GCSE MATHEMATICS H Unit 2: Number and Algebra (Higher) Report on the Examination. Specification 4360 November Version: 1.


 Joella Wilkins
 1 years ago
 Views:
Transcription
1 GCSE MATHEMATICS 43602H Unit 2: Number and Algebra (Higher) Report on the Examination Specification 4360 November 2014 Version: 1.0
2 Further copies of this Report are available from aqa.org.uk Copyright 2014 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre.
3 General Students found the paper accessible. Working was generally presented clearly and working was clearly shown in most cases. Arithmetic errors caused problems for students who had otherwise engaged with a question: some students could not correctly carry out multiplication, division and subtraction often after quite complex understanding had been achieved. Topics that were well done included: percentage reduction price comparisons with fractions and percentages sequence pattern expanding brackets and simplifying. Topics which students found difficult included: expression for nth term of a linear sequence proportion problem solving solving and showing an inequality on a number line factorising and solving a quadratic changing the subject of a formula multiplying with standard form algebraic fractions completing the square. Question 1 This question provided an excellent starter for many students. The majority were able to correctly work with the linked calculations. Question 2 This question was well answered. The majority of students correctly calculated 10% and then scaled up to 30% before subtracting from the initial amount to calculate the sale price. Some students gave an incorrect money notation answer of 2.80p. Question 3 This question was a good discriminator. The majority knew how to solve the problem and were able to work out 5%, but some students were unable to correctly calculate one fifth of 70 and made mistakes with multiplication. Question 4 Part (a) was well answered. Part (b) was not well answered with a common incorrect answer of n + 4 shown. There were a significant number of nonattempts. 3 of 6
4 Question 5 This question was a good discriminator, with the majority scoring marks. The majority did not use an algebraic approach. Most of those who were successful subtracted 30 from 110 and then halved their difference to find Ann s amount first. A common misconception was to divide 110 by 2 and then add 30 for an incorrect value of 85 for Tom. Question 6 This question was a good discriminator. Common errors were not multiplying the second term in the bracket to achieve 6x + 5 or not changing the sign on the final term when expanding the second bracket with multiplication by 2 to achieve 2x 8. Some students did not simplify their four terms correctly. Question 7 Both parts of this question were not well answered. In part (a) many students did not solve using the inequality symbol throughout. In part (b) the majority of students did not know how to show an inequality on a number line. Question 8 This question was a good discriminator. A common approach by many students was to convert their fractions to percentages by scaling their numerator and denominator to 100 or a Some students needlessly showed proportions for both boys and girls and this approach often caused confusion. Question 9 In part (a) many identified the correct factors of 24 but made errors with the signs in the brackets or did not choose the correct factor pair to add to 10. There were a significant number of nonattempts in part (b) even after a correct answer to part (a). A common misconception was to show the same signs for the solution as shown in their brackets and many did not know how to solve a quadratic after factorising. Question 10 This question was a good discriminator. Some students correctly converted the mixed numbers to improper fractions, but poor arithmetic skills caused errors. Other students changed the mixed numbers to decimals and used a buildup approach to find the total distance. Question 11 This question was not well answered. Some did not understand how to show division by 3 as an 4 12 algebraic fraction with a denominator of 3. A common misconception was y = x. Some 3 students incorrectly adopted a flow chart approach to correctly find the inverse operations and y gave the answer as 4x = 12 by not using the flow chart in reverse. 3 4 of 6
5 Question 12 Both parts were attempted by the large majority, but many students showed very poor knowledge of the equation of a line and most were unable to find the yintercept or gradient from the equation of the straight line. Question 13 The majority of students did not answer the question well. A common misconception was to multiply and apply index laws to the powers of 10 but leave a final answer of , without converting into standard form. Where students converted standard form into numbers before multiplying, incorrect place value manipulation and poor arithmetic caused incorrect solutions. Some left their answer as whilst others did not correctly convert into standard form. Question 14 This question was a good discriminator. Many failed to recognise this question involved simultaneous equations and did not attempt to set up equations to solve in the conventional manner. The large majority of students who were successful simply added to find the price of 5 fish and 5 portions of chips and then divided by 5. There were many attempts to subtract to find the price of 1 fish and 3 portions of chips which often did not lead to success. Some poor arithmetic was seen after a correct method had been used. Question 15 There were a significant number of nonattempts and the question was not well answered. Many students did not know how to achieve a correct common denominator of x(x 2) and of those who found the denominator, many failed to correctly find the numerator with a common misconception 4x 3x 4x 3x 2 4x 3x 6 of or failing to correctly expand the bracket leading to or. x 2 2x x 2 2x x 2 2x Question 16 Many students were unable to correctly manipulate surds. After successfully finding many incorrectly showed giving an incorrect final answer of 25 2 or leading to then and There were a significant number of nonattempts. Question 17 This question was a good discriminator. Errors in expanding brackets ranged from missing square indices of the first x and last y term, missing an x or y from the two middle terms, incorrect multiplication of numbers and also incorrect signs on both the third and fourth terms. The majority of students were able to correctly simplify by collecting their four terms. Question 18 There were a significant number of nonattempts. Those students who were successful used a method to find half of 8x to correctly identify a = 4, but did not then know how to go on to find the correct value of b. Common misconceptions were ( x + 4) and (x + 4) of 6
6 Question 19 This question was a good discriminator. Most students were able to substitute correctly into the formula. Those who had further success worked with a common denominator of 1.8 and then went on to achieve = or =. R 1.8 R 18 Question 20 This question was not well answered and there was a large number of nonattempts. Some 3 students did not know that 64 = 4. Others were not able to correctly evaluate = 4 and did not recognise a negative power as the reciprocal. 4 and 2 1 were common incorrect answers Question 21 The large majority of students did not answer this question well. Working with powers of 2 and 3 was a common approach rather than equating and applying index laws. Some students worked out 2 5 p 5 = 32 by listing powers of 2 but were unable to proceed further than 9 = 3 Some p students were able to achieve 9 = 243 by listing powers of 3 but did not have the knowledge to find p as a fractional power. Mark Ranges and Award of Grades Grade boundaries and cumulative percentage grades are available on the Results Statistics page of the AQA Website. Converting Marks into UMS marks Convert raw marks into Uniform Mark Scale (UMS) marks by using the link below. UMS conversion calculator 6 of 6
Level 2 Certificate Further MATHEMATICS
Level 2 Certificate Further MATHEMATICS 83601 Paper 1 noncalculator Report on the Examination Specification 8360 June 2013 Version: 1.0 Further copies of this Report are available from aqa.org.uk Copyright
More information1.6 Powers of 10 and standard form Write a number in standard form. Calculate with numbers in standard form.
Unit/section title 1 Number Unit objectives (Edexcel Scheme of Work Unit 1: Powers, decimals, HCF and LCM, positive and negative, roots, rounding, reciprocals, standard form, indices and surds) 1.1 Number
More informationCurriculum Mapping  Key Stage 3 Subject : Mathematics Topics addressed Skills acquired Crosscurricular links Progression links to future years
Year 7 (CORE) Sequences and rules Order, add and subtract decimals Order, add and subtract negative s Rounding and estimates Paper and pencil methods to add, subtract, divide and multiply Perimeter and
More informationC A R I B B E A N E X A M I N A T I O N S C O U N C I L REPORT ON CANDIDATES WORK IN THE SECONDARY EDUCATION CERTIFICATE EXAMINATION MAY/JUNE 2011
C A R I B B E A N E X A M I N A T I O N S C O U N C I L REPORT ON CANDIDATES WORK IN THE SECONDARY EDUCATION CERTIFICATE EXAMINATION MAY/JUNE 2011 MATHEMATICS GENERAL PROFICIENCY EXAMINATION Copyright
More informationAlgebra Course KUD. Green Highlight  Incorporate notation in class, with understanding that not tested on
Algebra Course KUD Yellow Highlight Need to address in Seminar Green Highlight  Incorporate notation in class, with understanding that not tested on Blue Highlight Be sure to teach in class Postive and
More informationDecide how many topics you wish to revise at a time (let s say 10).
1 Minute Maths for the Higher Exam (grades B, C and D topics*) Too fast for a firsttime use but... brilliant for topics you have already understood and want to quickly revise. for the Foundation Exam
More informationYEAR 8 SCHEME OF WORK  SECURE
YEAR 8 SCHEME OF WORK  SECURE Autumn Term 1 Number Spring Term 1 Reallife graphs Summer Term 1 Calculating with fractions Area and volume Decimals and ratio Straightline graphs Half Term: Assessment
More informationContents. Number. Algebra. Exam board specification map Introduction Topic checker Topic checker answers. iv vi x xv
Contents Exam board specification map Introduction Topic checker Topic checker answers iv vi x xv Number The decimal number system Fraction calculations Fractions, decimals and percentages Powers and roots
More informationMathematics Higher Tier, Algebraic Fractions
These solutions are for your personal use only. DO NOT photocopy or pass on to third parties. If you are a school or an organisation and would like to purchase these solutions please contact Chatterton
More informationMaths curriculum information
Maths curriculum information Year 7 Learning outcomes Place value, add and subtract Multiply and divide Geometry Fractions Algebra Percentages & pie charts Topics taught Place value (inc decimals) Add
More informationREVISED GCSE Scheme of Work Mathematics Higher Unit T3. For First Teaching September 2010 For First Examination Summer 2011
REVISED GCSE Scheme of Work Mathematics Higher Unit T3 For First Teaching September 2010 For First Examination Summer 2011 Version 1: 28 April 10 Version 1: 28 April 10 Unit T3 Unit T3 This is a working
More informationVersion 1.0. General Certificate of Education (Alevel) January 2012. Mathematics MPC4. (Specification 6360) Pure Core 4. Final.
Version.0 General Certificate of Education (Alevel) January 0 Mathematics MPC (Specification 660) Pure Core Final Mark Scheme Mark schemes are prepared by the Principal Eaminer and considered, together
More informationBiggar High School Mathematics Department. National 5 Learning Intentions & Success Criteria: Assessing My Progress
Biggar High School Mathematics Department National 5 Learning Intentions & Success Criteria: Assessing My Progress Expressions & Formulae Topic Learning Intention Success Criteria I understand this Approximation
More informationKS4 Curriculum Plan Maths FOUNDATION TIER Year 9 Autumn Term 1 Unit 1: Number
KS4 Curriculum Plan Maths FOUNDATION TIER Year 9 Autumn Term 1 Unit 1: Number 1.1 Calculations 1.2 Decimal Numbers 1.3 Place Value Use priority of operations with positive and negative numbers. Simplify
More informationBasic Math Refresher A tutorial and assessment of basic math skills for students in PUBP704.
Basic Math Refresher A tutorial and assessment of basic math skills for students in PUBP704. The purpose of this Basic Math Refresher is to review basic math concepts so that students enrolled in PUBP704:
More informationThe NotFormula Book for C1
Not The NotFormula Book for C1 Everything you need to know for Core 1 that won t be in the formula book Examination Board: AQA Brief This document is intended as an aid for revision. Although it includes
More informationPractice Math Placement Exam
Practice Math Placement Exam The following are problems like those on the Mansfield University Math Placement Exam. You must pass this test or take MA 0090 before taking any mathematics courses. 1. What
More informationMATHEMATICS. Teaching Objectives and Learning Outcomes (Form 2)
MATHEMATICS Teaching Objectives and (Form 2) Directorate for Quality and Standards in Education Curriculum Management and elearning Department Malta 2012 Directorate for Quality and Standards in Education
More informationTom wants to find two real numbers, a and b, that have a sum of 10 and have a product of 10. He makes this table.
Sum and Product This problem gives you the chance to: use arithmetic and algebra to represent and analyze a mathematical situation solve a quadratic equation by trial and improvement Tom wants to find
More informationCore Maths C1. Revision Notes
Core Maths C Revision Notes November 0 Core Maths C Algebra... Indices... Rules of indices... Surds... 4 Simplifying surds... 4 Rationalising the denominator... 4 Quadratic functions... 4 Completing the
More informationGENERAL COMMENTS. Grade 12 PreCalculus Mathematics Achievement Test (January 2016)
GENERAL COMMENTS Grade 12 PreCalculus Mathematics Achievement Test (January 2016) Student Performance Observations The following observations are based on local marking results and on comments made by
More informationModuMath Algebra Lessons
ModuMath Algebra Lessons Program Title 1 Getting Acquainted With Algebra 2 Order of Operations 3 Adding & Subtracting Algebraic Expressions 4 Multiplying Polynomials 5 Laws of Algebra 6 Solving Equations
More informationMATHS LEVEL DESCRIPTORS
MATHS LEVEL DESCRIPTORS Number Level 3 Understand the place value of numbers up to thousands. Order numbers up to 9999. Round numbers to the nearest 10 or 100. Understand the number line below zero, and
More informationIn mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data.
MATHEMATICS: THE LEVEL DESCRIPTIONS In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data. Attainment target
More informationFortismere: Maths GCSE Grade Descriptors. Grade Description
Fortismere: Maths GCSE Grade Descriptors Grade Description Clip 1 Interpreting RealLife Tables 6 1 Names of Angles 13 1 Ordering Decimals 3 1 Ordering Integers 2 1 Pictograms 16 1 Place Value 1 1 Polygons
More informationEdexcel Award in Algebra
Edexcel Award in Algebra Level 2 and Level 3 Algebra Pearson Edexcel Level 2 Award in Algebra (AAL20) Pearson Edexcel Level 3 Award in Algebra (AAL30) Specification Awards in Algebra For first teaching
More information1.1 Solving a Linear Equation ax + b = 0
1.1 Solving a Linear Equation ax + b = 0 To solve an equation ax + b = 0 : (i) move b to the other side (subtract b from both sides) (ii) divide both sides by a Example: Solve x = 0 (i) x = 0 x = (ii)
More informationKey Topics What will ALL students learn? What will the most able students learn?
2013 2014 Scheme of Work Subject MATHS Year 9 Course/ Year Term 1 Key Topics What will ALL students learn? What will the most able students learn? Number Written methods of calculations Decimals Rounding
More informationRepton Manor Primary School. Maths Targets
Repton Manor Primary School Maths Targets Which target is for my child? Every child at Repton Manor Primary School will have a Maths Target, which they will keep in their Maths Book. The teachers work
More informationIndiana State Core Curriculum Standards updated 2009 Algebra I
Indiana State Core Curriculum Standards updated 2009 Algebra I Strand Description Boardworks High School Algebra presentations Operations With Real Numbers Linear Equations and A1.1 Students simplify and
More informationALGEBRA 1/ALGEBRA 1 HONORS
ALGEBRA 1/ALGEBRA 1 HONORS CREDIT HOURS: 1.0 COURSE LENGTH: 2 Semesters COURSE DESCRIPTION The purpose of this course is to allow the student to gain mastery in working with and evaluating mathematical
More informationHow DIBELS Math Relates to the Common Core State Standards in Mathematics Dynamic Measurement Group, Inc. / May 7, 2014
How DIBELS Math Relates to the Common Core State Standards in Mathematics Dynamic Measurement Group, Inc. / May 7, 2014 DIBELS Math draws problem types from the Common Core State Standards for Mathematics.
More informationYear 9 set 1 Mathematics notes, to accompany the 9H book.
Part 1: Year 9 set 1 Mathematics notes, to accompany the 9H book. equations 1. (p.1), 1.6 (p. 44), 4.6 (p.196) sequences 3. (p.115) Pupils use the Elmwood Press Essential Maths book by David Raymer (9H
More informationAlevel Applied Business
Alevel Applied Business BS03 Financial Planning and Monitoring Report on the Examination 8610 June 2014 Version: 1.0 Further copies of this Report are available from aqa.org.uk Copyright 2014 AQA and
More informationEquations, Inequalities & Partial Fractions
Contents Equations, Inequalities & Partial Fractions.1 Solving Linear Equations 2.2 Solving Quadratic Equations 1. Solving Polynomial Equations 1.4 Solving Simultaneous Linear Equations 42.5 Solving Inequalities
More informationExaminers Report. Summer Pearson Edexcel GCE in Core Mathematics 2 (6664/01)
Eaminers Report Summer 014 Pearson Edecel GCE in Core Mathematics (6664/01) Edecel and BTEC Qualifications Edecel and BTEC qualifications are awarded by Pearson, the UK s largest awarding body. We provide
More informationTopic Skill Homework Title Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
Year 1 (Age 56) Number and Place Value Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. Count up to 10 and back (Age 56) Count up to 20 objects (Age 56)
More informationDefinition 8.1 Two inequalities are equivalent if they have the same solution set. Add or Subtract the same value on both sides of the inequality.
8 Inequalities Concepts: Equivalent Inequalities Linear and Nonlinear Inequalities Absolute Value Inequalities (Sections 4.6 and 1.1) 8.1 Equivalent Inequalities Definition 8.1 Two inequalities are equivalent
More informationGCSE Maths Linear Higher Tier Grade Descriptors
GSE Maths Linear Higher Tier escriptors Fractions /* Find one quantity as a fraction of another Solve problems involving fractions dd and subtract fractions dd and subtract mixed numbers Multiply and divide
More informationIngleby Manor Scheme of Work : Year 7. Objectives Support L3/4 Core L4/5/6 Extension L6/7
Autumn 1 Mathematics Objectives Support L3/4 Core L4/5/6 Extension L6/7 Week 1: Algebra 1 (6 hours) Sequences and functions  Recognize and extend number sequences  Identify the term to term rule  Know
More informationMyMathLab ecourse for Developmental Mathematics
MyMathLab ecourse for Developmental Mathematics, North Shore Community College, University of New Orleans, Orange Coast College, Normandale Community College Table of Contents Module 1: Whole Numbers and
More informationTools of Algebra. Solving Equations. Solving Inequalities. Dimensional Analysis and Probability. Scope and Sequence. Algebra I
Scope and Sequence Algebra I Tools of Algebra CLE 3102.1.1, CFU 3102.1.10, CFU 3102.1.9, CFU 3102.2.1, CFU 3102.2.2, CFU 3102.2.7, CFU 3102.2.8, SPI 3102.1.3, SPI 3102.2.3, SPI 3102.4.1, 12 Using Variables,
More informationGCSE SCIENCE B. SCB4P Report on the Examination. 4500 June 2013. Version: 1.0
GCSE SCIENCE B SCB4P Report on the Examination 4500 June 2013 Version: 1.0 Further copies of this Report are available from aqa.org.uk Copyright 2013 AQA and its licensors. All rights reserved. AQA retains
More informationSequences with MS
Sequences 20082014 with MS 1. [4 marks] Find the value of k if. 2a. [4 marks] The sum of the first 16 terms of an arithmetic sequence is 212 and the fifth term is 8. Find the first term and the common
More informationTotal Student Count: 3170. Grade 8 2005 pg. 2
Grade 8 2005 pg. 1 Total Student Count: 3170 Grade 8 2005 pg. 2 8 th grade Task 1 Pen Pal Student Task Core Idea 3 Algebra and Functions Core Idea 2 Mathematical Reasoning Convert cake baking temperatures
More informationIntroduction. The Aims & Objectives of the Mathematical Portion of the IBA Entry Test
Introduction The career world is competitive. The competition and the opportunities in the career world become a serious problem for students if they do not do well in Mathematics, because then they are
More informationMath Review. for the Quantitative Reasoning Measure of the GRE revised General Test
Math Review for the Quantitative Reasoning Measure of the GRE revised General Test www.ets.org Overview This Math Review will familiarize you with the mathematical skills and concepts that are important
More informationAlgebra I Credit Recovery
Algebra I Credit Recovery COURSE DESCRIPTION: The purpose of this course is to allow the student to gain mastery in working with and evaluating mathematical expressions, equations, graphs, and other topics,
More informationAQA Level 2 Certificate FURTHER MATHEMATICS
AQA Qualifications AQA Level 2 Certificate FURTHER MATHEMATICS Level 2 (8360) Our specification is published on our website (www.aqa.org.uk). We will let centres know in writing about any changes to the
More information1. Students will understand that algebra is the language through which much of mathematics, science, and technology are communicated.
1 COURSE COMPETENCIES AND ASSESSMENTS: SENIOR MATH COURSE DESCRIPTION: This is a survey course, focusing primarily on the algebra skills needed to enter the work force or community colleges. Students will
More informationMATH REVIEW KIT. Reproduced with permission of the Certified General Accountant Association of Canada.
MATH REVIEW KIT Reproduced with permission of the Certified General Accountant Association of Canada. Copyright 00 by the Certified General Accountant Association of Canada and the UBC Real Estate Division.
More informationAlgebra I Pacing Guide Days Units Notes 9 Chapter 1 ( , )
Algebra I Pacing Guide Days Units Notes 9 Chapter 1 (1.11.4, 1.61.7) Expressions, Equations and Functions Differentiate between and write expressions, equations and inequalities as well as applying order
More informationMath 0980 Chapter Objectives. Chapter 1: Introduction to Algebra: The Integers.
Math 0980 Chapter Objectives Chapter 1: Introduction to Algebra: The Integers. 1. Identify the place value of a digit. 2. Write a number in words or digits. 3. Write positive and negative numbers used
More informationGCSE Mathematics. Paper F Mark scheme F June Version 1 Final
GCSE Mathematics Paper 2 43652F Mark scheme 43652F June 2015 Version 1 Final Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of
More informationWelcome to Basic Math Skills!
Basic Math Skills Welcome to Basic Math Skills! Most students find the math sections to be the most difficult. Basic Math Skills was designed to give you a refresher on the basics of math. There are lots
More informationCOGNITIVE TUTOR ALGEBRA
COGNITIVE TUTOR ALGEBRA Numbers and Operations Standard: Understands and applies concepts of numbers and operations Power 1: Understands numbers, ways of representing numbers, relationships among numbers,
More informationYear 6 Maths Objectives
Year 6 Maths Objectives Place Value COUNTING COMPARING NUMBERS IDENTIFYING, REPRESENTING & ESTIMATING NUMBERS READING & WRITING NUMBERS UNDERSTANDING PLACE VALUE ROUNDING PROBLEM SOLVING use negative numbers
More information3.5. Solving Inequalities. Introduction. Prerequisites. Learning Outcomes
Solving Inequalities 3.5 Introduction An inequality is an expression involving one of the symbols,, > or
More informationEdexcel Award in Algebra
Edexcel Award in Algebra Level 2 and Level 3 Algebra Edexcel Level 2 Award in Algebra (AAL20) Edexcel Level 3 Award in Algebra (AAL30) Specification Awards in Algebra For first teaching from October 2012
More informationEdexcel AS and Alevel Modular Mathematics
Core Mathematics Edexcel AS and Alevel Modular Mathematics Greg Attwood Alistair Macpherson Bronwen Moran Joe Petran Keith Pledger Geoff Staley Dave Wilkins Contents The highlighted sections will help
More informationSolving Equations and Inequalities
Solving Equations and Inequalities 59 minutes 53 marks Page 1 of 21 Q1. (a) Solve a 2 = 9 Answer a =... (b) Solve = 5 Answer b =... (c) Solve 2c 3 = 11 Answer c =... (2) (Total 4 marks) Q2. In the magic
More informationSequences. A sequence is a list of numbers, or a pattern, which obeys a rule.
Sequences A sequence is a list of numbers, or a pattern, which obeys a rule. Each number in a sequence is called a term. ie the fourth term of the sequence 2, 4, 6, 8, 10, 12... is 8, because it is the
More informationNumerical and Algebraic Fractions
Numerical and Algebraic Fractions Aquinas Maths Department Preparation for AS Maths This unit covers numerical and algebraic fractions. In A level, solutions often involve fractions and one of the Core
More informationVersion 1.0: 0905 abc. General Certificate of Secondary Education examination  June series
Version 1.0: 0905 abc General Certificate of Secondary Education Statistics 3311/H Mark Scheme 2005 examination  June series Mark schemes are prepared by the Principal Examiner and considered, together
More informationNational 5 Mathematics Course Assessment Specification (C747 75)
National 5 Mathematics Course Assessment Specification (C747 75) Valid from August 013 First edition: April 01 Revised: June 013, version 1.1 This specification may be reproduced in whole or in part for
More informationAQA Qualifications GCSE MATHEMATICS. Topic tests Higher tier  Mark schemes
AQA Qualifications GCSE MATHEMATICS Topic tests Higher tier  Mark schemes Our specification is published on our website (www.aqa.org.uk). We will let centres know in writing about any changes to the specification.
More informationLESSON 4 Missing Numbers in Multiplication Missing Numbers in Division LESSON 5 Order of Operations, Part 1 LESSON 6 Fractional Parts LESSON 7 Lines,
Saxon Math 7/6 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.
More informationYear 1 Maths Expectations
Times Tables I can count in 2 s, 5 s and 10 s from zero. Year 1 Maths Expectations Addition I know my number facts to 20. I can add in tens and ones using a structured number line. Subtraction I know all
More informationRoots of quadratic equations
CHAPTER Roots of quadratic equations Learning objectives After studying this chapter, you should: know the relationships between the sum and product of the roots of a quadratic equation and the coefficients
More informationPERCENTS. Percent means per hundred. Writing a number as a percent is a way of comparing the number with 100. For example: 42% =
PERCENTS Percent means per hundred. Writing a number as a percent is a way of comparing the number with 100. For example: 42% = Percents are really fractions (or ratios) with a denominator of 100. Any
More informationGrade Level Year Total Points Core Points % At Standard 9 2003 10 5 7 %
Performance Assessment Task Number Towers Grade 9 The task challenges a student to demonstrate understanding of the concepts of algebraic properties and representations. A student must make sense of the
More informationMATH 65 NOTEBOOK CERTIFICATIONS
MATH 65 NOTEBOOK CERTIFICATIONS Review Material from Math 60 2.5 4.3 4.4a Chapter #8: Systems of Linear Equations 8.1 8.2 8.3 Chapter #5: Exponents and Polynomials 5.1 5.2a 5.2b 5.3 5.4 5.5 5.6a 5.7a 1
More informationEVERY DAY: Practise and develop oral and mental skills (e.g. counting, mental strategies, rapid recall of +, and x facts)
Year 6/Band 6 Autumn Term Maths Curriculum Progression and Assessment Criteria EVERY DAY: Practise and develop oral and mental skills (e.g. counting, mental strategies, rapid recall of +, and x facts)
More informationSTRAND: ALGEBRA Unit 3 Solving Equations
CMM Subject Support Strand: ALGEBRA Unit Solving Equations: Tet STRAND: ALGEBRA Unit Solving Equations TEXT Contents Section. Algebraic Fractions. Algebraic Fractions and Quadratic Equations. Algebraic
More informationMajor Work of the Grade
Counting and Cardinality Know number names and the count sequence. Count to tell the number of objects. Compare numbers. Kindergarten Describe and compare measurable attributes. Classify objects and count
More informationMethod To Solve Linear, Polynomial, or Absolute Value Inequalities:
Solving Inequalities An inequality is the result of replacing the = sign in an equation with ,, or. For example, 3x 2 < 7 is a linear inequality. We call it linear because if the < were replaced with
More informationReport on the Examination
Version 1.0 General Certificate of Education (Alevel) Accounting ACCN1 (Specification 2120) Unit 1: Introduction to Financial Accounting Report on the Examination Further copies of this Report on the
More informationAlgebra 1 Chapter 3 Vocabulary. equivalent  Equations with the same solutions as the original equation are called.
Chapter 3 Vocabulary equivalent  Equations with the same solutions as the original equation are called. formula  An algebraic equation that relates two or more reallife quantities. unit rate  A rate
More information(Mathematics Syllabus Form 3 Track 3 for Secondary Schools June 2013) Page 1 of 9
(Mathematics Syllabus Form 3 Track 3 for Secondary Schools June 2013) Page 1 of 9 Contents Pages Number and Applications 34 Algebra 56 Shape Space and Measurement 78 Data Handling 9 (Mathematics Syllabus
More informationThe program also provides supplemental modules on topics in geometry and probability and statistics.
Algebra 1 Course Overview Students develop algebraic fluency by learning the skills needed to solve equations and perform important manipulations with numbers, variables, equations, and inequalities. Students
More informationExpressions and Equations Understand the connections between proportional relationships, lines, and linear equations.
Performance Assessment Task Squares and Circles Grade 8 The task challenges a student to demonstrate understanding of the concepts of linear equations. A student must understand relations and functions,
More informationHigher Education Math Placement
Higher Education Math Placement Placement Assessment Problem Types 1. Whole Numbers, Fractions, and Decimals 1.1 Operations with Whole Numbers Addition with carry Subtraction with borrowing Multiplication
More informationMaths Workshop for Parents 2. Fractions and Algebra
Maths Workshop for Parents 2 Fractions and Algebra What is a fraction? A fraction is a part of a whole. There are two numbers to every fraction: 2 7 Numerator Denominator 2 7 This is a proper (or common)
More informationUnit purpose and aim. Externally assessed by OCR. Fractions, decimals and percentages Level: 1 Credit value: 3 Guided learning hours: 30
Externally assessed by OCR Unit Title: Fractions, decimals Level: Credit value: 3 Guided learning hours: 30 Unit reference number: D/504/6034 Unit purpose and aim On completion of this unit the learner
More informationHigh School Mathematics Algebra
High School Mathematics Algebra This course is designed to give students the foundation of understanding algebra at a moderate pace. Essential material will be covered to prepare the students for Geometry.
More informationcount up and down in tenths count up and down in hundredths
Number: Fractions (including Decimals and Percentages COUNTING IN FRACTIONAL STEPS Pupils should count in fractions up to 10, starting from any number and using the1/2 and 2/4 equivalence on the number
More informationWest WindsorPlainsboro Regional School District Algebra I Part 2 Grades 912
West WindsorPlainsboro Regional School District Algebra I Part 2 Grades 912 Unit 1: Polynomials and Factoring Course & Grade Level: Algebra I Part 2, 9 12 This unit involves knowledge and skills relative
More informationHigh School Functions Building Functions Build a function that models a relationship between two quantities.
Performance Assessment Task Coffee Grade 10 This task challenges a student to represent a context by constructing two equations from a table. A student must be able to solve two equations with two unknowns
More informationGCSE Revision Notes Mathematics Number s and Algebra
GCSE Revision Notes Mathematics Number s and Algebra irevise.com 2014. All revision notes have been produced by mockness ltd for irevise.com. Email: info@irevise.com Copyrighted material. All rights reserved;
More informationMathematics Scheme of Work: Form
Textbook: Formula One Maths B2 Hodder and Stoughton Chapter No. First Term Revising Time Topic and Subtopic October  December Handout Notes 2 Numbers 2.1 Basic conversions: Changing from large units to
More informationCurriculum Overview YR 9 MATHS. SUPPORT CORE HIGHER Topics Topics Topics Powers of 10 Powers of 10 Significant figures
Curriculum Overview YR 9 MATHS AUTUMN Thursday 28th August Friday 19th December SUPPORT CORE HIGHER Topics Topics Topics Powers of 10 Powers of 10 Significant figures Rounding Rounding Upper and lower
More informationQuadratic Functions. Copyright Cengage Learning. All rights reserved.
Quadratic Functions 4 Copyright Cengage Learning. All rights reserved. Solving by the Quadratic Formula 2 Example 1 Using the quadratic formula Solve the following quadratic equations. Round your answers
More informationCalculations with whole numbers, simple ratio and direct proportion
Externally assessed by OCR Unit Title: Level: 1 Credit value: 5 Guided learning hours: 50 Unit reference number: Calculations with whole numbers, simple ratio and direct proportion T/504/5990 Unit purpose
More informationDRAFT. New York State Testing Program Grade 8 Common Core Mathematics Test. Released Questions with Annotations
DRAFT New York State Testing Program Grade 8 Common Core Mathematics Test Released Questions with Annotations August 2013 THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY,
More informationMATH 095, College Prep Mathematics: Unit Coverage Prealgebra topics (arithmetic skills) offered through BSE (Basic Skills Education)
MATH 095, College Prep Mathematics: Unit Coverage Prealgebra topics (arithmetic skills) offered through BSE (Basic Skills Education) Accurately add, subtract, multiply, and divide whole numbers, integers,
More informationIntroduction to the Practice Exams
Introduction to the Practice Eams The math placement eam determines what math course you will start with at North Hennepin Community College. The placement eam starts with a 1 question elementary algebra
More informationGeneral Certificate of Secondary Education January Mathematics (Linear) B 4365 Paper 1 Higher Tier. Final. Mark Scheme
General Certificate of Secondary Education January 2013 Mathematics (Linear) B 4365 Paper 1 Higher Tier Final Mark Scheme Mark schemes are prepared by the Principal Examiner and considered, together with
More informationMathematics programmes of study: key stage 3. National curriculum in England
Mathematics programmes of study: key stage 3 National curriculum in England September 2013 Purpose of study Mathematics is a creative and highly interconnected discipline that has been developed over
More informationYear 7 1 Spring Term Homework Schedule
Year 7 1 Spring Term Schedule Topics Number 3 Place value Calculations Calculator Measures Number 4 FDPRP methods Multiplications, additions, subtractions & division; round to nearest 10, 100, 1000; round
More informationSome sequences have a fixed length and have a last term, while others go on forever.
Sequences and series Sequences A sequence is a list of numbers (actually, they don t have to be numbers). Here is a sequence: 1, 4, 9, 16 The order makes a difference, so 16, 9, 4, 1 is a different sequence.
More information