Unit+2+Higher

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=__Unit 2 Higher__=

=Past Papers= Latest Paper: FULL video Solutions

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=__Revision resources:__= Some Unit 2 revision questions (47 pages worth!): The answers so you can check your work: Mrs Walters list of MyMaths links related to the topic list:

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=Unit 2 Topic List:= Factorise Solving Equations Solving All types of Equations Selection of Questions Algebraic Proof ||  ||   || Rearranging to get y=mx+c Creating Formulae ||  ||   || Surds - Rationalising denominator ||  ||   || Straight Line Graphs ||  ||   || Tangents Circle Theorems - All ||  ||   ||
 * ~ Unit ||~ Module number ||~ Title ||~ Video Link ||~ MyMaths Links ||~ Other Resources ||
 * 2 || 2-1 || Integers and decimals ||  ||   ||   ||
 * 2 || 2-2 || Factors and multiples ||  ||   ||   ||
 * 2 || 2-3 || Laws of indices ||  ||   ||   ||
 * 2 || 2-4 || Standard form ||  ||   ||   ||
 * 2 || 2-5 || Fractions ||  ||   ||   ||
 * 2 || 2-6 || Percentages || Simple Interest ||  ||   ||
 * 2 || 2-7 || Ratio and scale ||  ||   ||   ||
 * 2 || 2-8 || Introduction to algebra ||  ||   ||   ||
 * 2 || 2-9 || Algebraic manipulation || Simplifying Expressions
 * 2 || 2-10 || Formulae || Substitution
 * 2 || 2-11 || Exact answers and surds || Surds - simplifying
 * 2 || 2-12 || Patterns and sequences ||  ||   ||   ||
 * 2 || 2-13 || Linear graphs || Parallel and Perpendicular
 * 2 || 2-14 || Lines and angles ||  ||   ||   ||
 * 2 || 2-15 || Angle facts || Polygons - Interior Exterior angles ||  ||   ||
 * 2 || 2-16 || Circle geometry || Tangent Question solved
 * 2 || 2-17 || Estimates & reading scales ||  ||   ||   ||
 * 2 || 2-18 || Metric, imperial & compound units ||  ||   ||   ||
 * 2 || 2-19 || Area, perimeter & volume ||  ||   ||   ||
 * 2 || 2-20 || 3-D shapes, symmetry and tessellations ||  ||   ||   ||

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=March 2011 Solutions:=

1. Arithmetic Sequences, finding the nth term

2. Sharing in a Ratio media type="youtube" key="MTHwxVtERJE" height="344" width="425"

3. Plotting Equations of Straight Lines media type="youtube" key="AsgR7pJIbGU" height="344" width="425"

4. Functional Skills: Applying Lowest Common Multiple to a practical problem media type="youtube" key="FAKJisn5-Bo" height="344" width="425"

5. Surface Area of a Triangular Prism media type="youtube" key="aCLd2uKqiU4" height="344" width="425"

6. Interior and Exterior Angles of Polygons media type="youtube" key="muY24wKciGA" height="344" width="425"

7. Area of Trapezium media type="youtube" key="ammIJA1Edwc" height="344" width="425"

8. Functional Skills: Best buy comparison of holidays media type="youtube" key="Mj3EZnB5fms" height="344" width="425"

9. Speed and conversions from miles to kilometres media type="youtube" key="LCpo9r7M-NQ" height="344" width="425"

10. 3D coordinates and midpoints media type="youtube" key="d9UJZ2JibDk" height="344" width="425"

11. Expanding, Factorising and Simplifying Algebraic Expressions media type="youtube" key="WAPe6o_mwF4" height="344" width="425"

12. Indices media type="youtube" key="CGfhIUs9idQ" height="344" width="425"

13. Equations of Lines and Perpendicular Lines media type="youtube" key="bMq5QSoE0Do" height="344" width="425"

14. Simplifying Algebraic Fractions by Factorising media type="youtube" key="spwznb7ETzU" height="315" width="560"

15. Expanding Brackets to find a Formula for the Volume of a Prism media type="youtube" key="9nvOzYJI3_Y" height="344" width="425"

16. Tangents to Circles and Proof media type="youtube" key="m3miBL61vQ4" height="344" width="425"

=A detailed breakdown:= Understand and use negative integers both as positions and translations on a number line Order integers Multiply and divide by negative numbers Multiply or divide any number by powers of 10, and any positive number by a number between 0 and 1 Check and 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 equivalent fractions are multiplied or divided Check and estimate answers to problems, by approximations or inverse operations (Decimals) || 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) • Add, subtract, multiply and divide integers (BIDMAS) (1.5) • Round whole numbers to the nearest, 10, 100, 1000, … (Revision of prior knowledge) • Multiply and divide whole numbers by a given multiple of 10 (1.1, 1.3) • Check their calculations by rounding, eg 29 ´ 31 » 30 ´ 30 (3.5) • Put digits in the correct place in a decimal number (3) • Write decimals in ascending order of size (3) • Approximate decimals to a given number of decimal places or significant figures (3.3, 3.4) • Multiply and divide decimal numbers by whole numbers and decimal numbers (up to 2 d.p.) eg 266.22 ¸ 0.34 (3.2) • Know that eg 13.5 ¸ 0.5 = 135 ¸ 5 (3.2) • Check their answer by rounding, eg 2.9 ´ 3.1 » 3.0 ´ 3.0 (3.6) || More work on long multiplication and division without using a calculator Estimating 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 Introduce standard form for very large/small numbers 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; emphasise that all working is to be shown For non-calculator methods make sure that ‘remainders’ and ‘carrying’ are shown Amounts of money should always be rounded to the nearest penny where necessary It is essential to ensure that 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 Use Functional Elements problems as additional practice for the topic area || 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) (1.4) • Understand odd and even numbers, and prime numbers (1.2) • Find the HCF and the LCM of numbers (1.2) • Write a number as a product of its prime factors, eg 108 = 22 ´ 33 (1.2) || Calculator exercise to check factors of larger numbers Further work on indices to include negative and/or fractional indices (intro to 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) ||  || Use index laws to simplify and calculate the value of numerical expressions involving multiplication and division of integers, fractional and negative powers Use inverse operations involving
 * ~ MODULE ||~ CONTENTS ||~ PRIOR KNOWLEDGE ||~ OBJECTIVES ||~ DIFFERENTIATION & EXTENSION ||~ NOTES ||
 * 2-1 || Integers and decimals* || Understand place value and round to a given power of 10
 * 2-2 || Factors and multiples || Understand even, odd and prime numbers
 * 2-3 || Laws of indices || Use index notation and index laws for multiplication and division of integer powers

Recall the fact that n0 = 1 and n–1 = for positive integers n, the corresponding rule for negative integers, = square root n and = cube root n for any positive number n || The ability to order numbers Appreciation of place value Experience of the four operations using whole numbers Knowledge of integer complements to 10 Knowledge of multiplication facts to 10 ´ 10 Knowledge of strategies for multiplying and dividing whole numbers by 10 || By the end of the module the student should be able to: • Understand and order integers (2.1) • Add, subtract, multiply and divide integers (2.1) • Understand simple instances of BIDMAS, eg work out 12 ´ 5 – 24 ¸ 8 (2.1) • Round whole numbers to the nearest, 10, 100, 1000, … (1.6) • Multiply and divide whole numbers by a given multiple of 10 (2.1) • Check their calculations by rounding, eg 29 ´ 31 » 30 ´ 30 (2.6) • Check answers by reverse calculation, eg if 9 ´ 23 = 207 then 207 ¸ 9 = 23 || Estimating answers to calculations involving the four rules Directed number work with two or more operations, or with decimals Encourage effective use of a calculator || Present all working clearly Show what is entered into your calculator, not just the answer || Calculate with standard form Convert between ordinary and standard form representations Convert to standard form to make sensible estimates for calculations involving multiplication and/or division Use standard form display and know how to enter numbers in standard index form || Rounding decimals to a given number of decimal places or significant figure Multiplying decimal numbers with, and without, a calculator Some experience with powers of 10, eg know that 102 = 100, 103 = 1000, 10–1 = 0.1 Negative indices and laws of indices || By the end of the module the student should be able to: • Understand the standard form convention (5.2) • Convert numbers to, and from, standard form (5.2) • Calculate with numbers given in standard form with, and without, a calculator (5.2) • Round numbers given in standard form to a given number of significant figures (5.2) || Use standard index form in real-life situations, eg stellar distances, sizes of populations and atomic distances for small numbers || This work can be enriched by using examples drawn from the sciences, eg Avogadro’s constant 6.02 x 10-23 || Add and subtracting 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, subtract, multiply and divide 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: • Visualise a fraction diagrammatically (2.1) • Understand a fraction as part of a whole (2.1) • Recognise and write fractions in everyday situations (2.1) • Write a fraction in its simplest form and recognise equivalent fractions (2.1, 3.1) • Compare the sizes of fractions using a common denominator (Revise prior knowledge) • Add and subtract fractions by using a common denominator (2.2 - 2.5) • Write an improper fraction as a mixed fraction (2.1 – 2.5) • Recognise common recurring decimals can be written as exact fractions, eg (3.1) • Converting a recurring decimal into a fraction (3.1) || Careful differentiation is essential for this topic dependent upon the student’s ability Relating simple fractions to remembered percentages and vice-versa Using a calculator to change fractions into decimals and looking for patterns Working with improper fractions and mixed numbers Multiplication and division of fractions to link 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 Introduction to algebraic fractions || Understanding of equivalent fractions is the key issue in order to be able to tackle the other content Constant revision of this topic is needed Students need to learn how to identify and use the fraction button on their calculators to check solutions Link with probability calculations using AND and OR Laws (Unit 1) 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' Use multiplier to increase or decrease a given amount Convert between fractions, decimals and percentages || 4 operations of number, particularly for decimals. The concepts of a fraction and a decimal An 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 (4.1) • Write a percentage as a decimal; or as a fraction in its simplest terms (4.1) • Write one number as a percentage of another number (4.1) • Calculate the percentage (or fraction) of a given amount (4.1, 2.5) • Find a percentage increase/decrease of an amount (4.2, 4.3) • Use a multiplier to increase by a given percent, eg 1.10 ´ 64 increases 64 by 10% (4.3) • Calculate simple and compound interest for two, or more, periods of time (4.3) || Fractional percentages of amounts (non-calculator) 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 Functional Elements contexts Comparisons between simple and compound interest calculations Formulae in simple interest/compound interest methods || Show how the multiplier for a 10% increase (1.10) is most useful for working out a value before the increase, by using division Show that finding 10% of the new price and subtracting does not work. (This is a useful introduction to Unit 3 contents) || 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, eg 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 Harder problems involving multi-stage calculations Relate ratios to Functional Elements contexts, eg investigate the proportions of the different metals in alloys, and work out the new amounts of ingredients for a recipe for a different number of guests || Students often find three-part ratios difficult Link ratios to metric and imperial units module || Distinguish the meaning between the words ‘equation’, ‘formula’, ‘identity’ 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 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) • Understand the meaning between the words ‘equation’, ‘formula’, ‘identity’ and expression (10.1) || 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) || Multiply a single term over a bracket Take out common factors Expand the product of two linear expressions Factorise quadratic expressions || 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 (7.2) • Expand and factorise expressions with one pair of brackets, eg expand x(2x + 3y); factorise 3xy2 - 6x2y (8.1, 8.2) • Expand and simplify expressions involving more than one pair of brackets, eg 3(x + 4) – 2(x – 3); (2x + 3)(3x – 4) (8.3, 8.4) • Factorise quadratic expression (including the difference of two squares) (8.4) • Simplify algebraic fractions, eg (11.1) || Expand algebraic expressions involving three pairs of brackets Further examples in factorising quadratic expression with non-unitary values of a (including fractional values) Simplification of algebraic fractions which involve the addition of fractions || 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 Link the difference of two squares with the rationalisation of surds || Use formulae from mathematics and other subjects that require simplification of brackets, including those that have negative signs occurring anywhere in the equation, and those with a negative solution Change the subject of a formula including where the subject occurs once Generate a formula || Understanding of the mathematical meaning of the words expression, simplifying, formulae and equation Experience of using letters to represent quantities Substituting into simple expressions using words Using brackets in numerical calculations and removing 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 (10.2) • Substitute positive and negative numbers into simple algebraic formulae (10.2) • Substitute positive and negative numbers into algebraic formulae involving powers (10.2) • Find the solution to a problem by writing an equation and solving it (10.3) • 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 (10.3) || Use negative numbers in formulae involving indices Various investigations leading to generalisations Further problems in generating formulae form given information Apply changing the subject to y = mx + c || Emphasise good use of notation, eg 3ab means 3 ´ a ´ b Students need to be clear on the meanings of the words expression, equation, formula and identity Changing the subject is covered fully in Unit 3, use this Unit as an introduction to this concept Use Functional Elements problems as a rich source of formulae given in everyday contexts Link with formulae for area, volume, surface area, etc || Write answers in exact form || Knowing the common square numbers (for simplifying surds) Knowledge of square roots and π Collecting together like terms Removing brackets in simple algebraic expressions Difference of two squares || By the end of the module the student should be able to: • Simplifying surds (5.4) • Use surds and π in exact calculations, without a calculator (5.4) • Write (3 – √3)2 in the form a + b√3 (5.4) • Rationalise a denominator (5.4) • Rationalise the denominator of fractions, eg =, and eg write (Ö18 +10) ¸ Ö2 in the form p + qÖ2 (5.4) • Give an answer to a question involving the area of a circle as 25π (link with Unit 3) (5.4) || Explain the different between rational and Irrational numbers as an introduction to surds Stress it is better to write answers in exact form, eg is better than 0.333333….. Prove that √2 is irrational Revise the difference of two squares to show why we use, for example (√3 – 2) as the multiplier to rationalise (√3 + 2) Link to Unit 3 work on circle measures (involving π) and Pythagoras calculations in exact form. Give an answer to use of Pythagoras’ Theorem as √13 (link with Unit 3) || Link simplifying surds to collecting together like terms. eg 3x + 2x = 5x, so therefore 3√5 + 2√5 = 5√5 Stress it is better to write answers in exact form (eg is better than 0.333333…..) A-Level textbooks (Core 1) are a good source of questions on surd manipulation, some of which are algebraic. A useful generalisation to learn is || 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 (7.6, 7.7) • Find the nth term of a number sequence as an algebraic expression (7.7) • Explain why a number is, or is not, a member of a given sequence (7.6, 7.7) • Produce a sequence of numbers from a given nth term formula (7.7) || Match-stick problems Sequences and nth term formula for triangle numbers, Fibonacci numbers etc Prove a sequence cannot have odd numbers for all values of n Extend to quadratic sequences whose nth term is an2 + bn + c || Emphasise the use of appropriate algebraic notation, eg 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 || Plot points in all four quadrants Find the coordinates of the final point to make a given shape Use the formula to find the mid-point of line segments Identify 2-D and 3-D shapes; 3-D coordinates 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 Explore the gradients of parallel lines and lines perpendicular to each other Construct linear functions and plot the corresponding graphs arising from real-life problems Discuss, plot and interpreting graphs modelling real situations (including travel & conversion graphs) || Substitute positive and negative numbers into algebraic expressions Plot coordinates in the first quadrant Calculating the mean of two numbers Knowledge of basic shapes Rearrange to change the subject of a formula || By the end of the module the student should be able to: • Add a point to a coordinate grid to complete a given shape (parallelogram; rhombus; trapezium; square) (9.1) • Use the formula to calculate the midpoint of a line segment (9.2) • Understand how to represent points in 1-D, 2-D and 3-D (9.1, 14.9) • Substitute values of x into linear functions to find corresponding values of y (9.1, 9.3 – 9.5) • Plot points for linear functions on a coordinate grid and draw the corresponding straight lines (9.1, 9.3 – 9.5) • Interpret m and c as gradient and y-intercept in linear functions (9.3)
 * 2-4 || Standard form || Use standard form, expressed in standard notation and on a calculator display
 * 2-5 || Fractions* || Express a given number as a fraction of another
 * 2-6 || Percentages* || Understand that ‘percentage’ means ‘number of parts per 100’
 * 2-7 || Ratio and scale* || Use ratio notation, including reduction to its simplest form and its various links to fractions notation
 * 2-8 || Introduction to algebra* || Distinguish the different roles played by letter symbols in algebra
 * 2-9 || Algebraic manipulation || Simplify terms, products and sums
 * 2-10 || Formulae || Substitute numbers into formulae
 * 2-11 || Exact answers and surds || Simplify surds and rationalise denominators
 * 2-12 || Patterns and sequences || Generate integer sequences (including: sequences of odd or even integers, squared integers, powers of 2, powers of 10, triangle numbers)
 * 2-13 || Linear graphs* || Use the conventions for coordinates in the plane

• Understand that the graphs of linear functions are parallel if they have the same value of m (9.5) • Know that the line perpendicular to y = mx + c has gradient (9.5) • Understand linear functions in practical problems, eg distance-time graphs (9.6) || Find the equation of the line through two given point Find the equation of the perpendicular bisector of the line segment joining two given points 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 || With the exception of parallel and perpendicular lines, this topic is also contained in Unit 1 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 Link to graphs and relationships in other subject areas, ie science, geography etc Interpret straight line graphs for Functional Elements problems – Ready reckoner graphs – Conversion graphs – Fuel bills & Mobile Phone tariffs – Fixed charge (standing charge) and cost per unit Link conversion graphs to converting metric & imperial units and equivalents (Unit 2) A-Level Text books (C1) are a good source of extension questions on this topic Cover horizontal and vertical lines (x = c and y = c), as students often forget these || Use a protractor to draw angles accurately Use the fact that angles at a point add to 360° || An understanding of angle as an amount of rotation or a measure of turning Experience of using a ruler and a protractor || By the end of this module the student should be able to: • Distinguish between acute, obtuse, reflex and right angles (12.6) • Estimate the size of an angle in degrees (revision of prior knowledge) • Measure and draw angle to the nearest degree (Chapter 12 Introduction) • Measure and draw line to the nearest mm (Chapter 12 Introduction) • Use angle properties at a point to calculate unknown angles (12.6) || Extend to other angle facts in triangles, parallel lines and/or quadrilaterals (prep for next topic) || Make sure that all pencils are sharp and drawings are neat and accurate Angles should be correct to within 2°, lengths correct to the nearest mm Apply skills to constructing pie charts (Unit 1) || Properties of triangles and quadrilaterals Geometric proof Angles associated with parallel lines Calculate and use the sums of the interior angles of quadrilaterals, pentagons and hexagons Calculate and use the angles of regular polygons Understand that inscribed regular polygons can be constructed by equal divisions of a circle || 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: • Name a polygon with 3, 4, ..., 10 sides (13.6) • Identify triangles by their properties (scalene, isosceles, equilateral, right-angled, obtuse, and acute) (12.8) • Prove the angle sum in a triangle is 180° (13.2) • Use the angle properties of triangle to find missing angles (12.7, 12.8) • Prove the exterior angle of a triangle is equal to the sum of the two opposite interior angles (13.2) • Identify quadrilaterals by their properties (trapezium, parallelogram, rhombus, rectangle, square, kite and arrowhead) (12.2) • Use alternate and corresponding angles in parallel lines to find missing angles (13.1) • Calculate and use the sums of the interior angles of convex polygons of sides 3, 4, 5, 6, 8, 10 (13.6) • Know, or work out, the relationship between the number of sides of a polygon and the sum of its interior angles (13.6) • Know that the sum of the exterior angles of any polygon is 360° (13.6) • Find the size of each exterior/interior angle of a regular polygon (13.6) || Use triangles to find the angle sums of polygons Use the angle properties of triangles to find missing angles in combinations of triangles Harder problems involving multi-step calculations Extend to bearings (Unit 3) Link with symmetry and tessellations || Use plenty of practical drawing examples to help illustrate properties of various shapes – group/displays Diagrams used in examinations are seldom drawn accurately Use tracing paper to show which angles in parallel lines are equal Encourage students to always write down the reasons and ‘quote’ the angle fact/theorem used (this is important for the new assessment objectives) || Understand and use the fact that tangents from an external point are equal in length Explain why the perpendicular from the centre to a chord bisect the chord Understand that the tangent at any point on a circle is perpendicular to the radius at that point || Properties of shapes and polygons Basic angle facts Experience of drawing a circle with a pair of compasses Some experience of algebraic manipulation || 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) (13.8) • Use the angle properties of tangents to find missing angles (tangent at a point, tangents from a point) (13.10) • Understand, prove and use circle theorems (see above) (13.9, 13.10) • Use circle theorems to find unknown angles and explain their method - quoting the appropriate theorem(s) (13.9, 13.10) || Investigate other circle theorems by accurately measuring angles (link with Unit 3) Harder problems involving multi-stage calculations Algebraic solutions or general proofs || All working should be presented clearly, and accurately Encourage students to always put the reasons and ‘quote’ the angle fact or theorem used Draw lines using an HB pencil A sturdy pair of compasses are essential - spare equipment is advisable For weaker students a good idea for algebraic solutions or proofs is to replace the ‘x’ with a number, say 60o (in pencil). The students work through the question and then repeat it with the ‘x’, but using the same processes Encourage students to always put the reasons and ‘quote’ the angle fact/theorem used || 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 calculate 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, weights (12.4) • Decide on the appropriate units to use in real life problems (12.3) • Read measurements from instruments: scales, analogue and digital clocks, thermometers (Assumed prior knowledge) • 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 (12.5) • Knowledge and use of common imperial units and time conversions and units (12.5) || 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 make the lesson more real Use Functional Elements questions as a source of practice questions || 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 Module 17 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 (12.3, 12.5) • Use common metric/imperial equivalents to convert between units* (12.5) • Round measurements to 1 s.f. to find an estimate for a calculation (12.4) • Understand that measurements can not be precise, and write down the maximum and minimum possible values (12.3) • Work out the maximum/minimum possible error in a calculation involving measures (12.3) • Use speed = distance/time to work out speed, distance or time (9.8) • Change the units of speed between metric/metric units or imperial/imperial units (12. 5) • Compare quantities by converting to the same units, eg km/h and m/s (12. 5)
 * 2-14 || Lines and angles* || Measure lines and using a protractor to measure angles of all sizes
 * 2-15 || Angle and shapes || Definitions and names of polygons
 * 2-16 || Circle geometry || Use names and definitions of parts of a circle
 * 2-17 || Estimates & reading scales* || Make estimates in everyday life
 * 2-18 || 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 30 cm 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 with more difficult examples, eg with quantities in standard form Use uncommon units, eg astronomical units, speed of light, etc || 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 questions as a source of practice questions, eg Best Buys, Travel Graphs leading to speed calculations || 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 (14.2) • Work out the surface area of 3-D shapes based on rectangles and triangles (by working out the area of each face) (14.8) • Use v = l ´ w ´ h to solve problems involving the volume and dimensions of a cuboid (14.6) • Work out how many small boxes fit into a large box (14.6) • Use volume = cross-section ´ length to find the volume of a regular prism, eg with trapezium cross-section (14.7) || Further problems involving combinations of shapes Using 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 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 concept There are many Functional Elements skills which can be applied to this topic area, eg floor tiles, optimization type questions || 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 visualise reflection and rotational symmetry of 2D shapes Construct cubes, tetrahedra, square-based pyramids and other 3-D shapes from given information Tessellate combinations of polygons Understand tessellations of regular and irregular polygons || The names of standard 3-D shapes The unit on 2-D shapes || By the end of the module the student should be able to: • Count the vertices, faces and edges of 3-D shapes (14.4) • Draw nets of solids and recognise solids from their nets (14.4) • Draw and interpret plans and elevations (14.5) • Recognise line and rotational symmetry in 2-D shapes (12.1) • 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 (12.1) • Understand tessellations and explain why some shapes tessellate and why other shapes do not (13.7) • Recognise and name examples of solids, including prisms, in the real world (14.4) || 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 Discover Euler’s Formula for solids Work out how many small boxes can be packed into a larger box (Functional type example) || Accurate drawing skills need to be reinforced Some students find visualising 3-D objects difficult and simple models will assist Use tracing paper/mirrors to help with symmetry questions Link tessellations with the polygons ||
 * These are the Metric to Imperial equivalents expected
 * 2-19 || Area, perimeter & volume || Use formulae to find the area of triangles, parallelograms, and trapeziums
 * 2-20 || 3-D shapes, symmetry and tessellations || Explore the geometry of cuboids (including cubes), and shapes from cuboids