Gizmos for United Kingdom Curriculum - Mathematics: Key Stage 3 (Programme of Study adopted 2007)

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.

1: : Key concepts

1.1: : Competence

1.1.a: : Applying suitable mathematics accurately within the classroom and beyond.

1.1.c: : Selecting appropriate mathematical tools and methods, including ICT.

1.3: : Applications and implications of mathematics

1.3.a: : Knowing that mathematics is a rigorous, coherent discipline.

1.3.b: : Understanding that mathematics is used as a tool in a wide range of contexts.

1.3.c: : Recognising the rich historical and cultural roots of mathematics.

1.3.d: : Engaging in mathematics as an interesting and worthwhile activity.

1.4: : Critical understanding

1.4.a: : Knowing that mathematics is essentially abstract and can be used to model, interpret or represent situations.

1.4.b: : Recognising the limitations and scope of a model or representation.

2: : Key processes

2.1: : Representing

2.1.a: : identify the mathematical aspects of a situation or problem

2.1.d: : select mathematical information, methods and tools to use.

2.2: : Analysing

2.2.a: : make connections within mathematics

2.2.d: : identify and classify patterns

2.2.e: : make and begin to justify conjectures and generalisations, considering special cases and counter-examples

2.2.h: : work logically towards results and solutions, recognising the impact of constraints and assumptions

2.2.i: : appreciate that there are a number of different techniques that can be used to analyse a situation

2.2.o: : record methods, solutions and conclusions

2.2.p: : estimate, approximate and check working.

2.3: : Interpreting and evaluating

2.3.a: : form convincing arguments based on findings and make general statements

2.3.b: : consider the assumptions made and the appropriateness and accuracy of results and conclusions

2.3.c: : be aware of the strength of empirical evidence and appreciate the difference between evidence and proof

2.3.e: : relate findings to the original context, identifying whether they support or refute conjectures

2.3.g: : consider the effectiveness of alternative strategies.

2.4: : Communicating and reflecting

2.4.c: : consider the elegance and efficiency of alternative solutions

2.4.d: : look for equivalence in relation to both the different approaches to the problem and different problems with similar structures

2.4.e: : make connections between the current situation and outcomes, and situations and outcomes they have already encountered.

3: : Range and content

3.1: : Number and algebra

3.1.a: : rational numbers, their properties and their different representations

3.1.b: : rules of arithmetic applied to calculations and manipulations with rational numbers

3.1.c: : applications of ratio and proportion

3.1.d: : accuracy and rounding

3.1.f: : linear equations, formulae, expressions and identities

3.1.g: : analytical, graphical and numerical methods for solving equations

3.1.h: : polynomial graphs, sequences and functions

3.2: : Geometry and measures

3.2.a: : properties of 2D and 3D shapes

3.2.b: : constructions, loci and bearings

3.2.c: : Pythagoras' theorem

3.2.d: : transformations

3.2.e: : similarity, including the use of scale

3.2.f: : points, lines and shapes in 2D coordinate systems

3.2.h: : perimeters, areas, surface areas and volumes

3.3: : Statistics

3.3.a: : the handling data cycle

3.3.b: : presentation and analysis of grouped and ungrouped data, including time series and lines of best fit

3.3.c: : measures of central tendency and spread

3.3.d: : experimental and theoretical probabilities, including those based on equally likely outcomes.

4: : Curriculum opportunities

4.c: : work on open and closed tasks in a variety of real and abstract contexts that allow them to select the mathematics to use

4.d: : work on problems that arise in other subjects and in contexts beyond the school

4.e: : work on tasks that bring together different aspects of concepts, processes and mathematical content

4.f: : work collaboratively as well as independently in a range of contexts

4.g: : become familiar with a range of resources, including ICT, so that they can select appropriately.

Correlation last revised: 9/16/2020

United Kingdom Curriculum - Mathematics: Key Stage 3

Programme of Study | Adopted: 2007

1: : Key concepts

2: : Key processes

3: : Range and content

4: : Curriculum opportunities