Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
1 Using and Applying Number and Algebra
Section reference
Students should be taught to:
Problem solving a select and use suitable problem-solving strategies and efficient techniques to solve numerical and algebraic problems
Questions in this section will normally be found in the Mixed exercises at the end of each chapter on Number and Algebra. identify what further information may be required in order to pursue a particular line of enquiry and give reasons for following or rejecting particular approaches b break down a complex calculation into simpler steps before attempting to solve it and justify their choice of methods c use algebra to formulate and solve a simple problem — identifying the variable, setting up an equation, solving the equation and interpreting the solution in the context of the problem
F21.5 d make mental estimates of the answers to calculations use checking procedures, including use of inverse operations work to stated levels of accuracy
Communicating e interpret and discuss numerical and algebraic information presented in a variety of forms f use notation and symbols correctly and consistently within a given problem g use a range of strategies to create numerical, algebraic or graphical representations of a problem and its solution
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Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content move from one form of representation to another to get different perspectives on the problem h present and interpret solutions in the context of the original problem i review and justify their choice of mathematical presentation
Reasoning j explore, identify, and use pattern and symmetry in algebraic contexts, investigating whether particular cases can be generalised further, and understanding the importance of a counter-example identify exceptional cases when solving problems k show step-by-step deduction in solving a problem l understand the difference between a practical demonstration and a proof m recognise the importance of assumptions when deducing results recognise the limitations of any assumptions that are made and the effect that varying the assumptions may have on the solution to a problem
Section reference
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Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content Section reference
2 Numbers and the Number System
Students should be taught to:
Integers a use their previous understanding of integers and place value to deal with arbitrarily large positive numbers and round them to a given power of 10
F1.1, F1.2, F1.5
I1.1. I 6.1 understand and use positive numbers and negative integers, both as positions and translations on a number line
F1.3, F1.10
I1.5 order integers a use the concepts and vocabulary of factor
(divisor), multiple, common factor, highest common factor, least common multiple, prime number and prime factor decomposition
Powers and roots b use the terms square, positive and negative square root, cube and cube root use index notation for squares, cubes and powers of 10
F1.10, I1.3
F1.6, F1.7
I14.1, I14.8, I14.9, I14.10
F1.8, I14.2, I14.3, I14.4
F1.9, I14.3, I14.7 use index laws for multiplication and division of integer powers express standard index form both in conventional notation and on a calculator display
I14.7
I14.12
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Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Fractions
Content Section reference c understand equivalent fractions, simplifying a fraction by cancelling all common factors
F4.1, F4.2, F4.3, F4.4, F4.6
I11.1, I11.2, I11.3 order fractions by rewriting them with a common denominator
Decimals
F4.7
I 11.4 d use decimal notation and recognise that each terminating decimal is a fraction
F6.1, F6.7
I11.4 order decimals F6.2
I1.2
I 11.4 d recognise that recurring decimals are exact fractions, and that some exact fractions are recurring decimals
Percentages e understand that ‘percentage’ means ‘number of parts per 100’ and use this to compare proportions
F14.1, F14.2, F14.3
I22.1 interpret percentage as the operator ‘so many hundredths of ’
F14.4, F14.6, I22.2 use percentage in real-life situations
Ratio
F14.5, I 22.3, I22.5, I22.6, I22.7, I22.8 f use ratio notation, including reduction to its simplest form and its various links to fraction notation
F17.1, F17.2, F17.3, F17.5
I25.1, I25.2, I25.3
3 Calculations
Students should be taught to:
Number operations relationships between them and the a add, subtract, multiply and divide integers and then any number
F1.4, F6.4, F6.5, F6.6
I1.1, I1.4 multiply or divide any number by powers of
10, and any positive number by a number between 0 and 1
F1.4, F6.4
I1.2 a find the prime factor decomposition of positive integers
I14.8, I14.9, I14.10 understand ‘reciprocal’ as multiplicative inverse, knowing that any non-zero number multiplied by its reciprocal is 1 (and that zero has no reciprocal, because division by zero is not defined)
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Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content multiply and divide by a negative number use index laws to simplify and calculate the value of numerical expressions involving multiplication and division of integer powers
I14.6, I14.7
Section references
F1.11, F21.3, I1.5 use inverse operations b use brackets and the hierarchy of operations F2.8, I21.4 c calculate a given fraction of a given quantity, expressing the answer as a fraction
F4.5
I11.6 express a given number as a fraction of another
F4.2, I11.7 add and subtract fractions by writing them with a common denominator
F4.8, F4.9
I11.5 perform short division to convert a simple fraction to a decimal
F6.7, I11.4 d understand and use unit fractions as multiplicative inverses
F4.5, 11.6 d multiply and divide a fraction by an integer, by a unit fraction and by a general fraction
F 4.10, F4.11
I11.6 e convert simple fractions of a whole to percentages of the whole and vice versa understand the multiplicative nature of percentages as operators
F14.2, F14.6
I22.1 f divide a quantity in a given ratio
Mental methods
F17.4
I25.4, I25.5 g recall all positive integer complements to
100 recall all multiplication facts to 10

10, and use them to derive quickly the corresponding division facts recall integer squares from 11

11 to
15

15 and the corresponding square roots, recall the cubes of 2, 3, 4, 5 and 10, and the fraction-to-decimal conversion of familiar simple fractions
Any Number chapter can be used to reinforce the ideas behind mental methods.
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Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content h round to the nearest integer and to one significant figure
F1.5, F6.3
Chapter I6
Section references estimate answers to problems involving decimals
F6.3, I6.5 i develop a range of strategies for mental calculation derive unknown facts from those they know
Use ideas in Chapter F6.4
Use ideas in Chapter I6 add and subtract mentally numbers with up to two decimal places multiply and divide numbers with no more than one decimal digit, using the commutative, associative, and distributive laws and factorisation where possible, or place value adjustments
Written methods j use standard column procedures for addition and subtraction of integers and decimals
F1.4, F6.4, F1.11, F21.3
I1.1, I1.4 k use standard column procedures for multiplication of integers and decimals, understanding where to position the decimal point by considering what happens if they multiply equivalent fractions
F1.4, F6.5
I1.4 solve a problem involving division by a decimal (up to 2 decimal places) by transforming it to a problem involving division by an integer
F6.6
I1.4 l use efficient methods to calculate with fractions, including cancelling common factors before carrying out the calculation, recognising that, in many cases, only a fraction can express the exact answer
F4.8, F4.8, F4.10, F4.11
I11.2, I11.5, I11.6 m solve simple percentage problems, including increase and decrease
F14.4, F14.5, F14.6
I22.3, I 22.6 n solve word problems about ratio and proportion, including using informal strategies and the unitary method of solution n use

in exact calculations, without a calculator
F17.3, F17.4
I25.2
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Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
Calculator methods
Section references o use calculators effectively and efficiently: know how to enter complex calculations and use function keys for reciprocals, squares and powers
F1.8, F1.9, F24.1
I14.2, I14.3, I 14.4, I 14.5, I14.6, I14.7 p enter a range of calculations, including those involving standard index form and measures
F24.1, ideas from Chapter F13
I30.1 q understand the calculator display, knowing when to interpret the display, when the display has been rounded by the calculator, and not to round during the intermediate steps of a calculation
Ideas for this section need to be emphasised in any calculations involving more than one step.
4 Solving Numerical Problems
Students should be taught to: a a draw on their knowledge of operations, inverse operations and the relationships between them, and of simple integer powers and their corresponding roots, and of methods of simplification (including factorisation and the use of the commutative, associative and distributive laws of addition, multiplication and factorisation) in order to select and use suitable strategies and techniques to solve problems and word problems, including those involving ratio and proportion, a range of measures and compound measures, metric units, and conversion between metric and common imperial units, set in a variety of contexts
F1.8, F1.9, F13.2, F14. 4, F17.4, F19.7
I1.1, I1.2, I1 .4, I6.4,
Chapter I11
Chapter I14
Chapter I22
Chapter I25 b select appropriate operations, methods and strategies to solve number problems, including trial and improvement where a more efficient method to find the solution is not obvious
F24.4
I14.5 b estimate answers to problems use a variety of checking procedures, including working the problem backwards, and considering whether a result is of the right order of magnitude
F1.5, F6.3
I6.5 d give solutions in the context of the problem to an appropriate degree of accuracy, interpreting the solution shown on a calculator display, and recognising limitations on the accuracy of data and measurements
Ideas in this section need to be emphasised whenever questions are set in context
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Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
5 Equations, Formulae and Identities
Section references
Students should be taught to:
Use of symbols a distinguish the different roles played by letter symbols in algebra, using the correct notational conventions for multiplying or dividing by a given number, and knowing that letter symbols represent definite unknown numbers in equations, defined quantities or variables in formulae, general, unspecified and independent numbers in identities, and in functions they define new expressions or quantities by referring to known quantities
F2.1, F21.1, F21.2 b understand that the transformation of algebraic expressions obeys and generalises the rules of generalised arithmetic
F2.2, F2.3, F2.3, F2.6
manipulate algebraic expressions by collecting like terms, by multiplying a single term over a bracket, and by taking out common factors
F2.4, F2.5, F2.9
I21.4, I21.5 distinguish in meaning between the words
‘equation’, ‘formula’, ‘identity’ and
‘expression’
I7.1 b expand the product of two linear expressions I21.5
Index notation c use index notation for simple integer powers F2.7, I21.3 use simple instances of index laws F2.7, I 21.3 substitute positive and negative numbers into expressions such as 3 x 2 + 4 and 2 x 3
F21.2, F21.4
I21.2
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Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Equations
Content e set up simple equations
Section references
F21.5 solve simple equations by using inverse operations or by transforming both sides in the same way
Linear equations
F15.1, F15.2, F15.3
I28.3 e solve linear equations, with integer coefficients, in which the unknown appears on either side or on both sides of the equation
F15.1, F15.2
I28.1, I28.2, I28.3 solve linear equations that require prior simplification of brackets, including those that have negative signs occurring anywhere in the equation, and those with a negative solution
Formulae
F15.3
I28.3 f use formulae from mathematics and other subjects expressed initially in words and then using letters and symbols
F21.2, F21.2
I21.1, I21.2 substitute numbers into a formula derive a formula and change its subject
Inequalities
F21.2 F21.4, I21.1, I21.2, I21.6
F21.5, I21.7 d solve simple linear inequalities in one variable, and represent the solution set on a number line
Numerical methods
F21.6
I28.7 m use systematic trial and improvement to find approximate solutions of equations where there is no simple analytical method of solving them
F24.4
I18.8, I30.4
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Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
6 Sequences, Functions and Graphs
Students should be taught to:
Sequences
Section references a generate terms of a sequence using term-toterm and position-to-term definitions of the sequence
F2.10
Ideas in Chapter I2 use linear expressions to describe the n th term of an arithmetic sequence, justifying its form by referring to the activity or context from which it was generated
F2.12
I2.9 a generate common integer sequences
(including sequences of odd or even integers, squared integers, powers of 2, powers of 10, triangular numbers)
Graphs of linear functions
F2.11
I2.5 b use the conventions for coordinates in the plane
F9.1 plot points in all four quadrants recognise (when values are given for m and c ) that equations of the form y = mx + c correspond to straight-line graphs in the coordinate plane
F9.5
I7.1, I7.3 plot graphs of functions in which y is given explicitly in terms of x , or implicitly c construct linear functions from real-life problems and plot their corresponding graphs
F9.5, I7.3
F9.2, F9.3, F9.4
I7.2 discuss and interpret graphs modelling real situations
I7.2, I7.6, I18.9 understand that the point of intersection of two different lines in the same two variables that simultaneously describe a real situation is the solution to the simultaneous equations represented by the lines
I28.4 draw line of best fit through a set of linearly related points and find its equation
Gradients
I2.7, I2.8 d find the gradient of lines given by equations of the form y = mx + c (when values are given for m and c )
I7.4, I7.5 investigate the gradients of parallel lines I7.4
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Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
Interpret graphical information e interpret information presented in a range of linear and non-linear graphs
Quadratic equations
I7.2, I18.9
Section references generate points and plot graphs of simple quadratic functions, then more general quadratic functions
F9.5
I18.1, I18.2 find approximate solutions of a quadratic equation from the graph of the corresponding quadratic function
I18.5
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Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
1 Using and Applying Shape, Space and
Measures
Students should be taught to:
Problem solving
Section references a select problem-solving strategies and resources, including ICT tools, to use in geometrical work, and monitor their effectiveness
Questions in this section will normally be found in the Mixed exercises at the end of each chapter on Shape, Space and Measures a consider and explain the extent to which the selections they made were appropriate b select and combine known facts and problem-solving strategies to solve complex problems c identify what further information is needed to solve a geometrical problem break complex problems down into a series of tasks c develop and follow alternative lines of enquiry
Communicating d interpret, discuss and synthesise geometrical information presented in a variety of forms d communicate mathematically with emphasis on a critical examination of the presentation and organisation of results, and on effective use of symbols and geometrical diagrams f use geometrical language appropriately g review and justify their choices of mathematics presentation
Reasoning h distinguish between practical demonstrations and proofs i apply mathematical reasoning, explaining and justifying inferences and deductions j show step-by-step deduction in solving a geometrical problem k state constraints and give starting points when making deductions l recognise the limitations of any assumptions that are made understand the effects that varying the assumptions may have on the solution
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Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content m identify exceptional cases when solving geometrical problems
Section references
2 Geometrical Reasoning
Students should be taught to:
Angles a recall and use properties of angles at a point, angles on a straight line (including right angles), perpendicular lines, and opposite angles at a vertex
F3.1, F3.3, F3.6, F3.7
I10 (introduction) b distinguish between acute, obtuse, reflex and right angles
F3.2 estimate the size of an angle in degrees
Properties of triangles and other rectilinear shapes
F3.2 a distinguish between lines and line segments c use parallel lines, alternate angles and corresponding angles
F3.7, I10.3 understand the consequent properties of parallelograms and a proof that the angle sum of a triangle is 180 degrees
F5.1, F3.10, I4.1, I10.3 understand a proof that the exterior angle of a triangle is equal to the sum of the interior angles at the other two vertices
F3.10, I10.3 d use angle properties of equilateral, isosceles and right-angled triangles
F3.8
I4.1 understand congruence F5.4, F5.5, I4.2 explain why the angle sum of a quadrilateral is 360 degrees
F3.8, I10.1 e use their knowledge of rectangles, parallelograms and triangles to deduce formulae for the area of a parallelogram, and a triangle, from the formula for the area of a rectangle
F19.4
I20.1 f recall the essential properties and definitions of special types of quadrilateral, including square, rectangle, parallelogram, trapezium and rhombus
F5.1
I4.1 classify quadrilaterals by their geometric properties
F5.1, I4.1 g calculate and use the sums of the interior and exterior angles of quadrilaterals, pentagons and hexagons
F5.6
I10.1, I10.2 calculate and use the angles of regular polygons
F5.6, I10.2
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Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content h understand, recall and use Pythagoras’ theorem
Properties of circles
I15.1, I15.2
Section references i recall the definition of a circle and the meaning of related terms, including centre, radius, chord, diameter, circumference, tangent, arc, sector and segment
F19.1, F19.4
I10.4 understand that inscribed regular polygons can be constructed by equal division of a circle
3-D shapes
F5.6 j explore the geometry of cuboids (including cubes), and shapes made from cuboids
F11.1, F11.2, F11.3, F11.4 k use 2-D representations of 3-D shapes and analyse 3-D shapes through 2-D projections and cross-sections, including plan and elevation
F11.5, F11.6
I4.6 i solve problems involving surface areas and volumes of prisms
3 Transformations and Coordinates
Students should be taught to:
Specifying transformations
F19.4, F19.5
I20.4 a understand that rotations are specified by a centre and an (anticlockwise) angle
F18.3, F22.2
I23.3 rotate a shape about the origin, or any other point
F22.2, I23.3 measure the angle of rotation using right angles, simple fractions of a turn or degrees
F22.2, I23.3 understand that reflections are specified by a mirror line, at first using a line parallel to an axis, then a mirror line such as y = x or y = – x
F18.1, F18.2, F22.3
I23.2 understand that translations are specified by a distance and direction (or a vector), and enlargements by a centre and positive scale factor
Properties of transformations
F22.1, F22.4
I23.1, I23.4 b recognise and visualise rotations, reflections and translations, including reflection symmetry of 2-D and 3-D shapes, and rotation symmetry of 2-D shapes
All Chapters F18 and F22
I4.3, I4.4
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Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content transform triangles and other 2-D shapes by translation, rotation and reflection and combinations of these transformations, recognising that these transformations preserve length and angle, so that any figure is congruent to its image under any of these transformations distinguish properties that are preserved under particular transformations
Section references
I23.1, I23.2, I23.3 c recognise, visualise and construct enlargements of objects using positive scale factors greater than one, then positive scale factors less than one
I23.4 understand from this that any two circles and any two squares are mathematically similar, while, in general, two rectangles are not
I4.2 d recognise that enlargements preserve angle but not length
F22.4
I23.4 identify the scale factor of an enlargement as the ratio of the lengths of any two corresponding line segments and apply this to triangles
F22.4
I26.4 understand the implications of enlargement for perimeter use and interpret maps and scale drawings F17.5 understand the implications of enlargement for area and for volume
I23.4 distinguish between formulae for perimeter, area and volume by considering dimensions
I20.5 understand and use simple examples of the relationship between enlargement and areas and volumes of shapes and solids
Coordinates e understand that one coordinate identifies a point on a number line, two coordinates identify a point in a plane and three coordinates identify a point in space, using the terms ‘1-D’, ‘2-D’ and ‘3-D’
F9.1, F9.6
I26.5 use axes and coordinates to specify points in all four quadrants
I26.5 locate points with given coordinates F9.1
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Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content find the coordinates of points identified by geometrical information
F9.1 find the coordinates of the midpoint of the line segment AB, given points A and B, then calculate the length AB
Vectors
I26.5 f understand and use vector notation for translations
I23.1
4 Measures and Construction
Students should be taught to:
Measures
Section references a interpret scales on a range of measuring instruments, including those for time and mass
Chapter F7
Chapter I5 know that measurements using real numbers depend on the choice of unit recognise that measurements given to the nearest whole unit may be inaccurate by up to one half in either direction
I6.6 convert measurements from one unit to another
F13.1, I12.1, I12.2 know rough metric equivalents of pounds, feet, miles, pints and gallons
F13.2, I12.2 make sensible estimates of a range of measures in everyday settings
Chapter F7
Chapter I5 b understand angle measure using the associated language
F3.2, F3.4, F3.5, F3.11
Chapter I10 c understand and use compound measures, including speed and density
Construction
F9.4, F19.7
I7.6, I12.7 d measure and draw lines to the nearest millimetre, and angles to the nearest degree draw triangles and other 2-D shapes using a ruler and protractor, given information about their side lengths and angles
F7.7, F3.4, F3.5
I5.8, I26.1
F5.2, F5.3
I26.1 understand, from their experience of constructing them, that triangles satisfying
SSS, SAS, ASA and RHS are unique, but
SSA triangles are not
F5.3
I26.1
16

Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content construct cubes, regular tetrahedra, squarebased pyramids and other 3-D shapes from given information
F11.5
I4.5
Section references e use straight edge and compasses to do standard constructions, including an equilateral triangle with a given side, the midpoint and perpendicular bisector of a line segment, the perpendicular from a point to a line, the perpendicular from a point on a line, and the bisector of an angle
Mensuration
I26.1 f find areas of rectangles, recalling the formula, understanding the connection to counting squares and how it extends this approach
F19.2, F19.4
I20.1, I20.2, I20.3 recall and use the formulae for the area of a parallelogram and a triangle
F19.4
I20.1 find the surface area of simple shapes using the area formulae for triangles and rectangles
F19.4
I20.4 calculate perimeters and areas of shapes made from triangles and rectangles
F19.4
I20.1 g find volumes of cuboids, recalling the formula and understanding the connection to counting cubes and how it extends this approach
F19.3, F19.5
I20.4 calculate volumes of right prisms and of shapes made from cubes and cuboids
I20.4 h find circumferences of circles and areas enclosed by circles, recalling relevant formulae
F19.1, F19.4
I20.2, I20.3 i convert between area measures, including square centimetres and square metres, and volume measures, including cubic centimetres and cubic metres
Loci
F19.6
I12.4 j find loci, both by reasoning and by using
ICT to produce shapes and paths
I26.3
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Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content Section references
1 Using and Applying Handling Data
Students should be taught to:
Problem solving a carry out each of the four aspects of the handling data cycle to solve problems:
(i) specify the problem and plan: formulate questions in terms of the data needed, and consider what inferences can be drawn from the data
Questions in this section will normally be found in the Mixed exercises at the end of each chapter on Handling Data
Chapters F12B and I9B contain ideas on how to set about a handling data piece of coursework decide what data to collect (including sample size and data format) and what statistical analysis is needed
(ii) collect data from a variety of suitable sources, including experiments and surveys, and primary and secondary sources
(iii) process and represent the data: turn the raw data into usable information that gives insight into the problem
(iv) interpret and discuss the data: answer the initial question by drawing conclusions from the data b identify what further information is needed to pursue a particular line of enquiry b select the problem-solving strategies to use in statistical work, and monitor their effectiveness (these strategies should address the scale and manageability of the tasks, and should consider whether the mathematics and approach used are delivering the most appropriate solutions) c select and organise the appropriate mathematics and resources to use for a task d review progress while working check and evaluate solutions
Communicating e interpret, discuss and synthesise information presented in a variety of forms f communicate mathematically, including using ICT, making use of diagrams and related explanatory text

Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content g examine critically, and justify, their choices of mathematical presentation of problems involving data
Reasoning
Section references h apply mathematical reasoning, explaining and justifying inferences and deductions
Chapter I29 contains help on how to interpret the graphs students may wish to use in coursework. e identify exceptional or unexpected cases when solving statistical problems i explore connections in mathematics and look for relationships between variables when analysing data j recognise the limitations of any assumptions and the effects that varying the assumptions could have on the conclusions drawn from data analysis
2 Specifying the Problem and Planning
Students should be taught to: a see that random processes are unpredictable b identify key questions that can be addressed by statistical methods c discuss how data relate to a problem, identify possible sources of bias and plan to minimise it
F8.2
I8.9 d identify which primary data they need to collect and in what format, including grouped data, considering appropriate equal class intervals
F8.3
I8.5, I8.6, I8.7, I8.8 e design an experiment or survey I9B decide what primary and secondary data to use
I8.10
3 Collecting Data
Students should be taught to: a design and use data-collection sheets for grouped discrete and continuous data
F8.4, F8.5
I8.1, I8.2, I8.7 collect data using various methods, including observation, controlled experiment, data logging, questionnaires and surveys
F8.3, F8.4, F8.5, F10.1, F10.2, Chapter I8 b gather data from secondary sources, including printed tables and lists from ICTbased sources
F8.6, F8.7
Chapter I8 c design and use two-way tables for discrete and grouped data
F23.7
I8.1

Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
4 Processing and Representing Data
Section references
Students should be taught to: a draw and produce, using paper and ICT, pie charts for categorical data, and diagrams for continuous data, including line graphs for time series, scatter graphs, frequency diagrams and stem-and-leaf diagrams
All of chapter F10 and F16
All of chapter I8 and I24 b calculate mean, range and median of small data sets with discrete then continuous data identify the modal class for grouped data
All of chapter 20
I16.1, I16.2, I16.3, I16.4
I16.2, I16.3 c understand and use the probability scale F23.1, F23.3, I3.1 d understand and use estimates or measures of probability from theoretical models
(including equally likely outcomes), or from relative frequency
F23.2, I3.2, I3.3, I3.4 e list all outcomes for single events, and for two successive events, in a systematic way
F23.6, I19.1 f identify different mutually exclusive outcomes and know that the sum of the probabilities of all these outcomes is 1
F23.4, I3.4 g find the median for large data sets and calculate an estimate of the mean for large data sets with grouped data h draw lines of best fit by eye, understanding what these represent
F25, I24.8 j use relevant statistical functions on a calculator or spreadsheet
5 Interpreting and Discussing Results
Students should be taught to: a relate summarised data to the initial questions
F23.5, I29 b interpret a wide range of graphs and diagrams and draw conclusions
Chapter F10, I29 c look at data to find patterns and exceptions I29 d compare distributions and make inferences, using the shapes of distributions and measures of average and range
F10.3, I29 e consider and check results and modify their approach if necessary

Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content f appreciate that correlation is a measure of the strength of the association between two variables
Chapter F25
I24.8
Section references distinguish between positive, negative and zero correlation using lines of best fit
I24.8 appreciate that zero correlation does not necessarily imply ‘no relationship’ but merely ‘no linear relationship’ g use the vocabulary of probability to interpret results involving uncertainty and prediction
I3.1 h compare experimental data and theoretical probabilities
F23.5, I3.3, I19.2 i understand that if they repeat an experiment, they may — and usually will — get different outcomes, and that increasing sample size generally leads to better estimates of probability and population characteristics
F23.5
I19.2 j discuss implications of findings in the context of the problem k interpret social statistics including index numbers time series and survey data