GM 1 - St Mary's Roman Catholic High School, Chesterfield · PDF fileGM 1 N2 Vocabulary, ... 1...

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Autumn

12 weeks

Spring

10.5 weeks

Summer

10 weeks

GM 1

Vocabulary,

labelling shapes

and properties of

shapes

2 weeks

N1

Factors, Multiples and

Primes

2 weeks

S1

Data

Collection

1 week

A2

Sequences

1.5 weeks

CGT 1

Coordinates

and Graphs

1 week

Coordinates

N2

Fractions

2 weeks

GM3

Units

1 week

N3

Place Value

2 weeks

Understanding

Place Value

GM4

Perimeter

1 weeks

Angles

GM 7

Volume and

Surface Area

1 week

Perimeter, Area

& Volume

N4

Decimals

1.5 weeks

N5

FDP

Equivalence

and

Percentage

Calculations

1.5 weeks

P1

Organising

Sample

Spaces

1 week

Probability

N6

Negative

Numbers

1 week

A1

Expressions,

Equations, Formulae

and Identities

2 weeks

The fundamentals of

Algebra RPR1

Ratio &

Proportional

Reasoning

1.5 weeks

GM2

Time

1 week

Angles

GM6

Angles

2 weeks

GM5

Area

1 weeks

Angles

N7

Order of

Operations

1 week

CGT 2

Transformations

1 week

Coordinates

P2

Likelihood

1 week

Probability

S2

Data

Calculations

1 week

S3

Data

Interpretation &

Analysis

1.5 weeks

Geometry & Measures

TOPIC Beginning Progressing Secure Above Exceeding 1. Vocabulary,

labelling shapes and

properties of shapes

Name familiar shapes when shown diagrams.

Fold nets to create 3D shapes. Know the difference between a cube and cuboid.

Draw lines of symmetry onto shapes and explore lines of symmetry by folding and using mirrors. Explore rotational symmetry using tracing paper.

Name polygons by counting sides (up to 12 sides is expected). Recall the names of special triangles and quadrilaterals when shown a diagram. Know the meaning of the word ‘prism’ and match nets to particular prisms. Recognise nets of familiar 3D shapes. Name basic 3D shapes.

State the number of lines of symmetry and order of rotational symmetry for a given shape. Illustrate and describe parts of circles including radius, diameter and circumference.

Know the difference between regular and irregular shapes and know how this relates to sides and angles. Recognise line symmetry and rotational symmetry in special triangles and quadrilaterals. Use square paper to create shapes (by colouring squares) such that they have a given number of lines of symmetry or a given order of rotational symmetry (or both). See nrich ‘table cloths’. Refer to sides and angles in shapes by labelling vertices. Recognise when sides of shapes are: the same length, parallel or perpendicular in diagrams and know how to indicate this on a diagram. Understand the meaning of 1D, 2D AND 3D. Know the difference between faces, edges and vertices. Know what is meant by the ‘diagonals’ of a shape. Use Isometric Paper confidently. Categorise 3D shapes into prisms, pyramids and neither.

Recognise the five platonic solids: Cube, Tetrahedron, Octahedron, Dodecahedron, and Icosahedron. Explore their properties. Know the difference between polygons and polyhedral and recognise when a 3D shape is a polyhedron. Discover and use Euler’s Formula. Classify quadrilaterals using Venn and Tree Diagrams. Categorise and subcategorise 3D shapes into polyhedra, non-polyhedra, prisms, pyramids. Decide by visualising whether or not a net will fold to make a cube. Investigate plane symmetry in cubes. Visualise in 3D including naming 2D shapes created by truncating vertices of 3D shapes.

To be exceeding in these topics you need to: Show that you have understood all of the previous columns and that you can successfully apply your knowledge to unfamiliar multi-step problems. Summarise key ideas in order to help yourself retain your knowledge. Research parts of the topic that have been of particular interest to you. Ask yourself ‘What if?’ and

‘Why?’ questions in order to

extend your written

solution to at least one set

task. You should justify your

findings in a clear logical

way.

Spot patterns, investigate

further and justify your

findings.

Contribute to your History of Maths Journal. Tackle nrich, UKMT and or Olympiad questions as part of these topics.

2.Time Tell the time from both digital and analogue cocks. Understand the difference between am and pm and how this links to the 24 hour clock. Convert between digital and analogue times. Know how many days there are in each month, in a year and in a leap year.

Solve problems that involve adding on/subtracting times in hours and minutes to times given in the 24 hour clock.

Read timetables. Convert between minutes, hours, days, years.

Convert between decimal/fractions of an hour and time in hours and minutes. Work with Roman Numerals.



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3. Units Use a range of measuring equipment to accurately record length, mass and capacity of items. Recognise where a mass or capacity is given on a product.

Categorise metric units into length, mass and capacity. Estimate and/or measure: length in kilometres

(km) /metres (m)/ centimetres (cm)/ millimetres (mm)

mass in kilograms (kg) /grams (g)

volume of liquid in litres (l) / millilitres (ml)

Suggest suitable units to measure items. Recognise where a mass or capacity is given on a product, have an appreciation of its meaning and begin to work out ‘best buys’.

Know all metric conversions and be confident changing between metric units.

Categorise units into metric and imperial and know where to look up conversion facts.

Work with the following information:

1 foot = 12 inches 1 yard = 3 feet 1 mile = 1760 yards 1 pound = 16 ounces 1 stone = 14 pounds 1 ton = 160 stones

Note: the different spellings of tonne (metric) and ton (imperial).

1 gallon = 8 pints 1 inch 2.5cm 5 miles 8 km 1 gallon 4.5 litres

1 litre 13

4 pints

1 kg 2.2 lbs

Solve problems involving unfamiliar units.

4. Perimeter Use a range of scales and equipment to measure and draw lines accurately.

Measure perimeters using a ruler.

Work out a perimeter by counting sides of squares. Work out the perimeter of simple shapes where all lengths are given.

Work out missing lengths and use these to find the perimeter. Give the correct units with your answer. Convert between different units within a question.

Apply your skills in a range of contexts. Work out perimeters with unknown lengths where individual sides cannot be found. Work out missing lengths from a given perimeter.



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5. Area Decide which shape has a greater area by eye.

Calculate areas by counting squares and fractions of squares. Calculate the area of rectangles and right-angled triangles.

Know what units are commonly used for measuring area.

Explain what the area of a shape tells us. Be able to visualise the size of cm2 and m2.

Give the correct units with your answers.

Calculate the area of triangles from the base and perpendicular height. Explain the formula for the area of a rectangle and triangle. Calculate the area of compound shapes made up of rectangles and triangles.

Know that certain shapes have nice properties which allow us to have convenient formulae but this is not always the case (e.g. measuring the area/perimeter of a blob....). Suggest strategies for estimating the area of awkward shapes.

Convert between units of length and deal with units within an area problem. Compare the size of a cm2

and m2. Find the area of a parallelogram and be able to justify the formula. Apply your skills in a range of contexts. Justify where the perpendicular height of this triangle would be by considering an appropriate parallelogram or sheared triangle.

Base

6. Angles Draw, measure and estimate the size of acute angles. Recognise acute, right, obtuse and reflex angles.

Accurately: draw, measure and estimate the size of any angle.

State and apply the following angle facts: Angles at a point sum

to 360o. Angles on a straight

line add up to 180o. Angles in a triangle

add up to 180o. Vertically opposite

angles are equal.

Construct a triangle ABC given a set of formal instructions. State and apply the following angle facts: Base angles in an

isosceles triangle are equal.

The exterior angle of a triangle is equal to the sum of the two opposite interior angles.

Angles in a quadrilateral add up to 3600.

Create shapes with different orders of rotational symmetry by using equal divisions of 3600.

Know the meaning of the terms interior and exterior angles. State and apply the following angle facts: When a transversal crosses pair/set of parallel lines: Alternate angles are

equal. Corresponding angles

are equal. Allied angles add up to

180o. Understand what is meant by ‘converse’ and use converse angle facts in order to make deductions. Use properties of shapes to deduce missing interior and exterior angles in all types of triangles and quadrilaterals. Use angle facts to formally prove other angle results such as: angles in a triangle sum to 1800, angles in a quadrilateral sum to 3600 and the exterior angle of a triangle is equal to the sum of the two opposite interior angles. Calculate angles formed by joining vertices of regular polygons.



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findings.


7.Volume & Surface

Area

Decide which shape has a greater volume by eye in simple cases. Calculate volume by counting cubes. Use unfix cubes to help visualise hidden cubes.

Be able to visualise the size of cm3 and m3. Explain what the volume of a shape tells us. Discover a formula for the volume of a cuboid. Draw an accurate net of a cube or cuboid on square paper and draw the corresponding cuboid on Isometric paper. Work out the surface area of a cuboid from its net drawn on square paper.

Know that volume is the same as capacity and make links between units of volume and units of capacity. Apply the formula for the volume of a cuboid and work backwards to find missing lengths. Identify nets that will ‘work’ and match nets to their corresponding prisms.

Work out the surface area of a cuboid giving the correct units with your answer.

Convert between metric units in order to solve problems. Compare the size of a cm3 and m3. Find the volume of compound shapes made from cuboids by splitting the shape up. Explore nets of more complex shapes e.g. The Platonic solids. Solve word problems involving volume and or surface area. These should include questions where links between capacity and volume need to be understood.



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Coordinate Geometry & Transformations

TOPIC Beginning Progressing Secure Above Exceeding 1. Coordinates and

Graphs

Describe positions of a point on a 2-D grid as co-ordinates in first quadrant.

Describe positions of a point on a 2-D grid as co-ordinates in all four quadrants. Draw and label axes. Work confidently with various scales on axes. Know the difference between the x-axis and y-axis. Know what is meant by ‘The Origin’.

Find coordinates of vertices determined by geometric information. Generate coordinate pairs that satisfy a simple linear rule and plot the graphs of simple linear functions.

Know the equations of horizontal and vertical lines. Recognise the line y = x. Explain why we can join the integer coordinates together with a line and that that line has no limit.

Read 3D coordinates.

Know the meaning of ‘Cartesian coordinate’ Plot multiplication tables as graphs. E.g. The Multiples of 3 as (1,3) (2,6) etc. Discuss the points in-between and decide whether it is appropriate to join the points/extend the graph? Label these graphs with their equations. Recognise y= -x Plot a straight line given an equation in the form y=mx+c

To be exceeding in these topics you need to: Use Desmos to further develop your understanding of straight line graphs. Show that you have understood all of the previous columns and that you can successfully apply your knowledge to unfamiliar multi-step problems. Summarise key ideas in order to help yourself retain your knowledge. Research parts of the topic that have been of particular interest to you. Ask yourself ‘What if?’ and


extend your written solution to

at least one set task. You should

justify your findings in a clear

logical way.



findings.

Contribute to your History of Maths Journal. Tackle nrich, UKMT and or Olympiad questions as part of this topic.

2.Transformations Reflect shapes in horizontal and vertical mirror lines.

Reflect shapes in diagonal mirror lines. Rotate a shape about a given point on a coordinate grid. Translate a shape on a coordinate grid given a translation vector.

Reflect shapes that cross mirror lines. Reflect a shape in a mirror line given its equation (horizontal, vertical and y=x).

Use a combination of transformations. Enlarge a shape by a positive scale factor from a point. Describe translations, rotations, simple reflections and simple enlargements. Use the vocabulary:

Similar Congruent

Investigate the effect of changing the centre of rotation and centre of enlargement.

Number

TOPIC Beginning Progressing Secure Above Exceeding 1. Factors, Multiples

and Primes

Recognise and list factors and multiples. Recognise prime numbers up to 19. Recognise and recall square numbers up to 144. Recall times tables up to 12x12. List multiplication facts alongside corresponding division facts. E.g. 3 x 4 = 12 12 ÷ 4 = 3 12 ÷ 3 = 4

Know and use divisibility tests for 2, 3, 5, 9, 10. Use bus shelter division with whole number answers in order to test divisibility.

Know useful products such as 5x20, 4x25 and 125x8. Calculate the HCF and LCM in simple cases. Know the symbols for square root and know the squares and their corresponding square roots up to 152.

Know and use divisibility tests for 4, 6 and 8. Know what is meant by a palindrome. Know that square numbers have an odd number of factors. To be able to find the HCF/LCM for a given set of numbers by listing factors and multiples. Identify all prime numbers below 100 and avoid falling for common errors (e.g. thinking 51 is prime when in fact it is divisible by 3). Solve word problems involving HCF and LCM. Work with small powers and roots and know cube numbers up to 63 and 103.

Interchange calculations such as switch 16x7 for 2x56 and discuss. Begin to use this method to find HCF of two numbers and draw Venn diagrams. Know and apply that any integer from 2 onwards can be written uniquely as the product of primes.



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Contribute to your History of Maths Journal. Tackle nrich, UKMT and or Olympiad questions as part of this topic.

2. Fractions

BAR MODELLING - Thinking

Blocks

Represent fractions using area diagrams, bar models and number lines.

Shade fractions of diagrams.

Understand equivalence and generate equivalent fractions. Simplify fractions. Find fractions of an amount. Use diagrams to compare fractions. Change between mixed numbers and improper fractions.

Order fractions.

Understand that 1

2 means

1÷2.

Work fluently with

fractions e.g. If 1

2 of a

number is 12 what is 3

4 ,

1

6 of the number. Discuss

efficiency of methods used. Use bar modelling. Work confidently with

integers and fractions e.g. 1

2 x

16 means 1

2 of 16

1

3 of 16 means 16 ÷ 3 so it is

16

3.

4÷1

3 means how many thirds

fit into 4 wholes? Add and subtract fractions with common denominators and denominators that are multiples of the same number. Use the symbols: >, < and = in the context of fractions.

Express a number as a fraction of another e.g. 16 is ?

? of 20.

Work backwards to reverse multiple steps and discuss most efficient methods. E.g. 1

3 𝑜𝑓

1

2 a number is 4. What

is 1

8 of the number?

Generalise x/÷ of fractions techniques. Work out fractions of

fractions E.g. 1

2 of 5

1

3.

Add and subtract fractions with different denominators. Use divisibility/prime factor decomposition to simplify fractions. Calculate with fractions mentally in simple cases e.g.

3x1

3, 4÷

1

10, 12x

1

4,

1

3÷ 4.

Know that dividing by a half is the same as doubling, dividing by a third is the same as multiplying by three etc. Use bar models to work backwards through a chain e.g. I have a box of chocolates. I give half of them to my brother, eat 3

and then give 1

3 of the

remaining choclates to Sam. I have 6 chocolates left. How many chocolates were in the box to start with?



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http://www.mathplayground.com/thinkingblocks.html


3. Place Value


Blocks

Use place value to at least 10000000 to read write, compare and order numbers. Identify the value of each digit up to 3dp. E.g. In 2.92, what is the value of the 9? Add and subtract whole numbers in columns with up to 4 digits. Add and subtract mentally with increasingly large numbers.

Round any number to the nearest 10000, 1000, 100, 10 up to the nearest integer. Understand the effects of multiplying and dividing by powers of 10. Add and subtract decimals.

Round to decimal places. Check calculations by estimating. Multiply and divide by multiples of powers of 10.

Read scales by calculating ‘gaps’. Compare and order decimals both in and out of context. Know that to make a comparison quantities have to be in the same units.

Round to one significant figure. Begin to understand limits of accuracy and write error intervals using inequalities in simple cases. Understand the effects of multiplying and dividing by 0.1, 0.01 etc.



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4. Decimals


Blocks

Multiply and divide mentally using times table facts. Divide numbers with up to 4 digits by a one digit number using formal methods. Use formal methods in order to multiply numbers with up to 4 digits by a single digit number.

Use short division with and without remainders and interpret remainders in context. Round up or down depending on the context of the question. Know that for example: 1÷9 is not the same as 9÷1. Practise saying these out loud and the right way round depending on what you are trying to calculate. Use division to solve word problems and interpret your answers. E.g. 9.5 might need to be interpreted as £9.50.

Use short division with integer divisors with up to two digits that lead to decimal answers. Know how to deal with a remainder in order to give the answer as a decimal or a fraction. Multiply a 4-digit number by a 2-digit number. Multiply a decimal by an integer and use both estimation and place value to decide where to position the decimal point.

Make links between fractions and division. For example to calculate 56÷3 you could use short division

or you could change 56

3 into a

mixed number fraction. Multiply decimals by decimals. Justify whether multiplying by a given decimal will increase or decrease the magnitude of the original number. Divide integers and decimals by decimals and justify whether dividing by a given decimal will increase or decrease the magnitude of original number.





5. Fraction Decimal

Percentage

Equivalence &

Percentage

Calculations


Blocks

Learn common Fraction, Decimal, Percentage equivalents (halves, fifths, tenths, hundredths). Know what ‘percent’ means. Find simple percentages of whole numbers (multiples of 10%, 25% and 75%). Shade percentages of a bar to begin develop bar modelling.

Change percentages into decimals and vice versa.

Change percentages into fractions and simplify answers.

Find percentages of amounts and use bar models to help explain solutions.

Learn further Fraction, Decimal, Percentage equivalents (thirds, eighths, sixths and ninths). Change terminating decimals into fractions and change fractions into decimals. Change fractions to percentages using equivalent fractions or short division. Order a mixture of Fractions, Decimals and Percentages. Use equivalence to switch between calculations such as 0.1 x

30 = 10% of 30 = 1

10 of

30. Increase and decrease quantities by given percentages. Find the whole given a part and the percentage using bar modelling.

Explore through division that any fraction and hence any division will lead to an answer that either terminates or recurs. Use notation for recurring decimals. Revisit time 3.1 hours means 3 hours 6 minutes. Begin to use multipliers in order to calculate a percentage increase or decrease. Work with non-integer percentages. Express a number as a percentage of another number. Be able to state the percentage change in simple cases where this can be calculated mentally or by bar modelling. Solve word problems involving a mixture of fractions, decimals and percentages.



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6. Negative Numbers Locate negative numbers on number lines and read temperature scales. Use negative numbers in the context of temperature and work out the result of a temperature increase or decrease. Work out the difference in temperature between two locations using a number line. Order integers.

Use number lines to add and subtract positive integers from negative numbers. Compare negative integers using > and <

Add and subtract negative numbers from both positive and negative integers. Discover and apply the rules for multiplying and dividing negative numbers.

Order a mixture of positive and negative decimals. Swap terms of a sum around confidently. E.g. -7 + 6 = 6 – 7 Discuss strategies to work out questions involving large numbers/decimals such as: -1.76 + 1.32 13245 - 153092



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7. Order of Operations Work out calculations containing two different operations and discuss why different answers are possible. Work out the same calculations on a calculator and find out what happens.

Know that calculations give different answers depending on the order in which they are computed and explore which operations take precedence out of x,÷,+, - Use brackets to create desired answers.

Use BIDMAS/BODMAS in its entirety with positive integers. Know that when a calculation contains a mix of x/÷ we work left to right. The same is true for +/-.

Apply BIDMAS/BODMAS to decimals, fractions and negative numbers.

Ratio Proportion and Rates of Change

TOPIC Beginning Progressing Secure Above Exceeding 1. Ratio & Proportional

Reasoning


Blocks

Share practical items such as counters in a given ratio. Solve simple problems using ideas of ratio and proportion (‘one for every…’ and ‘one in every…’).

Solve simple problems involving ratio and proportion using informal strategies.

Understand the relationship between ratio and proportion. Use ratio notation; reduce a ratio to its simplest form. Divide a quantity into two or more parts in a given ratio.

Solve problems involving proportional reasoning. Use bar models as a strategy to solve ratio problems. Convert between units in order to compare using a ratio. E.g. If John has £1.20 and Sally has 80p what is the ratio of John’s money to Sally’s money in its lowest terms. Know that the order of a ratio is important and that the order of your ratio needs to be made clear e.g. 1:2 B:S

Work with recipes.

Work with map scales e.g. 1:100000 Solve word problems that involve a mixture of ratio, fractions and percentages. Solve problems such as: Sally and John are given spending money in the ratio 3:5. John is given £5 more than Sally. How much did Sally get? Divide a quantity into two or more parts in a given ratio. Use the unitary method. Know that a fraction or decimal can also be called a ratio. For example ‘The Golden Ratio’.



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Algebra

TOPIC Beginning Progressing Secure Above Exceeding 1. Expressions,

Equations, Formulae

and Identities


Blocks

Spend time with your teacher developing skills that will help you to access the Progressing column.

Represent an unknown number using a letter. Reverse a series of steps using bar modelling. E.g. I think of a number, double it and add three...what number was I thinking of? Use bar modelling Explore how many ways there are of doing something. E.g. How many ways are there of making £5 out of 1 pound coins and 50p pieces? How many rectangles are possible with a perimeter of 40cm if all sides are whole centimetres. Solve one step equations.

Collect like terms where all terms are positive.

Use and interpret algebraic notation, including:

ab in place of a × b 3y in place of y + y + y and 3 × y

in place of a ÷ b

Know the meanings of the words term, expression and equation.

Write simple algebraic expressions from words. Collect like terms to simplify expressions. Find an expression for the perimeter of a shape. Substitute numerical values into simple formulae and expressions. Appreciate that a + b = 10 has infinitely many solutions whereas a+6 = 10 has one solution. Solve up to two step equations informally.

Use and interpret algebraic notation, including:

ab in place of a × b 3y in place of

y + y + y and 3 × y

a² in place of a × a, a³ in place of a × a × a; a²b in place of a × a × b etc.

Multiply out single bracket, identify and take out common factors to factorise. Know that 3 x n+1 and 3(n+1) are not equivalent and that brackets are very important if you want to multiply an entire expression by an integer. Recognise that different looking expressions may be equivalent. E.g. 3x – y can be written as -y + 3x. It is important to understand that the sign is part of the term. Substitute numerical values into formulae and expressions involving powers. Set up and solve up to two step equations formally including non-integer answers. Begin to use algebra to generalise and prove. For example: Investigate what happens when you add any three consecutive integers. Explain why this happens and prove this result.



extend your written solution

to at least one set task. You

should justify your findings

in a clear logical way.



findings.




2. Sequences Continue sequences that increase or decrease in equal steps. Extend sequences below zero. Spend time with your teacher developing skills that will help you to access the Progressing column.

Fill in gaps in sequences increasing by equal steps. Continue sequences that don’t increase in equal steps in simple cases. Continue sequences and solve problems involving time. For example: The bus to Dronfield runs every 8 minutes and the bus to Matlock runs every 9 minutes. Both buses pull in to the Depo at 9am. What is the next time that both the Dronfield and Matlock buses will both be in the Depo?

Name the following familiar sequences: The Square Numbers. The Triangle Numbers. The Multiples of…. The Powers of 2, 3, 4, 5 and 10. The Fibonacci Numbers. Generate terms of a linear sequence using term-to-term and position-to-term definitions of the sequence, discuss the advantages/disadvantages of each. Understand and use the terms: Finite Infinite Linear Ascending Descending Find the nth term of an ascending linear sequence and generate a sequence given the nth term.

Find the nth term of a descending linear sequence or a linear sequence that does not change in integer steps. Find the nth term of a linear sequence given any four consecutive terms in the sequence. Justify whether or not a particular number will be in a given sequence.









findings.


Probability

TOPIC Beginning Progressing Secure Above Exceeding 1. Organising Sample

Spaces


Make complete lists of possible outcomes starting from basic cases and building up to more complex cases E.g. Alan, Ben and Claire run the 100m. Assuming none of them draw, how many different ways can they finish the race?

Organise a complete set of information using: Frequency trees Venn Diagrams Two-way tables Lists

Organise given information into a two-way table, Venn diagram or frequency tree and use it to find missing information. Interchange between Venn diagrams, frequency trees and two-way tables.









findings.


2. Likelihood Spend time with your teacher developing skills that will help you to access the Progressing column.

Use vocabulary and ideas of probability, drawing on experience. Understand and use the probability scale from 0 to 1; find probabilities based on equally likely outcomes in simple contexts; identify all the possible mutually exclusive outcomes of a single event.

Collect data from a simple experiment and record in a frequency table; estimate probabilities based on this data. Understand that repeating the experiment may lead to different results.

Know that if the probability of an event occurring is p, then the probability of it not occurring is 1 – p. Find and record all possible mutually exclusive outcomes for two or three successive events in a systematic way. Know that the sum of the probabilities of all mutually exclusive outcomes is 1 and use this when solving problems.

Know what is meant by a Sample Space. Use Venn diagrams, frequency trees and two-way tables in order to organise your sample space and calculate probabilities.

Know that increasing the number of times an experiment is repeated generally leads to better estimates of probability.

Compare experimental and theoretical probabilities.

Statistics – Where appropriate use the Edexcel data set on World Weather.

TOPIC Beginning Progressing Secure Above Exceeding 1. Data Collection Spend time with your

teacher developing skills that will help you to access the Progressing column.

Use a predesigned questionnaire question to gather information from peers and collate in a sensible way. Use a tally chart to collect data to support a given hypothesis.

Understand the difference

between primary and

secondary data.

Design and use a survey question and suitable data collection sheet.

Design a non-leading questionnaire question with time frame, & appropriate exhaustive, non-overlapping, answer boxes. Decide the degree of accuracy needed when collecting data. Suggest a suitable hypothesis to explore and decide whether you will use primary, secondary or a mixture of sources. Know the advantages and disadvantages of using primary and secondary data. Choose a suitable sample size. Know what is meant by an outlier and suggest possible strategies for dealing with one. Know techniques for random sampling, why we use them and use one of these techniques to collect a sample of suitable size. Construct and use tables for collecting large discrete data sets.









findings.


2. Data Calculations Spend time with your teacher developing skills that will help you to access the Progressing column.

Find the median, mode and range for small sets of discrete data.

Find the mean average,

interpreting average as

“total amount ÷ number of

items" and solve word

problems involving average.

Know that the mean should

not be rounded to an integer

value. Know sensible mental

strategies for calculating the

mean of symmetrical data

(e.g. 123, 125, 127).

Know that extreme values affect the mean average more significantly than any other measures of average. Know that when asked to find ‘the average’ this implies to find the mean. Compare two or more data sets using the median or mean and the range. Find the median, mode, mean and range from an ungrouped frequency table. Locate the median in a large

data set using 𝑛+1

2 .

Choose the most appropriate average to use for a given the data set.

Combine two data sets to find an overall mean by working backwards to find totals.









findings.


3. Data

Representation &

Analysis


Construct and interpret:

Bar charts (including

comparative and

composite) leaving gaps

between bars.

Pictograms

Line graphs

Draw pie charts from raw data.

Construct Stem and Leaf diagrams (including back-to-back), create keys and read from these confidently. Calculate the median and range from a Stem and Leaf diagram and use these to compare data sets. Read and interpret pie charts. Explore misleading graphical representations.

The End

GM 1 - St Mary's Roman Catholic High School, Chesterfield · PDF fileGM 1 N2 Vocabulary, ... 1...

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