108 pages - Pearson Education · Web viewChapter I5 b understand angle measure using the associated language F3.2, F3.4, F3.5, F3.11. Chapter I10 c understand and use compound measures,

Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series

Edexcel GCSE Maths Foundation

New two-tier specification mapped to the old three-tier Heinemann series

References to relevant sections in the old books are given in the following form: F15.2 refers to the Foundation tier book Chapter 15 section 2.

Page numbers are not included, so this document can be used with any of the previous versions of the textbooks.

Ma2 Number and algebra

Content Section reference

1 Using and Applying Number and Algebra

Students should be taught to:

Problem solvinga select and use suitable problem-solving

strategies and efficient techniques to solve numerical and algebraic problems

Questions in this section will normally be found in the Mixed exercises at the end of each chapter on Number and Algebra.

identify what further information may be required in order to pursue a particular line of enquiry and give reasons for following or rejecting particular approaches

b break down a complex calculation into simpler steps before attempting to solve it and justify their choice of methods

c use algebra to formulate and solve a simple problem — identifying the variable, setting up an equation, solving the equation and interpreting the solution in the context of the problem

F21.5

d make mental estimates of the answers to calculations

use checking procedures, including use of inverse operations

work to stated levels of accuracy

Communicatinge interpret and discuss numerical and algebraic

information presented in a variety of forms

f use notation and symbols correctly and consistently within a given problem

g use a range of strategies to create numerical, algebraic or graphical representations of a problem and its solution

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move from one form of representation to another to get different perspectives on the problem

h present and interpret solutions in the context of the original problem

i review and justify their choice of mathematical presentation

Reasoningj explore, identify, and use pattern and

symmetry in algebraic contexts, investigating whether particular cases can be generalised further, and understanding the importance of a counter-example

identify exceptional cases when solving problems

k show step-by-step deduction in solving a problem

l understand the difference between a practical demonstration and a proof

m recognise the importance of assumptions when deducing results

recognise the limitations of any assumptions that are made and the effect that varying the assumptions may have on the solution to a problem

2



2 Numbers and the Number System


Integersa use their previous understanding of integers

and place value to deal with arbitrarily large positive numbers and round them to a given power of 10

F1.1, F1.2, F1.5I1.1. I 6.1

understand and use positive numbers and negative integers, both as positions and translations on a number line

F1.3, F1.10I1.5

order integers F1.10, I1.3a use the concepts and vocabulary of factor

(divisor), multiple, common factor, highest common factor, least common multiple, prime number and prime factor decomposition

F1.6, F1.7I14.1, I14.8, I14.9, I14.10

Powers and rootsb use the terms square, positive and negative

square root, cube and cube root F1.8, I14.2, I14.3, I14.4

use index notation for squares, cubes and powers of 10

F1.9, I14.3, I14.7

use index laws for multiplication and division of integer powers

I14.7

express standard index form both in conventional notation and on a calculator display

I14.12

3



Fractionsc understand equivalent fractions, simplifying

a fraction by cancelling all common factorsF4.1, F4.2, F4.3, F4.4, F4.6I11.1, I11.2, I11.3

order fractions by rewriting them with a common denominator

F4.7I 11.4

Decimalsd use decimal notation and recognise that each

terminating decimal is a fractionF6.1, F6.7I11.4

order decimals F6.2I1.2

d recognise that recurring decimals are exact fractions, and that some exact fractions are recurring decimals

I 11.4

Percentagese understand that ‘percentage’ means ‘number

of parts per 100’ and use this to compare proportions

F14.1, F14.2, F14.3I22.1

interpret percentage as the operator ‘so many hundredths of ’

F14.4, F14.6, I22.2

use percentage in real-life situations F14.5, I 22.3, I22.5, I22.6, I22.7, I22.8

Ratiof use ratio notation, including reduction to its

simplest form and its various links to fraction notation

F17.1, F17.2, F17.3, F17.5I25.1, I25.2, I25.3

3 Calculations


Number operations and the relationships between them

a add, subtract, multiply and divide integers and then any number

F1.4, F6.4, F6.5, F6.6I1.1, I1.4

multiply or divide any number by powers of 10, and any positive number by a number between 0 and 1

F1.4, F6.4I1.2

a find the prime factor decomposition of positive integers

I14.8, I14.9, I14.10

understand ‘reciprocal’ as multiplicative inverse, knowing that any non-zero number multiplied by its reciprocal is 1 (and that zero has no reciprocal, because division by zero is not defined)

4


Content Section references

multiply and divide by a negative number F1.11, F21.3, I1.5

use index laws to simplify and calculate the value of numerical expressions involving multiplication and division of integer powers

I14.6, I14.7

use inverse operations

b use brackets and the hierarchy of operations F2.8, I21.4

c calculate a given fraction of a given quantity, expressing the answer as a fraction

F4.5I11.6

express a given number as a fraction of another

F4.2, I11.7

add and subtract fractions by writing them with a common denominator

F4.8, F4.9I11.5

perform short division to convert a simple fraction to a decimal

F6.7, I11.4

d understand and use unit fractions as multiplicative inverses

F4.5, 11.6

d multiply and divide a fraction by an integer, by a unit fraction and by a general fraction

F 4.10, F4.11I11.6

e convert simple fractions of a whole to percentages of the whole and vice versa

F14.2, F14.6I22.1

understand the multiplicative nature of percentages as operators

f divide a quantity in a given ratio F17.4I25.4, I25.5

Mental methodsg recall all positive integer complements to

100Any Number chapter can be used to reinforce the ideas behind mental methods.

recall all multiplication facts to 10 10, and use them to derive quickly the corresponding division facts

recall integer squares from 11 11 to 15 15 and the corresponding square roots, recall the cubes of 2, 3, 4, 5 and 10, and the fraction-to-decimal conversion of familiar simple fractions

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h round to the nearest integer and to one significant figure

F1.5, F6.3Chapter I6

estimate answers to problems involving decimals

F6.3, I6.5

i develop a range of strategies for mental calculation

Use ideas in Chapter F6.4Use ideas in Chapter I6

derive unknown facts from those they know

add and subtract mentally numbers with up to two decimal places

multiply and divide numbers with no more than one decimal digit, using the commutative, associative, and distributive laws and factorisation where possible, or place value adjustments

Written methodsj use standard column procedures for addition

and subtraction of integers and decimalsF1.4, F6.4, F1.11, F21.3I1.1, I1.4

k use standard column procedures for multiplication of integers and decimals, understanding where to position the decimal point by considering what happens if they multiply equivalent fractions

F1.4, F6.5I1.4

solve a problem involving division by a decimal (up to 2 decimal places) by transforming it to a problem involving division by an integer

F6.6I1.4

l use efficient methods to calculate with fractions, including cancelling common factors before carrying out the calculation, recognising that, in many cases, only a fraction can express the exact answer

F4.8, F4.8, F4.10, F4.11I11.2, I11.5, I11.6

m solve simple percentage problems, including increase and decrease

F14.4, F14.5, F14.6I22.3, I 22.6

n solve word problems about ratio and proportion, including using informal strategies and the unitary method of solution

F17.3, F17.4I25.2

n use in exact calculations, without a calculator

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Calculator methodso use calculators effectively and efficiently:

know how to enter complex calculations and use function keys for reciprocals, squares and powers

F1.8, F1.9, F24.1I14.2, I14.3, I 14.4, I 14.5, I14.6, I14.7

p enter a range of calculations, including those involving standard index form and measures

F24.1, ideas from Chapter F13I30.1

q understand the calculator display, knowing when to interpret the display, when the display has been rounded by the calculator, and not to round during the intermediate steps of a calculation

Ideas for this section need to be emphasised in any calculations involving more than one step.

4 Solving Numerical Problems


a

a

draw on their knowledge of operations, inverse operations and the relationships between them, and of simple integer powers and their corresponding roots, and of methods of simplification (including factorisation and the use of the commutative, associative and distributive laws of addition, multiplication and factorisation) in order to select and use suitable strategies and techniques to solve problems and word problems, including those involving ratio and proportion, a range of measures and compound measures, metric units, and conversion between metric and common imperial units, set in a variety of contexts

F1.8, F1.9, F13.2, F14. 4, F17.4, F19.7I1.1, I1.2, I1 .4, I6.4, Chapter I11Chapter I14Chapter I22Chapter I25

b select appropriate operations, methods and strategies to solve number problems, including trial and improvement where a more efficient method to find the solution is not obvious

F24.4I14.5

b estimate answers to problems

use a variety of checking procedures, including working the problem backwards, and considering whether a result is of the right order of magnitude

F1.5, F6.3I6.5

d give solutions in the context of the problem to an appropriate degree of accuracy, interpreting the solution shown on a calculator display, and recognising limitations on the accuracy of data and measurements

Ideas in this section need to be emphasised whenever questions are set in context

7



5 Equations, Formulae and Identities


Use of symbolsa distinguish the different roles played by

letter symbols in algebra, using the correct notational conventions for multiplying or dividing by a given number, and knowing that letter symbols represent definite unknown numbers in equations, defined quantities or variables in formulae, general, unspecified and independent numbers in identities, and in functions they define new expressions or quantities by referring to known quantities

F2.1, F21.1, F21.2

b understand that the transformation of algebraic expressions obeys and generalises the rules of generalised arithmetic

F2.2, F2.3, F2.3, F2.6

manipulate algebraic expressions by collecting like terms, by multiplying a single term over a bracket, and by taking out common factors

F2.4, F2.5, F2.9I21.4, I21.5

distinguish in meaning between the words ‘equation’, ‘formula’, ‘identity’ and ‘expression’

I7.1

b expand the product of two linear expressions I21.5

Index notationc use index notation for simple integer powers F2.7, I21.3

use simple instances of index laws F2.7, I 21.3

substitute positive and negative numbers into expressions such as 3x2 + 4 and 2x3

F21.2, F21.4I21.2

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Equationse set up simple equations F21.5

solve simple equations by using inverse operations or by transforming both sides in the same way

F15.1, F15.2, F15.3I28.3

Linear equationse solve linear equations, with integer

coefficients, in which the unknown appears on either side or on both sides of the equation

F15.1, F15.2I28.1, I28.2, I28.3

solve linear equations that require prior simplification of brackets, including those that have negative signs occurring anywhere in the equation, and those with a negative solution

F15.3I28.3

Formulaef use formulae from mathematics and other

subjects expressed initially in words and then using letters and symbols

F21.2, F21.2I21.1, I21.2

substitute numbers into a formula F21.2 F21.4, I21.1, I21.2, I21.6

derive a formula and change its subject F21.5, I21.7

Inequalitiesd solve simple linear inequalities in one

variable, and represent the solution set on a number line

F21.6

I28.7

Numerical methodsm use systematic trial and improvement to find

approximate solutions of equations where there is no simple analytical method of solving them

F24.4I18.8, I30.4

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6 Sequences, Functions and Graphs


Sequencesa generate terms of a sequence using term-to-

term and position-to-term definitions of the sequence

F2.10

Ideas in Chapter I2

use linear expressions to describe the nth term of an arithmetic sequence, justifying its form by referring to the activity or context from which it was generated

F2.12I2.9

a generate common integer sequences (including sequences of odd or even integers, squared integers, powers of 2, powers of 10, triangular numbers)

F2.11I2.5

Graphs of linear functionsb use the conventions for coordinates in the

planeF9.1

plot points in all four quadrants

recognise (when values are given for m and c) that equations of the form y = mx + c correspond to straight-line graphs in the coordinate plane

F9.5I7.1, I7.3

plot graphs of functions in which y is given explicitly in terms of x, or implicitly

F9.5, I7.3

c construct linear functions from real-life problems and plot their corresponding graphs

F9.2, F9.3, F9.4I7.2

discuss and interpret graphs modelling real situations

I7.2, I7.6, I18.9

understand that the point of intersection of two different lines in the same two variables that simultaneously describe a real situation is the solution to the simultaneous equations represented by the lines

I28.4

draw line of best fit through a set of linearly related points and find its equation

I2.7, I2.8

Gradientsd find the gradient of lines given by equations

of the form y = mx + c (when values are given for m and c)

I7.4, I7.5

investigate the gradients of parallel lines I7.4

10



Interpret graphical informatione interpret information presented in a range of

linear and non-linear graphsI7.2, I18.9

Quadratic equationsgenerate points and plot graphs of simple quadratic functions, then more general quadratic functions

F9.5I18.1, I18.2

find approximate solutions of a quadratic equation from the graph of the corresponding quadratic function

I18.5

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Ma3 Shape, space and measures


1 Using and Applying Shape, Space and Measures


Problem solvinga select problem-solving strategies and

resources, including ICT tools, to use in geometrical work, and monitor their effectiveness

Questions in this section will normally be found in the Mixed exercises at the end of each chapter on Shape, Space and Measures

a consider and explain the extent to which the selections they made were appropriate

b select and combine known facts and problem-solving strategies to solve complex problems

c identify what further information is needed to solve a geometrical problem

break complex problems down into a series of tasks

c develop and follow alternative lines of enquiry

Communicatingd interpret, discuss and synthesise geometrical

information presented in a variety of forms

d communicate mathematically with emphasis on a critical examination of the presentation and organisation of results, and on effective use of symbols and geometrical diagrams

f use geometrical language appropriately

g review and justify their choices of mathematics presentation

Reasoningh distinguish between practical demonstrations

and proofs

i apply mathematical reasoning, explaining and justifying inferences and deductions

j show step-by-step deduction in solving a geometrical problem

k state constraints and give starting points when making deductions

l recognise the limitations of any assumptions that are made

understand the effects that varying the assumptions may have on the solution

12



m identify exceptional cases when solving geometrical problems

2 Geometrical Reasoning


Anglesa recall and use properties of angles at a point,

angles on a straight line (including right angles), perpendicular lines, and opposite angles at a vertex

F3.1, F3.3, F3.6, F3.7I10 (introduction)

b distinguish between acute, obtuse, reflex and right angles

F3.2

estimate the size of an angle in degrees F3.2

Properties of triangles and other rectilinear shapes

a distinguish between lines and line segments

c use parallel lines, alternate angles and corresponding angles

F3.7, I10.3

understand the consequent properties of parallelograms and a proof that the angle sum of a triangle is 180 degrees

F5.1, F3.10, I4.1, I10.3

understand a proof that the exterior angle of a triangle is equal to the sum of the interior angles at the other two vertices

F3.10, I10.3

d use angle properties of equilateral, isosceles and right-angled triangles

F3.8I4.1

understand congruence F5.4, F5.5, I4.2

explain why the angle sum of a quadrilateral is 360 degrees

F3.8, I10.1

e use their knowledge of rectangles, parallelograms and triangles to deduce formulae for the area of a parallelogram, and a triangle, from the formula for the area of a rectangle

F19.4I20.1

f recall the essential properties and definitions of special types of quadrilateral, including square, rectangle, parallelogram, trapezium and rhombus

F5.1I4.1

classify quadrilaterals by their geometric properties

F5.1, I4.1

g calculate and use the sums of the interior and exterior angles of quadrilaterals, pentagons and hexagons

F5.6I10.1, I10.2

calculate and use the angles of regular polygons

F5.6, I10.2

13



h understand, recall and use Pythagoras’ theorem

I15.1, I15.2

Properties of circlesi recall the definition of a circle and the

meaning of related terms, including centre, radius, chord, diameter, circumference, tangent, arc, sector and segment

F19.1, F19.4I10.4

understand that inscribed regular polygons can be constructed by equal division of a circle

F5.6

3-D shapesj explore the geometry of cuboids (including

cubes), and shapes made from cuboidsF11.1, F11.2, F11.3, F11.4

k use 2-D representations of 3-D shapes and analyse 3-D shapes through 2-D projections and cross-sections, including plan and elevation

F11.5, F11.6I4.6

i solve problems involving surface areas and volumes of prisms

F19.4, F19.5I20.4

3 Transformations and Coordinates


Specifying transformationsa understand that rotations are specified by a

centre and an (anticlockwise) angleF18.3, F22.2I23.3

rotate a shape about the origin, or any other point

F22.2, I23.3

measure the angle of rotation using right angles, simple fractions of a turn or degrees

F22.2, I23.3

understand that reflections are specified by a mirror line, at first using a line parallel to an axis, then a mirror line such as y = x or y = –x

F18.1, F18.2, F22.3I23.2

understand that translations are specified by a distance and direction (or a vector), and enlargements by a centre and positive scale factor

F22.1, F22.4I23.1, I23.4

Properties of transformationsb recognise and visualise rotations, reflections

and translations, including reflection symmetry of 2-D and 3-D shapes, and rotation symmetry of 2-D shapes

All Chapters F18 and F22I4.3, I4.4

14



transform triangles and other 2-D shapes by translation, rotation and reflection and combinations of these transformations, recognising that these transformations preserve length and angle, so that any figure is congruent to its image under any of these transformations

I23.1, I23.2, I23.3

distinguish properties that are preserved under particular transformations

c recognise, visualise and construct enlargements of objects using positive scale factors greater than one, then positive scale factors less than one

I23.4

understand from this that any two circles and any two squares are mathematically similar, while, in general, two rectangles are not

I4.2

d recognise that enlargements preserve angle but not length

F22.4I23.4

identify the scale factor of an enlargement as the ratio of the lengths of any two corresponding line segments and apply this to triangles

F22.4I26.4

understand the implications of enlargement for perimeter

use and interpret maps and scale drawings F17.5

understand the implications of enlargement for area and for volume

I23.4

distinguish between formulae for perimeter, area and volume by considering dimensions

I20.5

understand and use simple examples of the relationship between enlargement and areas and volumes of shapes and solids

Coordinatese understand that one coordinate identifies a

point on a number line, two coordinates identify a point in a plane and three coordinates identify a point in space, using the terms ‘1-D’, ‘2-D’ and ‘3-D’

F9.1, F9.6I26.5

use axes and coordinates to specify points in all four quadrants

I26.5

locate points with given coordinates F9.1

15



find the coordinates of points identified by geometrical information

F9.1

find the coordinates of the midpoint of the line segment AB, given points A and B, then calculate the length AB

I26.5

Vectorsf understand and use vector notation for

translationsI23.1

4 Measures and Construction


Measuresa interpret scales on a range of measuring

instruments, including those for time and mass

Chapter F7Chapter I5

know that measurements using real numbers depend on the choice of unit

recognise that measurements given to the nearest whole unit may be inaccurate by up to one half in either direction

I6.6

convert measurements from one unit to another

F13.1, I12.1, I12.2

know rough metric equivalents of pounds, feet, miles, pints and gallons

F13.2, I12.2

make sensible estimates of a range of measures in everyday settings

Chapter F7Chapter I5

b understand angle measure using the associated language

F3.2, F3.4, F3.5, F3.11Chapter I10

c understand and use compound measures, including speed and density

F9.4, F19.7I7.6, I12.7

Constructiond measure and draw lines to the nearest

millimetre, and angles to the nearest degreeF7.7, F3.4, F3.5I5.8, I26.1

draw triangles and other 2-D shapes using a ruler and protractor, given information about their side lengths and angles

F5.2, F5.3I26.1

understand, from their experience of constructing them, that triangles satisfying SSS, SAS, ASA and RHS are unique, but SSA triangles are not

F5.3I26.1

16



construct cubes, regular tetrahedra, square-based pyramids and other 3-D shapes from given information

F11.5I4.5

e use straight edge and compasses to do standard constructions, including an equilateral triangle with a given side, the midpoint and perpendicular bisector of a line segment, the perpendicular from a point to a line, the perpendicular from a point on a line, and the bisector of an angle

I26.1

Mensurationf find areas of rectangles, recalling the

formula, understanding the connection to counting squares and how it extends this approach

F19.2, F19.4I20.1, I20.2, I20.3

recall and use the formulae for the area of a parallelogram and a triangle

F19.4I20.1

find the surface area of simple shapes using the area formulae for triangles and rectangles

F19.4I20.4

calculate perimeters and areas of shapes made from triangles and rectangles

F19.4I20.1

g find volumes of cuboids, recalling the formula and understanding the connection to counting cubes and how it extends this approach

F19.3, F19.5I20.4

calculate volumes of right prisms and of shapes made from cubes and cuboids

I20.4

h find circumferences of circles and areas enclosed by circles, recalling relevant formulae

F19.1, F19.4 I20.2, I20.3

i convert between area measures, including square centimetres and square metres, and volume measures, including cubic centimetres and cubic metres

F19.6I12.4

Locij find loci, both by reasoning and by using

ICT to produce shapes and pathsI26.3

17


Ma4 Handling data


1 Using and Applying Handling Data


Problem solvinga carry out each of the four aspects of the

handling data cycle to solve problems:

(i) specify the problem and plan: formulate questions in terms of the data needed, and consider what inferences can be drawn from the data

Questions in this section will normally be found in the Mixed exercises at the end of each chapter on Handling Data

Chapters F12B and I9B contain ideas on how to set about a handling data piece of coursework

decide what data to collect (including sample size and data format) and what statistical analysis is needed

(ii) collect data from a variety of suitable sources, including experiments and surveys, and primary and secondary sources

(iii) process and represent the data: turn the raw data into usable information that gives insight into the problem

(iv) interpret and discuss the data: answer the initial question by drawing conclusions from the data

b identify what further information is needed to pursue a particular line of enquiry

b select the problem-solving strategies to use in statistical work, and monitor their effectiveness (these strategies should address the scale and manageability of the tasks, and should consider whether the mathematics and approach used are delivering the most appropriate solutions)

c select and organise the appropriate mathematics and resources to use for a task

d review progress while working

check and evaluate solutions

Communicatinge interpret, discuss and synthesise information

presented in a variety of forms

f communicate mathematically, including using ICT, making use of diagrams and related explanatory text


Content Section referencesg examine critically, and justify, their choices

of mathematical presentation of problems involving data

Reasoningh apply mathematical reasoning, explaining

and justifying inferences and deductionsChapter I29 contains help on how to interpret the graphs students may wish to use in coursework.

e identify exceptional or unexpected cases when solving statistical problems

i explore connections in mathematics and look for relationships between variables when analysing data

j recognise the limitations of any assumptions and the effects that varying the assumptions could have on the conclusions drawn from data analysis

2 Specifying the Problem and Planning


a see that random processes are unpredictable

b identify key questions that can be addressed by statistical methods

F8.2I8.9

c discuss how data relate to a problem, identify possible sources of bias and plan to minimise it

d identify which primary data they need to collect and in what format, including grouped data, considering appropriate equal class intervals

F8.3I8.5, I8.6, I8.7, I8.8

e design an experiment or survey I9B

decide what primary and secondary data to use

I8.10

3 Collecting Data


a design and use data-collection sheets for grouped discrete and continuous data

F8.4, F8.5I8.1, I8.2, I8.7

collect data using various methods, including observation, controlled experiment, data logging, questionnaires and surveys

F8.3, F8.4, F8.5, F10.1, F10.2, Chapter I8

b gather data from secondary sources, including printed tables and lists from ICT-based sources

F8.6, F8.7Chapter I8

c design and use two-way tables for discrete and grouped data

F23.7I8.1



4 Processing and Representing Data


a draw and produce, using paper and ICT, pie charts for categorical data, and diagrams for continuous data, including line graphs for time series, scatter graphs, frequency diagrams and stem-and-leaf diagrams

All of chapter F10 and F16All of chapter I8 and I24

b calculate mean, range and median of small data sets with discrete then continuous data

All of chapter 20I16.1, I16.2, I16.3, I16.4

identify the modal class for grouped data I16.2, I16.3

c understand and use the probability scale F23.1, F23.3, I3.1

d understand and use estimates or measures of probability from theoretical models (including equally likely outcomes), or from relative frequency

F23.2, I3.2, I3.3, I3.4

e list all outcomes for single events, and for two successive events, in a systematic way

F23.6, I19.1

f identify different mutually exclusive outcomes and know that the sum of the probabilities of all these outcomes is 1

F23.4, I3.4

g find the median for large data sets and calculate an estimate of the mean for large data sets with grouped data

h draw lines of best fit by eye, understanding what these represent

F25, I24.8

j use relevant statistical functions on a calculator or spreadsheet

5 Interpreting and Discussing Results


a relate summarised data to the initial questions

F23.5, I29

b interpret a wide range of graphs and diagrams and draw conclusions

Chapter F10, I29

c look at data to find patterns and exceptions I29

d compare distributions and make inferences, using the shapes of distributions and measures of average and range

F10.3, I29

e consider and check results and modify their approach if necessary



f appreciate that correlation is a measure of the strength of the association between two variables

Chapter F25I24.8

distinguish between positive, negative and zero correlation using lines of best fit

I24.8

appreciate that zero correlation does not necessarily imply ‘no relationship’ but merely ‘no linear relationship’

g use the vocabulary of probability to interpret results involving uncertainty and prediction

I3.1

h compare experimental data and theoretical probabilities

F23.5, I3.3, I19.2

i understand that if they repeat an experiment, they may — and usually will — get different outcomes, and that increasing sample size generally leads to better estimates of probability and population characteristics

F23.5I19.2

j discuss implications of findings in the context of the problem

k interpret social statistics including index numbers

time series

and survey data

Documents

108 pages - Pearson Education · Web viewChapter I5 b understand angle measure using the associated language F3.2, F3.4, F3.5, F3.11. Chapter I10 c understand and use compound measures,