Unit+1+Higher

=Past Papers= toc You can find past papers and mark schemes here: - -  -  - FULL Video Solutions - - -  -  -  - = =

=Topic Checklist= A list of the topics for Unit 1: Mean from a table || Histograms || Box plots || Tree Diagrams || A detailed breakdown is of the course content can be found here.
 * ~ Unit ||~ Module number ||~ Title ||~ Video Links ||
 * 1 || 1-1 || Collecting data || Questionnaires ||
 * 1 || 1-2 || Displaying data, charts and graphs ||  ||
 * 1 || 1-3 || Averages || Mean from a table
 * 1 || 1-4 || Histograms || Histograms
 * 1 || 1-5 || Scatter graphs and correlation ||  ||
 * 1 || 1-6 || Median and interquartile range || Cumulative Frequency
 * 1 || 1-7 || Probability || Combining probabilities
 * 1 || 1-8 || Integers ||  ||
 * 1 || 1-9 || Decimals ||  ||
 * 1 || 1-10 || Fractions ||  ||
 * 1 || 1-11 || Percentages || Simple Interest ||
 * 1 || 1-12 || Ratio and scale ||  ||
 * 1 || 1-13 || Introduction to algebra ||  ||
 * 1 || 1-14 || Straight line graphs ||  ||
 * 1 || 1-15 || Curved graphs ||  ||
 * 1 || 1-16 || Lines and angles ||  ||
 * 1 || 1-17 || Units and reading scales ||  ||

=Video Solutions=

Unit 1H March 2011:
Question 1 - Questionnaires media type="youtube" key="x1Z3Kwx6tYM" height="360" width="480" Question 2 - Scatter Graphs media type="youtube" key="Ski_qfhoSfk" height="360" width="480" Question 3 - Ratio and Percentages media type="youtube" key="MOsWMQuDnbw" height="360" width="480" Question 4 - Two Way Tables media type="youtube" key="WnmDLqM2mvI" height="360" width="480" Question 5 - Probability media type="youtube" key="hl9Hj_T4SSQ" height="360" width="480" Question 6 - Mean from a Table media type="youtube" key="6ezPOZArrx4" height="360" width="480" Question 7 - Box Plots and Comparing Data media type="youtube" key="aSp57yiythc" height="360" width="480" Question 8 - Problem Solving media type="youtube" key="ZmFeY6w3znA" height="360" width="480" Question 9 - Probability media type="youtube" key="MPy6pSdigio" height="360" width="480" Question 10a - Mean from a Table media type="youtube" key="2d6WtuM3UTI" height="360" width="480" Question 10b - Cumulative Frequency media type="youtube" key="FtWp_ZzBTlg" height="360" width="480" Question 11 - Probability Trees media type="youtube" key="vhX-SNB36s0" height="360" width="480" Question 12 - Stratified Sampling media type="youtube" key="dO2wFXmndIk" height="360" width="480" Question 13 - Compound Interest media type="youtube" key="n-QU3DATAcc" height="360" width="480" Question 14 - Histograms media type="youtube" key="srsDGL0D22U" height="360" width="480"

Unit 1 Sample Assessment Higher:
Question 1: Median interval and Frequency Polygon

Question 2: Comparing Costs for flights

Question 3: Compare and Contrast Data in Stem and Leaf Diagram

Question 4: Questionnaires

Question 5: Scattergraph - Line of Best Fit

Question 6: Ratio

Question 7: Probability and Algebra

Question 8: Averages - Mean

Question 9: Compound and Simple Interest Comparison media type="youtube" key="pASPnERl9kc" height="344" width="425" Question 10: Histogram - Unequal class widths media type="youtube" key="X8ngDXk7lp4" height="344" width="425" Question 11: Random and Stratified Sample media type="youtube" key="u6F-gGFdTec" height="344" width="425" Question 12: Applying Probability media type="youtube" key="PSHDtLQ6rEc" height="344" width="425" Question 13: Probability Tree Diagram media type="youtube" key="Xx_uo15rJKk" height="344" width="425" Question 14: Capture Re-capture Method media type="youtube" key="s22_mLJykzk" height="344" width="425"

=Detailed Course Content= Select and justifying a sampling scheme and a method to investigate a population Collect data using various method, including observation, controlled experiments, data logging, questionnaires and surveys Design and using data-collection sheets Gather data from secondary sources Design and using two-way tables Deal with practical problems such as non-response or missing data Use stratified sampling || An understanding of why data needs to be collected. Experience of simple tally charts. Experience of inequality notation and signs. Basic Fractions for help when calculating stratified samples (link with Unit 2) || By the end of the module the student should be able to: • Design a suitable question for a questionnaire (1.5) • Understand the difference between: primary and secondary data; discrete and continuous data (1.1 – 1.8) • Understand when appropriate to use a stratified sample • Understand how to calculate a stratified sample • Design suitable data capture sheets for surveys and experiments (1.4 – 1.6) • Understand about bias in sampling (1.7) • Choose and justify an appropriate sampling scheme, including random and systematic sampling (1.2, 1.3) • Deal with practical problems in data collection, such as non-response, missing and anomalous data (Throughout Ch 1) || Carry out a statistical investigation of their own to include designing an appropriate means of gathering the data An investigation into other sampling schemes, such as cluster and quota sampling || Students may need reminding about the correct use of tallies Emphasise the differences between primary and secondary data Discuss sample size and mention that a census is the whole population. In the UK the census is every year that ends in a ‘1’, so 2011 is the next census If students are collecting data as a group, they should all use the same procedure Emphasise that continuous data is data that is measured, eg temperature Mayfield High data from coursework task can be used to collect samples and to make comparisons in following section Use the fact that the numbers in each year group for the Mayfield High data to introduce stratified sampling techniques || Interpret a wide range of graphs and diagrams and drawing conclusions || An understanding of the different types of data: continuous; discrete; categorical Experience of inequality notation and symbol Some basic fraction work for pie Charts (Link with Unit 2) Use a protractor to measure and draw angles (Link with Unit 2 contents) || By the end of the module the student should be able to: • Represent data as: - Pie charts (for categorical data) (3.1, 3.2) - Bar charts and histograms (equal class intervals) (3.4, 3.5) - Frequency polygons (3.6) - Stem and leaf diagrams (3.3) • Choose an appropriate way to display discrete, continuous and categorical data (3.2 – 3.10) • Understand the difference between a bar chart and a histogram (3.5) • Compare distributions shown in charts and graphs (3.2 – 3.10) || Carry out a statistical investigation of their own and use an appropriate means of displaying the results Use a spreadsheet to draw different types of graphs Collect examples of charts and graphs in the media which have been misused, and discuss the implications || Clearly label all axes on graphs and use a ruler to draw straight lines Stem and leaf diagrams must have a key Show how to find the median and mode from a stem and leaf diagram Angles for pie charts should be correct to within 2°. Ask students to check each others’ charts Make comparisons between previously collected data, eg Mayfield boys vs girls or Yr 7 vs Yr 8 Encourage students to work in groups and present their charts – useful for display work in classroom/corridors Use Excel graph wizard || Estimate the mean for large data sets with grouped data Find the mode, median, mean and range of small data sets with discrete data Relate summarised data to the initial questions Compare distributions and making inferences, using the shapes of distributions and measures of average and spread || Knowledge of finding the mean, median, mode & range for small data sets Stem and leaf diagram to find mode and median An ability to order and find the mid-point of two numbers || By the end of the module the student should be able to: • Find the mean of data given in an ungrouped frequency distribution (2.4) • Find the mode, median and range for a small set of data (2.2, 2.10) • Find the modal class for grouped data (2.8) • Find the median by using, where n is the number of data (2.2, 2.8) • Find the mean from a frequency table by using (Sigma notation for top sets only) (2.7) • Use the mid point of equal class intervals to find an estimate for the mean of grouped data (2.8) • Know the advantages/disadvantages of using the different measure of average (2.5) || Use statistical functions on calculators and spreadsheets Use statistical software to calculate the mean for grouped data sets Estimate the mean for data sets with ill defined class boundaries Investigate the affect of combining class intervals on estimating the mean for grouped data sets Discuss occasions when one average is more appropriate, and the limitations of each average Mention standard deviation (it is not in the specification, but it is useful for further comparison of data sets with similar means) || Collect data from class, eg children per family etc. Extend this activity to different classes, Year groups or use secondary data from the internet. Previous coursework tasks are a rich source of data to work with, eg Second-Hand Car Sales) Compare distributions and make inferences, using the shapes of distributions and measures of average and spread, eg ‘boys are taller on average, but there is a much greater spread in heights’ (use date collected from previous work done or Mayfield data) Students tend to select modal class but identify it by the frequency rather than the class itself Explain that the median of grouped data is not necessarily from the middle class interval || Interpret a histogram Understand frequency density || Displaying Data Grouped Data Bar Charts || By the end of the module the student should be able to: • Complete a histogram from a frequency table (3.5, 3.7) • Complete a frequency table from a histogram (3.5, 3.7) • Use a histogram to work out the frequency in part of a class interval (3.5, 3.7) || Students could carry out a statistical investigation of their own choice and decide on an appropriate means of displaying the results Investigate how the choice of class width affects the shape of a distribution Use a previous set of exam results to show that the distribution of marks is often not uniform. || Show an example which clearly demonstrates that a histogram represents the data in a ‘fairer’ way (A-Level texts are a rich source of suitable examples to use) Show students the fact that the area of each bar represents the frequency and how this can be useful to solve questions with partially filled in tables or graphs || Interpret a scatter graph Appreciate that correlation is a measure of the strength of association between two variables Appreciate that zero correlation does not necessarily imply ‘no correlation’ but merely ‘no linear relationship’ Distinguish between positive, negative and zero correlation and using a line of best fit Draw a line of best fit by eye, and understanding what these represent Find the equation of the line of best fit || Plotting coordinates An understanding of the concept of a variable Recognition that a change in one variable can affect another Straight line graphs: y = mx + c (link with Unit 2) || By the end of the module the student should be able to: • Draw and produce a scatter graph (4.4) • Appreciate that correlation is a measure of the strength of association between two variables (4.5) • Distinguish between positive, negative and zero correlation using a line of best fit (4.5) • Appreciate that zero correlation does not necessarily imply ‘no correlation’ but merely ‘no linear relationship’ (4.5) • Draw a line of best fit by eye and understand what it represents (4.6) • Use a line of best fit to interpolate/ extrapolate (4.7) • Find the equation of the line of best fit and using it to predict values (4.7, with 4.2) || Vary the axes required on a scatter graph to suit the ability of the class Carry out a statistical investigation of their own including; designing an appropriate means of gathering the data, and an appropriate means of displaying the results Use a spreadsheet, or other software, to produce scatter diagrams/lines of best fit. Investigate how the line of best fit is affected (visually) by the choice of scales on the axes Look up the correlation coefficient using Excel (or equivalent package) functions (This not in the specification, but it is a useful introduction to further statistics) || Link with direct and inverse proportion (Unit 3) Students should realise that lines of best fit should have the same gradient as the correlation of the data Also mention that the line of best fit should pass through the coordinate representing the mean of the data Clearly label all axes on graphs and use a ruler to draw straight lines Warn students that the line of best fit does not necessarily go through the origin or ‘corner’ point of the graph || Draw and producing cumulative frequency tables and diagrams Draw and producing box plots for grouped continuous data Compare distributions and making inferences, using shapes of distributions and measures of average and spread, including median and quartiles Compare cumulative frequency diagrams and box plots and drawing conclusions || Experience of inequality notation Ability to plot points Understand how to find the median and range for small data sets Understand the difference between discrete and continuous data || By the end of the module the student should be able to: • Find the median and quartiles for large sets of ungrouped data (3.9, 3.10) • Draw a cumulative frequency table for grouped data (using the upper class boundary) (3.8) • Draw a cumulative frequency curve for grouped data (3.8) • Use a cumulative frequency diagram to find estimates for the median and quartiles of a distribution (3.9) • Use a cumulative frequency diagram to solve problems, eg how many greater than a particular value (3.9) • Draw a box plot to summarise information given in cumulative frequency diagrams (3.10) • Compare cumulative frequency diagrams and box lots to make inferences about distributions (3.9, 3.10) || Understand the distinction between a cumulative frequency curve and a cumulative frequency polygon Compare more than three distributions, eg. Yrs 7, 8, 9 Explain clearly why the IQR being small shows greater consistency or less variation in the data Encourage students to give clear comparison statements using median and IQR Use statistical software to produce cumulative frequency diagrams and box plots Identify and represent outliers for box plots and that a ‘long whisker’ could be due to only one extreme value Revise and extend to for discrete data. Show counter examples when is not too useful || Start by listing discrete data and putting in arrows to mark off quartiles and median – so the data is cut up into four equal parts No distinction is made for cumulative frequency curves and cumulative frequency polygons Students should check that their answers for mean, median and mode lie within the given range of data Explain that the IQR gives a better indication of the true range and the full range can be affected by extreme values (ie the top and bottom 25% of values) Explain how an examinations grade boundary can be set by using quartiles and can vary from year to year according to the shape of the distribution and curve, eg grades A – D, A for top 25% etc || Identify different mutually exclusive outcomes and know that the sum of the probabilities of all these outcomes is 1 Know when to add or multiply two probabilities Use tree diagrams to represent outcomes of compound events, recognising when events are independent Compare experimental data and theoretical probabilities Understand that if they repeat an experiment they may, and usually will, get different outcomes, and that increasing sample size generally leads to better estimates of probability and population parameters || Understand that a probability is a number between 0 and 1 Know how to add, and multiplying fractions and decimals (link with Unit 2) Experience of expressing one number as a fraction of another number (link with Unit 2) Recognise the language of statistics, eg words such as likely, certain, impossible, etc || By the end of the module the student should be able to: • List all the outcomes from mutually exclusive events, eg from two coins, and sample space diagrams (5.3) • Write down the probability associated with equally likely events, eg the probability of drawing an ace from a pack of cards (5.1, 5.3) • Know that if the probability of an event occurring is p than the probability of it not occurring is 1 – p (5.3) • Find the missing probability from a list or table (5.3) • Know that the probability of A or B is P(A) + P(B) (5.3) • Know that the probability of A and B is P(A) ´ P(B) (5.3) • Draw and use tree diagrams to solve probability problems (including examples of non-replacement) (5.7, 5.8) • Find estimates of probabilities by considering relative frequency in experimental results (including two-way tables) (5.4, 5.5) • Know that the more an experiment is repeated the better the estimate of probability (5.4) || Experiments with dice and spinners Show sample space for outcomes of throwing two dice Stress that there are 36 outcomes, as students will initially guess it’s 12 outcomes for two dice Binomial probabilities (H or T) Do a question ‘with’, and then repeat it ‘without’ replacement. It is a good idea to show the students the contents of the bag and then physically remove the object to illustrate the change of probability fraction for the second selection || Students should express probabilities as fractions, percentages or decimals Fractions needed not be cancelled to their lowest terms. This makes it easier to calculate tree diagram probabilities ie easier to add like denominators Show that each cluster of branches adds up to 1, and that all the outcomes add up to 1 too Explain that if two objects are picked, then this is the same as one followed by another without replacement Show that it is often easier to do a question involving multiple outcomes by considering the opposite event and subtracting from 1, eg at least 2 reds, at least 2 beads of a different colour etc || Understand and use positive numbers and negative integers both as positions and translations on a number line Order integers Add, subtract, multiply and divide integers and then by any number Use standard column procedures for addition and subtraction of integers Use standard column procedures for multiplication of integers Use a variety of checking procedures, including the problem backwards, and considering whether a result is of the right magnitude Use brackets and the hierarchy of operations ie BIDMAS || 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 || Round to a given number of significant figures (and decimal places) Estimate answers to problems || Integers The concepts of a fraction and a decimal || By the end of the module the student should be able to: • Put digits in the correct place in a decimal number (2.1) • Write decimals in ascending order of size (2.2) • Approximate decimals to a given number of decimal places or significant figures (1.6) || Use decimals in real-life problems, eg Best Buys and other Functional Elements real-life problems Money calculations that require rounding answers to the nearest penny Multiply and divide decimals by decimals (more than 2 decimal places) Round answers to appropriate degrees of accuracy to suit a particular everyday unit || Advise students not to round any decimals used in calculations until the final answer is to be declared Link decimals to statistics and probability, eg the mean should not be rounded, the probabilities of all events add up to 1 Also link decimals to converting units and compound measures (Unit 1 and 2) || Order fractions by rewriting them with a common denominator || 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 || By the end of the module the student should be able to: • Visualise a fraction diagrammatically (5.1) • Understand a fraction as part of a whole (5.1) • Recognise and write fractions in everyday situations (Throughout Ch 5) • Write a fraction in its simplest form and recognise equivalent fractions (5.1) • Compare the sizes of fractions using a common denominator (5.1) • Add and subtract fractions by using a common denominator (5.1) • Write an improper fraction as a mixed fraction • Recognising common recurring decimals can be written as exact (revision of fractions, eg prior knowledge) || 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 The four rules of number applied to fractions with a calculator Solve word problems involving fractions and in real-life problems, eg find perimeter using fractional values || 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 should learn how to identify and use the fraction button on their calculators Link with probability calculations using AND and OR Laws 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 percentages (and fractions) in real-life situations Solve percentage problems, including increase and decrease. Represent repeated proportional change using a multiplier raised to a power Use calculators to explore exponential growth and decay, using a multiplier and power key || Four operations of number 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 (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 (5.2) • Calculate the percentage (or fraction) of a given amount (5.2) • Find a percentage increase/decrease of an amount (5.2) • Use a multiplier to increase by a given percent, eg 1.10 ´ 64 increases 64 by 10% (5.2) • Calculate simple and compound interest for two, or more, periods of time (5.2) || 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 || Amounts of money should always be rounded to the nearest penny where necessary, except where such rounding is premature, eg in successive calculations such as compound interest || 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 (5.9) • Divide quantities in a given ratio, eg divide £20 in the ratio 2:3 (5.9) • Solve word problems involving ratios, eg find the cost of 8 pencils given that 6 pencils cost 78p || 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 or the new amounts of ingredients needed for a recipe for different numbers of guests || Students often find three-part ratios difficult Also link ratios given in different units to metric and imperial units (Unit 2) || 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 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 (2.3) • Understand the meaning between the words ‘equation’, ‘formula’, ‘identity’ and expression (2.3) || 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 past exam papers with matching tables testing knowledge of the ‘Vocabulary of Algebra’ (See Emporium website) || Discuss and interpreting graphs modelling real-life situations Interpret information presented in a range of linear graphs Use the conventions for coordinates in the plane Plot points in all four quadrants Recognise (when values are given for m and c) that equations of the form y = mx + c correspond to straight-line graphs in the coordinate plane 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 (a) values are given for m and c and (b) the line has been plotted || Experience at plotting points in all quadrants Linear Sequences and basic number patterns || By the end of the module the student should be able to: • Draw linear graphs from tabulated data, including real-world examples (4.1 – 4.3) • Interpret linear graphs, including conversion graphs and distance-time graphs (4.2 – 4.3) • Draw and interpret graphs in the form y = mx + c (when values for m and c are given) (4.2) • Understand that lines are parallel when they have the same value of m (4.2) • Find the gradient and intercept of a straight line graph (4.2) || Plot graphs of the form y = mx + c where students have to generate their own tables and set out their own axes 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 || Clear presentation with axes labelled correctly is vital Recognise linear graphs and hence when data may be incorrect Link to graphs and relationships in other subject areas, eg science, geography etc Interpret straight line graphs for Functional Elements contexts – Ready reckoner graphs – Conversion graphs – Fuel bills – Fixed charge (standing charge) and cost per unit Also link conversion graphs to converting metric and imperial units and equivalents (Unit 2) || Plot graphs of simple cubic functions, the reciprocal function y = with x 0, the exponential function y = kx for integer values of x and simple positive values of k, the circular functions y = sin x and y = cos x, using a spreadsheet or graph plotter as well as pencil and paper Recognise the characteristic shapes of all these functions || Straight line graphs BIDMAS || By the end of the module the student should be able to: • Plot and recognise quadratic, cubic, reciprocal, exponential and circular functions • Use the graphs of these functions to find approximate solutions to equations, eg given x find y (and vice versa) • Match equations with their graphs • Sketch graphs of given functions || Explore the function y = ex (perhaps relate this to y = ln x) Explore the function y = tan x (Unit 3) Find solutions to equations of the circular functions y = sin x and y = cos x over more than one cycle (and generalise) || This work could be enhanced by drawing graphs on graphical calculators and appropriate software Group work with each group assigned a different type of graph is an effective way to explore the graphical properties There are plenty of past exam papers with matching tables testing knowledge of the ‘Shapes of Graphs’ (See Emporium website) || Use a protractor to draw angles accurately Use the fact that angles at a point add to 360° || 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 (3.1) • Estimate the size of an angle in degrees (revision of prior knowledge) • Measure and draw angle to the nearest degree (3.1) • Measure and draw line to the nearest mm (revision of prior knowledge) • Use angle properties ‘at a point’ to calculate unknown angles (3.1) || Extend to other angle facts in triangles, parallel lines and/or quadrilaterals (preparation for Unit 2) || 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 || 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 & 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 (Throughout Ch 1) • Make approximate conversions between metric and imperial units (revision of prior knowledge) • Decide on the appropriate units to use in real life problems (1.1) • Read measurements from instruments: scales, analogue and digital clocks, thermometers etc (Throughout Chapter 1) • Recognise that measurements given to the nearest whole unit may be inaccurate by up to one half in either direction (revision of prior knowledge) • Convert from one metric unit to another metric unit (1.1) || 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 realistic Use Functional Elements problems as a rich source of practice questions for this topic area ||
 * ~ MODULE ||~ CONTENTS ||~ PRIOR KNOWLEDGE ||~ OBJECTIVES ||~ DIFFERENTIATION & EXTENSION ||~ NOTES ||
 * 1-1 || Collecting data || Identify which primary data they need to collect and in what format, including grouped data, considering appropriate equal class intervals
 * 1-2 || Displaying data, charts and graphs || Draw and producing a wide range of graphs and diagrams
 * 1-3 || Averages || Find the mean for large data sets
 * 1-4 || Histograms || Draw and producing histograms for grouped continuous data
 * 1-5 || Scatter graphs and correlation || Draw and produce a scatter graph
 * 1-6 || Median and interquartile range || Find the median, quartiles and interquartile range for large data sets
 * 1-7 || Probability || List all outcomes for single events, and for successive events, in a systematic way
 * 1-8 || Integers || Understand place value and round to a given power of 10
 * 1-9 || Decimals || Write decimal numbers in order of size
 * 1-10 || Fractions || Understand equivalent fractions; simplifying a fraction by cancelling all common factors
 * 1-11 || Percentages || Understand that ‘percentage’ means ‘number of parts per 100’
 * 1-12 || Ratio and scale || Use ratio notation, including reduction to its simplest form and it various links to fractions notation
 * 1-13 || Introduction to algebra || Distinguish the different roles played by letter symbols in algebra
 * 1-14 || Straight line graphs || Construct linear functions from real-life problems and plotting their corresponding graphs
 * 1-15 || Curved graphs || Generate points and plotting graphs of simple quadratic functions
 * 1-16 || Lines and angles || Measure lines and using a protractor to measure angles of all sizes
 * 1-17 || Units and reading scales || Make estimates in everyday life