GCSE Maths Revision Checklist

8300 Foundation Tier

Number
N1 know and use the word integer and the equality and inequality symbols

N1 recognise integers as positive or negative whole numbers, including zero

N1 order positive and/or negative numbers given as integers, decimals and

fractions, including improper fractions

N2 add, subtract, multiply and divide integers using both mental and written
methods

N2 add, subtract, multiply and divide decimals using both mental and written
methods

N2 add, subtract, multiply and divide positive and negative numbers

N2 interpret a remainder from a division problem

N2 recall all positive number complements to 100

N2 recall all multiplication facts to 12 × 12 and use them to derive the corresponding
division facts

N2 perform money and other calculations, writing answers using the correct notation

N2 apply the four rules to fractions with and without a calculator

N2 multiply and divide a fraction by an integer, by a unit fraction and by a general

fraction

N2 divide an integer by a fraction

N3 add, subtract, multiply and divide using commutative, associative and distributive
laws

N3 understand and use inverse operations

N3 use brackets and the hierarchy of operations

N3 solve problems set in words

N4 identify multiples, factors and prime numbers from lists of numbers

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 N4 write out lists of multiples and factors to identify common multiples or common
factors of two or more integers

N4 write a number as the product of its prime factors and use formal (eg using Venn
diagrams) and informal methods (eg trial and error) for identifying highest
common factors (HCF) and lowest common multiples (LCM)

N4 work out a root of a number from a product of prime factors

N5 identify all permutations and combinations and represent them in a variety of

formats

N6 recall squares of numbers up to 15 × 15 and the cubes of 1, 2, 3, 4, 5 and 10,

also knowing the corresponding roots

N6 calculate and recognise powers of 2, 3, 4, 5

N6 calculate and recognise powers of 10

N6 understand the notation and be able to work out the value of squares, cubes and
powers of 10

N6 recognise the notation 25

N6 solve equations such as x 2 = 25, giving both the positive and negative roots

N7 use index laws for multiplication and division of integer powers

N7 calculate with positive integer indices

N8 identify equivalent fractions

N8 write a fraction in its simplest form

N8 simplify a fraction by cancelling all common factors, using a calculator where

appropriate, for example, simplifying fractions that represent probabilities

N8 convert between mixed numbers and improper fractions

N8 compare fractions

N8 compare fractions in statistics and geometry questions

N8 add and subtract fractions by writing them with a common denominator

N8 convert mixed numbers to improper fractions and add and subtract mixed
numbers

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 N8 give answers in terms of π and use values given in terms of π in calculations.

N9 know, use and understand the term standard from

N9 write an ordinary number in standard form

N9 write a number written in standard form as an ordinary number

N9 order and calculate with numbers written in standard form

N9 solve simple equations where the numbers are written in standard form

N9 interpret calculator displays

N9 use a calculator effectively for standard form calculations

N9 solve standard form problems with and without a calculator

N10 convert between fractions and decimals using place value

N10 compare the value of fractions and decimals

N11 understand the meaning of ratio notation

N11 interpret a ratio as a fraction

N11 use fractions and ratios in the context of geometrical problems, for example
similar shapes, scale drawings and problem solving involving scales and
measures

N11 understand that a line divided in the ratio 1 : 3 means that the smaller part is
one-quarter of the whole

N12 calculate a fraction of a quantity

N12 calculate a percentage of a quantity

N12 use fractions, decimals or percentages to find quantities

N12 use fractions, decimals or percentages to calculate proportions of shapes that

are shaded

N12 use fractions, decimals or percentages to calculate lengths, areas or volumes

N12 understand and use unit fractions as multiplicative inverses

N12 multiply and divide a fraction by an integer, by a unit fraction and by a general

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 fraction

N12 interpret a fraction, decimal or percentage as a multiplier when solving problems

N12 use fractions, decimals or percentages to interpret or compare statistical

diagrams or data sets

N12 convert between fractions, decimals and percentages to find the most
appropriate method of calculation in a question; for example, 62% of £80 is 0.62
× £80 and 25% of £80 is £80 ÷ 4

N13 know and use standard metric and imperial measures

N13 know and use compound measures such as area, volume and speed

N13 choose appropriate units for estimating measurements, for example a television
mast would be measured in metres

N14 make sensible estimates of a range of measures in everyday settings

N14 make sensible estimates of a range of measures in real-life situations, for

example estimate the height of a man

N14 evaluate results obtained

N14 use approximation to estimate the value of a calculation

N14 work out the value of a calculation and check the answer using approximations

N15 perform money calculations, writing answers using the correct notation

N15 round numbers to the nearest whole number, 10, 100 or 1000

N15 round numbers to a specified number of decimal places

N15 round numbers to a specified number of significant figures

N15 use inequality notation to specify error intervals due to truncation or rounding

N16 recognise that measurements given to the nearest whole unit may be inaccurate
by up to one half in either direction

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Algebra
A1 use notation and symbols correctly

A1 understand that letter symbols represent definite unknown numbers in

equations, defined quantities or variables in formulae, and in functions they
define new expressions or quantities by referring to known quantities

A2 use formulae from mathematics and other subjects expressed initially in words
and then using letters and symbols. For example, formula for area of a triangle,
area of a parallelogram, area of a circle, volume of a prism, conversions
between measures, wage earned = hours worked × hourly rate + bonus

A2 substitute numbers into a formula

A3 understand phrases such as ‘form an equation’, ‘use a formula’, ‘write down a

term’, ‘write an expression’ and ‘prove an identity’ when answering a question

A3 recognise that, for example, 5x + 1 = 16 is an equation

A3 recognise that, for example, V = IR is a formula

A3 recognise that x + 3 is an expression

A3 recognise that (x + 2)2 ≡ x2 + 4x + 4 is an identity

A3 recognise that 2x + 5 < 16 is an inequality

A3 write an expression

A3 know the meaning of the word ‘factor’ for both numerical work and algebraic
work

A4 understand that algebra can be used to generalise the laws of arithmetic

A4 manipulate an expression by collecting like terms

A4 write expressions to solve problems

A4 write expressions using squares and cubes

A4 factorise algebraic expressions by taking out common factors

A4 multiply two linear expressions, such as (x ± a)(x ± b) and (cx ± a)(dx ± b), for
example (2x + 3)(3x − 4)

A4 multiply a single term over a bracket, for example, a(b + c) = ab + ac

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 A4 know the meaning of and be able to simplify, for example 3x − 2 + 4(x + 5)

A4 know the meaning of and be able to factorise, for example 3x2y − 9y or 4x2 +
6xy

A4 factorise quadratic expressions using the sum and product method, or by

inspection (FOIL)

A4 factorise quadratics of the form x 2 + bx + c

A4 factorise expressions written as the difference of two squares of the form x 2 – a2

A4 use the index laws for multiplication and division of integer powers

A4 simplify algebraic expressions, for example by cancelling common factors in

fractions or using index laws

A5 understand and use formulae from maths and other subjects expressed initially
in words and then using letters and symbols. For example formula for area of a
triangle, area of a parallelogram, area of a circle, volume of a prism, conversions
between measures, wage earned = hours worked × hourly rate + bonus

A5 change the subject of a formula

A6 recognise that, for example, 5x + 5 = 16 is an equation, but 5x + 5 ≡ 5(x + 1)

is an identity

A6 show that two expressions are equivalent

A6 use identities including equating coefficients

A6 use algebraic expressions to support an argument or verify a statement

A7 understand and use number machines

A7 interpret an expression diagrammatically using a number machine

A7 interpret the operations in a number machine as an expression or function

A8 plot points in all four quadrants

A8 find and use coordinates of points identified by geometrical information, for

example the fourth vertex of a rectangle given the other three vertices

A8 find coordinates of a midpoint, for example on the diagonal of a rhombus

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 A8 identify and use cells in 2D contexts, relating coordinates to applications such as
Battleships and Connect 4

A9 recognise that equations of the form y = mx + c correspond to straight-line

graphs in the coordinate plane

A9 draw graphs of functions in which y is given explicitly or implicitly in terms of x

A9 complete tables of values for straight-line graphs

A9 calculate the gradient of a given straight-line given two points or from an

equation

A9 manipulate the equations of straight lines so that it is possible to tell whether

lines are parallel or not

A9 work out the equation of a line, given two points on the line or given one point
and the gradient

A10 recognise that equations of the form y = mx + c correspond to straight-line

graphs in the coordinate plane with gradient m and y-intercept at (0, c)

A10 work out the gradient and the intersection with the axes

A11 interpret quadratic graphs by finding roots, intercepts and turning points

A12 draw, sketch, recognise and interpret linear functions

A12 calculate values for a quadratic and draw the graph

A12 draw, sketch, recognise and interpret quadratic graphs

A12 draw, sketch, recognise and interpret graphs of the form y = x 3 + k where k is an
integer

A12 draw, sketch, recognise and interpret the graph y = 1 with x ≠ 0

x

A12 find an approximate value of y for a given value of x, or the approximate values
of x for a given value of y

A14 plot a graph representing a real-life problem from information given in words, in
a table or as a formula

A14 identify the correct equation of a real-life graph from a drawing of the graph

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 A14 read from graphs representing real-life situations; for example, work out the cost
of a bill for so many units of gas or the number of units for a given cost, and also
understand that the intercept of such a graph represents the fixed charge

A14 interpret linear graphs representing real-life situations; for example, graphs
representing financial situations (eg gas, electricity, water, mobile phone bills,
council tax) with or without fixed charges, and also understand that the intercept
represents the fixed charge or deposit

A14 plot and interpret distance-time graphs

A14 interpret line graphs from real-life situations, for example conversion graphs

A14 interpret graphs showing real-life situations in geometry, such as the depth of
water in containers as they are filled at a steady rate

A14 interpret non-linear graphs showing real-life situations, such as the height of a
ball plotted against time

A17 solve simple linear equations by using inverse operations or by transforming

both sides in the same way

A17 solve simple linear equations with integer coefficients where the unknown
appears on one or both sides of the equation or where the equation involves
brackets

A18 solve quadratic equations by factorising

A18 read approximate solutions to a quadratic equation from a graph

A19 solve simultaneous linear equations by elimination or substitution or any other

valid method

A19 find approximate solutions using the point of intersection of two straight lines

A21 set up simple linear equations

A21 rearrange simple linear equations

A21 set up simple linear equations to solve problems

A21 set up a pair of simultaneous linear equations to solve problems

A21 interpret solutions of equations in context

A22 know the difference between <, ⩽, ⩾, > and ≠

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 A22 solve simple linear inequalities in one variable

A22 represent the solution set of an inequality on a number line, knowing the correct
conventions of an open circle for a strict inequality eg x < 3 and a closed circle
for an inclusive inequality eg x ⩽ 3

A23 generate linear sequences

A23 work out the value of the nth term of a linear sequence for any given value of n

A23 generate sequences with a given term-to-term rule

A23 generate a sequence where the nth term is given

A23 work out the value of the nth term of any sequence for any given value of n

A23 generate simple sequences derived from diagrams and complete a table of
results that describes the pattern shown by the diagrams

A23 describe how a sequence continues

A24 solve simple problems involving arithmetic progressions

A24 work with Fibonacci-type sequences (rule will be given)

A24 know how to continue the terms of a quadratic sequence

A24 work out the value of a term in a geometrical progression of the form rn where n
is an integer > 0

A25 work out a formula for the nth term of a linear sequence

A25 work out an expression in terms of n for the nth term of a linear sequence by
knowing that the common difference can be used to generate a formula for the
nth term

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Ratio, proportion and rates of change
R1 convert between metric measures

R1 recall and use conversions for metric measures for length, area, volume and
capacity

R1 use conversions between imperial units and metric units using common
approximations, for example 5 miles ≈ 8 kilometres, 1 gallon ≈ 4.5 litres,
2.2 pounds ≈ 1 kilogram, 1 inch ≈ 2.5 centimetres

R2 use and interpret maps and scale drawings

R2 use a scale on a map to work out an actual length

R2 use a scale with an actual length to work out a length on a map

R2 construct scale drawings

R2 use scale to estimate a length, for example use the height of a man to estimate
the height of a building where both are shown in a scale drawing

R2 work out a scale from a scale drawing given additional information

R3 work out one quantity as a fraction or decimal of another quantity

R3 use a fraction of a quantity to compare proportions

R4 understand the meaning of ratio notation

R4 simplify ratios to their simplest form a : b where a and b are integers

R4 write a ratio in the form 1 : n or n : 1

R5 use ratios in the context of geometrical problems, for example similar shapes,
scale drawings and problem solving involving scales and measures

R5 interpret a ratio in a way that enables the correct proportion of an amount to be

calculated

R5 use ratio to solve, for example geometrical, algebraic, statistical, and numerical
problems

R5 use ratio to solve word problems using informal strategies or using the unitary
method of solution

R5 solve best-buy problems using informal strategies or using the unitary method of
solution

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 R6 make comparisons between two quantities and represent them as a ratio

R6 compare the cost of items using the unit cost of one item as a fraction of the unit
cost of another item

R7 use equality of ratios to solve problems

R8 understand the meaning of ratio as a fraction

R8 understand that a line divided in the ratio 1 : 3 means that the smaller part is
one-quarter of the whole

R8 represent the ratio of two quantities in direct proportion as a linear relationship

and represent the relationship graphically

R8 relate ratios to fractions and use linear equations to solve problems

R9 convert values between percentages, fractions and decimals in order to

compare them, for example with probabilities

R9 use percentages in real-life situations

R9 interpret percentage as the operator ‘so many hundredths of’

R9 work out the percentage of a shape that is shaded

R9 shade a given percentage of a shape

R9 calculate a percentage increase or decrease

R9 solve percentage increase and decrease problems, for example, use 1.12 × Q to
calculate a 12% increase in the value of Q and 0.88 × Q to calculate a 12%
decrease in the value of Q

R9 work out one quantity as a percentage of another quantity

R9 use percentages, decimals or fractions to calculate proportions

R9 calculate reverse percentages

R9 solve simple interest problems

R10 use proportion to solve problems using informal strategies or the unitary method
of solution

R10 use direct proportion to solve geometrical problems

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 R10 calculate an unknown quantity from quantities that vary in direct proportion or
inverse proportion

R10 set up and use equations to solve word and other problems involving direct
proportion or inverse proportion

R10 relate algebraic solutions to graphical representation of the equations

R10 sketch an appropriately shaped graph (partly or entirely non-linear) to represent

a real-life situation

R10 choose the graph that is sketched correctly from a selection of alternatives

R10 recognise the graphs that represent direct and inverse proportion

R11 understand and use compound measures and compound units including area,
volume, speed, rates of pay, density and pressure

R11 understand speed and know the relationship between speed, distance and time

R11 understand units in common usage such as miles per hour or metres per
second. The values used in the question will make the required unit clear

R12 compare lengths, areas or volumes of similar shapes

R12 understand, recall and use trigonometry ratios in right-angled triangles

R13 understand that an equation of the form y = kx represents direct proportion and
that k is the constant of proportionality

R13 k
understand that an equation of the form y = represents inverse proportion
x
and that k is the constant of proportionality

R14 interpret the meaning of the gradient as the rate of change of the variable on the
vertical axis compared to the horizontal axis

R14 match direct and inverse proportion graphs to their equations and vice versa

R14 draw graphs to represent direct and inverse proportion

R16 solve problems involving repeated proportional change

R16 use calculators to explore exponential growth and decay using a multiplier and
the power

R16 solve compound interest problems

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Geometry and measures
G1 understand the standard conventions for equal sides and equal sides and
parallel lines and diagrams

G1 distinguish between acute, obtuse, reflex and right angles

G1 name angles

G1 use one lower-case letter or three upper-case letters to represent an angle, for
example x or ABC

G1 understand and draw lines that are parallel

G1 understand that two lines that are perpendicular are at 90o to each other

G1 identify lines that are perpendicular

G1 draw a perpendicular line in a diagram

G1 use geometrical language

G1 use letters to identify points and lines

G1 recognise that, for example, in a rectangle ABCD the points A, B, C and D go

around in order

G1 recognise reflection symmetry of 2D shapes

G1 understand line symmetry

G1 identify lines of symmetry on a shape or diagram

G1 draw lines of symmetry on a shape or diagram

G1 draw or complete a diagram with a given number of lines of symmetry

G1 recognise rotational symmetry of 2D shapes

G1 identify the order of rotational symmetry on a shape or diagram

G1 draw or complete a diagram with rotational symmetry

G1 identify and draw lines of symmetry on a Cartesian grid

G1 identify the order of rotational symmetry of shapes on a Cartesian grid

G1 draw or complete a diagram with rotational symmetry on a Cartesian grid

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 G2 measure and draw lines to the nearest mm

G2 measure and draw angles to the nearest degree

G2 make accurate drawings of triangles and other 2D shapes using a ruler and a
protractor

G2 make an accurate scale drawing from a sketch, diagram or description

G2 use a straight edge and a pair of compasses to do standard constructions

G2 construct a triangle

G2 construct an equilateral triangle with a given side or given side length

G2 construct a perpendicular bisector of a given line

G2 construct a perpendicular at a given point on a given line

G2 construct a perpendicular from a given point to a given line

G2 construct an angle bisector

G2 construct an angle of 60°

G2 draw parallel lines

G2 draw circles or part circles given the radius or diameter

G2 construct diagrams of 2D shapes

G2 construct a region, for example, bounded by a circle and an intersecting line

G2 construct loci, for example, given a fixed distance from a point and a fixed
distance from a given line

G2 construct loci, for example, given equal distances from two points

G2 construct loci, for example, given equal distances from two line segments

G2 construct a region that is defined as, for example, less than a given distance or
greater than a given distance from a point or line segment

G2 describe regions satisfying several conditions

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 G3 work out the size of missing angles at a point

G3 work out the size of missing angles at a point on a straight line

G3 know that vertically opposite angles are equal

G3 justify an answer with explanations such as ‘angles on a straight line’, etc.

G3 understand and use the angle properties of parallel lines

G3 recall and use the terms alternate angles and corresponding angles

G3 work out missing angles using properties of alternate angles, corresponding

angles and interior angles

G3 understand the consequent properties of parallelograms

G3 derive and use the proof that the angle sum of a triangle is 180o

G3 derive and use the proof that the exterior angle of a triangle is equal to the sum
of the interior angles at the other two vertices

G3 use angle properties of equilateral, isosceles and right-angled triangles

G3 use the fact that the angle sum of a quadrilateral is 360o

G3 calculate and use the sums of interior angles of polygons

G3 recognise and name regular polygons: pentagons, hexagons, octagons and

decagons

G3 use the angle sum of irregular polygons

G3 calculate and use the angles of regular polygons

G3 use the fact that the sum of the interior angles of an n-sided polygon is
180(n − 2)

G3 use the fact that the sum of the exterior angles of any polygon is 360o

G3 use the relationship interior angle + exterior angle = 180o

G3 use the sum of the interior angles of a triangle to deduce the sum of the interior
angles of any polygon

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 G4 recall the properties and definitions of special types of quadrilaterals

G4 name a given shape

G4 identify and use symmetries of special types of quadrilaterals

G4 identify a shape given its properties

G4 list the properties of a given shape

G4 draw a sketch of a named shape

G4 identify quadrilaterals that have common properties

G4 classify quadrilaterals using common geometric properties

G5 understand congruence

G5 identify shapes that are congruent

G5 understand and use conditions for congruent triangles: SSS, SAS, ASA and
RHS

G5 recognise congruent shapes when rotated, reflected or in different orientations

G5 understand and use SSS, SAS, ASA and RHS conditions to prove the
congruence of triangles using formal arguments, and to verify standard ruler and
compass constructions

G6 understand similarity

G6 understand similarity of triangles and of other plane figures, and use this to
make geometric inferences

G6 identify shapes that are similar, including all squares, all circles or all regular
polygons with equal number of sides

G6 recognise similar shapes when rotated, reflected or in different orientations

G6 apply mathematical reasoning, explaining and justifying inferences and

deductions

G6 show step-by-step deduction in solving a geometrical problem

G6 state constraints and give starting points when making deductions

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 G7 describe and transform 2D shapes using single rotations

G7 understand that rotations are specified by a centre and an angle

G7 find a centre of rotation

G7 rotate a shape about the origin or any other point

G7 measure the angle of rotation using right angles

G7 measure the angle of rotation using simple fractions of a turn or degrees

G7 describe and transform 2D shapes using single reflections

G7 understand that reflections are specified by a mirror line

G7 find the equation of a line of reflection

G7 describe and transform 2D shapes using translations

G7 understand that translations are specified by a distance and direction (using a

vector)

G7 translate a given shape by a vector

G7 describe and transform 2D shapes using enlargements by a positive scale factor

G7 understand that an enlargement is specified by a centre and a scale factor

G7 draw an enlargement

G7 find the centre of enlargement

G7 enlarge a shape on a grid (centre not specified)

G7 recognise that enlargements preserve angle but not length

G7 identify the scale factor of an enlargement of a shape as the ratio of the lengths
of two corresponding sides

G7 identify the scale factor of an enlargement as the ratio of the lengths of any two
corresponding line segments

G7 distinguish properties that are preserved under particular transformations

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 G7 understand that lengths and angles are preserved under rotations, reflections
and translations, so that any figure is congruent under any of these
transformations

G7 use congruence to show that translations, rotations and reflections preserve

length and angle, so that any figure is congruent to its image under any of these
transformations

G9 recall the definition of a circle

G9 identify and name the parts of a circle

G9 draw the parts of a circle

G9 understand related terms of a circle

G9 draw a circle given the radius or diameter

G11 show step-by-step deduction in solving a geometrical problem

G12 know the terms face, edge and vertex (vertices)

G12 identify and name common solids, for example cube, cuboid, prism, cylinder,
pyramid, cone and sphere

G12 understand that cubes, cuboids, prisms and cylinders have uniform areas of
cross-section

G13 use 2D representations of 3D shapes

G13 draw nets and show how they fold to make a 3D solid

G13 analyse 3D shapes through 2D projections and cross sections, including plans
and elevations

G13 understand and draw front and side elevations and plans of shapes made from
simple solids, for example a solid made from small cubes

G13 understand and use isometric drawings

G14 interpret scales on a range of measuring instruments, including those for time,
temperature and mass, reading from the scale or marking a point on a scale to
show a stated value

G14 know that measurements using real numbers depend on the choice of unit

G14 recognise that measurements given to the nearest whole unit may be inaccurate

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 by up to one half in either direction

G14 make sensible estimates of a range of measures in real-life situations, for

example estimate the height of a man

G14 choose appropriate units for estimating measurements, for example the height of
a television mast would be measured in metres

G15 use and interpret maps and scale drawings

G15 use a scale on a map to work out an actual length

G15 use a scale with an actual length to work out a length on a map

G15 construct scale drawings

G15 use scale to estimate a length, for example use the height of a man to estimate
the height of a building where both are shown in a scale drawing

G15 work out a scale from a scale drawing given additional information

G15 recall and use the eight points of the compass (N, NE, E, SE, S, SW, W, NW)
and their equivalent three-figure bearings

G15 use compass point and three-figure bearings to specify direction

G15 mark points on a diagram given the bearing from another point

G15 draw a bearing between points on a map or scale drawing

G15 measure the bearing of a point from another given point

G15 work out the bearing of a point from another given point

G15 work out the bearing to return to a point, given the bearing to leave that point

G16 recall and use the formulae for the area of a rectangle, triangle, parallelogram
and trapezium

G16 work out the area of a rectangle

G16 work out the area of a triangle

G16 work out the area of a parallelogram

G16 work out the area of a trapezium

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 G16 calculate the area of compound shapes made from triangles and rectangles

G16 calculate the area of compound shapes made from two or more rectangles, for
example an L shape or T shape

G16 calculate the area of shapes drawn on a grid

G16 calculate the area of simple shapes

G16 work out the surface area of nets made up of rectangles and triangles

G16 recall and use the formula for the volume of a cube or cuboid

G16 recall and use the formula for the volume of a cylinder

G16 recall and use the formula for the volume of a prism

G16 work out the volume of a cube or cuboid

G16 work out the volume of a cylinder

G16 work out the volume of a prism, for example a triangular prism

G17 work out the perimeter of a rectangle

G17 work out the perimeter of a triangle

G17 calculate the perimeter of shapes made from triangles and rectangles

G17 calculate the perimeter of compound shapes made from two or more rectangles

G17 calculate the perimeter of shapes drawn on a grid

G17 calculate the perimeter of simple shapes

G17 recall and use the formula for the circumference of a circle

G17 work out the circumference of a circle, given the radius or diameter

G17 work out the radius or diameter of a circle, given the circumference

G17 use π = 3.14 or the π button on a calculator

G17 recall and use the formula for the area of a circle

G17 work out the area of a circle, given the radius or diameter

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 G17 work out the radius or diameter of a circle, given the area

G17 work out the surface area of spheres, pyramids and cones

G17 work out the surface area of compound solids constructed from cubes, cuboids,
cones, pyramids, cylinders, spheres and hemispheres

G17 work out the volume of spheres, pyramids and cones

G17 work out the volume of compound solids constructed from cubes, cuboids,
cones, pyramids, cylinders, spheres and hemispheres

G17 solve real-life problems using known solid shapes

G18 work out the perimeter of semicircles, quarter circles or other fractions of a circle

G18 work out the area of semicircles, quarter circles or other fractions of a circle

G18 calculate the length of arcs of circles

G18 calculate the area of sectors of circles

G18 given the lengths or areas of arcs, calculate the angle subtended at the centre

G19 understand the effect of enlargement on perimeter

G19 work out the side of one shape that is similar to another shape given the ratio or
scale factor of lengths

G20 understand, recall and use Pythagoras' theorem in 2D problems

G20 understand, recall and use trigonometric ratios in right-angled triangles

G20 use the trigonometric ratios in right-angled triangles to solve problems, including
those involving bearings

G21 recall exact values of sine, cosine and tangent for 0°, 30°, 45° and 60°

G21 recall that sin 90° = 1 and cos 90° = 0

G21 solve right-angled triangles with angles of 30°, 45° or 60° without using a
calculator

G24 understand and use vector notation for translations

G24 use column vector notation to describe a translation in 2D

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 G25 understand and use vector notation

G25 calculate and represent graphically the sum of two vectors, the difference of two
vectors and a scalar multiple of a vector

G25 calculate the resultant of two vectors

G25 understand and use the commutative and associative properties of vector
addition

Probability
P1 design and use two-way tables

P1 complete a two-way table from given information

P1 complete a frequency table for the outcomes of an experiment

P1 understand and use the term relative frequency

P1 consider differences, where they exist, between the theoretical probability of an

outcome and its relative frequency in a practical situation

P1 complete a frequency tree from given information

P1 use a frequency tree to compare frequencies of outcomes

P2 use lists or tables to find probabilities

P2 understand that experiments rarely give the same results when there is a
random process involved

P2 appreciate the ‘lack of memory’ in a random situation, for example a fair coin is
still equally likely to give heads or tails even after five heads in a row

P3 understand and use the term relative frequency

P3 consider differences where they exist between the theoretical probability of an

outcome and its relative frequency in a practical situation

P3 recall that an ordinary fair dice is an unbiased dice numbered 1, 2, 3, 4, 5 and 6

with equally likely outcomes

P3 estimate probabilities by considering relative frequency

P4 understand when outcomes can or cannot happen at the same time

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 P4 use this understanding to calculate probabilities

P4 appreciate that the sum of the probabilities of all possible mutually exclusive
outcomes has to be 1

P4 find the probability of a single outcome from knowing the probability of all other
outcomes

P5 understand that the greater the number of trials in an experiment, the more
reliable the results are likely to be

P5 understand how a relative frequency diagram may show a settling down as

sample size increases, enabling an estimate of a probability to be reliably made;
and that if an estimate of a probability is required, the relative frequency of the
largest number of trials available should be used

P6 complete tables and /or grids to show outcomes and probabilities

P6 complete a tree diagram to show outcomes and probabilities

P6 understand that P(A) means the probability of event A

P6 understand that P(A/) means the probability of event not A

P6 understand that P(A ∪ B) means the probability of event A or B or both

P6 understand that P(A ∩ B) means the probability of event A and B

P6 understand a Venn diagram consisting of a universal set and at most two sets,
which may or may not intersect

P6 shade areas on a Venn diagram involving at most two sets, which may or may
not intersect

P6 solve problems given a Venn diagram

P6 solve problems where a Venn diagram approach is a suitable strategy to use but
a diagram is not given in the question

P7 list all the outcomes for a single event in a systematic way

P7 list all the outcomes for two events in a systematic way

P7 design and use two-way tables

P7 complete a two-way table from given information

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 P7 design and use frequency trees

P7 work out probabilities by counting or listing equally likely outcomes

P8 know when it is appropriate to add probabilities

P8 know when it is appropriate to multiply probabilities

P8 understand the meaning of independence for events

P8 calculate probabilities when events are dependent

P8 understand the implications of with or without replacement problems for the

probabilities obtained

P8 complete a tree diagram to show outcomes and probabilities

P8 use a tree diagram as a method for calculating probabilities for independent or

dependent events

Statistics
S1 find patterns in data that may lead to a conclusion being drawn

S1 look for unusual data values such as a value that does not fit an otherwise good
correlation

S1 understand that samples may or may not be representative of a population

S1 understand that the size and construction of a sample will affect how
representative it is

S2 draw any of the above charts or diagrams

S2 draw bar charts including composite bar charts, dual bar charts and multiple bar
charts

S2 understand which of the diagrams are appropriate for different types of data

S2 interpret any of the types of diagram

S2 obtain information from any of the types of diagram

S2 understand that a time series is a series of data points typically spaced over
uniform time intervals

S2 plot and interpret time-series graphs

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 S2 use a time-series graph to predict a subsequent value

S2 understand that if data points are joined with a line then the line will not
represent actual values but will show a trend

S2 design and use two-way tables

S2 complete a two-way table from given information

S4 decide whether data is discrete or continuous and use this decision to make
sound judgements in choosing suitable diagrams for the data

S4 understand the difference between grouped and ungrouped data

S4 understand the advantages and disadvantages of grouping data

S4 distinguish between primary and secondary data

S4 use lists, tables or diagrams to find values for the above measures

S4 find the mean for a discrete frequency distribution

S4 find the median for a discrete frequency distribution

S4 find the mode or modal class for frequency distributions

S4 calculate an estimate of the mean for a grouped frequency distribution, knowing

why it is an estimate

S4 find the interval containing the median for a grouped frequency distribution

S4 choose an appropriate measure to be the ‘average’, according to the nature of

the data

S4 identify outliers

S4 find patterns in data that may lead to a conclusion being drawn

S5 use measures of central tendency and measures of dispersion to describe a

population

S5 use statistical diagrams to describe a population

S6 recognise and name positive, negative or no correlation as types of correlation

S6 recognise and name strong, moderate or weak correlation as strengths of

correlation

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 S6 understand that just because a correlation exists, it does not necessarily mean
that causality is present

S6 draw a line of best fit by eye for data with strong enough correlation, or know
that a line of best fit is not justified due to the lack of correlation

S6 understand outliers and make decisions whether or not to include them when
drawing a line of best fit

S6 use a line of best fit to estimate unknown values when appropriate

S6 look for unusual data values such as a value that does not fit an otherwise good
correlation

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