equation of a circle with centre at the origin; find the equation of a tangent to a circle at a given point}.
- {calculate or estimate gradients of graphs and areas under graphs (including quadratic and other non-linear graphs), and interpret results in cases such as distance-time graphs, velocity-time graphs and graphs in financial contexts}.
- Plot and interpret graphs (including reciprocal graphs {and exponential graphs}) and graphs of non-standard functions in real contexts, to find approximate solutions to problems such as simple kinematic problems involving distance, speed and acceleration.
- {sketch translations and reflections of the graph of a given function}.
- Recognise, sketch and interpret graphs of linear functions, quadratic functions, simple cubic functions, the reciprocal function y = 1/x with x ≠ 0 {the exponential function y = kx for positive values of k, and the trigonometric functions (with arguments in degrees)y = sin x, y = cos x and y = tan x for angles of any size.
- Identify and interpret roots, intercepts and turning points of quadratic functions graphically; deduce roots algebraically {and turning points by completing the square}.
- Use the form y mx c = + to identify parallel {and perpendicular} lines; find the equation of the line through two given points, or through one point with a given gradient.
- Where appropriate, interpret simple expressions as functions with inputs and outputs; {interpret the reverse process as the ‘inverse function’; interpret the succession of two functions as a ‘composite function’}.
- Know the difference between an equation and an identity; argue mathematically to show algebraic expressions are equivalent, and use algebra to support and construct arguments {and proofs}.
- Simplify and manipulate algebraic expressions (including those involving surds {and algebraic fractions}) bysimplifying expressions involving sums, products and powers, including the laws of indices.
- Practicing strategic thinking
- Practicing to notice causal connections
- Developing problem solving skills
- Practicing to use imagination and to be innovative
- Practicing to improvise
- Practicing creative thinking
- Creating requirements for creative thinking
- Practicing to evaluate one's own learning
- Practicing to take responsibility of one's own learning
- Practicing to find ways of working that are best for oneself
- Practicing persistent working
- Learning to notice causal connections
- Practising visual recognition
- Practicing categorization and classification
- Practicing fine motor skills
- Using technology as a part of explorative process
- Practicing logical reasoning, algorithms and programming through making
- Understanding and practicing safe and responsible uses of technology
- Using technological resources for finding and applying information
- Using technology as a part of explorative and creative process
- Understanding technological system operations through making
- Using technology resources for problem solving
- Building common knowledge of technological solutions and their meaning in everyday life
- Practicing keyboard skills and touch typing
- Practicing to find, evaluate and share information
- Practicing to use information independently and interactively
- Practising to understand visual concepts and shapes and observe their qualities
- Understanding and interpreting of matrices and diagrams
- Using technology as a part of explorative and creative process
- Practicing logical reasoning to understand and interpret information in different forms
- Realizing the connection between subjects learned in free time and their impact to skills needed at worklife
- Connecting subjects learned at school to skills needed at working life
- Practicing versatile ways of working
- Practicing decision making
- Learning to plan and organize work processes
- Learning consumer knowledge and smart economics
- Practicing time management
- Encouraging positive attitude towards working life
- Practicing to give, get and reflect feedback
- Learning to understand the meaning of rules, contracts and trust
- Practicing communication through different channels
- Learning decision-making, influencing and accountability
- Practicing to argument clearly own opinions and reasonings
- Encouraging to build new information and visions
- Practicing to notice links between subjects learned
- Learning to combine information to find new innovations
- Encouraging to build new information and visions
- Learning to build information on top of previously learned
- Practicing to notice causal connections
- Encouraging the growth of positive self-image
- Select appropriate concepts, methods and techniques to apply to unfamiliar and nonroutine problems; interpret their solution in the context of the given problem.
- Model situations mathematically and express the results using a range of formal mathematical representations, reflecting on how their solutions may have been affected by any modelling assumptions.
- Make and use connections between different parts of mathematics to solve problems.
- Develop their use of formal mathematical knowledge to interpret and solve problems, including in financial contexts.
- Develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems.
- Assess the validity of an argument and the accuracy of a given way of presenting information.
- Explore what can and cannot be inferred in statistical and probabilistic settings, and express their arguments formally.
- Interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning.
- Reason deductively in geometry, number and algebra, including using geometrical constructions.
- Make and test conjectures about the generalisations that underlie patterns and relationships; look for proofs or counter-examples; begin to use algebra to support and construct arguments {and proofs}.
- Extend their ability to identify variables and express relations between variables algebraically and graphically.
- Extend and formalise their knowledge of ratio and proportion, including trigonometric ratios, in working with measures and geometry, and in working with proportional relations algebraically and graphically.
- Use mathematical language and properties precisely.
- Move freely between different numerical, algebraic, graphical and diagrammatic representations, including of linear, quadratic, reciprocal, {exponential and trigonometric} functions.
- Extend fluency with expressions and equations from key stage 3, to include quadratic equations, simultaneous equations and inequalities.
- Consolidate their algebraic capability from key stage 3 and extend their understanding of algebraic simplification and manipulation to include quadratic expressions, {and expressions involving surds and algebraic fractions}.
- Select and use appropriate calculation strategies to solve increasingly complex problems, including exact calculations involving multiples of π {and surds}, use of standard form and application and interpretation of limits of accuracy.
- Consolidate their numerical and mathematical capability from key stage 3 and extend their understanding of the number system to include powers, roots {and fractional indices}.
- Use and interpret scatter graphs of bivariate data; recognise correlation and know that it does not indicate causation; draw estimated lines of best fit; make predictions; interpolate and extrapolate apparent trends whilst knowing the dangers of so doing.
- Apply statistics to describe a population.
- Interpret, analyse and compare the distributions of data sets from univariate empirical distributions through appropriate measures of central tendency (including modal class) and spread {including quartiles and inter-quartile range}.
- Interpret, analyse and compare the distributions of data sets from univariate empirical distributions through appropriate graphical representation involving discrete, continuous and grouped data, {including box plots}.
- {construct and interpret diagrams for grouped discrete data and continuous data, i.e. histograms with equal and unequal class intervals and cumulative frequency graphs, and know their appropriate use}.
- Interpret and construct tables and line graphs for time series data.
- Infer properties of populations or distributions from a sample, whilst knowing the limitations of sampling
- Set up, solve and interpret the answers in growth and decay problems, including compound interest {and work with general iterative processes}.
- {interpret the gradient at a point on a curve as the instantaneous rate of change; apply the concepts of instantaneous and average rate of change (gradients of tangents and chords) in numerical, algebraic and graphical contexts}.
- Interpret the gradient of a straight line graph as a rate of change; recognise and interpret graphs that illustrate direct and inverse proportion.
- Understand that X is inversely proportional to Y is equivalent to X is proportional to 1 / Y ; {construct and} interpret equations that describe direct and inverse proportion.
- Convert between related compound units (speed, rates of pay, prices, density, pressure) in numerical and algebraic contexts.
- Compare lengths, areas and volumes using ratio notation and/or scale factors; make links to similarity (including trigonometric ratios).
- {calculate and interpret conditional probabilities through representation using expected frequencies with two-way tables, tree diagrams and Venn diagrams}.
- Calculate the probability of independent and dependent combined events, including using tree diagrams and other representations, and know the underlying assumptions.
- Use a probability model to predict the outcomes of future experiments; understand that empirical unbiased samples tend towards theoretical probability distributions, with increasing sample size.
- Apply the property that the probabilities of an exhaustive set of mutually exclusive events sum to one.
- Apply and interpret limits of accuracy when rounding or truncating, {including upper and lower bounds}.
- Identify and work with fractions in ratio problems.
- {change recurring decimals into their corresponding fractions and vice versa}.
- Calculate with numbers in standard form A 10n, where 1 ≤ A < 10 and n is an integer.
- Calculate exactly with fractions, {surds} and multiples of π; {simplify surd expressions involving squares [for example 12 4 3 4 3 2 3 = ×= × = ×] and rationalise denominators}.
- Calculate with roots, and with integer {and fractional} indices.
- {estimate powers and roots of any given positive number}.
- Apply systematic listing strategies, {including use of the product rule for counting}.
- Apply addition and subtraction of vectors, multiplication of vectors by a scalar, and diagrammatic and column representations of vectors; {use vectors to construct geometric arguments and proofs}.
- Describe translations as 2D vectors.
- {know and apply Area = 1/2ab sinC to calculate the area, sides or angles of any triangle}.
- {know and apply the sine rule, a / sinA = b / sinB = c / sinC, and cosine rule, a2 = b2 + c2 - 2bc cosA, to find unknown lengths and angles}.
- Know the exact values of sin θ cos θ for 0 = 0, 30, 45, 60 and 90; know the exact value of tan θ for θ = 0, 30, 45 and 60.
- Apply Pythagoras’ Theorem and trigonometric ratios to find angles and lengths in right-angled triangles {and, where possible, general triangles} in two {and three} dimensional figures.
- Apply the concepts of congruence and similarity, including the relationships between lengths, {areas and volumes} in similar figures.
- Calculate surface areas and volumes of spheres, pyramids, cones and composite solids.
- Construct and interpret plans and elevations of 3D shapes.
- Calculate arc lengths, angles and areas of sectors of circles.
- Interpret and use bearings.
- {apply and prove the standard circle theorems concerning angles, radii, tangents and chords, and use them to prove related results}.
- Identify and apply circle definitions and properties, including: centre, radius, chord, diameter, circumference, tangent, arc, sector and segment.
- Calculate surface areas and volumes of spheres, pyramids, cones and composite solids.
- Learning to notice causal connections
- Practising visual recognition
- Calculate arc lengths, angles and areas of sectors of circles.
- Practicing categorization and classification
- Understanding and interpreting of matrices and diagrams
- Can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
- Select appropriate concepts, methods and techniques to apply to unfamiliar and nonroutine problems; interpret their solution in the context of the given problem.
- Make and use connections between different parts of mathematics to solve problems.
- Model situations mathematically and express the results using a range of formal mathematical representations, reflecting on how their solutions may have been affected by any modelling assumptions.
- Explore what can and cannot be inferred in statistical and probabilistic settings, and express their arguments formally.
- Assess the validity of an argument and the accuracy of a given way of presenting information.
- Practicing to notice causal connections
- Calculate with roots, and with integer {and fractional} indices.
- {estimate powers and roots of any given positive number}.
- Apply systematic listing strategies, {including use of the product rule for counting}.
- Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
- Develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems.
- Develop their use of formal mathematical knowledge to interpret and solve problems, including in financial contexts.
- Reason deductively in geometry, number and algebra, including using geometrical constructions.
- Make and test conjectures about the generalisations that underlie patterns and relationships; look for proofs or counter-examples; begin to use algebra to support and construct arguments {and proofs}.
- Move freely between different numerical, algebraic, graphical and diagrammatic representations, including of linear, quadratic, reciprocal, {exponential and trigonometric} functions.
- Use mathematical language and properties precisely.
- Extend and formalise their knowledge of ratio and proportion, including trigonometric ratios, in working with measures and geometry, and in working with proportional relations algebraically and graphically.
- Extend fluency with expressions and equations from key stage 3, to include quadratic equations, simultaneous equations and inequalities.
- Consolidate their algebraic capability from key stage 3 and extend their understanding of algebraic simplification and manipulation to include quadratic expressions, {and expressions involving surds and algebraic fractions}.
- Select and use appropriate calculation strategies to solve increasingly complex problems, including exact calculations involving multiples of π {and surds}, use of standard form and application and interpretation of limits of accuracy.
- Encouraging to build new information and visions
- Consolidate their numerical and mathematical capability from key stage 3 and extend their understanding of the number system to include powers, roots {and fractional indices}.
- Calculate with numbers in standard form A 10n, where 1 ≤ A < 10 and n is an integer.
- {change recurring decimals into their corresponding fractions and vice versa}.
- Identify and work with fractions in ratio problems.
- Apply and interpret limits of accuracy when rounding or truncating, {including upper and lower bounds}.
- Calculate exactly with fractions, {surds} and multiples of π; {simplify surd expressions involving squares [for example 12 4 3 4 3 2 3 = ×= × = ×] and rationalise denominators}.
- Learning to combine information to find new innovations
- Encouraging to build new information and visions
- Learning to build information on top of previously learned