GCSE Maths (9-1) - J560 (from 2015) Delivery Guide for OCR GCSE (9-1) Maths. Approaches to teaching the content Probability allows for many real-life applications of mathematics. Most learners will have an idea of randomness, and there is plenty of opportunity for experimentation here. Learners should be given the opportunity to work with dice, coins, cards, etc. to demonstrate randomness. Plenty of experimentation is necessary to ensure a good understanding; learners can collect their own data and then make inferences from this data.
Common misconceptions or difficulties learners may have Learners can have difficulties understanding randomness as a concept; the use of dice and coins may help this. Learners can have difficulty understanding that not all events are equally likely, e.g. Learners can sometimes have difficulty understanding independence of events and think that later events are affected by what has already happened e.g. Delivery Guide for OCR GCSE (9-1) Maths. 123 259638 topic check in 9 01. Module 10: Interpreting Tables and Graphs - Mathematics Pathways. Extension The trendline is the line of best fit for the data points. The trendline itself does not tell us how good the 'fit' is. Generally if the data points are close to the line, the fit is good and if the data is widely spread out from the line the fit is not very good.
For example the data points in the graph below are relatively close to the trend line. The trend line shows the most likely relationship between the variables x and y, in the case of the graph below, the x variable is the number of hours of exercise and the y variable is the resting heart rate. Image: mistertmath.weebly.com/uploads/2/8/5/0/28500815/sp_7.3.pdf[NM1] The trendline equation is of the form y = mx + c where, y is the y-axis variablex is the x axis variablem is the slope of the trendlinec is the point where the trendline intersects the y axis The following link to Math Is Fun - Maths Resources, deals with this general form of a linear function.
Linear Equations Interpretation of the trendline Scatter XY Plots. MyMoneyWeek. Aa A-Level Advanced Level qualifications are available for 16-18-year-olds in various subjects that help students make a successful transition to university and future careers. Reforms introduced in 2015 and phased in over 3 years, will see A levels becoming linear in nature with all external assessment at the end of the course – normally by examination. Academies Schools that have converted from formally local authority schools to become directly accountable to the Secretary of State for Education. Accidental damage In addition to buildings and contents insurance most companies will insure accidental damage for an additional fee. Accommodation Where you live; including with parents, in a hostel, renting or buying. Account Arrangement with a bank or building society to hold your money in an account and allow you to take it when required.
Actuaries Insurance professionals who analyse risk and its financial impact Advanced Tech levels Annual Equivalent Rate. After tax All-risks Alternative credit Bb Cc. What do we offer? Nationwide Education. Can you solve it? Are you smarter than a Japanese schoolchild? | Science. Hello Guzzlers. It is with huge pleasure that I introduce today’s puzzle, which is already a big deal in Japan. It’s called Menseki Meiro, or Area Maze, and I hope you find it as brilliant as I do.
Area Maze is the creation of Naoki Inaba, one of the world’s most prolific inventors of logic puzzles. He came up with Area Maze after being asked to come up with a puzzle by the head of a crammer school in Japan. The puzzle is utterly simple to explain: find the missing value, which is denoted by a question mark highlighted in grey. Here’s what makes the puzzle genius: You are NOT allowed to use fractions in the solutions.
Now you’ve got the hang of it, try these four. Naoki Inaba has been devising puzzles since he was a teenager. I asked him about Area Maze. In fact, it is so popular in Japan that now Area Maze problem books are published. Ill be back later today to show you how to solve the more difficult puzzles. Meanwhile, here’s how to solve the very first one. New English and maths resources. Public Last updated: 19th Mar 2015 Introduction to the project From late 2014 to early 2015, AELP led a DfE-funded project with four FE-sector provider organisations to develop resources for delivering English GCSEs. The particular focus of the project was the process of producing and using contextualised approaches to studying English, for learners undertaking vocational courses (especially as part of a Study Programme).
The provider organisations include two independent training providers, a general FE college and an adult and community learning provider. The subject contexts chosen are: Construction and the Built Environment; Business, Administration and Entrepreneurialism; Childcare; and general life and personal interests. A parallel project with the same four providers, on contextualised approaches to GCSE Maths, has been led by MEI. An outline of the materials All these materials can be freely used, and/or adapted, by providers and their staff. . • The ‘grid’ Maths Resources on Pinterest | Math, Learning and Bbc. Free maths help and resources for pupils, parents and teachers, from MrBartonMaths.com! Citizen Maths | Free online Level 2 mathematics course for adults. Citizen Maths launches two more powerful ideas | Citizen Maths.
Citizen Maths, the free online maths course for people who want to improve their grasp of maths, has just been extended with the launch of two more ‘powerful ideas’. These ideas look at the maths inside uncertainty and representation, and will run alongside proportion which was launched as a pilot in 2014. Content for two further powerful ideas (covering measurement and pattern) will be added in spring 2016.
Citizen Maths is funded by the Ufi Charitable Trust. It has been set up to help people who need to strengthen their grasp of maths. The course uses a new approach to learning maths, explaining maths within the context of how it is used: for example measuring things, comparing data or assessing risks. It helps learners understand maths as a series of powerful ideas which can be applied to everyday situations. This approach makes it suitable as a support resource for learners on formal maths courses as well as an opportunity for independent learners in its own right.
Math Mnemonics. Mnemonic: n. A device, such as a formula or rhyme, used as an aid in remembering. Volume 36 Finding the area and circumference of a circle. Volume 35 Roman numerals 1 to 1000. Volume 34 Finding the measures of angles in right triangles. Volume 33 Factoring binomials. Volume 32 Metric units of measure. Volume 31 How do you solve a word problem? Volume 30 Multiplying with negative numbers.
Volume 29 What is an isosceles triangle? Volume 28 Dividing fractions. Volume 27 Mean, Median, and Mode Volume 26 How to check your division. Volume 25 The first eight digits of pi. Volume 24 Dividing Fractions Volume 23 Multiplying a two-digit number times a two-digit number. Volume 22 Which trig functions are positive? Volume 21 When multiplying by 9 Volume 20 What is the circumference of a circle? Volume 19 What does a pint weigh? Volume 18 What happens when you multiply two negative numbers?
Volume 17 Metric units of measure. Volume 16 How to divide fractions. Volume 15 How to do long division. Volume 12 Area of a Circle. NCETM. Digital Approaches to English & Maths | – using technology to support learners on Traineeships and Apprenticeships. Citizen Maths | Free online Level 2 maths course for adults. Math Games | Give Your Brain A Workout!