Gizmos for United Kingdom Curriculum - Mathematics: Key Stage 4 (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 the situation or problem

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

2.2: : Analysing

2.2.a: : make connections within mathematics

2.2.d: : identify and classify patterns

2.2.e: : make and 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: : identify a range of techniques that could be used to tackle a problem, appreciating that more than one approach may be necessary

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 to justify findings and general statements

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

2.3.c: : appreciate the strength of empirical evidence and distinguish between evidence and proof

2.3.e: : relate their findings to the original question or conjecture, and indicate reliability

2.3.g: : critically examine strategies adopted.

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

3: : Range and content

3.1: : Number and algebra

3.1.c: : proportional reasoning, direct and inverse proportion, proportional change and exponential growth

3.1.e: : linear, quadratic and other expressions and equations

3.1.f: : graphs of exponential and trigonometric functions

3.2: : Geometry and measures

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

3.2.b: : circle theorems

3.2.c: : trigonometrical relationships

3.2.d: : properties and combinations of transformations

3.2.f: : vectors in two dimensions

3.2.g: : conversions between measures and compound measures

3.3: : Statistics

3.3.a: : the handling data cycle

3.3.b: : presentation and analysis of large sets of grouped and ungrouped data, including box plots and histograms, lines of best fit and their interpretation

3.3.c: : measures of central tendency and spread

3.3.d: : experimental and theoretical probabilities of single and combined events.

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 4

Programme of Study | Adopted: 2007

1: : Key concepts

2: : Key processes

3: : Range and content

4: : Curriculum opportunities