# Higher Level. Unit 1a: Angles

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1 Higher Level Unit 1a: Angles distinguish between acute, obtuse, reflex and right angles use one lower-case letter or three upper-case letters to represent an angle, for example x or ABC understand and draw lines that are parallel understand that two lines that are perpendicular are at 90 identify lines that are perpendicular draw a perpendicular line in a diagram use geometrical language use letters to identify points and lines recognise that, for example, in a rectangle ABCD the points A, B, C and D go around in order recognise reflection symmetry of 2D shapes understand line symmetry identify lines of symmetry on a shape or diagram draw lines of symmetry on a shape or diagram draw or complete a diagram with a given number of lines of symmetry recognise rotational symmetry of 2D shapes identify the order of rotational symmetry on a shape or diagram draw or complete a diagram with rotational symmetry identify and draw lines of symmetry on a Cartesian grid identify the order of rotational symmetry of shapes on a Cartesian grid work out the size of missing angles at a point work out the size of missing angles at a point on a straight line know that vertically opposite angles are equal estimate the size of an angle in degrees justify an answer with explanations such as angles on a straight line, etc. understand and use the angle properties of parallel lines recall and use the terms alternate angles and corresponding angles work out missing angles using properties of alternate angles, corresponding angles and interior angles understand the consequent properties of parallelograms understand the proof that the angle sum of a triangle is 180 understand the proof that the exterior angle of a triangle is equal to the sum of the interior angles at the other two vertices use angle properties of equilateral, isosceles and right-angled triangles use the fact that the angle sum of a quadrilateral is 360 calculate and use the sums of interior angles of polygons recognise and name regular polygons: pentagons, hexagons, octagons and decagons

2 use the angle sum of irregular polygons calculate and use the angles of regular polygons use the fact that the sum of the interior angles of an n-sided polygon is 180(n - 2) use the fact that the sum of the exterior angles of any polygon is 360 use the relationship interior angle + exterior angle = 180 use the sum of the interior angles of a triangle to deduce the sum of the interior angles of any polygon. Unit 1b: Scale diagrams use and interpret maps and scale drawings use a scale on a map to work out an actual length use a scale with an actual length to work out a length on a map construct scale drawings use scale to estimate a length, for example use the height of a man to estimate the height of a building where both are shown in a scale drawing work out a scale from a scale drawing given additional info. Unit 1c: Bearings use bearings to specify direction recall and use the eight points of the compass (N, NE, E, SE, S, SW, W, NW) and their equivalent three-figure bearings use three-figure bearings to specify direction mark points on a diagram given the bearing from another point draw a bearing between points on a map or scale drawing measure the bearing of a point from another given point work out the bearing of a point from another given point work out the bearing to return to a point, given the bearing to leave that point.

3 ALGEBRA Unit 2: Algebra use notation and symbols correctly understand that letter symbols represent definite unknown numbers in equations, defined quantities or variables in formulae, and in functions they define new expressions or quantities by referring to known quantities. understand phrases such as form an equation, use a formula, write down a term, write an expression and prove an identity when answering a question recognise that, for example, 5x + 1 = 16 is an equation recognise that, for example, V = IR is a formula recognise that x + 3 is an expression recognise that (x + 2) 2 = x 2 + 4x + 4 is an identity recognise that 2x + 5 < 16 is an inequality write an expression know the meaning of the word factor for both numerical work and algebraic work understand that algebra can be used to generalise the laws of arithmetic manipulate an expression by collecting like terms write expressions to solve problems write expressions using squares and cubes factorise algebraic expressions by taking out common factors multiply two linear expressions, such as (x ± a)(x ± b) and (cx ± a)(dx ± b), for example (2x + 3)(3x - 4) multiply a single term over a bracket, for example, a(b + c) = ab + ac know the meaning of and be able to simplify, for example 3x (x + 5) know the meaning of and be able to factorise, for example 3x 2 y - 9y or 4x 2 + 6xy factorise quadratic expressions using the sum and product method, or by inspection (FOIL) factorise quadratics of the form x 2 + bx + c factorise expressions written as the difference of two squares of the form x 2 a 2 use the index laws for multiplication and division of integer powers simplify algebraic expressions, for example by cancelling common factors in fractions or using index laws

4 ALGEBRA NUMBER Unit 3: Fractions convert between fractions and decimals using place value compare the value of fractions and decimals. convert recurring decimals into fractions convert fractions into recurring decimals use formal algebraic proofs to convert recurring decimals into fractions Unit 4: Coordinates and linear graphs show step-by-step deduction in solving a geometrical problem complete tables of values for straight-line graphs recognise that equations of the form y = mx + c correspond to straight-line graphs in the coordinate plane with gradient m and y-intercept at (0, C) draw graphs of functions in which y is given explicitly or implicitly in terms of x work out the gradient and the intersection with the axes calculate the gradient of a given straight-line given two points or from an equation manipulate the equations of straight lines so that it is possible to tell whether lines are parallel or not work out the equation of a line, given two points on the line or given one point and the gradient work out the gradients of lines that are parallel and perpendicular to a given line show that two lines are parallel or perpendicular using gradients manipulate the equations of straight lines so that it is possible to tell whether or not lines are perpendicular know that the gradients of perpendicular lines are the negative reciprocal of each other

5 ALGEBRA Unit 5: Rounding perform money calculations, writing answers using the correct notation round numbers to a specified number of decimal places round numbers to a specified number of significant figures interpret scales on a range of measuring instruments, including those for time, temperature and mass, reading from the scale or marking a point on a scale to show a stated value know that measurements using real numbers depend on the choice of unit use inequality notation to specify error intervals due to truncation or rounding recognise that measurements given to the nearest whole unit may be inaccurate by up to one half in either direction write down the maximum or minimum figure for a value rounded to a given accuracy combine upper or lower bounds appropriately to achieve an overall maximum or minimum for a situation work with practical problems involving bounds including in statistics. For example, finding the midpoint of a class interval, such as 10 < t 20, in order to estimate a mean HALF TERM

6 STATISTICS Unit 6: Collecting and representing data Interpret and construct tables, charts and diagrams including, for categorical data: frequency tables, bar charts (composite, dual), pie charts, pictograms, vertical line charts for ungrouped discrete numerical data For the above named diagrams, understand which of them are appropriate for different types of data interpret any of the types of diagram decide whether data is qualitative, discrete or continuous and use this decision to make sound judgements in choosing suitable diagrams for the data understand the difference between grouped and ungrouped data understand the advantages and disadvantages of grouping data distinguish between primary and secondary data use lists, tables or diagrams to find values for the above measures find the mean for a discrete frequency distribution find the median for a discrete frequency distribution find the mode or modal class for frequency distributions calculate an estimate of the mean for a grouped frequency distribution, knowing why it is an estimate find the interval containing the median for a grouped frequency distribution choose an appropriate measure to be the average, according to the nature of the data identify outliers find patterns in data that may lead to a conclusion being drawn look for unusual data values such as a value that does not fit an otherwise good correlation design and use two-way tables complete a two-way table from given information construct suitable diagrams for grouped discrete and continuous data interpret diagrams for grouped discrete and continuous data understand that a time series is a series of data points typically spaced over uniform time intervals plot and interpret time-series graphs use a time-series graph to predict a subsequent value understand that if data points are joined with a line then the line will not represent actual values but will show a trend

7 ALGEBRA Unit 7: Sequences generate linear sequences work out the value of the nth term of a linear sequence for any given value of n generate sequences with a given term-to-term rule generate a sequence where the nth term is given work out the value of the nth term of any sequence for any given value of n generate simple sequences derived from diagrams and complete a table of results that describes the pattern shown by the diagrams describe how a sequence continues. solve simple problems involving arithmetic progressions work with Fibonacci-type sequences (rule will be given) know how to continue the terms of a quadratic sequence work out the value of a term in a geometrical progression of the form r n where n is an integer > 0 work out the value of the nth term of a sequence for any given value of n.

8 GEOMETRY AND MEASURES Unit 8: Circumference and Area recall the definition of a circle identify and name the parts of a circle draw the parts of a circle understand related terms of a circle draw a circle given the radius or diameter recall and use the formula for the circumference of a circle work out the circumference of a circle, given the radius or diameter work out the radius or diameter given the circumference of a circle use π = 3.14 or the π button on a calculator work out the perimeter of semicircles, quarter circles or other fractions of a circle recall and use the formula for the area of a circle work out the area of a circle, given the radius or diameter work out the radius or diameter given the area of a circle work out the area of semicircles, quarter circles or other fractions of a circle work out the area of semicircles, quarter circles or other fractions of a circle (sectors) calculate the length of arcs of circles given the lengths or areas of arcs, calculate the angle subtended at the centre

9 GEOMETRY AND MEASURES Unit 9: Perimeter and Area know the terms face, edge and vertex (vertices) identify and name common solids, for example cube, cuboid, prism, cylinder, pyramid, cone and sphere understand that cubes, cuboids, prisms and cylinders have uniform areas of cross-section recall and use the formulae for the area of a rectangle, triangle, parallelogram and trapezium work out the area of a rectangle and triangle work out the perimeter of a rectangle calculate the perimeter of shapes drawn on a grid calculate the perimeter of simple shapes calculate the perimeter of compound shapes made from two or more rectangles calculate the perimeter of shapes made from triangles and rectangles work out the area of a parallelogram work out the area of a trapezium calculate the area of shapes made from triangles and rectangles calculate the area of compound shapes made from two or more rectangles, for example an L shape or T shape calculate the area of shapes drawn on a grid calculate the area of simple shapes work out the surface area of nets made up of rectangles and triangles recall and use the formula for the volume of a cube or cuboid recall and use the formula for the volume of a cylinder recall and use the formula for the volume of a prism work out the volume of a cube or cuboid work out the volume of a cylinder work out the volume of a prism, for example a triangular prism work out the surface area of spheres, pyramids and cones work out the surface area of compound solids constructed from cubes, cuboids, cones, pyramids, cylinders, spheres and hemispheres work out volume of spheres, pyramids and cones work out the volume of compound solids constructed from cubes, cuboids, cones, pyramids, cylinders, spheres and hemispheres solve real-life problems using known solid shapes CHRISTMAS HOLIDAYS

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