NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Mathematics
GCSE Content and Overview
Lower Tier
(Outcomes U – 7)
1
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Key Information

This syllabus is to be taught over 2 years, starting 2015.

The first examination series for this syllabus will be Summer 2017.

Fully Linear course, no modules.

Re-sit is only available in November series immediately following the initial Summer exam (i.e. for Y12 students).

Assessment will be in the form of two written examinations in the Summer examination period of the second year: Comprising
one calculator and one non-calculator paper. These will total a minimum of 3.5 hours.

Assessment results will be given as an outcome ranging between U – 7 (where 7 is the highest outcome achieved).

Passes will be considered as 7 - 3.

Fail will be considered as 2 – U.
2
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Guidance for Students

All candidates will be expected to use, but not memorise, these formulae:


All candidates will be expected to be able to use the formulae for:
 Quadratic formula
 Circumference and area of a circle, where r is the radius and d is the diameter.
 Pythagoras’ Theorem
 Trigonometric ratios (sin, cos and tan)
 Sine rule
 Cosine rule
NOTE: These will not be provided in the exam.
3
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
1. Formulae included in the subject content. Candidates are expected to know these formulae; they must not be given in the
assessment.
The quadratic formula
The solutions of 𝑎𝑥2+𝑏𝑥+𝑐= 0 where 𝑎 ≠0
Circumference and area of a circle
Where r is the radius and d is the diameter:
Circumference of a circle= 2𝜋𝑟= 𝜋𝑑
Area of a circle= 𝜋𝑟2
4
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Pythagoras’s theorem
In any right-angled triangle where a, b and c are the length of the sides and c is the hypotenuse:
Trigonometry formulae
In any right-angled triangle ABC where a, b and c are the length of the sides and c is the hypotenuse:
5
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
6
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
7
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
8
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Assessment Objectives
The new curriculum has a greater focus on both problem solving and quality of written communication. This now comprises 25% of
the total marks.
The overall weighting of each of these objectives to be assessed through the final summer examination are as follows:
Assessment Objectives
AO1
AO2
AO3
Using and applying:
 Accurately recall facts and definitions.
 Use and interpret correct notation.
 Accurately carry out routine calculations or tasks requiring multistep solutions.
Reason, interpret and communicate mathematically:
 Make deductions and form conclusions from mathematical
information.
 Construct chains of reasoning to achieve a result.
 Interpret and communicate information accurately.
 Present arguments or proofs.
 Assess the validity of an argument.
Problem Solving:
 Translate problems in mathematical or non-mathematical
contexts into a series of mathematical processes.
 Make and use connections between different parts of
mathematics.
 Interpret results in the context of the given problem.
 Evaluate methods used and results obtained.
 Evaluate solutions.
9
Weighting
50%
25%
25%
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Notes of Use
Content is to be taught to all classes, dependent upon ability.
Content highlighted in yellow is aimed at higher achieving students for the lower tier (Set 2 pupils should cover this material)
10
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Overview
Year 10
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Number 1
Place value and
ordering
Number 2
Mental & Written
Calculations
Algebra 1
Basics &
Simplifying
Geometry 1
Angle Facts
Statistics 1
Data Collection
Number 3
Factors,
Multiples &
Primes
Geometry 2
Properties of 2D
shapes
Geometry 3
Bearings
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Number 4
Fractions &
Decimals
Algebra 2
Coordinates &
Straight Lines
Number 5
Rounding &
Accuracy
Statistics 2
Presenting Data
Number 6
Negative
Numbers
Week 17
Week 18
Week 19
Week 20
Week 21
Week 22
Week 23
Week 24
Measures 1
Metric Measures
Number 7
Simple
Percentages
Algebra 4
Sequences
Geometry 4
Perimeter & Area
Geometry 5
Circles
Algebra 5
Real Life Graphs
Number 8
Basic Ratio
Number 9
Ratio &
Proportion
Week 25
Week 26
Week 27
Week 28
Week 29
Week 30
Week 31
Week 32
Algebra 7
Indices
Geometry 6
Polygons &
Angles
Algebra 8
Linear Graphs
Geometry 7
Reflections &
Translations
Geometry 8
Rotations
Week 37
Week 38
Week 39
Week 40
Number 10
FDP Calculations
Measures 2
Scales &
Compound
Measures
Algebra 6
Expressions &
Equations
Revision
&
Assessment
Week 33
Week 34
Week 35
Week 36
Geometry 9
Congruence &
Similarity
Geometry 10
Representing 3D
Shapes
Statistics 3
Averages
Statistics 4
Simple
Probability
Revision
&
Assessment
Revision
&
Summer Exams
11
Algebra 3
Using Equations
& Formulae
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Year 11
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Number 11
Indices &
Standard Form
Number &
Algebra 1
Inequalities
Geometry 11
Surface Area
Geometry 12
Volume
Number 12
Calculating with
Fractions
Geometry 13
Enlargement
Algebra 9
Plotting Graphs
Number &
Algebra 2
Direct & Indirect
Proportion
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Geometry 14
Pythagoras’
Theorem
Geometry 15
Trigonometry
Geometry 16
Angles
Statistics 5
Scatter Graphs
Number 13
Percentages & Finance
Revision
&
Assessment
Week 17
Week 18
Week 19
Week 20
Week 21
Week 22
Week 23
Week 24
Geometry 17
Cylinders &
Cones
Algebra 10
Quadratics
Algebra 11
Other Graphs
Statistics 6
Tree Diagrams
Statistics 7
Probability
Experiments
Algebra 12
Real Life Graphs
Geometry 18
Constructions
Geometry 19
Loci
Week 25
Week 26
Week 27
Week 28
Week 29
Week 30
Week 31
Week 32
Algebra 13
Simultaneous
Equations
Geometry 20
Pyramids
(volume & s.
area)
Geometry 21
Vectors
Statistics 8
Venn Diagrams
Revision
Revision
Revision
Revision
Week 33
Week 34
Week 35
Week 36
Week 37
Week 38
Week 39
Week 40
Revision
Summer Exams
12
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Content: Year 10
Learning Objectives:
Autumn 1
Date:
Week 1
Number 1
Place Value and
Ordering
(Integers and
decimals)
Resources:
Lesson:
L3 pk 1 p11 -17
L3 pk 1 p 37
L3 pk 1 p43
1
Week 1 ordering
and comparing
decimals
L4 pk4 p 33
Week 1 adding and
subtracting
decimals sheet and
powerpoint
To be able to:
Common mistakes and
misconceptions
Outcome

Failing to understand the concept of
place value and so reading 204 as
24 (20, 4 twenty-four).
2


Read and write whole and decimal
numbers in figures and words
Order positive integers
Compare whole numbers using the
symbols =, ≠, <, >, ≤, ≥
Order decimal numbers
Compare decimal numbers using the
symbols =, ≠, <, >, ≤, ≥

Thinking that the more digits in a
number, the greater the value of the
number.
3
 Add whole and decimal numbers.
 Subtract whole and decimal numbers.
(NOTE: upto 3 decimal places)

Not recording the ‘carry over’ and
forgetting to add it on.
Not lining up the decimal points.
Forgetting to ‘reduce’ a number
when borrowing from it.
Not using 2 decimal places when
calculating with money
Forgetting to add the numbers to
find the final answer when using the
grid method.
Forgetting ‘zero’ when multiplying by
a power of ten
Forgetting to put decimal points back






Week 1
multiplication - grid
multiplication
Sumbooks year 9
basics p17-8
L5 pk1 p3-16
Week 2 division
bus stop method



1
Week 2
Number 2
4


Use written methods to multiply
integers (up to 3-digits)
Multiply decimal numbers
Work out answers to calculations
when given the answer to a related
calculation.

Derive division facts from
multiplication facts
Use written methods to divide
integers

13



Incorrectly writing 3.6 for an answer
of 3 remainder 6.
Not giving an answer in the context
of the problem
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
ppt
Mental and Written
Sumbooks yr 9
Calculations
p21-2
L4 pk 3 p 5
(integers and
L5 pk1 p 33-5
decimals)
2

Divide using decimal numbers


Multiply whole and decimal numbers
by any power of 10
Divide whole or decimal number by
any power of 10




Week 3
Algebra 1
Week 2 squares
and cubes ppt and
special numbers
sheet,
‘find the quote’
3
L5 pk 5 p3 -7
Week 2 Bidmas
ppt.
Magic squares
4
L5 pk 5 p 8
Week 3 collecting
like terms sheet x 2
Recall the squares of integers up to
15 and the cubes of 2, 3, 4, 5 and 10
Recall corresponding squares, cubes
and their roots.
Evaluate expressions involving other
integer powers and roots (e.g. 23 +
42)


Calculate sums using BIDMAS
involving brackets and powers.


Forgetting to use the correct order.
Not writing down their working and
losing track of what they have done
previously in the calculation.

Simplify algebraic expressions by
collecting like terms
Multiply numerical or algebraic terms
by terms in a single bracket
Simplify any linear expressions
involving brackets
e.g. 2(x +3) – 2x + 4(x+6)




Writing m × 3 = m3.
Failing to comprehend that x = 1x.
Combining unlike terms.
Incorrectly adding instead of
subtracting when working with
negative terms.
Forgetting to multiply the second
term in the bracket by the term
outside (e.g. expanding 2(x + 3) as
2x + 3)
Expanding the wrong part of the
expression



1


Basics and
Simplifying
Moving the decimal point back at the
end of a decimal division.
Incorrectly adding the number of
zeros as and when appropriate.
Not counting decimal places
correctly when multiplying or dividing
by higher powers of 10.
Not giving answers as decimals
when questions do not ask for an
alternative.
Incorrectly thinking that ‘taking a
square’ means multiplying by 2 and
a cube as multiplying by 3.
Not recognising that square roots
have 2 solutions (this will become
clearer when calculations with
negatives are studied)



14
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Week 3 single
bracket
Sumbooks
intermediate 24
Sumbooks yr 9 p52
2


Multiply together two algebraic
expressions with brackets.
Argue mathematically to show
algebraic expressions are equivalent,
and use algebra to support and
construct arguments.





Week 3 double
brackets
3
L7 to 8 pk 3 p23-5
4




Week 4
L5 pk 3 pg 17-21
L5 pk 3 pg 5
1
Geometry 1




Angle Facts
L5 pk 3 pg3-7
2



Square a linear expression, e.g.
(x+1)2
Expand products of binomials, e.g.
(x+2)3 or (x+2)2 (x+3)3


Use the addition and subtraction rule
of surds.
Use the multiplication and division
rules of surds.
Expand brackets involving surds
Recognise and name types of angles
Measure angles to the nearest
degree.
Estimate the size of an angle in
degrees

Measure and draw line segments to
the nearest mm.
Identify and draw perpendicular lines.
Draw angles to the nearest degree.







15
Not multiplying all terms in one
bracket by the other.
Forgetting to simplify answers fully.
Students just square what they can
see
e.g. stating that (x + 3) = x2 + 9
Pupils do not show working out as
proof (e.g. evidence of expanding
brackets)
Pupils forget to answer the question
fully (e.g. forgetting to state Yes or
No when asked whether
expressions are equivalent)
Thinking that (x+1)2 = x2 + 1
Completing only some of the steps
to fully expanding.
Adding the numbers underneath the
root signs, instead of collecting
together.
Not simplifying answers where
possible, e.g. √4 is actually 2.
Mixing up descriptions (e.g. bigger
than 90 but less than 180 degrees)
Forgetting what acute angles look
like, estimating +90o
Ignoring mm when measuring in cm
and mm.
Labelling the wrong part of the angle
once drawn.
Using the wrong scale on the
protractor.
Not understanding that when
measuring angle ABC, they are
measuring at ‘B’
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
L5 pk 3 pg 27
L6 pk 2 pg 23-5
L5 pk 3 pg 17-19
3



4



Week 5
Statistics 1
Data Collection
Week 5, data
handling cycle
Whiteboard maths
Discrete and
Continuous Data
1
Whiteboard maths
questionnaires and
surveys, sampling 1
2
Whiteboard maths
tally charts, twoway tables
L6 p 6 pg 5
L6 p 6 pg 15, 20
3
Calculate missing angles on a
straight line.
Calculate missing angles at a point.
Know and apply the fact that
vertically opposite angles are equal.

Derive and understand that angles
inside a triangle sum to 180o
Calculate missing angles inside
triangles.
Solve angle problems in triangles
involving algebra




Not realising that 3 angles can sum
to 180o
Measuring rather than calculating
angles.
Confusing which angles need to be
found.
Not realising when a triangle is
isosceles and thinking that the
problem cannot be solved.
Trying to do too many steps in one
go when answering algebra-based
question.

To understand the data handling
cycle
NOTE: The above is not specifically tested
but is useful for pupil understanding
 Identify different types of data
(discreet, continuous, qualitative,
quantitative, primary, secondary)







Work out methods for gathering data
efficiently
Work out methods for gathering data
that can take a wide range of values

Record discreet data appropriately
(tally, frequency table, two-way
tables)
Interpret tally charts and frequency
tables
Work out methods for recording
related data (two-way tables)
Interpret two-way tables

16

Not appreciating that some data can
be treated as either discrete or
continuous 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).
Not realising that data collected by a
third party (even if the results of a
survey or experiment) is classed as
secondary data.
Using shortcuts in the tallying
process – counting up the items in
each class, rather than tallying items
one by one.
Not checking that the totals in twoway tables add up.
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Week 6
L6 p 6 pg 9
4


Sort data into class intervals
Interpret and use grouped frequency
tables


L7-8 p 2 pg 31
1

Use laws of indices to multiply and
divide numbers or expressions
written in index notation. (e.g. x2 x
x3 = x5)
Understand and use index notation in
calculations
Identify factors
Solve problems involving factors
Find highest common factors
Identify multiples
Solve problems involving multiples
Find lowest common multiples


Recognise prime numbers (including
two-digit)
Write a number as a product of prime
factors using index notation
Use prime factors to find HCFs and
LCMs
Identify and sketch the four main
types of triangle.
Apply the properties and definitions of
triangles to solve geometrical
problems.
Identify and derive properties of
special types of quadrilaterals,
including square, rectangle,
parallelogram, trapezium, kite and
rhombus
Draw diagrams from written
description
Calculate missing angles inside
quadrilaterals
Solve angle problems in


Number 3

Multiples, factors
and primes
2
3
L5 p 1 pg23-5
4









1
Week 7


Geometry 2
Properties of
Triangles and
Quadrilaterals
L6 p 5 pg 27-9
L6 p5 pg 39
2


L6 p5 pg 39
3


17
Using overlapping class intervals.
Recording data which is on the
boundary of a class interval in the
wrong class.
Working out 27 as 2 × 7.
Multiplying and dividing powers
instead of adding and subtracting.


Missing out 1 as a factor.
Confusing HCFs and LCMs.


Confusing factors and multiples.
Assuming that the LCM of two
numbers is the product of the
numbers
Thinking that 1 is a prime number.
Failing to recognise that a number is
not prime, when finding prime
factors






Confusing Isosceles and Equilateral
triangles.
Pupils forget the notation used to
show equivalence in length of sides.
Not recognising, or be able to name,
some of the less common
quadrilaterals (e.g. the kite and
trapezium).
Not reading all of the information
before drawing / identifying the
shape being described.
Not realising that some of the angles
asked for can simply be read off the
diagram.
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
4

quadrilaterals involving algebra

Use properties of special triangles
and quadrilaterals to solve angle
problems



Learning Objectives:
Autumn 2
Date:
Week 8
Level /
Outcome
/ grade?
Common mistakes and
misconceptions
Resources:
Lesson:
To be able to:
L5 p 3 pg 27
L6 p2 pg23-5
1

Understand and use the angle
properties of parallel lines (alternate
and corresponding)

Confusing alternate and
corresponding angles and
misnaming them as F and Z (not
accepted by awarding bodies).
L6 p 2 pg 27
L5 p 3 pg 12
2


Use three-figure bearing notation
Measure the bearing from one place
to another

Confusing where to measure from
and to.
Using the wrong scale on the
protractor
L6 p 2 pg 33
3
Plot a bearing
Solve problems involving bearings
(maps and scale, points of
intersection)
Calculate bearings in diagrams
(including return journeys)

Geometry 3
Bearings
Trying to do too many steps in one
go when answering algebra-based
question.
Confusing types of triangles.
Forgetting that where perpendicular
lines meet a right angle is formed.
Forgetting angle properties of some
quadrilaterals (e.g. kite and
parallelograms)
L6 p 2 pg 29
4








18
Confusing clockwise and
anticlockwise.
Not drawing in the North line
Rubbing out construction lines.
Measuring the diagram instead of
realising that the angles can be
calculated.
Confusing alternate and
corresponding angles.
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Week 9
L4 p 4 pg 3-4
L4 p 4 pg 6
1


Number 4
Fractions and
Decimals
L5 p2 pg10
L5 p2 pg 34
L5 p2 p12
L6 p3 pg 21
2


3



4



Week 10
L5 p 4 pg23-29
1


Algebra 2
Coordinates and
Straight Lines
2

Express one quantity as a fraction of
another
Simplify fractions by cancelling all
common factors

Identify and understand equivalent
factions
Compare fractions with different
denominators using equivalence.

Change an improper fraction into a
mixed number
Change a mixed number into an
improper fraction
Order fractions

Identify terminating and recurring
decimals
Convert fractions into terminating
decimals
Convert terminating decimals into
fractions

1
Confusing 0.3 with 3.

Not understanding that recurring
decimals are a form of exact maths
and therefore rounding answers.
Giving the answer in the wrong
form.
Read and plot coordinates in all four
quadrants
Solve geometrical problems involving
2D shapes on a coordinate grid

Find the mid-point of a line segment
(by plotting or using coordinates)



Writing, for example,
2





19
. Not understanding that the
denominator of a fraction represents
the ‘number of parts in the whole’
Not simplifying fractions as they
can’t be halved, not looking for other
factors.
Multiplying the denominator but not
the numerator when finding
equivalent fractions.
Stating that 1/3 is smaller than ¼ as
the denominator is smaller.
13
8
 1 and
5
5
1
8
3
as
or .
4
4
4
Swapping the position of the x- and
y-coordinates.
Forgetting properties of shapes,
putting coordinates in the wrong
place to complete a shape.
Plotting the numbers on the x- and
y-axes the wrong way round.
Averaging only the x- or ycoordinate and not both when
finding the mid-point.
Making mistakes when adding
negative coordinates
Subtracting instead of adding the
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
two pairs of coordinates.
L7-8 p 1 pg21-5

3




4
Identify straight-line graphs that are
parallel to the x- or y- axis
Identify and interpret gradients and yintercepts of lines in the form of y =
mx + c
Use the form y = mx + c to identify
parallel lines.


Sketch straight line graphs
Match straight line graphs to their
equations




Week 11
L3 p 6 pg 3-4
L3 p5 pg 7
1


Number 5
Rounding and
Accuracy
Round positive numbers to the
nearest 10, 100 or 1000
Round decimals to the nearest whole
number


L9-10 p1 pg 3-5
2

Round decimals to a given number of
decimal places
L9-10 p1 pg 3-5
3

Round numbers to a given number of
significant figures (e.g. 1, 2, 3, 4 sig.
figs.)
Estimate answers to calculations by
rounding to an appropriate degree of
accuracy

20
Confusing the x- and y- axis
Mixing up the gradient and yintercept
Not stating that the gradient is
negative.
Forgetting that the bigger the
gradient, the steeper the graph
should look
That gradients of 2 and -2 look the
same, but slope in opposite
directions
Confusing the gradient and yintercept
Not reading questions and assuming
that 3 digit numbers need to be
rounded to the nearest 100, for
example.
Treating the digits on each side of
the decimal point as separate whole
numbers
so giving 0.95 rounded to 1 d.p. as 0.1
 Zeros at the start of a number are
counted as significant.
 Finding an approximate value
independent of the context in which
it is set.
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Week 12
L9-10 p1 pg 3-5
4

L4 p 6 pg 5-7
1


Identify upper and lower limits of
numbers rounded to a given degree
of accuracy.
Draw a pictogram
Interpret a pictogram



Statistics 2
2


L4 p6 pg 15
L5 p6 pg 7
3



L5 p 6 pg 13
L6 p 6 pg 11-13
4


L4 p 6 pg 9-11
Presenting Data
(ungrouped)
Draw bar chart for ungrouped data
Draw and interpret vertical line
graphs
Interpret a bar charts and line graphs
Draw dual and compound bar charts
Use dual and compound bar charts to
make comparisons

Interpret a pie chart
Draw a pie chart





Week 13
Number 6
L4 p3 pg10-13
L5 p 4 pg 3-7
1


Order negative numbers
Use negative numbers in context

L5 p 4 pg 7
2

Add and subtract using negative
numbers

Negative Numbers

L5 p 5 pg 3-7
3


Multiply and divide using negative
numbers
Use BIDMAS involving negatives
21

Misinterpreting the degree of
accuracy that has been used to
round measurements.
Forgetting to include a key when
drawing a pictogram.
Not drawing parts of the shape
accurately.
Drawing bars which are not equal in
width.
Not leaving spaces between bars
Misreading the frequency of each
category on compound charts (e.g.
reading it as the height the bar
reaches, instead of subtracting one
height from another)
Looking at the angle in a pie chart
and ignoring the fact that the pie
chart can represent a different
number of people.
Not drawing the angles in the pie
chart accurately or using the
appropriate scale on the protractor.
Measuring each angle from the
same starting point.
Thinking that -10 is bigger than -8 as
+10 is bigger than +8
Confusing the rules when using
mixed signs, subtracting instead of
adding
Not understanding that -5 – 3 = -8,
the answer is smaller.
Calculating the sum using positive
integers and forgetting to state final
answer as a negative.
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
L5 p 5 pg 3-7
4


Week 14 / 15
Week 16
Algebra 3

Forgetting the order of operations
Not using brackets correctly (with or
without a calculator)
Entering calculations correctly (e.g.
(-2)2 = 4, but -22 = -4 on a
calculator)
Revision & Unit tests / Exam Questions focus?
Learning Objectives:
Spring 1
Date:


Calculate sums involving powers and
negative numbers (e.g. -42, -53)
Use calculator effectively to calculate
sums involving powers and negative
numbers
Resources:
Lesson:
To be able to:
Common mistakes and
misconceptions
Outcome
L5 p 5 pg 10-16
1


Form simple expressions
Form expressions involving powers
and brackets


Not seeing the ‘general’ case.
Including brackets unnecessarily in
calculations.
L4 p 5 pg 42
2

Substitute numbers to work out the
value of algebraic expressions
(including powers and indices)

Substituting the wrong values for
letters.
Incorrectly substituting values into
expressions (e.g. substituting a = 6
into the expression 4a, writing 46
and assuming it is forty-six).
Ignoring BIDMAS.
n
Not realising that 10 means n ÷ 10,
1
1
or that 2 × 6 means 2 of 6 = 3.
Not giving answers as decimals
when questions do not ask for an
alternative.
Giving answers irrespective of
context.
Using Equations
and Formulae


L4 p 5 pg 42
L7-8 p3 pg 25
3


Substitute numbers into a simple
formula written in words
Substitute numerical values into
formulae



22
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
L7-8 p3 pg 27-8
4

Use trial and improvement to find
approximate solutions to equations


Week 17
L5 p 3 pg 27-34
L5 p3 pg 35- 37
1
L5 p 3 pg 29-33
2
Measures 1
Metric Measures /
Time and Dates
L4 p3 pg 21-23
L5 p 3 pg 39
3

Change freely between related
standard units (length, mass,
capacity, money)
 Know and use approximate metric
equivalents of pounds, feet, miles,
pints and gallons
Note: This is no longer in the GCSE subject
content but still may be useful for students.
 Use appropriate units for
measurements such as length, mass,
capacity, volume.
 Estimate measures.
 Convert between the 12- and 24-hour
clock
 Solve problems involving time and
dates






Week 18
Number 7
L 5 p3 pg 25
4


Read and interpret timetables
Solve problems involving timetables

L 5 p5 pg 28,36
L6 p 3 pg 16
1

Convert between fractions, decimals
and percentages.
Order fractions, decimals and
percentages.


23

Not checking the mid-point to
determine which of two values is
correct (e.g. choosing between x =
3.3 and x = 3.4 based on the value
of the function and the desired
output).
Using the value of the equation as
the answer rather than the value of
the variable.
Ignoring the different units when
comparing measurements.
Not considering the relative size of
units when deciding whether to
multiply or divide.
Mixing up units for length and mass,
e.g. milligrams and millimetres
Ignoring context when estimating.
Subtracting or adding 10 rather than
12 to convert between 12- and 24hour times (e.g. recording 14.30 as
4.30 pm).
Confusing the decimal parts of an
hour with hours and minutes (e.g.
writing 1.25 hours as 1 hour 25
minutes) and vice versa.
Not taking into account the time
taken to get to the previous
destination when calculating the
time taken for one part of the
journey.
Forgetting that fraction lines mean
‘divide’
Multiplying by the wrong power of 10
to change between decimals and
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Simple
Percentages

L5 p2 pg 32
L6 p3 pg 3-7
2



L5 p 2 pg 32
3


Calculate a percentage increase or
decrease
Calculate percentage increase or
decrease using VAT




Not using the original amount as the
denominator, when finding a
percentage difference.
Working with quantities in different
units, forgetting to convert.
Adding the percentage to the cost
when finding a percentage increase
(e.g. £315 + 15% VAT = £330).
Thinking that percentages over
100% cannot exist.
Giving the actual increase/decrease
as the answer, not the final total.
Using the multiplier as 1.5 rather
than 1.05 for an increase of 5%.
Expecting all sequences to ascend.
Looking at the first two numbers and
assuming that the rest follow this
pattern.
Expecting all sequences to have
common differences.
Mistaking x2 for 2x

Recognise sequences of triangular,
square and cube numbers.
Recognise and use sequences such
as Fibonacci, quadratic and involving
powers (e.g. 21, 22, 23, 24, 25…)


Writing 3 ‘ squared’ as 2 x 3
Writing powers as 2x1, 2x2, 2x3…

Find any term in a sequence given

Not identifying an appropriate

4
Find a percentage of an amount
without using a calculator
Find percentages of amounts in more
complex situations
Compare two quantities using
percentages
Find a percentage of an amount with
a calculator
Write one quantity as a percentage of
another






Week 19
L5 p 5 pg 27
L5 p5 pg31-33
1
Algebra 4



Sequences
L5 p 1 pg 31
L5 p4 pg 11
2
3
percentages.
Show their working out, forgetting to
order their final answer.
Students divide by 10 to get 10%, so
therefore divide by 1 to find 1%.
Treating a percentage such as
0.05% as though it were 5%.

Draw the next pattern in a sequence
Describe the term-to-term rule for
continuing a sequence
Find the next term in a numerical
sequence (including negative or
decimal values)
24



NEW for Examination 2015
AQA GCSE Linear
Lower Tier

4


Week 20
Geometry 4
Perimeter and
Area
10 ticks L5 P4 p3640
Abacus
Sumbooks (Y9
basics) p83
10 ticks L5 P4 p3640
http://www.workshe
etworks.com/math/
geometry/measurin
g-figures.html
Abacus
Sumbooks
(Exercises in
Numeracy) p32
10 ticks L5 P4 p3640
Abacus
Sumbooks (Y9
basics) p83
10 ticks L5 P4 p3640
http://www.workshe
etworks.com/math/
geometry/measurin
1

the nth term
Show something is false using a
counter-example
Find the nth term of a linear
sequence
Find the nth term for pattern
sequences
Calculate the perimeter of
rectangles, triangles, parallelograms
and trapezia






2


Identify missing measurements on
compound shapes
Calculate the perimeter of compound
shapes



3

Calculate the area of rectangles,
triangles, parallelograms and trapezia




4

Calculate the area of compound
shapes made from rectangles.
Calculate the area of compound
shapes involving triangles,
parallelograms and trapezia.




25
counter-example.
Not appreciating that a proof shows
something works for all values.
Not showing every step of working
out
Not making the connection between
the structure of the physical pattern
and the form the nth term takes.
Counting squares instead of the
number of edges exposed around
the outside.
Not adding all side lengths together
Assuming that everything is in ‘cm’
and not checking the correct units
Stating a measurement because it
‘looks the same’ as another one
Not converting lengths into the same
units before adding
Only adding the measurements
given, ignoring unlabelled sides
Writing ‘cm’ instead of ‘cm 2’
For triangles, forgetting to halve
Not using the vertical height
Multiplying all measurements
together, instead of the ones they
need
Forgetting to add all areas together
to get a total
Not identifying the correct
measurements to use when there
are more than they need
Multiplying all given measurements
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Week 21
g-figures.html
Abacus
Sumbooks
(Exercises in
Numeracy) p32
Abacus
together
1


Geometry 5
Circles

10 ticks L6 P5 p3338
Abacus
Sumbooks
(Foundation book)
p54
10 ticks L6 P5 p3338
Abacus
Sumbooks
(Foundation book)
p61
Abacus
Spring 2
2



3



4



Recall the definition and properties of
circles (inc. symmetry)
Know and label parts of a circle
(centre, radius, chord, diameter,
circumference, tangent, arc, sector
and segment)
Draw circles accurately

Calculate the circumference of a
circle using 2πr or πd
Calculate the perimeters of
compound shapes involving circles or
parts of circles
Leave answers in terms of π

Calculate the area of a circle using
πr2
Calculate the areas of compound
shapes involving circles or parts of
circles.
Leave answers in terms of π.
Calculate arc lengths .
Calculate the area of a sector.
Calculate angles inside sectors of
circles.
Learning Objectives:
26











Forgetting there are an infinite
number of lines of symmetry
Confusing radius and diameter
Confusing segment and sector
Forgetting to divide by 2 when the
diameter is given and the radius is
needed.
Not multiplying by 2 when the radius
is given and the diameter is needed.
Forgetting to add all lengths to get
final answers.
Adding measurements to the
perimeter that are inside the shape
Not leaving answers incorrect form.
Multiplying by  before squaring.
Using the diameter instead of radius.
Not leaving answers in correct form.
Using the angle for the major sector
when the minor is needed, and vice
versa.
Not being able to rearrange
calculations to find the angle inside
the sector
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Date:
Week 22
Algebra 5
Real Life Graphs
Resources:
Lesson:
10 ticks L6 P5 p1520
Sumbooks (Y9
basics) p91
Sumbooks
(Foundation book)
p2710 ticks L7-8 P6
p32
10 ticks L6 P5 p912 (speed)
10 ticks L7-8 P23
p26 (speed)
1
10 ticks L5 P6 p1922
10 ticks L6 P5 p3-4
3
10 ticks L5 P6 p2329
Sumbooks
(Foundation book)
p30
4
To be able to:
Read and interpret distance–time
graphs
Draw distance-time graphs

Drawing and labelling axes before
working out the axes range
appropriate to the problem.
Read and interpret velocity-time
graphs
Draw velocity-time graphs
Solve problems involving speed,
distance and acceleration

Confusing the formula for calculating
acceleration
Forgetting that a positive slope is
acceleration and negative slope is
deceleration



Read and interpret real-life graphs
Sketch real-life graphs
Sketch and interpret reciprocal
graphs of real-life functions



Read and interpret conversion graphs
Plot conversion graphs



2
Common mistakes and
misconceptions
Outcome







27
Not realising that the intercept
represents a fixed cost.
Not recognising that a straight line
represents constant change, curves
show rates vary
Inaccurately reading from one value
on a conversion graph to find
another value.
Drawing out axes using an
unsuitable scale
Not being able to use their graph to
work out a solution to a problem not
represented on the graph (e.g. axes
go up to 200g, need to use 800g)
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Week 23
Number 8
Basic Ratio
10 ticks L5 P1 2332
10 ticks L4 P4 p6-8
Abacus
Sumbooks
(Foundation book)
p16
10 ticks L5 P2 p4142
Abacus
1
2
Factors/Multiples re-cap:
 Identify and use factors, multiples
and primes.
 Write fractions in their lowest terms


Write two or more quantities as a
ratio.
Write a ratio in its lowest terms.
Week 24
Number 9
Ratio and
Proportion
Confusing factors and multiples.
Not dividing numerator and
denominator by the same factor.

Swapping over the numbers in the
ratio (e.g. 2 : 5 becomes 5 : 2).
Not dividing by the same factor for
all parts of the ratio.
Students automatically think they
can’t simplify as the ratio doesn’t
divide by 2.
Simplifying ratios without ensuring
the quantities are in the same units
(e.g. simplifying 2 days : 15 hours to
1 : 7½)
Turning a ratio into a fraction (e.g.
4
the ratio 4 : 5 becomes 5).
Giving an answer without
considering the context.
Dividing by 2 as there are two parts
to the ratio.
Failing to find the value of the unit
fraction in more complex problems.


Sumbooks (Y9
basics) p33
10 ticks L6 P4 p3-8
Abacus



3
10 ticks L6 P4 p3-8
Abacus
4
Abacus
Sumbooks
(Foundation book)
p45,57
Sumbooks
(Intermediate book)
p14
1







Write a ratio as a fraction.
Interpret ratios in practical situations.
Identify and work with fractions in
ratio problems.

Divide a given quantity into a ratio.
Use a ratio to find one quantity when
the other is known

Write a ratio in the form 1 : n or n : 1
Use a ratio when comparing a scale
model to the real-life object

28



Dividing by the wrong amount to find
the unit value.
Writing the ratios the wrong way
around.
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Week 25
Algebra 6
Expressions and
Equations
10 ticks L6 P4 p1112
Abacus
2
10 ticks L6 P4 p1314
Abacus
Sumbooks
(Foundation book)
p59
Sumbooks
(Intermediate book)
p64
3
4
10 ticks L6 P1 p5
10 ticks L7-8 P3
p3-8
http://www.workshe
etworks.com/math/
pre-algebra.html
Abacus
Sumbooks (Y9
basics) p51
10 ticks L6 P1 p6-8
http://www.workshe
etworks.com/math/
pre-algebra.html
Abacus
Sumbooks (Y9
basics) p53
1
2
Understand direct proportion
Solve problems involving direct
proportion



Understand value for money.
Work out which product is the better
buy.


Not finding the unit cost.
Dividing by the wrong amount to find
unit cost.


Understand indirect proportion.
Solve problems involving indirect
proportion.

Not considering real-life context
before answering questions.
Incorrectly multiplying instead of
dividing.
Forgetting to multiply the second
term in the bracket by the term
outside


Brackets re-cap:
 Expand terms over a single bracket
 Expand two brackets
 Square linear expressions



Solve simple equations involving
addition or subtraction
Solve equations involving
multiplication and division
Solve two-step equations






29
Giving an answer without
considering the context.
Not multiplying or dividing both sides
of the ratio by the same amount.
Not appreciating that an equation
can be written in different but
equivalent formats (e.g. 2a + 7 = 9
→ 7 + 2a = 9 → 9 = 2a + 7).
Thinking that solutions are only ever
whole numbers.
Incorrectly combining number work
involving fractions and decimals with
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
10 ticks L6 P1 p6-8
http://www.workshe
etworks.com/math/
pre-algebra.html
Abacus
10 ticks L6 P1 p6-8
http://www.workshe
etworks.com/math/
pre-algebra.html
3

Solve equations involving brackets.

4

Solve equations with an unknown on
both sides
Week 26/27
Revision & Unit Tests / Exam Question focus? (Easter)
Week 28
10 ticks L6 P1 p910, 17-18
Sumbooks
(Foundation book)
p26
Sumbooks
(Foundation book)
p76
10 ticks L7-8 P3
p22
1
10 ticks L7-8 P2
p29-30
Sumbooks
(Intermediate book)
p29
10 ticks L7-8 P3 p9
3
Algebra 7
Indices



2


Set up simple equations from a
worded problem.
Set up and solve simple equations.
Rearrange formulae to change the
subject (ext.)

Use the multiplication and division
laws when working with indices.
Simplify algebraic expressions
involving index laws




4


Factorise simple expressions.
Factorise expressions involving
30
Introducing errors when there are a
negative number of unknowns on
either side of the equation.
Not following a question carefully
when writing an equation to
represent a problem.


equation solving.
Getting the wrong signs when
multiplying negative numbers.
Incorrectly simplifying after
expanding the bracket.

Not using the inverse operation (e.g.
x + y = z becomes x = z + y).
Not using brackets or a clear
division (e.g. rewriting c = 2a + 5 as
a = c − 5 ÷ 2).
Multiplying powers together instead
of adding.
Dividing powers instead of
subtracting.
Adding powers together instead of
multiplying, e.g (23)4 = 27 instead 212
Not realising that x is a factor of x
and x2.
NEW for Examination 2015
AQA GCSE Linear
Lower Tier

indices.

Learning Objectives:
Summer 1
Date:
Week 29
Geometry 6
Polygons and
Angles
Not taking out the highest common
factor.
Identifying the common factor but
forgetting to work out one of the
terms inside the bracket.
Resources:
10 ticks L5 P3 p1921
Sumbooks (Y9
basics) p65
Sumbooks
(Intermediate book)
p42
10 ticks L6 P5 p2729
10 ticks L6 P5 p2729
Lesson:
1
To be able to:
Angles re-cap:
 Calculate angles inside a triangle
 Calculate angles inside quadrilaterals
(including special quadrilaterals, and
algebraically)
Common mistakes and
misconceptions
Outcome




2

3



Use properties of triangles to find the
sum of interior angles inside
polygons.
Calculate interior angles of polygons.
Understand that exterior angles on
polygons always sum to 360o
Use exterior angles of polygons to
solve problems.





10 ticks L6 P5 p2729
4

Solve more complex angle problems
involving exterior and interior angles
of polygons.



31
Not showing working.
Not stating the angles rule they have
used.
Not remembering properties of
regular / irregular polygons and
other properties of shapes.
Confusing the rule for triangles and
quadrilaterals.
Incorrectly splitting the polygon into
triangles.
Working things out mentally without
writing down the calculations.
Thinking that exterior angles are
only 360o on quadrilaterals.
Confusing the rules for interior and
exterior angles.
Forgetting the formula for the
exterior angles of a polygon and
how to apply it.
Failing to spot that all angles are
equal on a regular polygon when
only one angle is given.
Forgetting that interior and exterior
sum to 180o
Pupils do not use the correct
notation for angles (e.g. angle ABC
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
= angle DEF because…)
Week 30
Algebra 8
Linear graphs
10 ticks L5 P5 p4142
Sumbooks
(Foundation book)
p32
1
10 ticks L7-8 P1
p24-30
2





Abacus
Complete a table of values for linear
functions (for positive and negative
values of x)
Plot graphs of linear functions using a
table of values.
Plot linear functions with or without
being given a table of values.

Calculate the gradient of a straight
line (using change in y- / change in xvalues)
Identify the equation of a line by
finding the gradient and using yintercept







10 ticks L7-8 P1
p24-30
Abacus
3

Find the equation of a straight line
through two points



Week 31
Geometry 7
Transformations:
Reflections and
Translations
10 ticks L7-8 P1
p24-30
Abacus
4
10 ticks L4 P7 p2936
Sumbooks
(Foundation book)
p37
1
10 ticks L6 P2 p1112
2






Find the equation of the line through
one point with a given gradient
Solve problems involving equations
of straight lines.
Recognise and draw lines of
symmetry in plane shapes.
Draw a reflection of a shape in a
mirror line (horizontal, vertical or
diagonal)
Draw reflections in the x- or y- axis on
a coordinate grid.
Identify lines that are parallel to the xor y- axes.
32


Incorrectly calculating with negative
numbers
Ignoring BIDMAS.
Confusing the x- and y- coordinates
Not joining up all points.
Only plotting 2 points and joining
these together, a 3rd should be used.
Incorrectly dividing the change in xby change in y- values.
Forgetting to check whether the
gradient should be positive or
negative once calculations have
been done.
Mixing up the gradient and yintercept.
Incorrectly working out the change in
x- or y- values when finding the
gradient.
Forgetting that they needs to
substitute in values for x- and yusing the coordinates given.
Not being able to solve the equation
to find the y-intercept.
Forgetting that when x=o, y is the
intercept.

Only drawing on one line of
symmetry when there are several
Drawing the image a different
distance from the mirror line than the
object.


Mixing up x = and y = lines
Confusing whether the line is
NEW for Examination 2015
AQA GCSE Linear
Lower Tier

Sumbooks
(Foundation book)
p37
10 ticks L7-8 P4
p32

3


Reflect shapes on coordinate grids in
lines parallel to the x- or y- axis
Reflect shapes in lines such as y = x
Identify lines of reflection on a
coordinate grid by finding midpoints.
Describe fully reflections on a
coordinate grid.




10 ticks L5 P4 p3132
10 ticks L6 P2 p310
Sumbooks
(Foundation book)
p48
4




Translate a shape on a grid using left,
right, up or down as instructions.
Write directions as column vectors.
Translate shapes according to a
given vector.
Describe translations fully using
vectors.





Week 32
Geometry 8
Transformations:
Rotation
10 ticks L4 P7 p3738
Sumbooks (Y9
basics) p78
Sumbooks
(Foundation book)
p46
10 ticks L6 P2 p1316
Sumbooks
(Foundation book)
p47
1



2


Recognise rotational symmetry in
regular 2-D shapes.
Recognise rotational symmetry in
other shapes.
Complete images to give a given
order of rotational symmetry.

Use fractions of turns, angles and
compass directions (e.g. ¼ turn
clockwise, 90o anticlockwise, turn
through 180o)
Rotate simple shapes on a grid
around a given point.

33




horizontal or vertical when drawing
on the line of reflection.
Automatically reflecting in the x- or
y- axes.
Assuming the mirror line is either the
x- or y- axis.
Incorrectly identifying mirror lines
parallel to the x- or y-axis.
Forgetting to give enough
information, i.e. ‘reflection in the
line…)
Only finding the new location of one
corner of the shape and then
drawing in the rest incorrectly.
Forgetting that negative numbers
mean left or down.
Confusing the left/right value for the
up/down value in column vectors.
Using coordinate notation instead of
vector notation.
Describing the translation of shape
A to shape B, when the opposite
was required.
Forgetting the definition of regular
polygons.
Stating order 4 for shapes with 4
sides.
Pupils make images symmetrical,
instead of giving order of rotational
symmetry.
Mixing up clockwise and
anticlockwise.
Not realising 180o turns end in the
same position independent of
direction.
Rotating the shape around the
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
wrong point.
10 ticks L6 P2 p1316
3


Week 33
Geometry 9
10 ticks L6 P2 p1316
4
10 ticks L7-8 P5
p11-14
Abacus
1





Congruence and
Similarity
10 ticks L7-8 P5
p11-14
Abacus
Sumbooks
(Foundation book)
p77
10 ticks L7-8 P5
p23-24
2

3


Abacus
10 ticks L7-8 P5
p23-29


4

Draw the position of a shape after
rotation about the origin (0,0) on a
coordinate grid.
Rotate a shape on a coordinate grid
given any centre of rotation.
Identify the centre of rotation between
two shapes.
Describe a rotation fully giving the
size and direction of turn and the
centre of rotation.
Understand the meaning of
congruence.
Identify congruent shapes (squares,
circles, regular polygons)
Identify congruent shapes on
coordinate grids (i.e. that have been
rotated, reflected or translated)
Know the basic congruence criteria
for triangles (SSS, SAS, ASA, RHS)
Recognise and explain how triangles
are congruent.
Understand the meaning of similar
shapes.
Calculate scale factors in similar
shapes.
Identify similarity in simple shapes.
Describe and construct similar
shapes (e.g. circles, squares,
rectangles)
34

Working out the angle of rotation
incorrectly.
 Assuming that (0,0) is the centre of
rotation instead of reading the
question carefully.
 Not giving enough information, i.e.
centre, direction and angle.
If not using tracing paper:
 Not joining up corresponding
corners.
 Perpendicular lines not drawn
accurately, crossing in the wrong
place.
 Not realising that shapes are still
congruent even if they have been
rotated or reflected.




Mixing up the rules of congruence
(e.g. thinking that AAS = ASA)
Stating congruence even when
corresponding sides / angles are not
equal.
Not checking that all lengths are
similar.
Dividing measurements that are not
corresponding.
NEW for Examination 2015
AQA GCSE Linear
Lower Tier


Abacus
Week 34
10 ticks L4 P8 p2228
1

Geometry 10

Representing 3D
shapes

10 ticks L4 P8 p2228
10 ticks L6 P4 p3340
Sumbooks (Y9
basics) p71
Sumbooks
(Foundation book)
p35
10 ticks L6 P2 p3742
Sumbooks (Y9
basics) p74
Sumbooks
(Foundation book)
p35
10 ticks L5 P6 p3034
10 ticks L6 P2 p3742
Sumbooks
(Foundation book)
p78
2


3


4

Use similarity when working with area
Apply the concepts of congruence
and similarity to solve problems.
Identify 3D shapes: cubes, cuboids,
prisms, cylinders, pyramids, cones
and spheres.
Describe 3D shapes by their
properties.
Identify planes of symmetry of 3-D
objects.
Recognise the net of a 3-D object
Draw the net of a 3-D object


Giving correct answers but not
explaining the properties used.
Using incorrect terminology, e.g.
corners instead of vertices.

Incorrectly visualising 3-D objects in
2-D.
Make a drawing of a 3-D object on
isometric paper.
Make isometric drawings of a 3-D
object when given certain criteria
(e.g. 24 cubes, draw a cube that has
125 cubes, draw a cuboid…)

Using isometric paper in landscape
not in portrait.
Not joining lines dot-to-dot.
Forgetting that there are cubes on
the inside of a shape (e.g. asked to
draw a cuboid that has 24 cubes)
and only considering the cubes you
can see.
Draw plans and elevations of 3-D
objects




35
Missing out hidden cubes when
converting from a 3-D view to a plan
or elevation.
Confusing the different views.
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Learning Objectives:
Summer 2
Date:
Resources:
Week 35
10 ticks L5 P6 p3-6
Statistics 3
Abacus
Sumbooks
(Intermediate book)
p74
Averages
Lesson:
1
To be able to:



Find the mode and range of a
discreet data set.
Find the range and mode of discreet
data from charts (frequency table, bar
chart, tally chart, pie chart etc)
Find the modal class and range for
grouped data.
Common mistakes and
misconceptions
Outcome




10 ticks L7-8 P6
p33-34
2



10 ticks L7-8 P6
p33-34
3


Find the median for a set of discreet
data (for either an odd or even
number of data items)
Find the median from a frequency
table.
Find the median from a grouped
frequency table.


Find the mean for a set of discreet
data.
Find an estimate of the mean for
grouped data.





4

Compare a set of discreet data using
mode, range, median and mean.


36
Pupils answer randomly when there
is no mode as they think there is
always one.
Only listing one mode when there
are more.
Writing the range between two
numbers, instead of putting their
final answer, i.e. writing 2 – 15
instead of 13.
Writing the frequency instead of the
mode or modal class.
Not ordering the data.
Writing down both numbers when
there are two left in the middle for an
even number of data items.
Writing down the group that is in the
middle of the table, instead of
adding frequencies to find where the
median lies.
Adding up the total frequency
incorrectly.
Forgetting to divide by the total by
the number of data items.
Not using the midpoint of a class
interval.
Adding the frequencies together
before multiplying by the midpoint.
Selecting an inappropriate measure
for the data provided.
Showing calculations without making
a conclusion or proving a
hypothesis.
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Week 36
Sumbooks (Y8
basics) p108
1


Statistics 4
Understand, draw and use a
probability scale from 0 to 1.
Understand and use the basic
language of probability.



Simple Probability
2
10 ticks L7-8 P1
p13-14
10 ticks L6 P6 p2239
Sumbooks (Y9
basics) p100
Sumbooks
(Intermediate book)
p83
10 ticks L6 P6 p22- 3
39
http://www.workshe
etworks.com/math/
word-problems.html
Sumbooks
(Foundation book)
p62
10 ticks L6 P6 p22- 4
39
10 ticks L7-8 P1
p15-16
Sumbooks
(Intermediate book)
p84
Week 37/38





Systematically list all outcomes for a
single event.
Calculate the probability of a single
event.

Understand the meaning of
independent events.
Systematically list all outcomes for
combined independent events (in a
list or table).
Calculate the probability of combined
independent events.


Construct theoretical possibility
spaces (sample space) combined
events.
 Calculate probabilities using
possibility spaces (sample space).
 Set up tree diagrams for combined
independent events.
 List outcomes using tree diagrams.
NOTE: (you may wish to calculate simple
probabilities from a tree diagram here)
Revision & Summer MOCK Exams?
37





Incorrectly interpreting the event.
Assuming that if there are two
outcomes they are always equally
likely.
Not considering all the conditions
that may affect an event.
Incorrectly giving the probability of,
for example, rolling a 2 on a dice as:
P(rolling a 2) = 2/6
Working in a haphazard way when
giving possible combinations, thus
missing one or more combinations.
Not simplifying fractions where
required.
Not listing all outcomes of each
event.
Miscounting the number of
possibilities in the sample space.
Not including enough ‘branches’ for
outcomes.
Not reading across every possible
combination of branches and
therefore missing outcomes.
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Week 39
Number 10
Fractions,
Decimals and
Percentages as
multipliers
10 ticks L6 P3 p312
http://www.workshe
etworks.com/math/
percent.html
Abacus
Sumbooks (Y9
basics) p2910 ticks L6 P3 p1316
Abacus
Sumbooks (Y9
basics) p32
Sumbooks
(Foundation book)
p9-11
10 ticks L6 P3 p1316
Abacus
Sumbooks (Y9
basics) p32
Sumbooks
(Exercises in
Numeracy) p24
Sumbooks
(Foundation book)
p9-11
10 ticks L5 P2 p3
10 ticks L6 P3 p1316
Abacus
Sumbooks
1



2


3


4



Calculate percentages of amounts.
Calculate with percentages in real-life
contexts.
Calculate percentage increase and
decrease.



Dividing by the wrong power of 10.
Mistaking 0.3 for 3%, for example.
Calculating the increase / decrease
but forgetting to add it to original
amount to get a total.
Use decimals as multipliers and to
calculate quantities (with or without a
calculator)
Convert between decimals and
percentages.

Forgetting to put decimal places
back in when performing without
calculator.
Multiplying or dividing by the wrong
power of 10.
Convert between fractions and
terminating decimals.
Order fractions, decimals and
percentages.



Not realising that 1/10 = 10/100.
Writing 0.1 as 1%, for example.
Forgetting to convert into the same
type of number before trying to
compare.
Recognise fractions as multipliers.
Calculate fractions of amounts.
Compare quantities using fractions,
decimals and percentages.

Not spotting that ½ = 0.5, so
multiplying by 0.5 is the same as
multiplying by ½
Multiplying by the denominator
instead of the numerator, and vice
versa.
38


NEW for Examination 2015
AQA GCSE Linear
Lower Tier

Multiplication or division errors made
but method correct.
Read and interpret scales (mass,
capacity, length)
Solve problems involving metric
scales and measures.


Misreading the scale.
Incorrectly calculating the intervals
shown by the scale.
Incomplete calculations shown or
steps taken when solving problems.
Calculate amounts such as daily or
weekly wages.
Calculate rates of pay (including
overtime rates)
Solve problems involving salaries and
pay.

Know the formula linking speed,
distance and time.
Perform calculations involving speed,
distance and time.


Convert metric units of measurement
(re-cap)
Convert between units of compound
measures such as area, rates of pay
and speed.

(Foundation book)
p9-11
Week 40
Measures
10 ticks L5 P3 p2934
10 ticks L4 P3 p2742
Using scales &
Compound
measures (speed,
rates of pay, area)
1


2



10 ticks L6 P5 p912
Sumbooks
(Foundation book)
p58
3
10 ticks L4 P3 p2742
4




39






Assuming that rates of pay are the
same each day or time.
Doubling rates of pay instead of
multiplying by 1.5, for example.
Incomplete calculations, e.g.
working weekly pay but forgetting
the weekend hours worked.
Not remembering the formula.
Dividing instead of multiplying,
where appropriate.
Not checking that measurements
are using the same units (e.g.
distance in Km but time in metres
per hour)
Multiplying or dividing by the wrong
power of 10.
Assuming that area in m2 need to be
x100 to convert into cm 2.
Forgetting to convert both sets of
units, e.g. when converting km per
hour into metres per minute.
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Content: Year 11
Learning Objectives:
Autumn 1
Date:
Week 1
Resources:
Lesson:
1
Number 11
Indices and standard
form
(ALT: Numeracy
skills re-cap for lower
ability)
2
3
To be able to:
Re-cap:
 Multiply and divide by integers and
decimals.
 Recognise and use indices (powers
of 2, 3, 4, 5…)
 Use and apply the multiplication and
division index laws.
 Write very large or very small
numbers in standard form.
 Convert freely between standard form
and ordinary numbers.
 Calculate sums written in standard
form (on a calculator)
 Calculate sums in standard form
using index laws (i.e. multiplication
and division laws)
4

Solve problems involving standard
form.
Week 2
1


Set up linear equations.
Solve linear equations.
Number & Algebra 1
2

Use the symbols <, >, ≤, ≥ to show
numerical inequalities.
Write down integer values that satisfy
inequalities.
Show inequalities on a number line.

Inequalities

40
Outcome
Common mistakes and
misconceptions
Forgetting that a letter on its own in a
calculation, such as p in p2 × p, is raised to
the power 1.
Confusing the convention of an open circle
for a strict inequality and a closed circle for
an included boundary.
Not remembering how to use inequality
symbols.
Not reversing the sign when multiplying or
dividing by a negative.
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
3

Solve linear inequalities in one
variable.
4

Solve linear inequalities in one
variable
Solve linear inequalities and show
solutions on a number line.

Week 3
1
Geometry 11
Surface Area
(Cubes, cuboids,
other prisms)
2
3
NOTE: Not cylinders
4
Week 4
1
Geometry 12
2
Volume
(Cubes, cuboids,
other prisms)
3
NOTE: Not cylinders
4
Re-cap:
 Calculate the area of rectangles,
triangles and trapezia.
 Calculate the area of compound
shapes comprising rectangles,
triangles and trapezia.
 Calculate the surface area of a cube.
 Calculate the surface area of a
cuboid.
 Calculate the surface area of
triangular prisms.
 Calculate the surface area of other
prisms.
 Convert between metric units of area.
 Solve problems involving surface
area.
 Understand the meaning of volume
and capacity.
 Calculate the volume of a cube.
 Calculate the volume of a cuboid.
 Calculate the volume of a triangular
prism
 Calculate the volume of other prisms.
 Find missing measurements when
given the volume of a cube or cuboid.
 Solve problems involving volume and
capacity.
 Convert between units when working
with area and volume.
 Compare lengths, areas and volumes
using ratio notation.
41


Confusing volume and surface area.
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Week 5
1
Number 12
Calculating with
Fractions
(add, subtract,
multiply and divide
including mixed
numbers)


2



3



Write amounts as one fraction of
another (e.g. 2/5 shaded, 3/5 not
shaded)
Add and subtract fractions with the
same denominator.
Add and subtract mixed numbers.
Write two or more fractions with the
same denominator.
Add and subtract fractions when one
or more denominators need to be
changed.
Multiply a fraction by a fraction
Multiply a fraction by a whole
number.
Multiply a fraction by a mixed
number, or a mixed number by a
mixed number.



Multiplying diagonally as though ‘crossmultiplying’ is being done,
2 5 12
e.g. 3 × 6 = 15

e.g.
4



Week 6
1
Geometry 13



Enlargement
Divide a whole number or a fraction
by a fraction
Divide mixed numbers by whole
numbers.
Find the reciprocal of a whole
number, a decimal or a fraction

Identify the scale factor of an
enlargement (including fractional /
decimal)
Enlarge a shape on a grid
Enlarge a shape by a fractional scale
factor.






2


Enlarge a shape using a centre of
enlargement.
Enlarge a shape on a coordinate grid,
42
Incorrectly converting a mixed
number to an improper fraction.
Not converting the final answer back to a
mixed number where required.
Multiplying the numerator and the
denominator by the whole number
1
20
× 20 =
.
4
80
Leaving denominators as decimal
numbers.
Not simplifying answers when asked to
do so.
Finding the reciprocal of the wrong
fraction, or finding the reciprocal of
both fractions.
Dividing the measurements of the
original by the image, instead of
image by original.
Inaccurately counting squares.
Adding the scale factor instead of
multiplying by the scale factor.
Not using the centre of enlargement.
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
3
4
Week 7
1
Algebra 9
Plotting graphs
(Linear and
Quadratic)
2
3
4
Week 8
1
Number & Algebra 2
Direct and Indirect
Proportion
2
using a centre of enlargement as
(0,0) or another coordinate.
(as above, including fractional scale factors)
 Find a centre of enlargement.
 Describe enlargements fully, giving
scale factor and centre.
 Construct similar or congruent
shapes on a coordinate grid using
rotation, reflection, translation or
enlargement.
 Understand and describe the effects
of enlargement on perimeter, area
and volume of shapes.
 Substitute into simple expressions or
equations (re-cap)
 Complete a table of values using
positive and negative values of x for a
linear function.
 Plot graphs of linear functions (with or
without a table of values)
 Plot graphs of two linear functions
and identify points of intersection.
 Complete a table of values using
positive and negative values of x for a
quadratic function.
 Plot graphs of quadratic functions.
 Solve quadratic equations
graphically.
 Know that when y is directly
proportional to x, y α x and y = k x
 Calculate the constant of
proportionality (k) given values for x
and y.
 Write a formula in terms of x and y for
direct proportion problems.
 Know that when y is inversely
proportional to x, y α 1/x and y = k/x
 Calculate the constant of
43



Substituting incorrectly.
Not using BIDMAS.
Making mistakes when calculating
with negative numbers.

Not using a third point as a check
when drawing a straight line.
NEW for Examination 2015
AQA GCSE Linear
Lower Tier

Week 9
3

4

1


Number 13

Percentages &
Finance
2

3


proportionality (k) given values for x
and y when they are inversely
proportional.
Write a formula in terms of x and y for
inverse proportion problems.
Recognise and sketch graphs of
direct and indirect proportion.
Solve problems involving direct and
indirect proportion algebraically and
graphically.
Calculate percentages of amounts.
(re-cap)
Calculate percentage increase and
decrease. (re-cap)
Find the original value after a
percentage increase or decrease.
Solve problems involving percentage
increase / decrease or overall
percentage change.
Calculate using simple interest.
Solve problems involving credit.







4


Week 10
1


Calculate repeated percentage
change.
Solve problems involving repeated
percentage change / compound
interest.
Calculate a percentage profit or loss
Calculate original values using profit
or loss.
Number 13




44
Dividing by the wrong power of 10.
Forgetting to add on the increase or
deduct the dcrease.
Using the wrong multiplier, i.e. 1.2
for 2% increase.
Not understanding that it is possible
to have more than 100% when using
percentages in context.
Assuming that an increase of 30%,
then a decrease of 10% is equal to
an increase of 20%.
Not seeing that 17.5% = 10% + 5%
+ 2.5%.
Forgetting to add on the initial
deposit in credit calculations.
Incorrectly calculating 1.5 x 2
instead of 1.52.
Not checking whether it is a
repeated increase or decrease.
Writing the profit or loss in a
monetary value instead of a final
percentage.
Dividing by the selling price instead
of the original cost price.
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Percentages &
Finance
2



3


4
Week 11/12
Week 13

Understand the Retail Price Index
and its use in real-life context.
Interpret changes in the retail price
index in terms of the base year (i.e.
+5%, -10%, +23%).
Interpret and make comparisons in
the changes in the value of goods
using the Retail Price Index (e.g.
price of food has increased by 10%,
but this is below the expected
increase for that year).
Calculate simple price changes using
the Retail Price Index (increase or
decrease)
Calculate base year prices given the
relevant price index.
Solve more complex problems
involving the Retail Price Index.

Identify the hypotenuse in rightangled triangles.
Know and understand Pythagoras’
theorem a2 + b2 = c2
Calculate the length of the
hypotenuse of a right-angled triangle.








Forgetting that the base year always
has an index of 100 (100%)
105 means an increase of 5%, not
105% from the base year.
An index less than 100 means a
decrease in value.
Using the last price in the table to
calculate an increase, instead of the
base year price.
Not understanding when the
multiplier should be greater than or
less than 1.
Using the multiplier as 1.5 rather
than 1.05 for an increase of 5%.
Misinterpreting the problem.
Not showing all stages or working
out, or missing stages of working out
not believing they are relevant.
Revision & MOCK Exams?
1


Geometry 14

Pythagoras’
Theorem



2


Calculate the length of shorter sides
in a right angled triangle.
Use Pythagoras’ Theorem to solve
problems in real-life context.



45
Forgetting that x2 means x × x, not x
× 2.
Forgetting to take the square root to
find the final answer.
Not correctly identifying the
hypotenuse.
Drawing a scale diagram to
‘calculate’ the length of a
hypotenuse.
Adding instead of subtracting to find
the shorter sides.
Thinking that square root is not
needed when finding shorter sides.
Failing to identify whether they are
finding the longer or shorter side
when problem solving.
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
3
4
Week 14
1
Geometry 15
Trigonometry
(in 2D only)
2

Calculate the length of a line segment
AB (e.g. on a coordinate grid) using
Pythagoras’ Theorem.
 Calculate lengths in other geometrical
figures using Pytahgoras’ Theorem.
Re-cap / consolidation:
 Complete exam questions on
Pythagoras’ Theorem.
 Identify and label sides of triangles in
terms of Trigonometric ratios (i.e.
opposite, adjacent and hypotenuse)
 Know and use the trigonometric
ratios. (SOHCAHTOA)
 Identify which ratio to use to find
missing lengths in right-angled
triangles.
 Calculate the lengths of missing sides
in right-angled triangles using
Trigonometry.
Students do not sketch out the
problem to help them visualise it.

Pupils do not sketch out the problem
to visualise it.
Trying to make an accurate drawing
and ‘measure’ lengths instead of
calculating it.





Mixing up the ratios and not
following SOHCAHTOA.
Using the right-angle as a starting
point instead of another given angle.
Multiplying instead of dividing where
necessary.
Using the wrong ratio.
3

Calculate missing angles inside rightangled triangles using Trigonometry.

Forgetting whether to multiply or
divide, dependent upon whether
calculating a side or an angle.
4

Know the exact values of sinθ and
cosθ for θ = 00, 300, 450 , 600 and
900;
Know the exact value of tanθ for θ =
00, 300, 450 and 600
Use exact values for sin, cos or tanθ
when solving Trigonometry problems.
Find missing angles on straight lines
Find missing angles around a point
Use and apply the rules for vertically

Confusing the values of the different
ratios.
Not being able to apply the
knowledge to the problem in front of
them.


Week 15

1



46


NEW for Examination 2015
AQA GCSE Linear
Lower Tier
opposite angles.
Geometry 16
2


ALT: Pythagoras and
Trigonometry
problems
3


4

Week 16
1



Angles re-cap
Statistics 5
Scatter Graphs

2



Calculate angles inside triangles.
Calculate angles inside
quadrilaterals.
Calculate angles inside polygons.
Use and apply the rules for interior
and exterior angles of polygons.
Know and use parallel line angle
rules (corresponding and alternate).
Solve angles problems.
Understand the term correlation.
Identify types of correlation
graphically.
Describe the correlation between two
data sets.

Make predictions about bivariate
data.
Plot bivariate data as a scatter
diagram.
Draw estimated lines of best fit.









3


4


Week 17
1


Interpret points on a scatter graph.
Identify points that may be classed as
outliers.
Make estimates and use a line of
best fit.
Understand and describe
interpolation and extrapolation as a
method of estimation.
Calculate the circumference and area
of a circle (re-cap).
Calculate the volume of a cylinder.
47

Not understanding that correlation
does not imply causation between
two data sets.
Not considering real-life context
when considering whether it is a
positive or negative correlation.
Plotting as (y, x) instead of (x, y)
coordinates.
Missing off points as not working
systematically.
Assuming the line of best fit has to
go through (0,0).
Not attempting to split the points
evenly either side of the line.
Not using a suitable scale for each
axis.
Forgetting to divide by 2 when the
diameter is given and the radius is
needed.
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Geometry 17
2
Cylinders and Cones


3


Calculate the surface area of a
cylinder.
Solve problems involving the surface
area of cylinders
Calculate the volume of a cone.
Calculate the surface area of a cone.





4
Week 18
1
Algebra 10
Quadratics
(factorising and
solving)
ALT: Basic Algebra
re-cap (brackets,
simplifying,
factorising)
2
3
4


Calculate the volume of a sphere.
Calculate the surface area of a
sphere.
Re-cap:
 Expanding and simplifying single
brackets.
 Expanding and simplifying double
brackets.
 Expand and simplify expressions
involving surds.
 Factorise linear expressions. (re-cap)
 Factorise quadratic expressions
involving positive terms.
 Factorise expressions involving
surds.
 Factorise quadratic expressions
involving negative terms.
 Factorise using the difference of two
squares.



Solve quadratic equations by
factorising.
Solve quadratic equations using the
difference of two squares.
Solve quadratic equations graphically
(re-cap)
48














Multiplying by  before squaring.
Using the wrong measurement for
the radius or diameter.
Not being able to identify the
measurements they need to use.
Forgetting to divide by 3 (or x 1/3)
when finding volume.
Using the vertical or slanted height
the wrong way around.
Students often forget to apply the
4/3 of…
Multiplying by 3 and dividing by 4.
Incorrectly substituting
measurements into the formulae.
Errors made when working with
negative numbers.
Not multiplying all terms in the
bracket by the number / term on the
outside.
Forgetting basic rules of surds.
Not taking out the highest common
factors.
Forgetting that x2 is a factor of x3
Forgetting that √2 is a factor of √10
and √12, for example.
Making mistakes when multiplying or
dividing with negatives.
Confusing the rules.
Errors made when multiplying out
brackets to check answers.
Forgetting to write the opposite sign
when writing the solution, e.g. (x +
1) gives solution of x= -1 not x=1.
Not writing down both solutions.
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Week 19
1


Algebra 11

Quadratic and Other
Graphs
2


3


4


Week 20
1
Statistics 6
Probability: Tree
Diagrams
ALT: Basic
probability.
2
3
Plot graphs of quadratic functions (recap)
Recognise and sketch graphs of
quadratic functions.
Recognise lines of symmetry in
quadratic graphs.
Interpret and use graphs of quadratic
functions in real-life context.
Identify and interpret intercepts,
turning points and roots of quadratic
functions graphically.
Draw graphs of cubic and reciprocal
functions.
Sketch and recognise graphs of cubic
and reciprocal functions (e.g. y =
1/x with x ≠ 0)
Interpret graphs of quadratic, cubic
and reciprocal functions.
Draw and interpret cubic and
reciprocal graphs in real-life contexts.
Re-cap:
 Find the probability of equally likely
outcomes.
 Find the probability of two
independent events (by listing or
using a sample space)
 Calculate the probability of
dependent events.
 Know and understand that outcomes
of an event sum to 1.
 Work out the probability of an event
not happening.


Represent the outcomes of two
independent events using a tree
diagram.
Calculate the probability of two
independent events from a tree
diagram.
49




1 10
=
.
10 100

Not realising that

Incorrectly stating the probability as
½ when there are two outcomes.
Not understanding the language of,
for example, ‘greater than 4’ and ‘at
least 4’.


Incorrectly subtracting decimals from
1.


Incorrectly setting up the two events.
Adding instead of multiplying across
branches.
Not simplifying fractions where
required.

NEW for Examination 2015
AQA GCSE Linear
Lower Tier
4



Week 21
1

Statistics 7

Probability:
Experiments and
Charts.

2


3


4
Week 22
Algebra 12
More Real Life
1

Represent the outcomes of
dependent events using a tree
diagram.
Calculate probabilities of dependent
events from a tree diagram.
Work out the probability of an event
that can happen in more than one
way using a tree diagram (the AND
OR rules).
Understand that the greater the
number of experimental trials the
more reliable the results.
Estimate probability from a set of
experimental data.
Compare estimated probability with
theoretical probability (using
appropriate language and the
probability scale).
Calculate relative frequency of an
outcome from an experiment.
Predict the likely number of
successful events of an outcome.
Calculate probability of single events
from charts (e.g. bar chart,
pictograms, pie charts, two way
tables).
Calculate the probability of two or
more events from charts.
Calculate probabilities from a set of
grouped data (e.g. grouped
frequency tables.
Re-cap:
 Read and Interpret distance-time
graphs.
 Draw distance-time graphs.
 Read and interpret velocity-time
graphs
 Draw velocity-time graphs
50






Not recognising when a question
involves independent events and so
adding rather than multiplying the
fractions.
Adding across branches, multiplying
at the end.
Incorrectly stating that the more
trials means there is less bias.
Not understanding that as it is based
on an experiment; the probability
can change with each experiment
and is therefore only ever an
estimate.
Comparing theoretical probability
with relative frequency without
taking into account the number of
trials carried out.
Incorrectly reading the vertical axis
of bar charts

Not understanding a grouped
frequency table.

Inaccurately reading from one value
on a conversion graph to find
another value.
Drawing and labelling axes before
working out the axes range
appropriate to the problem.

NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Graphs
2



3
4
Week 23
1
Calculate using the formula for
speed, distance and time.
Know and use the formula linking
density, mass and volume.
Solve problems involving density,
mass and volume.
Re-cap:
 Interpret and sketch real-life graphs
 Sketch and interpret reciprocal
graphs of real-life functions
 Read and interpret graphs for time
series data and know their
appropriate use.
 Calculate averages using time series
data.
 Construct acute, obtuse angles.
 Construct reflex angles.
 Construct the bisector of an angle.
Geometry 18


Not remembering the formulae.
Confusing the decimal parts of an
hour with hours and minutes (e.g.
using 1 hour 45 minutes as 1.45
hours).

Using a grouped label on the
horizontal axis rather than a
continuous scale.

Labelling the wrong part of the angle
once drawn.
Using the wrong scale on the
protractor.
Not keeping the arms of compasses
an equal distance apart when
bisecting.
Not completing the triangle by
drawing the third side.
Rubbing out construction lines.
Not completing the triangle by
drawing the third side.
Not opening the compasses so that
they are greater than the midpoint.
Rubbing out construction lines.
Not keeping a consistent distance
between the points of the compass
when drawing arcs.


Constructions
2


3



4

Draw triangles accurately when at
least one angle is given.
Draw triangles accurately when given
the length of all three sides.

Know that the perpendicular bisector
of a line segment is the shortest route
between two points.
Construct a perpendicular bisector of
a line.
Construct a perpendicular to a given
line from/at a given point.
Make an accurate drawing of given
shapes using constructions.







51
Using the wrong type of
construction.
Not using compasses and drawing
‘freehand’
NEW for Examination 2015
AQA GCSE Linear
Lower Tier

Week 24
Geometry 19
1
2
Loci




Construct a locus around a point.
Construct a locus around a line of
points.

Construct a locus that is equidistant
between two points.
Construct a locus that is equidistant
between two lines.

Confusing a distance from a point
with the distance from a line.

3

Solve problems involving
constructions and loci.



Not using compasses.
Making inaccurate constructions.
Shading the wrong region.
4

Solve locus problems, including the
use of bearings.

Forgetting that bearings use 3figures.
Not using a North line.
Confusing clockwise and anticlockwise.
Incorrectly adding or subtracting the
equations.
Making mistakes when using
negative numbers.
Not multiplying or dividing the entire
equation by the same thing.


Week 25
1
Algebra 13
Simultaneous
Equations
ALT: Forming and
Solving equations recap
Not drawing according to all given
criteria.
Failing to keep the settings of
compasses constant.
Rubbing out construction lines.
2
3


Solve linear equations (re-cap)
Eliminate one variable by adding or
subtracting two linear equations
(when variables already match)
 Manipulate linear equations to make
variables match.
 Eliminate one variable in any pair of
simultaneous equations.
NOTE: Students may have to manipulate
one or both equations.
 Solve a pair of simultaneous
equations (where variables already
match).
 Solve simultaneous equations.


Form pairs of simultaneous equations
for a real-life problem.
Set up and solve simultaneous
equations to solve problems.
52








Forgetting to find both solutions.
Errors made when substituting,
especially with negatives.
Accuracy errors when attempting to
match variables in equations.
Misinterpreting problems and setting
up inappropriate equations.
Not considering real-life context
when finding solutions, e.g. which
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
would be the best solution for the
length of this garden, -7 or +5m?
4


Plot graphs of one or more linear
functions (re-cap)
Find approximate solutions to
simultaneous equations graphically.



Week 26
1


Geometry 20
2

Volume and Surface
Area of Pyramids

3

ALT: Basic Area
and Perimeter re-cap
4

Week 27
1



Geometry 21
2
Vectors
ALT: Basic volume
re-cap (cubes,
cuboids and other
prisms).
3
4
Calculate the volume of a pyramid.
Solve problems involving the volume
of pyramids.
Calculate the surface area of
pyramids.
Solve problems involving the surface
area of pyramids.
Calculate volume and surface area of
composite solids

Use similarity when working with area
and volume of 2D or 3D shapes.

Understand vector notation.
Represent column vectors pictorially.
Describe vectors using column
notation.
 Apply addition and subtraction of
column vectors.
 Draw the result vector after an
addition or subtraction of vectors.
 Use multiplication of vectors by a
scalar.
 Identify parallel vectors from column
vectors or diagrams.
Consolidation:
 Solve simple problems involving
vectors.
53






Making mistakes when completing a
table of values or substituting.
Not joining up points with a ruler and
therefore intersection is inaccurate.
Not plotting more than 2 points to
check a straight line os formed.
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Week 28
1


Interpret simple Venn diagrams.
Sort numerical data into a simple
Venn diagram.

Understand that probabilities sum to
1 in Venn diagrams.
Calculate probabilities from a Venn
diagram.

Statistics 8
2
Probability: Venn
Diagrams






3



4

Understand the term ‘union’ and
‘intersection’ in a Venn diagram.
Use set notation to describe areas of
a Venn diagram.
Shade in areas on a Venn diagram to
satisfy given criteria.
Solve numerical problems using
Venn diagrams.
Week 29
Revision
Week 31
Revision
Week 32
Revision
Week 33
54




Forgetting to count items on the
outside of the circles.
Not counting items that have already
been placed.
Forgetting that probabilities should
sum to 1.
Miscalculating when subtracting
probabilities from 1.
Writing answers in the wrong form,
e.g. a fraction when a decimal is
required.
Not simplifying answers where
necessary.
Confusing union and intersection.
Forgetting which symbol to use, i.e.
‘U’ for union.
Shading in the area that isn’t
needed, instead of showing the one
that is.
Not understanding that some people
in numerical problems are counted
twice when they are in the middle of
the diagram.
NEW for Examination 2015
AQA GCSE Linear
Lower Tier
Revision
Week 34
Exam Week?
Week 33
Exam Week?
Week 36
Week 37
Week 38
Week 39
Week 40
55