Unit+2+Foundation

=__Unit 2 Foundation__=

A list of Unit 2 topics:
 * ~ Unit ||~ Module number ||~ Title ||
 * 2 || 2-1 || Integers and decimals ||
 * 2 || 2-2 || Factors and multiples ||
 * 2 || 2-3 || Laws of indices ||
 * 2 || 2-4 || Fractions ||
 * 2 || 2-5 || Percentages ||
 * 2 || 2-6 || Ratio and scale ||
 * 2 || 2-7 || Introduction to algebra ||
 * 2 || 2-8 || Algebraic manipulation ||
 * 2 || 2-9 || Formulae ||
 * 2 || 2-10 || Patterns and squares ||
 * 2 || 2-11 || Linear graphs y = mx + c ||
 * 2 || 2-12 || Lines and angles ||
 * 2 || 2-13 || Shapes & angles ||
 * 2 || 2-14 || Circles ||
 * 2 || 2-15 || Estimates & reading scales ||
 * 2 || 2-16 || Metric, imperial & compound units ||
 * 2 || 2-17 || Area, perimeter & volume ||
 * 2 || 2-18 || 3-D Shapes, symmetry and similarity ||

A detailed breakdown: Order integers Multiply and dividing by negative numbers Multiply or divide any number by powers of 10, and any positive number by a number between 0 and 1 Estimate answers to problems Write decimal numbers in order of size Round to a given number of significant figures (and decimal places) Add and subtract decimal numbers Understand where to position the decimal point by considering what happens when multiplying or dividing equivalent fractions || The ability to order numbers Appreciation of place value Experience of the four operations using whole numbers Knowledge of integer complements to 10 and 100 Knowledge of multiplication facts to 10 ´ 10 Knowledge of strategies for multiplying and dividing whole numbers by 10 The concepts of a fraction and a decimal || By the end of the module the student should be able to: • Understand and order integers (1.1, 1.2) • Add, subtract, multiply and divide integers (BIDMAS) (1.4, 1.5) • Round whole numbers to the nearest, 10, 100, 1000, … (1.6) • Multiply and divide whole numbers by a given multiple of 10 (1.5) • Check their calculations by rounding, eg 29 ´ 31 » 30 ´ 30 (3.10) • Put digits in the correct place in a decimal number (3.1) • Write decimals in ascending order of size (3.2) • Approximate decimals to a given number of decimal places or significant figures (12.3) • Multiply and divide decimal numbers by whole numbers and decimal numbers (up to 2 d.p.) eg 266.22 ¸ 0.34 (3.4, 3.6) • Know that eg 13.5 ¸ 0.5 = 135 ¸ 5 (3.6, 3.11) • Check answers by rounding and know that, eg 2.9 ´ 3.1 » 3.0 ´ 3.0 || More work on long multiplication and division without using a calculator Estimate answers to calculations involving the four rules Consideration of mental maths problems with negative powers of 10: 2.5 ´ 0.01, 0.001 Directed number work with two or more operations, or with decimals Use decimals in Functional Elements problems Use BIDMAS to establish the order of operations Money calculations that require rounding answers to the nearest penny Multiply and divide decimals by decimals (more than 2 decimal places) || Present all working clearly with decimal points in line and emphasise that all working is to be shown For non-calculator methods, make sure that ‘remainders’ and ‘carrying’ are shown as evidence of working Amounts of money should always be rounded to the nearest penny where necessary It is essential to ensure the students are absolutely clear about the difference between significant figures and decimal places Extend to multiplication of decimals and/or long division of integers Try different methods from the traditional ones, eg Russian or Chinese methods for multiplication Always round measures to an appropriate degree of accuracy Incorporate Functional Elements where appropriate || Find factors and multiples of numbers Find squares and cubes of numbers; and finding square roots and cube roots of numbers Find HCF, LCM and prime factor decomposition || Number complements to 10 and multiplication/division facts Use a number line to show how numbers relate to each other Recognise basic number patterns Experience of classifying integers || By the end of the module the student should be able to: • Find: squares; cubes; square roots; cube roots of numbers, with and without a calculator (including the use of trial and improvement) (2.3, 3.5) • Understand odd and even numbers, and prime numbers (2.1) • Find the HCF and the LCM of numbers (2.2) • Write a number as a product of its prime factors, eg 108 = 22 ´ 33 (2.1, 2.2) || Calculator exercise to check factors of larger numbers Further work on indices to include negative and/or fractional indices (introduction to the next section) Use prime factors to find LCM Use a number square to find primes (sieve of Eratosthenes) Calculator exercise to find squares, cubes and square roots of larger numbers (using trial and improvement) || All of the work in this unit is easily reinforced by starters and plenaries Calculators are only to be used when appropriate Encourage students to learn square, cube, prime and common roots as Unit 2 is a non-calculator examination || Use index laws to simplify and calculate the value of numerical expressions involving multiplication and division of integers. || Knowledge of squares, square roots, cubes and cube roots || By the end of the module the student should be able to: • Understand that Index notation can be used to represent repeated multiplication (of the same base) (8.1) • Use index rules to simplify and calculate numerical expressions involving powers, eg (23 ´ 25) ¸ 24 (8.2, 13.2) || Use index rules to simplify algebraic expressions. eg y y y y = y4 Treat index rules as formulae (state which rule is being at each stage in a calculation) Use a simple division example to illustrate how zero and negative indices occur, eg 33 ÷ 33 for zero index as extension of work at this level || Show that x3 y4 cannot be combined Cover examples like (4x3 3x5) ÷ 2x2 Explain that a reciprocal will be useful for other topics, like fractions || Add and subtract fractions by writing them with a common denominator Understand equivalent fractions; simplifying a fraction by cancelling all common factors Order fractions by rewriting them with a common denominator Add and subtract fractions (without a calculator) Recognise that recurring decimals are exact fractions, and that some exact fractions are recurring decimals || Multiplication facts Ability to find common factors A basic understanding of fractions as being ‘parts of a whole unit’ Use of a calculator with fractions (from Unit 1) || By the end of the module the student should be able to: • Recognise and write fractions in everyday situations (prior knowledge) • Write a fraction in its simplest form and recognise equivalent fractions (4.2) • Compare the sizes of fractions using a common denominator (4.1) • Add and subtract fractions by using a common denominator (4.7) • Write an improper fraction as a mixed fraction and visa versa (4.4) • Recognise common recurring decimals can be written as exact fractions eg (4.8) • Convert common recurring decimals into fractions eg 0.6666666…. (4.8) || Careful differentiation is essential as this topic dependent upon the student’s ability Relate simple fractions to percentages and visa versa Using a calculator to change fractions into decimals and looking for patterns Working with improper fractions and mixed numbers, eg divide 5 pizzas between 3 people Link fractions with probability calculations in Unit 1 Recognising that every terminating decimal has its fraction with 2 and/or 5 as a common factor in the denominator Solve word problems involving fractions and in real-life problems, eg find perimeter using fractional values || Regular revision of this topic is needed Students need to learn how to identify and use the fraction button on their calculators in order to check solutions Use of fractions for calculations involving compound units (Unit 1 and 2) Use Functional Elements questions and examples using fractions, eg off the list price when comparing different sale prices || Interpret percentage as the operator 'so many hundredths of' || Four operations of number, particularly for decimals The concepts of a fraction and a decimal Awareness that percentages are used in everyday life || By the end of the module the student should be able to: • Understand that a percentage is a fraction in hundredths (5.1) • Write a percentage as a decimal; or as a fraction in its simplest terms (5.1) • Write one number as a percentage of another number (2.3 in Unit 3) • Calculate the percentage (or fraction) of a given amount (4.5, 5.2) • Find a percentage increase/decrease of an amount (2.2 in Unit 3) • Use a multiplier to increase by a given percent, eg 1.10 ´ 64 increases 64 by 10% (2.2 in Unit 3) • Use of 90% to represent a 10% decrease (2.2 in Unit 3) || Fractional percentages of amounts (non-calculator methods) Combine multipliers to simplify a series of percentage changes Percentages which convert to recurring decimals, eg 33 % and situations which lead to percentages of more than 100% Problems which lead to the necessity of rounding to the nearest penny, eg using Functional Elements contexts || Keep using non-calculator methods, eg Start with 10%, then 1% in order to find other required percentage Use plenty of practical examples linked to Functional Elements, eg VAT calculations (17 %) || Divide a quantity in a given ratio Solve word problems about ratio, including using informal strategies and the unitary method of solution || Fractions and Decimals || By the end of the module the student should be able to: • Appreciate that the ratio 1:2 represents and of a quantity (6.1) • Divide quantities in a given ratio, eg divide £20 in the ratio 2:3 (6.3) • Solve word problems involving ratios, eg find the cost of 8 pencils given that 6 pencils cost 78p (6.2) || Currency calculations using currency exchange rates Use harder problems involving multi-stage calculations Relate ratios to Functional Elements contexts, eg investigate the proportions of the different metals in alloys and the new amounts of ingredients needed for a recipe used for different numbers of guests || Students often find three-part ratios difficult Link ratios given in different units to metric and imperial units topic || Distinguish the meaning between the words ‘equation’, ‘formula’ and expression || Experience of using a letter to represent a number Word formulae or rules to describe everyday situations eg time to cook a nut roast linked to weight of the nut roast || By the end of the module the student should be able to: • Distinguish the different roles played by letter symbols in algebra (7.1, 7.4) • Understand the meaning between the words ‘equation’, ‘formula’, and expression (7.2, 7.8) || Extend the above ideas to the ‘equation’ of the straight line, y = mx + c Look at word equations written in symbolic form, eg F = 2C + 30 to roughly convert temperature and compare with F = + 32 || There are plenty of old exam papers with matching tables testing knowledge of the ‘Vocabulary of Algebra’ (See Emporium website) Present all work neatly Use the appropriate algebraic vocabulary Emphasise the correct use of symbolic notation, eg 3x rather than 3 x || Multiply a single term over a bracket Take out common factors || Know that a letter can be used to represent a number Ability to use negative numbers with the four operations Experience of using BIDMAS in calculations without a calculator || By the end of this Unit the student should be able to: • Simplify expressions with like terms, eg x2 + 3x2; 3ab + 5ab +2c2 (7.3) • Expand and factorise expressions with one pair of brackets, eg expand x(2x + 3y); factorise 3xy2 - 6x2y (7.7, 8.6) || Expand and simplify expressions involving more than one pair of brackets, eg 3(x + 4) – 2(x – 3); (2x + 3) (3x – 4) Multiply out two (linear) brackets, eg (2x – 4) (3x + 2) Expand algebraic expressions like (x – 2) (x + 2) to illustrate how the ‘middle’ term cancels || Emphasise correct use of symbolic notation, eg 3x2 rather than 3 ´ x2 Present all work neatly, writing out the questions with the answers to aid revision at a later stage || Use formulae from mathematics and other subjects that require prior simplification of brackets, including those that have negative signs occurring anywhere in the equation, and those with a negative solution Generate a formula || Understand of the mathematical meaning of the words expression, simplifying, formulae and equation Experience of using letters to represent quantities Substitute into simple expressions using words Use brackets in numerical calculations and remove brackets in simple algebraic expressions || By the end of the module the student should be able to: • Use letters or words to state the relationship between different quantities (13.3) • Substitute positive and negative numbers into simple algebraic formulae (13.2) • Substitute positive and negative numbers into algebraic formulae involving powers (7.9, 13.2) • Find the solution to a problem by writing an equation and solving it (13.1) • Generate a formula from given information, eg find the formula for the perimeter of a rectangle given its area A and the length of one side (13.3) || Use negative numbers in formulae involving indices Use various investigations leading to generalisations Use further problems in generating formulae from given information Simple changing the subject to prepare students for y = mx + c and Unit 3 || Emphasis on good use of notation 3ab means 3 ´ a ´ b Students need to be clear on the meanings of the words; expression, equation, formula and identity Use a formula in words and put in letters to represent the words, eg cooking time for a joint of meat Changing the subject is covered again in Unit 3, for brighter students, use this as an introduction to these manipulations Use Functional Elements questions given in everyday contexts as a rich source of formulae Link with formulae for area, volume, surface area etc || Generate terms of a sequence using term-to-term and position-to-term definitions of the sequence Use linear expressions to describe the nth term of an arithmetic sequence || Know about odd and even numbers Recognise simple number patterns eg 1, 3, 5, ... Writing simple rules algebraically Raise numbers to positive whole number powers || By the end of the module the student should be able to: • Find the missing numbers in a number pattern or sequence (9.1) • Find the nth term of a number sequence as an algebraic expression (9.3) • Explain why a number is, or is not, a term of a given sequence (9.4) • Produce a sequence of numbers from a given nth term formula (9.3) || Match-stick problems Sequences and nth term formula for triangle numbers (for top students) Fibonacci numbers etc Extend to quadratic sequences whose nth term is an2 + b and link to square numbers || Show different ways to get the constant term, e.g. zero term or working backwards one term Emphasise good use of notation 3n means 3 ´ n When investigating linear sequences, students should be clear on the description of the pattern in words, the difference between the terms and the algebraic description of the nth term Stress that the difference is always the coefficient of n, as students often put n + difference || Plot points in all four quadrants Find the coordinates of the final point to make a given shape 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 Plot graphs of functions in which y is given explicitly in terms of x, or implicitly Find the gradient of lines given by equations of the form y = mx + c (when values are given for m and c) Understand that the form y = mx + c represents a straight line and that m is the gradient of the line and c is the value of the y-intercept Construct linear functions and plotting the corresponding graphs arising from real-life problems Discuss and interpret graphs modelling real situations (including Travel & Conversion Graphs) || Being able to: Substitute positive and negative numbers into algebraic expressions Plot coordinates in the first quadrant Calculate the mean of two numbers Knowledge of basic shapes || By the end of the module the student should be able to: • Add a point to a coordinate grid to complete a given shape, eg (parallelogram; rhombus; trapezium; square) (10.1) • Use the formula to calculate the midpoint of a line segment (10.3) • Understand how to represent points in 2-D (10.2) • Substitute values of x into linear functions to find corresponding values of y (11.2, 11.3) • Plot points for linear functions on a coordinate grid and draw the corresponding straight lines (11.2, 11.3) • Interpret m and c as gradient and y-intercept in linear functions (11.2, 11.3) • Understand that the graphs of linear functions are parallel if they have the same value of m (11.2, 11.3) • Understand linear functions in practical problems, eg distance-time graphs (12.3) || Find the equation of the line through two given points (extension task for brightest) Use a spreadsheet to generate straight-line graphs, posing questions about the gradient of lines Use a graphical calculator or graphical ICT package to draw straight-line graphs Link to scatter graphs and correlation from Unit 1 Cover horizontal and vertical lines (x = c and y = c), as students often forget these || Careful annotation should be encouraged. Label the coordinate axes and write down the equation of the line Recognise linear graphs and hence when data may be incorrect The midpoint can be found by drawing and/or using the mean of the end points (rather than by using the formula) Link to graphs and relationships in other subject areas, eg science, geography etc Interpret straight line graphs for Functional Elements – Ready reckoner graphs – Conversion graphs – Fuel bills & mobile phone tariffs – Fixed charge (standing charge) and cost per unit Link conversion graphs to converting metric and imperial units and equivalents (Unit 2) || Use a protractor to draw angles accurately Use the fact that angles at a point add to 360° Label angles and lines Recall and use properties of perpendicular lines || An understanding of angle as a measure of turning The ability to use a ruler and protractor || By the end of this module the student should be able to: • Distinguish between acute, obtuse, reflex and right angles (14.2) • Estimate the size of an angle in degrees (14.4) • Measure and draw angle to the nearest degree (14.5, 14.6) • Measure and draw line to the nearest mm (14.6) • Use two letter notation for a line and three letter notation for an angle (14.3) • Recall and use properties of perpendicular lines (15.2) • Mark perpendicular lines on a diagram (15.2) • Identify a line perpendicular to a given line (15.2) • Use geometric language appropriately (14, 15) • Use letters to identify points, lines and angles (14.3) • Use angle properties at a point to calculate unknown angles (14.1) || Extend to other angle facts in triangles, parallel lines and/or quadrilaterals (prep for next topic) Perpendicular bisector construction (Intro to Unit 3) || Make sure that all pencils are sharp and drawings are neat and accurate Use a lot of drawing practice and encourage students to check each others diagrams Pass around a mark scheme on tracing paper to save time and to give instant feedback Angles should be correct to within 2°, lengths correct to the nearest mm Apply skills to constructing pie charts (Unit 1) || Use geometric proof of angle sum of triangles Use facts associated with parallel lines Calculate and use the sums of the interior angles of triangles & quadrilaterals || The concept of parallel lines The concept of vertical and horizontal The concept of an angle between two lines Experience in drawing triangles, quadrilaterals and circles || By the end of the module the student should be able to: • Identify triangles by their properties (scalene, isosceles, equilateral, right-angled, obtuse, and acute) (15) • Prove the angle sum in a triangle is 180° (15.4) • Use the angle properties of triangle to find missing angles (15) • Prove the exterior angle of a triangle is equal to the sum of the two opposite interior angles (15.4) • Identify quadrilaterals by their properties (trapezium, parallelogram, rhombus, rectangle, square, kite and arrowhead) (16.2) • Use alternate and corresponding angles in parallel lines to find missing angles (15.2) || Use the angle properties of triangles to find missing angles in combinations of triangles Use harder problems involving multi-step calculations Link with symmetry || A lot of practical drawing examples helps to illustrate properties of various shapes, eg group work or displays Diagrams used in examinations are often not drawn accurately Use tracing paper to show which angles in parallel lines are equal Encourage students to always write down the reasons and to ‘quote’ the angle fact used || Basic angle facts Ability to draw a circle with compasses || By the end of the module the student should be able to: • Identify and name the various parts of a circle (centre, radius, diameter, circumference, sector, segment, arc and chord) (16.4) • Use the angle properties of two radii to make an isosceles triangle within a circle. (This is a good application of the triangle angle properties from the previous section and links well with Unit 3 (Pythagoras’ Theorem) (16.5) || Use harder problems involving multi-stage calculations Define a circle by using the language of loci (introduction to Unit 3 topic) || All working should be clearly and accurately presented Draw lines using an HB pencil A sturdy pair of compasses is essential || Make estimates of length using metric and imperial units Make estimates of weight, volume and capacity using metric and imperial units Use sensible units for measuring Read analogue and digital clocks Read measurements on different types of scales Read timetables and calculating time intervals. Convert from one metric unit to another || An awareness of the metric and imperial system of measures Strategies for multiplying and dividing by 10 (for converting metric units) Knowledge of the conversion facts for metric lengths, mass and capacity Knowledge of the conversion facts between seconds, minutes and hours || By the end of this module the student should be able to: • Make estimates of: length, volume and capacity, weight (revision of prior knowledge) • Decide on the appropriate units to use in real life problems (revision of prior knowledge) • Read measurements from instruments: scales; analogue and digital clocks; thermometers, etc (17.1, 17.2) • Recognise that measurements given to the nearest whole unit may be inaccurate by up to one half in either direction • Convert from one metric unit to another metric unit (17.3) • Knowledge and use of common imperial units and time conversions (17.4) || This could be made a practical activity by collecting assorted everyday items for weighing and measuring to check the estimates of their lengths, weights and volumes Link with compound units such as speed for travel graphs (m/s or km/h or mph) and Best Buys (g/penny) || Measurement is essentially a practical activity Use a range of everyday objects to bring more meaning to lessons Use Functional Elements as practice questions for this topic area || Estimate answers Use the formulae for speed Change units in compound measures || Know that: 1 hour = 60 minutes; 1 day = 24 hours Some experience of Metric/Imperial measures from Topic 15 (above) or Unit 1 || By the end of the module the student should be able to: • Convert measurements to the same unit before doing a calculation, eg 3 m ´ 12 cm ´ 10 mm (17.3) • Use common metric/imperial equivalents to convert between units* (17.4) • Round measurements to 1s.f. to find an estimate for a calculation (17.4) • Use speed = distance/time to work out speed, distance or time (17.5) • Change the units of speed between metric/metric units or imperial/imperial units (17.5) • Compare quantities by converting to the same units, eg km/h and m/s (17.3, 17.4)
 * ~ MODULE ||~ CONTENTS ||~ PRIOR KNOWLEDGE ||~ OBJECTIVES ||~ DIFFERENTIATION & EXTENSION ||~ NOTES ||
 * 2-1 || Integers and decimals || Add, subtract, multiply and divide any number
 * 2-2 || Factors and multiples || Recognise and identify even, odd and prime numbers
 * 2-3 || Laws of indices || Use index notation and index laws for multiplication and division of integer powers
 * 2-4 || Fractions || Express a given number as a fraction of another
 * 2-5 || Percentages || Understand that ‘percentage’ means ‘number of parts per 100’
 * 2-6 || Ratio and scale || Use ratio notation, including reduction to its simplest form and it various links to fractions notation
 * 2-7 || Introduction to algebra || Distinguish the different roles played by letter symbols in algebra
 * 2-8 || Algebraic manipulation || Simplify terms and expressions
 * 2-9 || Formulae || Substitute numbers into formulae
 * 2-10 || Patterns and squares || Generate common integer sequences (including: sequences of odd or even integers; squared integers; powers of 2; powers of 10; triangle numbers)
 * 2-11 || Linear graphs y = mx + c || Use the conventions for coordinates in the plane
 * 2-12 || Lines and angles || Measure lines and use a protractor to measure angles of all sizes
 * 2-13 || Shapes & angles || Recall properties of triangles and quadrilaterals
 * 2-14 || Circles || Understand the related parts of a circle || Properties of shapes and polygons
 * 2-15 || Estimates & reading scales || Make estimates in everyday life
 * 2-16 || Metric, imperial & compound units || Convert units

Metric Imperial 1 kg 2.2 pounds 1 litre 1¾ pints 4.5 litre 1 gallon 8 km 5 miles 1 m 39 inches 2.5 cm 1 inch 30cm 1 foot || Use the internet and/or reference books to find the weights, volumes and heights of large structures such as buildings, aeroplanes and ships Work out the maximum/minimum possible error in a calculation involving measures || Measurement is essentially a practical activity All working should be shown with multiplication or division by powers of 10 Use a distance/speed/time triangle (ie Drink Some Tea) Use Functional Elements as practice questions for this topic area ie Best Buys, travel graphs leading to speed calculations, etc || Calculate the surface area and volume of cuboids Use the formula to calculate the volume of a prism || The names of quadrilaterals Ability to substitute numbers into a formula Some notion of the difference between length, area and volume Properties of cubes, cuboids and other common 3-D objects || By the end of the module the student should be able to: • Use the area formulae for triangles, parallelograms and trapeziums (18.3) • Work out the surface area of 3-D shapes based on rectangles and triangles (by working out the area of each face) (19.4) • Use v = l ´ w ´ h to solve problems involving the volume and dimensions of a cuboid (19.3) • Work out how many small boxes fit into a large box (19.3) • Use volume = cross-section ´ length to find the volume of a regular prism, eg with trapezium cross-section (19.3) || Further problems involving combinations of shapes Use compound shape methods to investigate the areas of other standard shapes, eg kites Practical activities, eg using estimation and accurate measuring to calculate perimeters and areas of classroom/corridor floors || Discuss the correct use of language and units [Sometimes one mark is for putting in the correct unit] Ensure that students can distinguish between perimeter, area and volume Many students have little real understanding of perimeter, area and volume Practical experience is essential to clarify these concepts, bring in cornflake boxes There are many Functional Elements skills which can be applied to this topic area, eg floor tiles, optimization type questions etc || Explore the geometry of cuboids (including cubes), and shapes from cuboids Use 2-D representations of 3-D shapes and analysing 3-D shapes through 2-D projections and cross-sections, including plan and elevation Recognise and visualising reflection and rotational symmetry of 2-D shapes Construct cubes, tetrahedra, square-based pyramids and other 3-D shapes from given information Understand congruent and similar shapes || Names of common 2-D shapes || By the end of the module the student should be able to: • Identify and name common solids: cube, cuboid, cylinder, prism, pyramid, sphere and cone (19.2) • Count the vertices, faces and edges of 3-D shapes (19.1, 19.2) • Draw nets of solids and recognise solids from their nets (Isometric drawing) (9.1 in Unit 3) • Draw and interpret plans and elevations (9.2 in Unit 3) • Recognise line and rotational symmetry in 2-D shapes (16.6, 16.7) • Draw in the line of symmetry (or state the equation if the shape is on a coordinate grid) and state the order of rotational symmetry (16.6, 16.7) • Recognise and name examples of solids, including prisms, in the real world (19.1) || Make solids using equipment such as clixi or multi-link Draw shapes made from multi-link on isometric paper Build shapes from cubes that are represented in 2-D Extend to planes of symmetry for 3-D solids Work out how many small boxes can be packed into a larger box (Functional Elements example) || Accurate drawing skills need to be reinforced Some students find visualising 3-D objects difficult, simple models will assist Use tracing paper/mirrors to help with symmetry questions Introduce the concept of congruency ||
 * These are the metric to imperial equivalents expected
 * 2-17 || Area, perimeter & volume || Use formulae to find the area of triangles, parallelograms, and trapeziums
 * 2-18 || 3-D Shapes, symmetry and similarity || Identify and name common solids.