AQA GCSE Maths Schemes of Work Writing Brief D R a F T s1

Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsOVERVIEW Notes to Teacher: 1. Y10 Autumn term has 2 hours of revision time available. 2. Y10 Spring term has 5 hours of revision time available. 3. Y10 Summer term has 5 hours of revision time available. 4. The Year 10 scheme assumes an end-of-year exam will be set on the topics covered in Y10. 5. Y11 Autumn term has 5 hours of revision time available. 6. Editable Word files are provided on the CD-ROM in the back of this Teacher Guide. Chapter Teaching Grades AQA Linear specification reference hours 3. Number skills 1 4 G, F, E, D Working with numbers and the number system: N1.1, N1.2, N1.3, N1.4, N1.5, N1.14 Fractions, Decimals and Percentages: N2.1, N2.3, N2.7 Measures and Construction: G3.4 15. Decimals 5 F, E, D, C Working with numbers and the number system: N1.2 Fractions, Decimals and Percentages: N2.3, N2.4 13. Basic rules of 6 F, E, D, C The Language of Algebra: N4.1 algebra Expressions and Equations: N5.1 MR 22. Angles 5 G, F, E, D, C Properties of angles and shapes: G1.1, G1.2 ET Measures and Construction: G3.6, G3.8N 1. Data collection 5 F, E, D, C The Data Handling Cycle: S1 M Data Collection: S2.1, S2.2, S2.3, S2.4 UT Data presentation and analysis: S3.1 U A23. Measurement 1 4 G, F, E Working with numbers and the number system: N1.3 01 Measures and Construction: G3.3, G3.5 Y 27. Units and scale 2 E Measures and Construction: G3.1, G3.4 29. 3-D objects 2 G, F, E, D Geometrical reasoning and calculation: G2.4 16. Equations and 5 F, E, D, C Expressions and Equations: N5.4, N5.7 inequalities 4. Fractions, decimals, 5 G, F, E, D, C Fractions, Decimals and Percentages: N2.5, N2.6, N2.7 percentages and ratio Ratio and Proportion: N3.1, N3.3G 11. Number skills 2 5 G, F, E, D, C Working with numbers and the number system: N1.2, N1.3, N1.4, N1.5 N IM 24. Triangles and 4 G, E, D, C Properties of angles and shapes: G1.2, G1.8 R R P constructions Measures and Construction: G3.9, G3.10 E ST 01 12. Multiples, factors, 6 G, F, E, D, C Working with numbers and the number system: N1.6, N1.7, N1.8, N1.9 Y powers and roots© Pearson Education Limited 2010 1 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation sets28. Perimeter, area and 6 F, E, D, C Mensuration: G4.1, G4.4 volume 14. Fractions 7 G, F, E, D, C Working with numbers and the number system: N1.3 Fractions, Decimals and Percentages: N2.1, N2.2, N2.7 2. Interpreting and 3 G, F, C Data presentation and analysis: S3.2 representing data 1 Data Interpretation: S4.1, S4.4 5. Interpreting and 5 F, E, D, C Data presentation and analysis: S3.2 representing data 2 Data Interpretation S4.1, S4.2, S4.3 17. Indices and formulae 6 G, F, E, D, C Working with numbers and the number system: N1.8, N1.9 The Language of Algebra: N4.2M Expressions and Equations: N5.6 RE 6. Range and averages 4 G, F, E Data presentation and analysis: S3.3 T Data Interpretation: S4.1 R E 10. Ratio and proportion 4 D, C Ratio and Proportion: N3.1, N3.2, N3.3 M MU 25. Equations, formulae 3 D, C The Language of Algebra: N4.2 S and proof Expressions and Equations: N5.1, N5.4, N5.6 01 Geometrical reasoning and calculation: G2.3 Y 30. Reflection, 5 G, F, E, D, C Properties of angles and shapes: G1.7 translation and rotation Vectors: G5.1 9. Range, averages and 4 F, E, D, C Data presentation and analysis: S3.3 conclusions Data Interpretation: S4.1, S4.4M 21. Number skills 3 Working with numbers and the number system: N1.3, N1.4, N1.14 RE revisited Fractions, decimals and Percentages: N2.1, N2.5, N2.7 T Ratio and Proportion: N3.1 N 18. Percentages 5 E, D, C Fractions, Decimals and Percentages: N2.5, N2.7, N2.7h MU 19. Sequences and 6 G, F, E, D, C Expressions and Equations: N5.9 TU proof Sequences, Functions and Graphs: N6.1, N6.2 A 26. Quadrilaterals and 6 G, F, E, D, C Expressions and Equations: N5.4 11 other polygons Sequences, Functions and Graphs: N6.3 Y Properties of angles and shapes: G1.2, G1.3, G1.4, G1.6 7. Probability 1 4 G, F, E, D Probability: S5.1, S5.2, S5.3, S5.4 20. Coordinates and 7 G, F, E, D, C Sequences, Functions and Graphs: N6.3, N6.4, N6.11, N6.12 linear graphs 8. Probability 2 4 E, D, C Data Collection: S2.5 Data presentation and analysis: S3.1, S3.2© Pearson Education Limited 2010 2 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsProbability: S5.2, S5.5h, S5.7, S5.8, S5.9 34. Trial and 2 D, C Working with numbers and the number system: N1.14 improvement Expressions and Equations: N5.8 32. Measurement 2 3 D, C Working with numbers and the number system: N1.4, N1.13h Measures and Construction: G3.4, G3.7 33. Enlargement 3 F, E, D Properties of angles and shapes: G1.7 Measures and Construction: G3.2 31. Circles and cylinders 7 G, D, C Properties of angles and shapes: G1.5 Mensuration: G4.1h, G4.3, G4.4 Y11 SPRING 35. Quadratic graphs 5 D, C Sequences, Functions and Graphs: N6.12, N6.13 TERM 37. Pythagoras’ theorem 6 C Geometrical reasoning and calculation: G2.1 36. Constructions and 4 C Measures and Construction: G3.10, G3.11 lociY11 SUMMER REVISION FOR JUNE EXAMS (29 HOURS) TERM[Full detail begins on next page]© Pearson Education Limited 2010 3 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 3 Number skills 1 Time: 4 hoursN1.1 Understand integers and place value to deal with arbitrarily large positive numbers. N1.2 Add, subtract, multiply and divide any number. N1.3 Understand and use number operations and the relationships between them, including inverse operations and hierarchy of operations. N1.4 Approximate to a given power of 10, up to three decimal places and one significant figure. N1.5 Order rational numbers. N1.14 Use calculators effectively and efficiently, including statistical functions. N2.1 Understand equivalent fractions, simplifying a fraction by cancelling all common factors. N2.3 Use decimal notation and recognise that each terminating decimal is a fraction. N2.7 Calculate with fractions, decimals and percentages. G3.4 Convert measurements from one unit to another.© Pearson Education Limited 2010 4 Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportLongman AQA GCSE AQAMaths GCSE Two-year Linear Scheme of Work for FoundationFoundation Foundation sets G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide N1.1, N1.5 Read and write G Section 3.1 Failing to understand the concept of place Section 3.1 Section 3.1 whole numbers in value and so reading 204 as 24 (20, 4 figures and words twenty-four). Use place value Compare and order whole numbers N1.5, N2.3 Read and write F, E Section 3.2 Thinking that the more digits in a number, GPW 3.2 Section 3.2 Section 3.2 decimal numbers in the greater the value of the number. figures and in words Use decimal notation and place value Compare and order decimal numbers N1.4 Round positive G, F, E Section 3.3 Treating the digits on each side of the Section 3.3 Section 3.3 numbers to the decimal point as separate whole numbers, nearest 10, 100 or so giving 0.95 rounded to 1 d.p. as 0.1. 1000 Round decimals to the nearest whole number Round decimals to a given number of decimal places Round numbers to one significant figure G3.4 Convert between F Section 3.4 Ignoring the different units when comparing GPW 3.4 Section 3.4 Section 3.4 different metric measurements. units of length, mass and capacity N2.1, N2.7 Use fraction G, F Section 3.5 Not understanding that the denominator of GPW 3.5 Section 3.5 Section 3.5 notation a fraction represents the ‘number of parts in Identify equivalent the whole’. factions Simplify fractions Find fractions of © Pearson Educationquantities Limited and 2010 5 measurements N1.2, N1.3, Understand and G, F, E, Section 3.6 Forgetting to use BIDMAS when using Section 3.6 Section 3.6 N1.14 use the order of D calculators to perform calculations. operations Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 15 Decimals Time: 5 hours N1.2 Add, subtract, multiply and divide any number. N2.3 Use decimal notation and recognise that each terminating decimal is a fraction. N2.4 Recognise that recurring decimals are exact fractions, and that some exact fractions are recurring decimals.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide N1.2 Understand how F Section 15.1 Incorrectly adding the number of zeros as Section Section decimals work and when appropriate. 15.1 15.1 Multiply or divide Not counting decimal places correctly when any number by a multiplying or dividing by higher powers of power of ten 10. N1.2 Add and subtract E Section 15.2 Not lining up the decimal points. GPW 15.2 Section decimal numbers Not recording the ‘carry over’ and forgetting 15.2 to add it on. Not reducing a number during an exchange. N2.3 Convert decimals D Section 15.3 Working with the incorrect power of 10. GPW 15.3 Section to fractions Not giving answers in the simplest form. 15.3 Being confused by place holding zeros in the middle of a number. N1.2 Multiply and divide D, C Section 15.4 Working out the equivalent whole-number GPW 15.4 Section decimal numbers multiplication but forgetting to return to the 15.4 decimal calculation at the end. Confusing multiplication with the rules for addition, writing a long multiplication with © Pearson Education Limited 2010 6 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation sets decimal points underneath each other. ‘Moving the decimal point back’ at the end of a decimal division. N2.4 Convert fractions D, C Section 15.5 Confusing 0.3 with . GPW 15.5 Section to decimals Not understanding that recurring decimals 15.5 Recognise are a form of exact maths and therefore recurring decimals rounding answers.© Pearson Education Limited 2010 7 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 13 Basic rules of algebra Time: 6 hoursN4.1 Distinguish the different roles played by letter symbols in algebra, using the correct notation. N5.1 Manipulate algebraic expressions by collecting like terms, by multiplying a single term over a bracket, and by taking out common factors.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide N4.1 Write simple F, E, D Section 13.1 Writing m × 3 = m3. Section Section expressions using 13.1 13.1 letters to represent unknown numbers Use the correct notation in algebra N5.1 Simplify algebraic F, E Section 13.2 Failing to comprehend that x = 1x. Section Section expressions with Combining unlike terms. 13.2 13.2 only one letter Simplify algebraic expressions by collecting like terms N5.1 Multiply together E Section 13.3 Treating terms in m2 and in m as like terms GPW 13.3 Section two simple (e.g. simplifying 3m2 + m wrongly to 4m2). 13.3 algebraic expressions N5.1 Multiply terms in a D Section 13.4 Forgetting to multiply the second term in the GPW 13.4 Section bracket by a bracket by the term outside (e.g. expanding 13.4 number outside the 2(x + 3) as 2x + 3), or ignoring minus signs bracket (e.g. writing 3(m – 2) as 3m + 6).© Pearson Education Limited 2010 8 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsMultiply terms in a bracket by a term that includes a letter N5.1 Simplify D, C Section 13.5 Forgetting to multiply the second term in the Section expressions bracket by the term outside. 13.5 involving brackets Getting the wrong signs when multiplying negative values. N5.1 Recognise factors D Section 13.6 Not realising that x is a factor of x and x2. GPW 13.6 Section of algebraic terms Not taking out the highest common factor. 13.6 Simplify algebraic Identifying the common factor but forgetting expressions by to work out one of the terms inside the taking out common bracket. factors N5.1 Multiply together C Section 13.7 Confusing methods. GPW 13.7 Section two algebraic Forgetting to multiply pairs of terms. 13.7 expressions with brackets Square a linear expression© Pearson Education Limited 2010 9 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 22 Angles Time: 5 hours G1.1 Recall and use properties of angles at a point, angles at a point on a straight line (including right angles), perpendicular lines, and opposite angles at a vertex. G1.2 Understand and use the angle properties of parallel and intersecting lines, triangles and quadrilaterals. G3.6 Understand and use bearings. G3.8 Measure and draw lines and angles.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide G1.1, G3.6 Describe angles as G Section 22.1 Confusing clockwise and anticlockwise. Section Section turns and in 22.1 22.1 degrees Understand clockwise and anticlockwise Know and use compass directions G1.1, G3.8 Use letters to name G, F Section 22.2 Using the wrong scale on the protractor. Section Section angles 22.2 22.2 Recognise and name types of angles Draw angles using a protractor Measure angles using a protractor© Pearson Education Limited 2010 10 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsEstimate the size of an angle in degrees G1.1 Calculate angles on F, E Section 22.3 Not realising that angles marked with the GPW 22.3 Section Section a straight line and same letter are equal. 22.3 22.3 angles around a Measuring rather than calculating angles. point Recognise vertically opposite angles G1.2 Recognise D Section 22.4 Confusing alternate and corresponding GPW 22.4 Section corresponding and angles. 22.4 alternate angles Calculate angles in diagrams with parallel lines G3.6 Use three-figure E, D, C Section 22.5 Confusing which angles need to be found. GPW 22.5 Section bearing notation Not realising that some of the angles asked 22.5 Measure the for can simply be read off the diagram. bearing from one place to another Plot a bearing Calculate bearings in diagrams© Pearson Education Limited 2010 11 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 1 Data collection Time: 5 hoursS1 Understand and use the statistical problem solving process which involves  specifying the problem and planning  collecting data  processing and presenting the data  interpreting and discussing the results. S2.1 Types of data: qualitative, discrete, continuous. Use of grouped and ungrouped data. S2.2 Identify possible sources of bias. S2.3 Design an experiment or survey. S2.4 Design data collection sheets distinguishing between different types of data. S3.1 Design and use two-way tables for grouped and ungrouped data.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide S1 Learn about the D Section 1.1 Formulating a hypothesis that cannot be Section 1.1 data handling cycle tested. Know how to write Thinking that a hypothesis is not valuable if it a hypothesis is eventually proved false. S2.3, S2.4 Know where to D Section 1.2 Not realising that data collected by a third Section 1.2 look for information party (even if the results of a survey or experiment) is classed as secondary data. S2.1 Be able to identify D Section 1.3 Not appreciating that some data can be GPW 1.3 Section 1.3 different types of treated as either discrete or continuous data depending on the context (e.g. age – this is really continuous, but is often treated as discrete, such as when buying child or adult tickets).© Pearson Education Limited 2010 12 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsS2.4 Work out methods F, E Section 1.4 Using shortcuts in the tallying process – Section 1.4 Section 1.1 for gathering data counting up the items in each class, rather efficiently than tallying items one by one.S2.4 Work out methods D Section 1.5 Using overlapping class intervals. Section 1.5 for gathering data Recording data which is on the boundary of that can take a a class interval in the wrong class. wide range of values S3.1 Work out methods D Section 1.6 Not checking that the totals in two-way Section 1.6 for recording tables add up. related data S2.3, S2.4 Learn how to write C Section 1.7 Using overlapping classes, or gaps between Section 1.7 good questions to classes, for response options. find out information S2.2, S2.3, Know the C Section 1.8 Mistaking biased samples for random Section 1.8 S2.4 techniques to use samples. to get a reliable sample© Pearson Education Limited 2010 13 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 23 Measurement 1 Time: 4 hoursN1.3 Understand and use number operations and the relationships between them, including inverse operations and hierarchy of operations. G3.3 Interpret scales on a range of measuring instruments and recognise the inaccuracy of measurements. G3.5 Make sensible estimates of a range of measures.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide G3.5 Choose the most G, F Section 23.1 Overestimating quantities when dealing with GPW Section Section appropriate metric larger units (i.e. m rather than cm). 23.1/23.2 23.1 23.1 units for measurement Make sensible estimates of length, volume and mass in everyday situations G3.3 Interpret scales on G, F Section 23.2 Counting small divisions in simple units (e.g. GPW Section Section a range of 1 or 0.1) regardless of the number of 23.1/23.2 23.2 23.2 measuring subdivisions. instruments N1.3 Understand time G, F Section 23.3 Subtracting or adding 10 rather than 12 to GPW Section Section using the 12-hour convert between 12- and 24-hour times (e.g. 23.3/23.4 23.3 23.3 and 24-hour clock recording 14.30 as 4.30 pm). Solve problems involving time and dates N1.3 Solve problems F, E Section 23.4 Confusing the decimal parts of an hour with GPW Section Section © Pearson Education Limited 2010 14 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation sets involving time and hours and minutes (e.g. writing 1.25 hours 23.3/23.4 23.4 23.3 dates as 1 hour 25 minutes) and vice versa. Work out the time taken for a journey from a timetable© Pearson Education Limited 2010 15 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 27 Units and scale Time: 2 hoursG3.1 Use and interpret maps and scale drawings. G3.4 Convert measurements from one unit to another.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide G3.4 Know and use E Section 27.1 Not considering the relative size of units GPW Section Section approximate metric when deciding whether to multiply or divide. 27.1/27.2 27.1 27.1 equivalents of pounds, feet, miles, pints and gallons G3.1 Use and interpret E Section 27.2 Missing out steps when converting between GPW Section Section maps and scale (for example) km and cm. 27.1/27.2 27.2 27.1 drawings Not making allowances when measurements are given in a variety of units.© Pearson Education Limited 2010 16 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 29 3-D objects Time: 2 hoursG2.4 Use 2D representations of 3D shapes.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide G2.4 Recognise the net G, F Section 29.1 Incorrectly visualising 3-D objects in 2-D. Section Section Section of a 3-D object 29.1 29.1 29.1 Draw the net of a 3-D object G2.4 Make a drawing of E, D Section 29.2 Missing out hidden cubes when converting Section a 3-D object on from a 3-D view to a plan or elevation. 29.2 isometric paper Using isometric paper in landscape not in Draw plans and portrait. elevations of 3-D objects Identify planes of symmetry of 3-D objects© Pearson Education Limited 2010 17 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 16 Equations and inequalities Time: 5 hoursN5.4 Set up and solve simple linear equations. N5.7 Solve linear inequalities in one variable and represent the solution set on a number line.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide N5.4 Solve equations F, E Section 16.1 Not appreciating that an equation can be GPW Section Section involving addition written in different but equivalent formats 16.1a- 16.1 16.1 or subtraction (e.g. 2a + 7 = 9 → 7 + 2a = 9 → 9 = 2a + 7). 16.5a, Solve equations 16.1b-16.5b involving multiplication and division N5.4 Solve two-step E, D Section 16.2 Not appreciating that an equation can be GPW Section equations written in different but equivalent formats 16.1a- 16.2 (e.g. 2a + 7 = 9 → 7 + 2a = 9 → 9 = 2a + 7). 16.5a, Incorrectly combining number work involving 16.1b-16.5b fractions and decimals with equation solving. N5.4 Write and solve E, D Section 16.3 Not appreciating that an equation can be GPW Section equations written in different but equivalent formats 16.1a- 16.3 (e.g. 2a + 7 = 9 → 7 + 2a = 9 → 9 = 2a + 7). 16.5a, Not following a question carefully when 16.1b-16.5b writing an equation to represent a problem. N5.4 Solve equations D, C Section 16.4 Forgetting to multiply the second term in the GPW Section involving brackets bracket by the term outside. 16.1a- 16.4 Getting the wrong signs when multiplying 16.5a, © Pearson Education Limited 2010 18 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation sets negative numbers. 16.1b-16.5b Incorrectly simplifying after expanding the bracket. N5.4 Solve equations D, C Section 16.5 Introducing errors when there are a negative GPW Section with an unknown number of unknowns on either side of the 16.1a- 16.5 on both sides equation. 16.5a, 16.1b-16.5b N5.7 Show inequalities E, D Section 16.6 Confusing the convention of an open circle Section on number lines for a strict inequality and a closed circle for 16.6 Write down whole an included boundary. number values for Not remembering how to use inequality unknowns in an symbols. inequality N5.7 Solve simple C Section 16.7 Not reversing the sign when multiplying or Section inequalities dividing by a negative. 16.7© Pearson Education Limited 2010 19 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 4 Fractions, decimals, percentages and ratio Time: 5 hoursN2.5 Understand that ‘percentage’ means ‘number of parts per 100’ and use this to compare proportions. N2.6 Interpret fractions, decimals and percentages as operators. N2.7 Calculate with fractions, decimals and percentages. N3.1 Use ratio notation, including reduction to its simplest form and its various links to fraction notation. N3.3 Solve problems involving ratio and proportion, including the unitary method of solution.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide N2.5, N2.6, Find a percentage F, E, D Section 4.1 Thinking that percentages over 100% cannot Section 4.1 Section 4.1 N2.7 of an amount exist. without using a Treating a percentage such as 0.05% as calculator though it were 5%. Find a percentage Adding the percentage to the cost when of an amount with finding a percentage increase (e.g. £315 + a calculator 15% VAT = £330). Find percentages of amounts in more complex situations N2.7 Write one quantity D, C Section 4.2 Not using the original amount as the Section 4.2 as a percentage of denominator, when finding a percentage another difference. Write one quantity Working with quantities in different units. as a percentage of another in more complex situations N2.7 Convert between G Section 4.3 Incorrectly multiplying numbers with one GPW 4.3 Section 4.3 Section 4.2© Pearson Education Limited 2010 20 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation sets fractions, decimals decimal place by 10, rather than 100, when and percentages converting a decimal to a percentage. N2.7 Understand and D, C Section 4.4 Using a previously found price instead of the Section 4.4 use a retail prices base year price. index Understand and use a retail prices index in more complex situations N3.1, N3.3 Simplify a ratio to E, D Section 4.5 Swapping over the numbers in the ratio (e.g. GPW 4.5 Section 4.5 its lowest terms 2 : 5 becomes 5 : 2). Use a ratio when Simplifying ratios without ensuring the comparing a scale quantities are in the same units. model to the real- life object Use a ratio in practical situations N3.1 Write a ratio as a D, C Section 4.6 Turning a ratio into a fraction (e.g. the ratio GPW 4.6 Section 4.6 fraction 4 : 5 becomes ). Use a ratio to find Failing to find the value of the unit fraction in one quantity when more complex problems. the other is known N3.3 Write a ratio in the C Section 4.7 Ignoring different units in a ratio (e.g. GPW 4.7 Section 4.7 form 1 : n or n : 1 simplifying 2 days : 15 hours to 1 : 7½) .© Pearson Education Limited 2010 21 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 11 Number skills 2 Time: 5 hoursN1.2 Add, subtract, multiply and divide any number. N1.3 Understand and use number operations and the relationships between them, including inverse operations and hierarchy of operations. N1.4 Approximate to a given power of 10, up to three decimal places and one significant number. N1.5 Order rational numbers.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide N1.2 Add and subtract G, F Section 11.1 Forgetting to ‘reduce’ a number when Section Section mentally borrowing from it. 11.1 11.1 Recall positive integer complements Use standard column procedures to add and subtract whole numbers N1.2 Multiply whole G, F, E Section 11.2 Forgetting to add the numbers to find the GPW 11.2 Section Section numbers by 10, 100 final answer when using the grid method. 11.2 11.2 and 1000 Forgetting the ‘zero’ when multiplying by Remember and use tens when using the standard method. multiplication facts up to 10 × 10© Pearson Education Limited 2010 22 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsMultiply mentally Multiply whole numbers using written methods N1.2 Divide whole G, F, E Section 11.3 Incorrectly writing 3.6 for an answer of 3 GPW 11.3 Section Section numbers by 10, 100 remainder 6. 11.3 11.3 and 1000 Not giving an answer in the context of the Derive division facts problem. from multiplication facts Use repeated subtraction for division of whole numbers N1.3, N1.4 Check a result by G, F, Section 11.4 Finding an approximate value independent Section Section working the E, D, C of the context in which it is set. 11.4 11.4 problem backwards Giving an answer without reading the Make estimates question carefully. and approximations of calculations N1.2, N1.5 Calculate a G, F, E Section 11.5 Ignoring the ‘negative’ sign in front of a Section Section temperature rise number when adding/subtracting a negative 11.5 11.5 and fall number. Order negative numbers Add and subtract negative numbers Multiply and divide negative numbers© Pearson Education Limited 2010 23 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 24 Triangles and constructions Time: 4 hoursG1.2 Understand and use the angle properties of parallel and intersecting lines, triangles and quadrilaterals. G1.8 Understand congruence and similarity. G3.9 Draw triangles and other 2D shapes using a ruler and protractor. G3.10 Use straight edge and a pair of compasses to do constructions. Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide G1.2 Recognise and G, E, Section 24.1 Not realising when a triangle is isosceles GPW 24.1 Section Section draw the four main D and thinking that the problem cannot be 24.1 24.1 types of triangle solved. Solve angle Trying to do too many steps in one go when problems in answering algebra-based questions. triangles Solve angle problems in triangles involving algebra G3.9, G3.10 Draw triangles E, D Section 24.2 Inaccurately using a protractor or Section accurately when compasses. 24.2 given the length of Not completing the triangle by drawing the all three sides third side. Draw triangles Rubbing out construction lines. accurately when at least one angle is given G1.8 Recognise and C Section 24.3 Thinking that two triangles are congruent Section © Pearson Education Limited 2010 24 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation sets explain how when they are not (due to the relative 24.3 triangles are positions of side lengths or angles being in congruent different positions). © Pearson Education Limited 2010 25 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 12 Multiples, factors, powers and roots Time: 6 hoursN1.6 The concepts and vocabulary of factor (divisor), multiple, common factor, highest common factor, least common multiple, prime number and prime factor decomposition. N1.7 The terms square, positive and negative square root, cube and cube root. N1.8 Index notation for squares, cubes and powers of 10. N1.9 Index laws for multiplication and division of integer powers.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide N1.6, N1.7 Identify and use G, F, E Section 12.1 Incorrectly thinking that ‘taking a square’ Section Section integers, square means multiplying by 2 and a cube as 12.1 12.1 numbers and cube multiplying by 3. numbers Recall the squares of integers up to 15 and the cubes of 2, 3, 4, 5 and 10 N1.6 Solve problems E, C Section 12.2 Confusing factors and multiples. Section Section involving multiples Assuming that the LCM of two numbers is 12.2 12.2 Find lowest the product of the numbers. common multiples N1.6 Solve problems E, C Section 12.3 Missing out 1 as a factor. Section involving factors Confusing HCFs and LCMs. 12.3 Recognise two- Thinking that 1 is a prime number. digit prime Failing to recognise that a number is not numbers prime, when finding prime factors. Find highest © Pearson Education Limited 2010 26 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation sets common factors N1.7 Calculate squares E, D, C Section 12.4 Multiplying by 2 instead of squaring. Section Section and cubes Writing = –6 or = ±6 when finding the 12.4 12.3 Calculate square negative square root. roots and cube Forgetting that square roots of positive roots numbers can be negative. Understand the difference between positive and negative square roots Evaluate expressions involving squares, cubes and roots N1.8 Understand and E Section 12.5 Working out 27 as 2 × 7. GPW Section use index notation 12.5/12.6 12.5 in calculations N1.6 Write a number as C Section 12.6 Mistaking non-primes for primes. GPW Section a product of prime 12.5/12.6 12.6 factors using index notation Use prime factors to find HCFs and LCMs N1.9 Use laws of indices C Section 12.7 Multiplying and dividing powers instead of Section to multiply and adding and subtracting. 12.7 divide numbers written in index notation© Pearson Education Limited 2010 27 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 28 Perimeter, area and volume Time: 6 hoursG4.1 Calculate perimeters and areas of shapes made from triangles and rectangles. G4.4 Calculate volumes of right prisms and of shapes made from cubes and cuboids.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide G4.1 Find the perimeter F, E, D Section 28.1 Not making rough estimates of areas as a GPW 28.1 Section Section and area of check to avoid arithmetical errors. 28.1 28.1, 28.2 rectangles, Incorrectly converting between units. parallelograms, Using measurements in different units. triangles and trapezia G4.1 Find the perimeter D Section 28.2 Incorrectly calculating missing lengths. Section and area of Adding areas instead of subtracting. 28.2 compound shapes G4.4 Find the volume E, D, C Section 28.3 Confusing volume and surface area. GPW 28.3 Section Section and surface area of 28.3 28.3 a prism© Pearson Education Limited 2010 28 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 14 Fractions Time: 7 hoursN1.3 Understand and use number operations and the relationships between them, including inverse operations and hierarchy of operations. N2.1 Understand equivalent fractions, simplifying a fraction by cancelling all common factors. N2.2 Add and subtract fractions. N2.7 Calculate with fractions, decimals and percentages.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide Section Number skills: equivalent fractions (N2.1) 14.1 N2.1 Compare fractions F, E, D Section 14.1 Multiplying the denominator but not the GPW 14.1 Section Section with different numerator when finding equivalent fractions. 14.1 14.2 denominators N2.1 Change an F Section 14.2 Giving the answer in the wrong form. GPW 14.2 Section Section improper fraction 14.2 14.3 13 8 1 into a mixed Writing, for example, =1 and 2 as number 5 5 4 Change a mixed 8 3 number into an or . improper fraction 4 4 N2.2 Add and subtract G, F, Section 14.3 Adding/subtracting the denominators as Section Section fractions with the E, D well as the numerators. 14.3 14.4 same denominator Add fractions and Not converting to equivalent fractions to make change the answer the denominators the same. to a mixed number Add and subtract © Pearson Education Limited 2010 29 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation sets fractions when one denominator is a multiple of the other Add and subtract fractions when both denominators have to be changed N2.2 Add and subtract C Section 14.4 Incorrectly converting a mixed number to an GPW 14.4 Section mixed numbers improper fraction. 14.4 Not converting the final answer back to a mixed number. N2.7 Multiply a fraction E Section 14.5 Multiplying both the numerator and the Section Section by a whole number 1 14.5 14.5 Multiply a fraction denominator by the whole number (e.g. × by a fraction 4 20 20 = ). 80 Multiplying diagonally as though ‘cross- multiplying’ is being done (e.g. × = ). N2.7 Multiply a whole D, C Section 14.6 Multiplying both the numerator and the Section number by a mixed denominator by the whole number (e.g. 3 × 14.6 number 5 Multiply a fraction = ). by a mixed number 6 N1.3 Find the reciprocal C Section 14.7 Leaving denominators as decimal numbers. GPW 14.7 Section of a whole number, Not simplifying answers when asked to do 14.7 a decimal or a so. fraction N2.7 Divide a whole D, C Section 14.8 Finding the reciprocal of the wrong fraction, Section number or a or finding the reciprocal of both fractions. 14.8 fraction by a fraction Divide mixed numbers by whole numbers© Pearson Education Limited 2010 30 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation sets© Pearson Education Limited 2010 31 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 2 Interpreting and representing data 1 Time: 3 hoursS3.2 Produce charts and diagrams for various data types. Scatter graphs, stem-and-leaf, tally charts, pictograms, bar charts, dual bar charts, pie charts, line graphs, frequency polygons, histograms with equal class intervals. S4.1 Interpret a wide range of graphs and diagrams and draw conclusions. S4.4 Compare distributions and make inferences.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide S3.2, S4.1 Draw a pictogram G Section 2.1 Forgetting to include a key when drawing a Section 2.1 Section 2.1 Interpret a pictogram. pictogram Not drawing parts of the shape accurately. S3.2, S4.1 Draw bar chart for G, F Section 2.2 Confusing the two axes when the data is GPW 2.2 Section 2.2 Section 2.2 ungrouped data numerical. Interpret a bar Drawing bars which are not equal in width. chart Draw and interpret vertical line graphs Draw dual and compound bar charts Use dual and compound bar charts to make comparisons S3.2, S4.1, Draw frequency C Section 2.3 Using a grouped label on the horizontal axis GPW 2.3 Section 2.3 S4.4 polygons for rather than a continuous scale. grouped data© Pearson Education Limited 2010 32 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 5 Interpreting and representing data 2 Time: 5 hoursS3.2 Produce charts and diagrams for various data types. Scatter graphs, stem-and-leaf, tally charts, pictograms, bar charts, dual bar charts, pie charts, line graphs, frequency polygons, histograms with equal class intervals. S4.1 Interpret a wide range of graphs and diagrams and draw conclusions. S4.2 Look at data to find patterns and exceptions. S4.3 Recognise correlation and draw and/or use lines of best fit by eye, understanding what they represent.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide S3.2, S4.1 Interpret a pie F Section 5.1 Looking at the angle in a pie chart and GPW 5.1 Section 5.1 Section 5.1 chart ignoring the fact that the pie chart can represent a different number of people. S3.2, S4.1 Draw a pie chart E Section 5.2 Not drawing the angles in the pie chart GPW 5.2 Section 5.2 accurately or using the appropriate scale on the protractor. Measuring each angle from the same starting point. S3.2 Draw a stem-and- D Section 5.3 Forgetting to put a key and order the leaves. Section 5.3 leaf diagram Forgetting to recombine the stem and leaf and just giving the leaf as the value. S3.2, S4.2, Draw a scatter D Section 5.4 Assuming that all the plotted points must be Section 5.4 S4.3 diagram on a given joined with a line. grid Drawing the diagram without spending time Interpret points on working out the best scale. a scatter diagram S3.2, S4.2, Draw a line of best D, C Section 5.5 Trying to make the line of best fit go through Section 5.5 S4.3 fit on a scatter the origin, rather than drawing it © Pearson Education Limited 2010 33 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation sets diagram appropriately. Describe types of correlation Use the line of best fit S3.2 Draw a frequency D Section 5.6 Using grouped labels on the data axes (e.g. Section 5.6 diagram for 15–20, rather than the ends of the bar being grouped data clearly marked with a 15 at one end and a 20 at the other end).© Pearson Education Limited 2010 34 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 17 Indices and formulae Time: 6 hoursN1.8 Index notation for squares, cubes and powers of 10. N1.9 Index laws for multiplication and division of integer powers. N4.2 Distinguish in meaning between the words ‘equation’, ‘formula’, and ‘expression’. N5.6 Derive a formula, substitute numbers into a formula and change the subject of a formula.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation Teacher Practice Book reference sets Student Guide Book Book; Foundation sets Teacher Guide N4.2, N5.6 Substitute G, F Section 17.1 Substituting the wrong values for letters. Section Section numbers into a 17.1 17.1 simple formula written in words Use simple formulae that are written using letters N4.2, N5.6 Use algebra to E, D Section 17.2 Not seeing the ‘general’ case. Section derive formulae 17.2 N1.8, N4.2 Use index E, D, Section 17.3 Not realising that x means x1, or that a number Section notation in C divided by 1 gives the number itself (e.g. 6 ÷ 1 17.3 algebra = 6). Use index notation when multiplying or dividing algebraic © Pearson Education Limited 2010 35 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation sets terms N1.9 Use index laws to C Section 17.4 Forgetting that a letter on its own in a GPW 17.4 Section multiply and calculation, such as p in p2 × p, is raised to the 17.4 divide powers in power 1. algebra N4.2, N5.6 Substitute F, E, D Section 17.5 Incorrectly substituting values into expressions GPW 17.5 Section Section numbers to work (e.g. substituting a = 6 into the expression 4a, 17.5 17.2 out the value of writing 46 and assuming it is forty-six). simple algebraic Ignoring BIDMAS. expressions Substitute numbers into expressions involving brackets and powers N4.2, N5.6 Substitute E, D Section 17.6 Not realising that means n ÷ 10, or that × 6 GPW 17.6 Section numbers into a means of 6 = 3. 17.6 variety of formulae N5.6 Changing the C Section 17.7 Not using brackets or a clear division (e.g. GPW 17.7 Section subject of a rewriting c = 2a + 5 as a = c − 5 ÷ 2). 17.7 formula Not using the inverse operation (e.g. x + y = z becomes x = z + y).© Pearson Education Limited 2010 36 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 6 Range and averages Time: 4 hours S3.3 Calculate median, mean, range, mode and modal class. S4.1 Interpret a wide range of graphs and diagrams and draw conclusions.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide S3.3 Calculate the F Section 6.1 Failing to spot the largest or smallest values. GPW 6.1- Section 6.1 Section 6.1 range of a set of Not checking that all the data values are 6.4 data given in the same unit before calculating the range. S3.3 Find the mode of a G Section 6.2 Writing down the number of times the modal GPW 6.1- Section 6.2 Section 6.2 set of data value occurs and not the data value itself. 6.4 Omitting units when writing the mode. S3.3 Find the median of G, F Section 6.3 Choosing one of the two middle values when GPW 6.1- Section 6.3 Section 6.3 an odd number of finding the median of an even number of 6.4 pieces of data data values. Find the median of an even number of pieces of data S3.3 Calculate the F, E Section 6.4 Not pressing the = key to find the total of the GPW 6.1- Section 6.4 Section 6.4 mean of a set of data values before dividing, when using a 6.4 data calculator. S3.3 Find the mode and F Section 6.5 Confusing the frequencies and the data GPW Section 6.5 Section 6.5 range from a values. 6.5/6.6 frequency table. Calculate the total frequency from a © Pearson Education Limited 2010 37 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation sets frequency table. Find the median from a frequency table S3.3, S4.1 Write down the G, F, E Section 6.6 Writing the frequency rather than the data GPW Section 6.6 Section 6.5 mode from a bar value when finding the mode. 6.5/6.6 chart or pie chart Find the range from a bar chart Find the mean, median and range from a stem-and- leaf diagram© Pearson Education Limited 2010 38 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 10 Ratio and proportion Time: 4 hours N3.1 Use ratio notation, including reduction to its simplest form and its various links to fraction notation. N3.2 Divide a quantity in a given ratio. N3.3 Solve problems involving ratio and proportion, including the unitary method of solution.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide Section Number skills: ratio (N3.1, N3.3) 10.1 N3.1, N3.2, Share a quantity in D, C Section 10.1 Converting a ratio to a fraction, e.g. using GPW 10.1 Section N3.3 a given ratio 2 10.1 for a ratio of 2 : 3. 3 N3.1, N3.3 Solve word C Section 10.2 Not multiplying both sides of the ratio by the Section problems involving same number. 10.2 ratio Giving an answer without considering the context. N3.3 Understand direct D Section 10.3 Not always seeing the relationships between GPW 10.3 Section proportion numbers (e.g. if the cost of 4 items is given, 10.3 Solve proportion and the price of 8 is asked for). problems using the unitary method N3.3 Work out which D Section 10.4 Not making the units the same for each item. Section product is the Comparing unlike unit rates (e.g. price per 10.4 better buy gram for one item but amount for 1p for the other). N3.3 Solve word D, C Section 10.5 Dividing by the wrong quantity in conversion GPW 10.5 Section © Pearson Education Limited 2010 39 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation sets problems involving problems. 10.5 direct and inverse proportion Understand inverse proportion© Pearson Education Limited 2010 40 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 25 Equations, formulae and proof Time: 3 hoursN4.2 Distinguish in meaning between the words ‘equation’, ‘formula’, and ‘expression’. N5.1 Manipulate algebraic expressions by collecting like terms, by multiplying a single term over a bracket, and by taking out common factors. N5.4 Set up and solve simple linear equations. N5.6 Derive a formula, substitute numbers into a formula. G2.3 Justify simple geometrical properties.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide Section Algebra skills: expressions (N4.2, N5.1); brackets (N5.1); solving equations (N5.4); formulae (N5.6) 25.1, 25.2, 25.3 N5.4, N5.6 Write your own D, C Section 25.1 Failing to consider the different terms of an GPW 25.1 Section formulae and expression when changing the subject of a 25.1 equations formula (e.g. W = 1 x + 3 2W = x + 3). Set up and solve 2 equations Not using brackets or a clear division (e.g. Substitute into a rewriting c = 2a + 5 as a = c − 5 ÷ 2). formula to solve Not using the inverse operation (e.g. x + y = problems z becomes x = z + y). Change the subject of a formula G2.3 Prove simple C Section 25.2 Not laying out answers in an organised way. Section results from Not providing reasons for each stage of the 25.2 geometry working. © Pearson Education Limited 2010 41 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 30 Reflection, translation and rotation Time: 5 hoursG1.7 Describe and transform 2D shapes using single or combined rotations, reflections, translations, or enlargements by a positive scale factor and distinguish properties that are preserved under particular transformations. G5.1 Understand and use vector notation for translations.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide G1.7 Draw a reflection of G, F, Section 30.1 Drawing the image a different distance from GPW 30.1 Section Section a shape in a mirror E, D, C the mirror line than the object. 30.1 30.1 line Incorrectly identifying mirror lines parallel to Draw reflections on the x- or y-axis. a coordinate grid Describe reflections on a coordinate grid G1.7, G5.1 Translate a shape D, C Section 30.2 Forgetting what the two values in the Section on a grid column vector mean. 30.2 Use column vectors Using coordinate notation instead of vector to describe notation. translations Confusing the terms ‘transformation’ and ‘translation’. G1.7 Draw the position D, C Section 30.3 Working out the angle of rotation incorrectly. GPW 30.3 Section of a shape after Turning in the wrong direction. 30.3 rotation about a centre Describe a rotation fully giving the size © Pearson Education Limited 2010 42 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation sets and direction of turn and the centre of rotation© Pearson Education Limited 2010 43 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 9 Range, averages and conclusions Time: 4 hoursS3.3 Calculate median, mean, range, mode and modal class. S4.1 Interpret a wide range of graphs and diagrams and draw conclusions. S4.4 Compare distributions and make inferences.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide S3.3, S4.1 Calculate the total F, D, C Section 9.1 Dividing by the number of rows in the Section 9.1 Section 9.1 frequency from a frequency table (i.e. the number of different frequency table data values) and not by the sum of the Calculate the mean frequencies. from an ungrouped frequency table S3.3, S4.1 Find the modal D, C Section 9.2 Incorrectly calculating the mid-points of GPW 9.2 Section 9.2 class from a class intervals for grouped discrete data grouped frequency (e.g. the mid-point of the class interval 10– table 19 is 14.5, not 15). Estimate the range Interpreting ‘find an estimate for the mean’ from a grouped as ‘guess the mean’. frequency table Work out which class interval contains the median from data given in a grouped frequency table Estimate the mean © Pearson Education Limited 2010 44 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation sets of data given in a grouped frequency table S3.3, S4.1 Draw conclusions E, D Section 9.3 Failing to provide evidence for conclusions. Section 9.3 from statistics and from data given in tables and diagrams Explain why a sample may not be representative of a whole population S4.4 Compare two sets E, D Section 9.4 Not appreciating that similarities as well as Section 9.4 of data using the differences can be talked about when mean, median and comparing two sets of data. range Compare two sets of data given in frequency tables or diagrams© Pearson Education Limited 2010 45 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 21 Number skills revisited Time: 3 hrsN1.3 Understand and use number operations and the relationships between them, including inverse operations and hierarchy of operations. N1.4 Approximate to a given power of 10, up to three decimal places and one significant figure. N1.14 Use calculators effectively and efficiently. N2.1 Understand equivalent fractions, simplifying a fraction by cancelling all common factors. N2.5 Understand that ‘percentage’ means ‘number of parts per 100’ and use this to compare proportions. N2.7 Calculate with fractions, decimals and percentages. N3.1 Use ratio notation, including reduction to its simplest form and its various links to fraction notation.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide Understand G, F, Chapter 21 Chapter 21 Section equivalent fractions E, D 21.1 Simplify a fraction by cancelling all common factors Recognise that each terminating decimal is a fraction Convert simple fractions to percentages and vice versa Use percentages to compare proportions© Pearson Education Limited 2010 46 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsUnderstand ‘reciprocal’ as multiplicative inverse Use ratio notation Use brackets and the hierarchy of operations Add, subtract, multiply and divide integers Use calculators effectively and efficiently; use function keys for squares Use inverse operations Round to the nearest integer, to one significant figure and to one, two or three decimal places Give solutions in the context of the problem to an appropriate degree of accuracy© Pearson Education Limited 2010 47 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 18 Percentages Time: 5 hoursN2.5 Understand that ‘percentage’ means ‘number of parts per 100’ and use this to compare proportions. N2.7 Calculate with fractions, decimals and percentages. N2.7h Including reverse percentage calculations. [Note: At Foundation tier, no more than two-step calculations will be required; percentages will be e.g. 10%, 20%.]Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide Section Number skills: fractions, decimals and percentages (N2.7); calculating with percentages (N2.7) 18.1, 18.2 N2.7 Calculate a D Section 18.1 Giving the actual increase/decrease as the GPW 18.1 Section percentage answer when the amount after the 18.1 increase or increase/decrease is what is required. decrease Using the multiplier as 1.5 rather than 1.05 for an increase of 5%. Writing ‘=’ between quantities that are not equal, because the ‘=’ sign is used as a shorthand for ‘then I do this’. N2.5, N2.7 Perform E, D Section 18.2 Not seeing that 17.5% = 10% + 5% + 2.5%. GPW 18.2a, Section calculations Forgetting to add on the initial deposit in b 18.2 involving credit credit calculations. Perform simple interest calculations Perform calculations involving VAT© Pearson Education Limited 2010 48 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsN2.7 Calculate a C Section 18.3 Confusing cost price and selling price. GPW 18.3 Section percentage profit 18.3 or loss N2.7h Perform C Section 18.4 Not understanding when the multiplier GPW 18.4 Section calculations should be greater than or less than 1. 18.4 involving repeated Using the multiplier as 1.5 rather than 1.05 percentage for an increase of 5%. changes© Pearson Education Limited 2010 49 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 19 Sequences and proof Time: 6 hoursN5.9 Use algebra to support and construct arguments. N6.1 Generate terms of a sequence using term-to-term and position-to-term definitions of the sequence. N6.2 Use linear expressions to describe the nth term of an arithmetic sequence.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide N6.1 Find the next term G, F, E Section 19.1 Expecting all sequences to ascend. Section Section in a sequence Looking at the first two numbers and 19.1 19.1 Describe the term- assuming that the rest follow this pattern. to-term rule for continuing a sequence Find the next term in a sequence including negative values N6.1 Continue E Section 19.2 Expecting all sequences to have common GPW 19.2 Section sequences by differences. 19.2 finding differences Looking at the first two numbers and between assuming that the rest follow this pattern. consecutive terms Explain the term- to-term rule N6.2 Find any term in a E, D, C Section 19.3 Mistaking x2 for 2x. GPW 19.3 Section sequence given 19.3 the nth term© Pearson Education Limited 2010 50 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsFind the nth term of a linear sequence N6.2 Draw the next G, F, Section 19.4 Not making the connection between the Section Section pattern in a E, C structure of the physical pattern and the 19.4 19.2 sequence form the nth term takes. Find the nth term for pattern sequences N5.9 Show step-by-step E, D Section 19.5 Not appreciating that a proof shows Section deduction when something works for all values. 19.5 solving problems Use notation and symbols correctly N5.9 Show something is C Section 19.6 Assuming that ‘number’ means positive GPW 19.6 Section false using a whole number. 19.6 counter-example Not identifying an appropriate counter- example.© Pearson Education Limited 2010 51 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 26 Quadrilaterals and other polygons Time: 6 hoursN5.4 Set up and solve simple linear equations. N6.3 Use the conventions for coordinates in the plane and plot points in all four quadrants, including geometric information. G1.2 Understand and use the angle properties of parallel and intersecting lines, triangles and quadrilaterals. G1.3 Calculate and use the sums of the interior and exterior angles of polygons. G1.4 Recall the properties and definitions of special types of quadrilateral, including square, rectangle, parallelogram, trapezium, kite and rhombus. G1.6 Recognise reflection and rotation symmetry of 2D shapes.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide G1.2, N5.4 Calculate interior E, D Section 26.1 Working things out mentally without writing GPW 26.1 Section angles of down the calculations. 26.1 quadrilaterals Not showing full working for the algebra Solve angle questions. problems in quadrilaterals involving algebra G1.2, G1.4 Identify F, E, D Section 26.2 Giving correct answers but not explaining Section Section quadrilaterals given the properties used. 26.2 26.1 their properties Make quadrilaterals from two triangles Use parallel lines and other angle properties in quadrilaterals G1.3 Use the exterior D, C Section 26.3 Forgetting the formula for the exterior angles GPW 26.3 Section © Pearson Education Limited 2010 52 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation sets angles of polygons of a polygon and how to apply it. 26.3 to solve problems G1.3 Calculate interior D, C Section 26.4 Incorrectly splitting the polygon into GPW 26.4 Section angles of polygons triangles. 26.4 Solve more complex angle problems involving exterior and interior angles of polygons N6.3 Plot all points of a E Section 26.5 Plotting the numbers on the x- and y-axes Section quadrilateral given the wrong way round. 26.5 geometric Not recognising, or be able to name, some information of the less common quadrilaterals (e.g. the Find the mid-point kite and trapezium). of a line segment Averaging only the x- or y-coordinate and not both when finding the mid-point. G1.6 Recognise and G, F Section 26.6 Incorrectly thinking that, for example, a Section Section draw lines of rectangle has 4 lines of symmetry, a kite has 26.6 26.2 symmetry in simple 2 lines of symmetry, and a parallelogram shapes has 2 lines of symmetry. Recognise rotational symmetry in 2-D shapes© Pearson Education Limited 2010 53 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 7 Probability 1 Time: 4 hoursS5.1 Understand and use the vocabulary of probability and the probability scale. S5.2 Understand and use estimates or measures of probability from theoretical models (including equally likely outcomes), or from relative frequency. S5.3 List all outcomes for single events, and for two successive events, in a systematic way and derive related probabilities. S5.4 Identify different mutually exclusive outcomes and know that the sum of the probabilities of all these outcomes is 1.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide S5.1 Understand and G Section 7.1 Incorrectly interpreting the event. Section 7.1 Section 7.1 use some of the basic language of probability S5.3 List all possible G, F Section 7.2 Working in a haphazard way when giving GPW 7.2 Section 7.2 Section 7.2 outcomes for an possible combinations, thus missing one or experiment more combinations. List all possible outcomes for a combined event S5.1 Understand and G, F Section 7.3 Not considering all the conditions that may Section 7.3 Section 7.1 use the basic affect an event. language of probability Understand, draw and use a probability scale from 0 to 1 S5.2 Find the probability F Section 7.4 Incorrectly giving the probability of, for GPW 7.4 Section 7.4 Section 7.3© Pearson Education Limited 2010 54 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation sets of an outcome example, rolling a 2 on a dice as: P(rolling a 2 2) = . 6 1 10 Not realising that = . 10 100 S5.1, S5.2 Work out the F Section 7.5 Not understanding the language of, for Section 7.5 Section 7.3 probability of an example, ‘greater than 4’ and ‘at least 4’. event that can happen in more than one way S5.4 Work out the E Section 7.6 Incorrectly subtracting decimals from 1. Section 7.6 probability of an event not happening when you know the probability that it will happen S5.4 Understand and D Section 7.7 Not reading questions carefully enough and GPW 7.7 Section 7.7 use the fact that so adding or subtracting incorrect values. the sum of the probabilities of all mutually exclusive outcomes is 1© Pearson Education Limited 2010 55 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 20 Coordinates and linear graphs Time: 7 hoursN6.3 Use the conventions for coordinates in the plane and plot points in all four quadrants, including using geometric information. N6.4 Recognise and plot equations that correspond to straight-line graphs in the coordinate plane, including finding their gradients. N6.11 Construct linear functions from real-life problems and plot their corresponding graphs. N6.12 Discuss, plot and interpret graphs (which may be non-linear) modelling real situations.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide N6.3 Read and plot G, F, Section 20.1 Swapping the position of the x- and y- GPW 20.1 Section Section coordinates in the D, C coordinates. 20.1 20.1 first quadrant Read and plot coordinates in all four quadrants Find the mid-point of a line segment N6.4 Recognise straight- E, D Section 20.2 Incorrectly calibrating the coordinate axes. GPW 20.2 Section line graphs parallel Not using a third point as a check when 20.2 to the x- or y-axis drawing a straight line. Plot graphs of linear functions Work out coordinates of points of intersection when two graphs cross N6.4 Plot straight-line D, C, Section 20.3 Forgetting the negative on the gradient. GPW 20.3 Section © Pearson Education Limited 2010 56 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation sets graphs 20.3 Find the gradient of a straight-line graphN6.11 Plot and use F, E Section 20.4 Inaccurately reading from one value on a Section Section conversion graphs conversion graph to find another value. 20.4 20.2 N6.11, N6.12 Draw, read and E, D, C Section 20.5 Drawing and labelling axes before working Section interpret distance– out the axes range appropriate to the 20.5 time graphs problem. Sketch and interpret real-life graphs© Pearson Education Limited 2010 57 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 8 Probability 2 Time: 4 hoursS2.5 Extract data from printed tables and lists. S3.1 Design and use two-way tables for grouped and ungrouped data. S3.2 Produce charts and diagrams for various data types. Scatter graphs, stem-and-leaf, tally charts, pictograms, bar charts, dual bar charts, pie charts, line graphs, frequency polygons, histograms with equal class intervals. S5.2 Understand and use estimates or measures of probability from theoretical models (including equally likely outcomes), or from relative frequency. S5.5h Know when to add or multiply two probabilities: if A and B are mutually exclusive, then the probability of A or B occurring is P(A) + P(B), whereas if A and B are independent events, the probability of A and B occurring is P(A) × P(B). [Note: Listing events in a sample space diagram can be used instead of multiplying individual probabilities. (Multiplying will only be expected at Higher tier.)] S5.7 Compare experimental data and theoretical probabilities. S5.8 Understand that if an experiment is repeated, this may – and usually will – result in different outcomes. S5.9 Understand that increasing sample size generally leads to better estimates of probability and population characteristics.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide S3.2, S5.2 Work out E Section 8.1 Incorrectly reading the vertical axis of bar Section 8.1 Section 8.1 probabilities from a charts. variety of frequency Not understanding a grouped frequency diagrams table. S2.5, S3.1 Draw and use two- E, D Section 8.2 Not considering each cell in the sample GPW 8.2 Section 8.2 way tables and space diagram individually, but often sample space completing one or two cells correctly, then diagrams following a perceived, but often wrong, pattern. Not reading a question carefully and so giving information not requested. S5.2 Predict the likely D Section 8.3 Incorrectly finding fractions of an amount. GPW 8.3 Section 8.3© Pearson Education Limited 2010 58 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation sets number of successful events given the probability of any outcome and the number of trials or experiments S5.2, S5.7, Estimate C Section 8.4 Trying to plot decimals worked out to three Section 8.4 S5.8, S5.9 probabilities from decimal places or more. experimental data Comparing theoretical probability with relative frequency without taking into account the number of trials carried out. S5.5h Calculate the C Section 8.5 Not recognising when a question involves GPW 8.5 Section 8.5 probability of two independent events and so adding rather independent events than multiplying the fractions. happening at the same time© Pearson Education Limited 2010 59 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 34 Trial and improvement Time: 2 hoursN1.14 Use calculators effectively and efficiently. N5.8 Use systematic trail and improvement to find approximate solutions of equations where there is no simple analytical method of solving them.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide N1.14 Use a calculator D Section 34.1 Including brackets unnecessarily in GPW Section Section efficiently calculations. 34.1/34.2 34.1 34.1 Not giving answers as decimals when questions do not ask for an alternative. N5.8 Use trial and C Section 34.2 Not checking the mid-point to determine GPW Section Section improvement to which of two values is correct (e.g. choosing 34.1/34.2 34.2 34.1 find solutions to between x = 3.3 and x = 3.4 based on the equations value of the function and the desired output). Using the value of the equation as the answer rather than the value of the variable. © Pearson Education Limited 2010 60 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 32 Measurement 2 Time: 3 hoursN1.4 Approximate to a given power of 10, up to three decimal places and one significant figure. N1.13h Calculate and use upper and lower bounds. [Note: It is reasonable to expect a Foundation candidate to understand that measures given to the nearest whole number can be inaccurate by up to half a unit either way. This also links to the concept of rounding (N1.4).] G3.4 Convert measurements from one unit to another. G3.7 Understand and use compound measures.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide G3.4, G3.7 Convert between D, C Section 32.1 Multiplying by 100 when converting from m3 GPW Section Section different units of to cm3. 32.1/32.2 32.1 32.1 area Convert between different units of volume N1.4, N1.13h Recognise that C Section 32.2 Difficulty comprehending the definition of the GPW Section Section measurements upper bound, since, for example, 146.5 32.1/32.2 32.2 32.1 given to the rounds to 147. nearest whole unit may be inaccurate by up to one half unit in either direction G3.7 Calculate average D Section 32.3 Not remembering the formulae. GPW 32.3 Section Section speeds Confusing the decimal parts of an hour with 32.3 32.2 hours and minutes (e.g. using 1 hour 45 minutes as 1.45 hours). © Pearson Education Limited 2010 61 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 33 Enlargement Time: 3 hoursG1.7 Describe and transform 2D shapes using single or combined rotations, reflections, translations, or enlargements by a positive scale factor and distinguish properties that are preserved under particular transformations. G3.2 Understand the effect of enlargement for perimeter, area and volume of shapes and solids.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide G1.7, G3.2 Identify the scale F, E, D Section 33.1 Inaccurately counting squares. GPW 33.1a, Section Section factor of an Adding the scale factor instead of multiplying 33.1b 33.1 33.1 enlargement by the scale factor. Enlarge a shape on Not using the centre of enlargement. a grid Enlarge a shape using a centre of enlargement© Pearson Education Limited 2010 62 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 31 Circles and cylinders Time: 7 hoursG1.5 Distinguish between centre, radius, chord, diameter, circumference, tangent, arc, sector and segment. G4.1h Extend to other compound shapes. [Note: Extending work on circumference and area of circles to include semicircles, quadrants, etc. will help Foundation tier students attempt C-grade questions towards the end of a Foundation paper.] G4.3 Calculate circumferences and areas of circles. G4.4 Calculate volumes of right prisms and of shapes made from cubes and cuboids.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide G1.5 Recall the G Section 31.1 Forgetting to divide by 2 when the diameter Section Section definition of a circle is given and the radius is needed. 31.1 31.1 and the meaning of related terms G1.5, G4.1h, Calculate the D, C Section 31.2 Not multiplying by 2 when the radius is given GPW 31.2 Section G4.3 circumference of a and the diameter is needed. 31.2 circle Calculate the perimeters of compound shapes involving circles or parts of circles G1.5, G4.1h, Calculate the area D, C Section 31.3 Multiplying by p before squaring. Section G4.3 of a circle 31.3 Calculate the areas of compound shapes involving circles or parts of © Pearson Education Limited 2010 63 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation sets circles G4.3, G4.4 Calculate the C Section 31.4 Multiplying by p before squaring. Section volume of a 31.4 cylinder Solve problems involving the surface area of cylinders© Pearson Education Limited 2010 64 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 35 Quadratic graphs Time: 5 hoursN6.12 Discuss, plot and interpret graphs (which may be non-linear) modelling real situations. N6.13 Generate points and plot graphs of simple quadratic functions, and use these to find approximate solutions.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide N6.12, N6.13 Draw quadratic D, C Section 35.1 Drawing the bottom of the graph flat when a GPW 35.1 Section Section graphs graph has its vertex between two plotted 35.1 35.1 Identify the line of points. symmetry of a quadratic graph Draw and interpret quadratic graphs in real-life contexts N6.13 Use a graph to C Section 35.2 Forgetting to write down all the solutions. Section solve quadratic 35.2 equations© Pearson Education Limited 2010 65 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 37 Pythagoras’ theorem Time: 6 hoursG2.1 Use Pythagoras’ theorem.Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide G2.1 Understand C Section 37.1 Forgetting that x2 means x × x, not x × 2. Section Section Pythagoras’ 37.1 37.1 theorem G2.1 Calculate the C Section 37.2 Forgetting to take the square root to find the GPW 37.2 Section hypotenuse of a final answer. 37.2 right-angled Not correctly identifying the hypotenuse. triangle Drawing a scale diagram to ‘calculate’ the Solve problems length of a hypotenuse. using Pythagoras’ theorem G2.1 Calculate the C Section 37.3 Not correctly identifying the hypotenuse. GPW 37.3 Section length of a shorter Forgetting to take the square root to find the 37.3 side in a right- final answer. angled triangle Forgetting that Pythagoras’ theorem only Solve problems applies to right-angled triangles. using Pythagoras’ Not identifying the appropriate information theorem when problems are set in context. Not being able to identify the position of the right angle. G2.1 Calculate the C Section 37.4 Subtracting instead of adding the two pairs Section length of a line of coordinates. 37.4 segment AB© Pearson Education Limited 2010 66 Longman AQA GCSE Maths Two-year Linear Scheme of Work for Foundation setsChapter 36 Constructions and loci Time: 4 hoursG3.10 Use straight edge and a pair of compasses to do constructions. G3.11 Construct loci. Learning Grade Resource Common mistakes and misconceptions Support and homework Extra objectives supportAQA GCSE Foundation Foundation G-F AQA Linear Maths sets sets Practice specification Foundation sets Teacher Practice Book reference Student Book; Guide Book Foundation sets Teacher Guide G3.10 Construct the C Section 36.1 Failing to keep the settings of compasses GPW 36.1 Section Section perpendicular constant. 36.1 36.1 bisector of a line Rubbing out construction lines. segment Not using compasses. Construct the bisector of an angle G3.11 Construct loci C Section 36.2 Confusing a distance from a point with the Section Solve locus distance from a line. 36.2 problems, including Making inaccurate constructions. the use of bearings Shading the wrong region. © Pearson Education Limited 2010 67

AQA GCSE Maths Schemes of Work Writing Brief D R a F T s1

Details

Download

Copyright

We respect the copyrights and intellectual property rights of all users. All uploaded documents are either original works of the uploader or authorized works of the rightful owners.

Support