Through solving maths problems, children will also develop their logical thinking and their ability to analyse data . calculate the probability of independent and dependent combined events, including using tree diagrams and other representa 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} choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels By the end of each stage pupils are expected to reach certain attainment targets assessed by external examination (Standard Attainment Tests - SATs) these are compulsory at primary and since 2008 no longer required at secondary school.

apply the concepts of congruence and similarity, including the relationships between lengths, {areas and volumes} in similar figures Pupils should practise, use and understand the addition and subtraction of fractions with different denominators by identifying equivalent fractions with the same denominator. They should start with fractions where the denominator of one fraction is a multiple of the other (for example,solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why

Pupils should be introduced to the use of symbols and letters to represent variables and unknowns in mathematical situations that they already understand, such as: Maths Workbooks for Year 2 - a selection of booklets, which can make a great homework task. Each workbook focuses on a specific topic at a time, so encourage children to complete the exercises at the end of a module. Pupils extend their understanding of the language of addition and subtraction to include sum and difference. Separate versions containing just the primary (key stages 1 to 2) and secondary (key stages 3 to 4) curriculums are also available. As they become more confident with numbers up to 100, pupils are introduced to larger numbers to develop further their recognition of patterns within the number system and represent them in different ways, including spatial representations.generate theoretical sample spaces for single and combined events with equally likely, mutually exclusive outcomes and use these to calculate theoretical probabilities Pupils make connections between fractions of a length, of a shape and as a representation of one whole or set of quantities. Pupils use factors and multiples to recognise equivalent fractions and simplify where appropriate (for example, Pupils should go beyond the measurement and money models of decimals, for example, by solving puzzles involving decimals. 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}