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These are the statements, each one preceeded with the words "Pupils should be taught to:"

• compare lengths, areas and volumes using ratio notation and/or scale factors; make links to similarity (including trigonometric ratios)
• convert between related compound units (speed, rates of pay, prices, density, pressure) in numerical and algebraic contexts
• 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
• interpret the gradient of a straight line graph as a rate of change; recognise and interpret graphs that illustrate direct and inverse proportion
• {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}
• set up, solve and interpret the answers in growth and decay problems, including compound interest {and work with general iterative processes}

Statements in curly brackets {} are additional mathematical content to be taught to more highly attaining pupils.

Click on a statement above for suggested resources and activities from Transum.