© OCR 2010
Contents
Introduction
3
Sample Scheme of Work: GCSE Mathematics B J567: Foundation Initial Stage
4
Sample Lesson Plan: GCSE Mathematics B J567: Foundation Initial Stage
19
Published Resources
21
2 of 22
GCSE Mathematics B
Introduction
In order to help you plan effectively for the implementation of the new specification we have
produced sample schemes of work and lesson plans for Mathematics B. These support materials
are designed for guidance only and play a secondary role to the specification.
Each sample scheme of work and lesson plan is provided in Word format. You should use it as a
foundation to build upon, and amend or add to the content to suit your teaching style and learners’
needs.
This booklet provides examples of how to structure the teaching of this Stage; the teaching hours
are suggestions only.
The specification is the document on which assessment is based and specifies what content and
skills need to be covered in delivering the course. At all times, therefore, this support material
booklet should be read in conjunction with the specification. If clarification on a particular point is
sought then that clarification should be sought in the specification itself.
GCSE Mathematics B
3 of 22
Sample GCSE Scheme of Work
GCSE Mathematics B J567: Foundation Initial Stage
Suggested
teaching time
2 hours
Topic
FIN12 – Introducing negative numbers
Topic outline
Suggested teaching and
homework activities
Order positive and negative
temperatures


Solve problems involving
temperature change

Suggested
teaching time
2 hours
Topic outline
Understand and use the
vocabulary of probability
4 of 22
Points to note
Lists of positive and negative numbers
Worksheet: each line has
positive/negative numbers. Students cut
them out and stick in their books in the
correct order
 http://www.bbc.co.uk/schools/gcsebitesize/maths/
Select number, then negative numbers
 Weather maps and lists of cities’ temperatures
Although the focus is generally on
temperatures, students should explore
negative numbers in other relevant contexts
where possible.
Worksheet, or questions on whiteboard


Topic



World temperatures
Statistics relating to the Winter of 2009/2010
FIS1 – Probability words and the probability scale
Suggested teaching and
homework activities

Understand the probability
scale
Suggested resources
Suggested resources
Points to note
Put the terms certain, likely, evens,
unlikely and impossible on cards on the
board
Each students is given an event written on
a card and places it under the relevant
heading
 http://www.emaths.co.uk/data.htm
Select ‘Probability (AB)’
 Cards with probability words on
 Cards with events on
The PowerPoint goes on to use measures of
probability, which is beyond the scope of this
Stage.
Explain scale by relating the words to the
scale (or asking students to do this)
Students to place events on the scale,
and can be challenged to think about
ranking them by likelihood


Above PowerPoint
Questions from published text
GCSE Mathematics B
Sample GCSE Scheme of Work
GCSE Mathematics B J567: Foundation Initial Stage
Suggested
teaching time
2 hours
Topic
FIN5 – Basic fractions
Suggested teaching and
homework activities
Suggested resources
Points to note
Identify a fraction of a
quantity

Questions on shapes identifying shaded
fractions of shapes (or shading a given
fraction)

Students need to understand the meaning of
the numerator and the denominator to do this
well.
Calculate a fraction of a
given quantity

Questions on finding a fraction of a
quantity

Topic outline
Suggested
teaching time
2 hours
Topic outline
Topic

Interpret scales on a range
of measuring instruments
GCSE Mathematics B
Worksheet or questions from a textbook
FIG1 - Measures and scales
Suggested teaching and
homework activities
Use metric measurements
and convert from one metric
unit to another

Worksheet of shapes divided into different
fractions
As above but students shade in a given fraction
of each shape
Suggested resources


Work sheet matching units to items
Work sheet on conversions

Students to explain which items would be
measured in which units
Converting between metric units

http://www.skillsworkshop.org/l1num/l1convertmetriclength.pdf

Weighing, measuring, reading scales

Practical lesson using measuring jugs, scales
and balances, and tape measures
Items to weigh or measure
Worksheet on reading scales


Points to note
5 of 22
Sample GCSE Scheme of Work
GCSE Mathematics B J567: Foundation Initial Stage
Suggested
teaching time
2 hours
Topic
FIA1 – Introducing patterns and sequences
Suggested teaching and
homework activities
Topic outline
Suggested resources
Points to note
Students should see and describe a range of
patterns, eg
99 × 99 = 9801
999 × 999 = 998001
9999 × 9999 = 99980001
Recognise and describe
patterns in number

Describe the rules for number sequences
 http://www.bbc.co.uk/schools/ks2bitesize/maths/
Select Number, then Patterns
 Exercise from textbook
Continue simple sequences
and explain how to find the
next number in a simple
pattern

Sequences for students to complete may
be gaps in the middle not just at the end
Describe in words how to find the next
number in a pattern


Suggested
teaching time
2 hours
Topic outline
Calculate simple
percentages of quantities
without the use of a
calculator

Topic
FIN7 – Introducing percentages as operators
Suggested teaching and
homework activities
Suggested resources
Points to note


This is most likely to be linked with FIN6, in the
sense that many will introduce 50% and 25%


6 of 22
Exercise from textbook
Students work in pairs with individual
whiteboards. One makes up a sequence;
partner completes it, and describes the rule
Introduce idea of simple percentages
50%, 25%, 10%, 5% and multiples
Calculate multiples of 5% of quantities
Spider diagrams; building up other
percentages from easier percentages

http://www.emaths.co.uk/tarsia.htm : Percentage
cards
Exercise from textbook


Exercise from textbook
The ‘Standards Unit’ Box

http://nationalstrategies.standards.dcsf.gov.uk/node/47663
as being equivalent to
1
2
and
1
4
respectively.
GCSE Mathematics B
Sample GCSE Scheme of Work
GCSE Mathematics B J567: Foundation Initial Stage
Suggested
teaching time
2 hours
Topic
FIA3 – Function machines and one-step equations
Topic outline
Suggested teaching and
homework activities
Use simple function
machines to deal with inputs
and outputs



Arithmetic practice to start
Move into function machine notation
Extend into determining the input from
given output


Mini whiteboards
Sample lesson plan attached to this scheme of
work
Solve simple equations
involving one operation

Can move into algebraic notation from
either
function machines, replacing the input
with x before showing that the machine
can be removed, or
balancing puzzles with equal weights on
either side of the puzzles (one of which is
x)


Mini whiteboards
Worksheet or textbook exercises


Suggested
teaching time
2 hours
Topic outline
Topic
Suggested resources
Suggested resources
Add and subtract three-digit
numbers without the use of a
calculator

Range of methods for doing this
(traditional; splitting into hundreds, tens,
units; number lines; counting on)


Mini whiteboards
Worksheet or textbook exercise
Add and subtract numbers
with up to two decimal
places without the use of a
calculator

At this level, relate the questions to
money, length or mass etc
Recap previous lesson’s work on
arithmetic

Coins, rulers, scales – and objects to measure or
weigh
GCSE Mathematics B
The balancing method may make the move
into notation such as “2x” easier, but
demonstrating division and subtraction is more
difficult.
FIN2 – Adding and subtracting
Suggested teaching and
homework activities

Points to note
Points to note
7 of 22
Sample GCSE Scheme of Work
GCSE Mathematics B J567: Foundation Initial Stage
Suggested
teaching time
2 hours
Topic
FIG6 - Maps and plans
Suggested teaching and
homework activities
Topic outline
Use and interpret street
plans and simple maps, left
right and clockwise and anti
clockwise


Students describe their route from school
to home
Students have street maps: teacher
questions students about the map, using
left, right, clockwise, and anti-clockwise
Grid references, and
compass directions


Introduce the idea of grid references
Introduce compass directions
Suggested
teaching time
Topic
2 hours
Topic outline
Find all possible ways of
listing up to 4 objects
8 of 22


Points to note


Can make cross-curricular links to Geography
in this topic (OCR GCSE Geography A units
A672, A673 and A674 or OCR GCSE
Geography B unit B562)
 Small grids using numbers and letters on the grid
 Picture of compass with 8 points labelled
 http://www.bbc.co.uk/schools/ks2bitesize/maths/
Select Shape, space and Measures, then Grids
 Exercise from textbook
Street plans
Web-based satellite image/mapping/street-level
viewing program
FIS2 – Listing objects
Suggested teaching and
homework activities

Suggested resources
Students make as many 4 digit numbers
as possible from the 4 digits
Introduce systematic listing
Different ideas and contexts eg choices of
menu
Suggested resources


Points to note
4 cards with different numbers
Exercise from textbook
GCSE Mathematics B
Sample GCSE Scheme of Work
GCSE Mathematics B J567: Foundation Initial Stage
Suggested
teaching time
4 hours
Topic outline
Topic
FIN3 & FIN4 - Multiplying and dividing
Suggested teaching and
homework activities
Suggested resources
Multiply and divide by 10,100
and 1000 without a
calculator


Multiply by 10, 100, 1000
Divide by 10, 100, 1000

Exercise from textbook
Multiply and divide numbers
with no more than one
decimal digit by an integer
between 1 and 10 without a
calculator

Multiply whole numbers and decimals by
an integer
Divide whole numbers and decimals by an
integer

Exercise from textbook
Multiply and divide a threedigit number by a two-digit
number.

Use a variety of methods, eg ‘traditional’
algorithms, gelosia/lattice, grid, chunking
for division, etc
 http://www.emaths.co.uk/number.htm
Select “Chinese Multiplication”, Russian, or Egyptian
 Exercises from textbook
Multiply numbers with up to
two decimal digits by an
integer, with (or without) a
calculator

Use money contexts for two decimal digits
Exercises from textbook
GCSE Mathematics B

Points to note
Recent Principal Examiners’ reports have
noted that students using the grid or gelosia
methods for multiplication tend to be more
successful.
9 of 22
Sample GCSE Scheme of Work
GCSE Mathematics B J567: Foundation Initial Stage
Suggested
teaching time
2 hours
Topic outline
Round numbers to a given
power of 10
Suggested
teaching time
3 hours
Topic outline
Recognise regular polygons
(pentagon, hexagon,
octagon)
Recognise types of triangle
(isosceles, equilateral,
scalene)
Recognise the terms circle,
centre, radius, diameter and
circumference
Recognise simple solids
(cube, cuboid, sphere,
cylinder, cone)
10 of 22
Topic
FIN1 – Rounding
Suggested teaching and
homework activities
Suggested resources



Place numbers on a number line and ask
questions, eg what is the nearest 100?
Move into decimals, again starting with
money or measurement contexts
Topic


Newspaper and internet articles are a good
source of rounded numbers
Worksheet or textbook
FIG4 – Recognising shapes, solids and parts of circles
Suggested teaching and
homework activities


Points to note
For each area, matching games are a
good way to help learners remember the
different names of the shapes and parts
There may be mental associations
students can make to help them
remember the names
“Splat” game. Write the names you want
to test on the board. Two students stand
by the board. Show students a picture
corresponding to one of the words – the
first one to “splat” the word wins, and a
new challenger comes up to the front
Suggested resources



Points to note
Flash cards
Shapes and solids
Mini whiteboards
GCSE Mathematics B
Sample GCSE Scheme of Work
GCSE Mathematics B J567: Foundation Initial Stage
Suggested
teaching time
2 hours
Topic
Suggested teaching and
homework activities
Topic outline
Measure and draw angles to
the nearest degree
Identify types of angle


Recall and use angle
properties

Suggested
teaching time
FIG3 – Introduction to angles
2 hours


Suggested resources
Students name types of angles
Students measure angles drawn on a
worksheet
Paired work: one student gives an angle
size; partner draws it; first student checks
it
 http://www.bbc.co.uk/schools/gcsebitesize/maths/
Select Shape, space and measures, then Angles
 Worksheet with angles drawn: Students cut them
out and stick them onto a sheet under headings
acute, obtuse etc – or a similar card sorting
activity
 Mini whiteboards, pens, protractors
 Pictures (of anything – could be taken by the
students themselves outside the classroom).
Either project them or print them, and ask
students to estimate angles in the picture, and
then to measure them
Angle facts: straight line, round a point,
opposite angles, perpendicular lines
Fit together angle cards on a straight line,
round a point, etc

Topic

Points to note
Link to pictures above: ensure you have some
good examples in the set illustrating the
properties
Exercise from textbook
FIN10 - Time
Suggested teaching and
homework activities
Suggested resources
Points to note
Familiarisation of 24 hour
clock

Use the 24 hour clock, changing to and
from 12 hour clock

Exercise on am/pm and 24 hour clock
Analogue as well as digital
Work out starting times,
finishing times and intervals

Problems involving time calculating
intervals and start/finish times


Any source of timetables on the internet
Instructions (for anything) that include timings
Topic outline
GCSE Mathematics B
11 of 22
Sample GCSE Scheme of Work
GCSE Mathematics B J567: Foundation Initial Stage
Suggested
teaching time
2 hours
Topic
FIA2 - Formula
Topic outline
Suggested teaching and
homework activities
Use formulae expressed in
words or symbols


Use simple word formula
Discuss where formulae are used

Exercise from textbook
Substitute positive numbers
into formula to find the value
of the subject

Introduce symbols into formula

Exercise from textbook
Suggested
teaching time
2 hours
Topic outline
Perform calculations
involving the use of brackets
and the order of operations
Topic
Suggested resources

Write a calculation on the board eg 16 + 4
× 2·12 ÷ 4 and ask students to work out
the answer
Discuss answers
Try on scientific and non scientific
calculators
Introduce the order of operations

Exercise from textbook
Introduce brackets and the reasons for
using them

Exercise from textbook



Points to note
FIN11 - Order of operations
Suggested teaching and
homework activities

12 of 22
Suggested resources
Points to note
GCSE Mathematics B
Sample GCSE Scheme of Work
GCSE Mathematics B J567: Foundation Initial Stage
Suggested
teaching time
2 hours
FIS5 – Two-way tables
Suggested teaching and
homework activities
Topic outline
Extract and use information
from two-way tables
including timetables
Suggested
teaching time
Topic
2 hours
Topic outline
Suggested resources


Introduce idea of two-way tables
Students use two-way tables to answer
questions




http://nrich.maths.org/public/leg.php?code=5015
Bus and train timetables
Mileage charts
Worksheet with questions from above or exercise
from a textbook

Students plan a holiday or trip using a
variety of two way tables

Holiday brochures
Topic
FIN6 – Fractions, decimals and percentages
Suggested teaching and
homework activities
Suggested resources
Recall fraction to decimal
conversions of simple
fractions


Introduce idea of conversion
Use a fraction and decimal wall to show
equivalence




Fraction decimal dominoes
Card matching
Fraction/decimal wall
Exercise form textbook
Convert simple fractions of a
whole to percentage and
vice versa

Use a fraction and percentage wall to
show equivalence


Fraction percentage dominoes
Card matching
Convert decimals to a
percentage and vice versa


Convert decimals to a percentage
Convert percentages to a decimal

Exercise from published text
GCSE Mathematics B
Points to note
Points to note
Links to earlier work on FIN7.
13 of 22
Sample GCSE Scheme of Work
GCSE Mathematics B J567: Foundation Initial Stage
Suggested
teaching time
2 hours
Topic
FIA4 - Coordinates
Topic outline
Suggested teaching and
homework activities
Use axes and coordinates in
four quadrants, including
using points identified by
geometrical information




Drawing and labelling axes
Recap on coordinates in first quadrant
Introduce other quadrants
Identify and plot coordinates
 Work sheets
 http://www.bbc.co.uk/schools/gcsebitesize/maths
Select Algebra, then Graphs: Basic Skills

Plotting points to give named shapes,
identify shapes from coordinates

Suggested
teaching time
2 hours
Topic outline
Make sensible estimates of a
range of measures in
everyday settings
14 of 22
Topic
Suggested resources
Points to note
Exercise from published text
FIG2 - Estimating angles and lengths
Suggested teaching and
homework activities
Suggested resources

Students are shown a 30 cm and 1 metre
ruler. They are then asked to estimate
the length/width/height of various items in
the classroom

Classroom and around school, eg car park


Estimating angles
Students given angles to estimate give 2
points if within 10°, 1 point if within 20°


Worksheet
Could also include length of lines
Points to note
GCSE Mathematics B
Sample GCSE Scheme of Work
GCSE Mathematics B J567: Foundation Initial Stage
Suggested
teaching time
2 hours
Topic
Suggested teaching and
homework activities
Topic outline
Construct and interpret
conversion graphs



Suggested
teaching time
FIA5 - Construct and interpret simple graphics including conversion graphs
2 hours
Suggested resources
Introduce ideas of conversion, eg Pounds
to Euros
Show how to construct and use a
conversion graph


Fact sheets, exchange rates
Unit comparisons, eg miles to km etc
Reading/using simple graphs and
conversion graphs

Exercise from textbook
Topic
FIG7 & FIG8 - Reflection and reflection symmetry
Suggested teaching and
homework activities
Suggested resources
Recognise and complete
reflection symmetry of 2-D
shapes
Understand that reflections
are specified by a mirror line



Introduce idea of reflection
Students identity reflection symmetry
Give patterns on grids for students to
complete



Work sheets
Exercise from published text
Students make up their own patterns
Transform triangles and
other 2-D shapes by
reflection using a given line



Mirror lines
Reflect shapes in a given line
Draw a mirror line on a diagram

Worksheets
Topic outline
GCSE Mathematics B
Points to note
Points to note
Mirrors may help at the early stages but are
not permitted in the final examination (you may
wish to allow them in the Stage Test).
Tracing paper can always be used, however,
and is another useful tool for completing
reflections.
15 of 22
Sample GCSE Scheme of Work
GCSE Mathematics B J567: Foundation Initial Stage
Suggested
teaching time
2 hours
Topic
Suggested teaching and
homework activities
Topic outline
Draw and interpret simple
frequency tables, charts,
pictograms and bar charts
for discrete data



Suggested
teaching time
2 hours
Topic outline
Suggested resources
Points to note
Collecting data, tally/frequency charts
Use the tally chart to draw a bar chart
collect data from the class eg number of
pets owned
 http://www.bbc.co.uk/schools/ks3bitesize/maths/
Select Handling data, then Collecting and recording
 Exercise from published text
 http://www.bbc.co.uk/schools/ks3bitesize/maths/
Select Handling data, then Representing data
There are opportunities to use ICT in
producing the graphs as well.
Pictograms
 Exercise from published text
 http://www.bbc.co.uk/schools/ks3bitesize/maths/
Select Handling data, then Representing data
Topic

Find areas of irregular
shapes by counting squares
and volumes of simple
shapes by counting cubes.
Find the area of a rectangle.





Cross-curricular links can be made to, eg
Science, Business, Geography.
FIG5 - Perimeter area and volume
Suggested teaching and
homework activities
Find the perimeter of straight
sided shapes.
16 of 22
FIS4 - Representing data
Suggested resources
Find the perimeter of straight sided
shapes
Measuring sides to find the perimeter
Calculate one side given the perimeter
and the other sides


Worksheet: adding lengths to find the perimeter
Measuring sides to find the perimeter
Find the area of irregular shapes by
counting squares
Find the area of a rectangle
Find the volume by counting cubes



Worksheet
Transparent square grid
Cubes: students make models with cubes
Points to note
GCSE Mathematics B
Sample GCSE Scheme of Work
GCSE Mathematics B J567: Foundation Initial Stage
Suggested
teaching
2 hours
time
Topic FIN8 - Ordering decimals
Topic outline
Suggested teaching and homework
activities
Ordering decimals


Suggested
teaching time
2 hours
Topic outline
Solve problems using the
four operations on integer
and decimal numbers using
a calculator
GCSE Mathematics B
Suggested resources
 Mini whiteboards
 Exercise from textbook
http://www.amblesideprimary.com/ambleweb/mentalmaths/numberlines.html
Order decimals
Give each student a mini whiteboard with a
decimal written on. Five students stand at the
front and the class has to place them in order
Topic
Points to note
FIN9 - Solving problems
Suggested teaching and
homework activities
Suggested resources
Points to note




A chance to introduce functional maths and a
range of contexts.
Identify the problem and find a strategy
Students produce their own sheets of
problems for others to solve
Exercise from textbook
A good source of problems to solve is the nrich
website:
http://nrich.maths.org/public/monthindex.php?mm=1
17 of 22
Sample GCSE Scheme of Work
GCSE Mathematics B J567: Foundation Initial Stage
Suggested
teaching time
2 hours
Topic
FIS3 - Averages and range
Topic outline
Suggested teaching and
homework activities
Calculate the mean, median,
mode and range of discrete
data





Suggested
teaching time
2-3 hours
Suggested resources
Points to note
Calculate the mode of discrete data
Calculate the median of discrete data
Calculate the mean of discrete data
Calculate the range of discrete date



http://www.bbc.co.uk/schools/ks3bitesize/maths
Select Handling data, then measures of average
Exercises from textbook
Students often come unstuck remembering
which averages is which. A consideration of
why each of the averages are used can be
helpful – and of course the range is not an
average.
Consolidate above ideas

Exercise from textbook
Interpretation of these statistics is not a
requirement of this Stage (see FBS2).
Topic
Revision, testing and feedback
Topic outline
Suggested teaching and
homework activities
Revision

Revision of topics


Test

OCR Foundation Initial Stage Test
 Download the test securely from:
https://interchange.ocr.org.uk
Feedback

Feedback on Stage Test
18 of 22
Suggested resources
Points to note
Worksheets
ExamQuest
Your examinations officer can set up a
teacher/tutor account for you.
GCSE Mathematics B
Sample GCSE Lesson Plan
GCSE Mathematics B J567: Foundation
Initial Stage
Function Machines and Equations
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
To draw one stage function machines
Objective 2
To draw the inverse of one stage function machines
Objective 3
To use function machines to solve one step equations
Recap of Previous Experience and Prior Knowledge

To know the inverse of simple functions

To be able to add and subtract integers to 20

To be able to multiply and divide integers to 10 × 10
Content
Time
Content
5 minutes
Review of single digit addition, subtraction, multiplication and division using
whiteboards and, if necessary, pre-printed addition and multiplication tables. Ask
questions like 3 + 5, 9 – 4, 5 × 6, 8 ÷ 2 and so on. The range of numbers can be
increased depending on the ability of the group. You could use PowerPoint with
a loop to present the questions; answers to be noted in exercise books.
15 minutes
Use whiteboards for this activity. Read a simple scenario/story and ask them to
write the answer on their whiteboards, eg “I think of a number, add 3 and the
answer is 12. What is my number?” or “Some children are playing football and 5
more join in. There are now 11 playing football. How many were there
originally?” or “I have some money. I spend £4. I now have £5. How much did I
have to begin with?” When many are giving the correct response ask for the
method used. If correct inverse is given move on without comment, allowing
each student to make his/her own decisions.
GCSE Mathematics B
19 of 22
Sample GCSE Lesson Plan
20 minutes
Review some of the previous section’s ‘stories’. Ask the students how to write
them on the board. Use ? or a rectangle or ‘stick a piece of card’ where the ‘x’
goes, eg write “? + 3 = 12” on the board. Introduce a function machine and show
inverse but do not write the inverse operation in. Ask for suggestions eg
+3
12
?
Repeat with other operations. Students to use whiteboards to do this.
15 minutes
Review of single digit addition, subtraction, multiplication and division using
whiteboards and, if necessary, pre-printed addition and multiplication tables. Ask
questions like 3 + 5, 9 – 4, 5 × 6, 8 ÷ 2 and so on. The range of numbers can be
increased depending on the ability of the group. You could use PowerPoint with
a loop to present the questions and answers noted in exercise books.
Consolidation
Time
Content
5 minutes
Use a self-checking technique to present three equations to the students.
Solutions on whiteboards or in exercise books.
 Three equations with different operations and three solutions. Match equation
to solution.
 Three equations, two with same solution, third different. Find the odd one out.
 Write a story and a solution to give an answer of 6.
Homework/
project
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Use an exercise from an approved text book or homework book
Ask each student to write 5 questions with their solutions
Project: Produce a simple game, squares round perimeter of board and with
‘go forward 3’ or ‘go back 5’. Players pick a card on turn. Each card is an
equation. Correct solution leads to player moving the number of squares
consistent with the solution (ie ‘x’ = 3 so move forward 3 squares). Team
produces game, board and cards.
GCSE Mathematics B
Published Resources
OCR offers centres a wealth of quality published support for new specifications with a fantastic
choice of ‘Official Publisher Partner’ and ‘Approved Publication’ resources, all endorsed by OCR.
Publisher partners
We work in close collaboration with our three publisher partners Hodder Education, Heinemann
and Oxford University Press to ensure you have access to quality materials, written by experts,
when you need it. The publisher partnerships are not exclusive (see Approved Publications
below).All OCR endorsed resources undergo our thorough quality assurance process to ensure
they cover the specification.
Hodder Education is the publisher partner for OCR GCSE Mathematics B.
Hodder Education is producing the following resources for OCR GCSE Mathematics B for first
teaching in September 2010.
OCR Mathematics for GCSE Specification B – Student Book 1 Foundation Initial & Bronze
Howard Baxter, Michael Handbury, John Jeskins, Jean Matthews, Mark Patmore
ISBN: 9781444118506, Published: 25/06/2010
OCR Mathematics for GCSE Specification B – Student Book 2 Foundation Silver & Gold and
Higher Initial & Bronze
ISBN: 9781444118513, Published: 25/06/2010
OCR Mathematics for GCSE Specification B – Student Book 3 Higher Silver & Gold
Howard Baxter, Michael Handbury, John Jeskins, Jean Matthews, Mark Patmore
ISBN: 9781444118520, Published: 25/06/2010
OCR Mathematics for GCSE Specification B – Teacher and Assessment Pack 1 Foundation Initial
& Bronze
Howard Baxter, Michael Handbury, John Jeskins, Jean Matthews, Mark Patmore
ISBN: 9781444118568, Published: 27/08/2010
OCR Mathematics for GCSE Specification B – Teacher and Assessment Pack 2 Foundation Silver
& Gold and Higher Initial & Bronze
Howard Baxter, Michael Handbury, John Jeskins, Jean Matthews, Mark Patmore
ISBN: 9781444118575, Published: 27/08/2010
GCSE Mathematics B
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OCR Mathematics for GCSE Specification B – Teacher and Assessment Pack 3 Higher Silver &
Gold
Howard Baxter, Michael Handbury, John Jeskins, Jean Matthews, Mark Patmore
ISBN: 9781444118582, Published: 27/08/2010
OCR Mathematics for GCSE Specification B – Homework Book 1 Foundation Initial & Bronze
Howard Baxter, Michael Handbury, John Jeskins, Jean Matthews, Mark Patmore
ISBN: 9781444118537, Published: 24/09/2010
OCR Mathematics for GCSE Specification B – Homework Book 2 Foundation Silver & Gold and
Higher Initial & Bronze
Howard Baxter, Michael Handbury, John Jeskins, Jean Matthews, Mark Patmore
ISBN: 9781444118544, Published: 24/09/2010
OCR Mathematics for GCSE Specification B – Homework Book 3 Higher Silver & Gold
Howard Baxter, Michael Handbury, John Jeskins, Jean Matthews, Mark Patmore
ISBN: 9781444118551, Published: 24/09/2010
Dynamic Learning
The unique online assessment allows you to track learners' progress, highlighting routes to
achieve success. The reports not only identify students' areas of strength and weakness, but
provide links to print and digital resources that will help them improve their knowledge and skills.
Approved publications
OCR still endorses other publisher materials, which undergo a thorough quality assurance process
to achieve endorsement. By offering a choice of endorsed materials, centres can be assured of
quality support for all OCR qualifications.
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GCSE Mathematics B