Eduqas GCSE C300 Maths specification: every spec point and its video lesson
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Spec text is our short form of the board's statement. Always check the board's own specification.
| Spec | Statement | Lesson | YT search phrase |
|---|---|---|---|
| FA1Eduqas C300 | Use and interpret algebraic notation, including: ab in place of a × b; 3y in place of y + y + y and 3 × y; a² in place of a × a, a³ in place of a × a × a, a²b in place of a × a × b; a/b in place of a ÷ b; coefficients written as fractions rather than as decimals; brackets | What Algebraic Notation Means | ScholaFly MA09-01 |
| FA2Eduqas C300 | Substitute numerical values into formulae and expressions, including scientific formulae | Substituting Values into Expressions and Formulae | ScholaFly MA09-03 |
| FA3Eduqas C300 | Understand and use the concepts and vocabulary of expressions, equations, formulae, identities, inequalities, terms and factors | Algebra Vocabulary: Expressions, Equations, Formulae, Identities and Inequalities | ScholaFly MA09-02 |
| FA4Eduqas C300 | Simplify and manipulate algebraic expressions (including those involving surds) by: collecting like terms; multiplying a single term over a bracket; taking out common factors; expanding products of two binomials; factorising quadratic expressions of the form x² + bx + c, including the difference of two squares; simplifying expressions involving sums, products and powers, including the laws of indices | Collecting Like Terms | ScholaFly MA09-04 |
| Laws of Indices for Algebraic Terms | ScholaFly MA09-05 | ||
| Expanding a Single Bracket | ScholaFly MA10-01 | ||
| Expanding Double Brackets | ScholaFly MA10-02 | ||
| Factorising by Taking Out a Common Factor | ScholaFly MA10-04 | ||
| Factorising a Quadratic x^2+bx+c, Including Difference of Two Squares | ScholaFly MA10-05 | ||
| FA5Eduqas C300 | Understand and use standard mathematical formulae; rearrange formulae to change the subject | Using and Rearranging a Formula (Subject Appears Once) | ScholaFly MA11-03 |
| FA6Eduqas C300 | Know the difference between an equation and an identity; argue mathematically to show algebraic expressions are equivalent, and use algebra to support and construct arguments | Equations, Identities and Equivalent Expressions | ScholaFly MA10-09 |
| FA7Eduqas C300 | Where appropriate, interpret simple expressions as functions with inputs and outputs | Function Machines: Inputs, Outputs and Reversing | ScholaFly MA14-01 |
| FA8Eduqas C300 | Work with coordinates in all four quadrants | Coordinates in Four Quadrants | ScholaFly MA15-01 |
| FA9Eduqas C300 | Plot graphs of equations that correspond to straight-line graphs in the coordinate plane; use the form y = mx + c to identify parallel lines; find the equation of the line through two given points, or through one point with a given gradient | Plotting Straight-Line Graphs | ScholaFly MA15-03 |
| Finding the Equation of a Straight Line | ScholaFly MA15-06 | ||
| Equations of Parallel Lines | ScholaFly MA15-07 | ||
| FA10Eduqas C300 | Identify and interpret gradients and intercepts of linear functions graphically and algebraically | Gradient and Y-Intercept via y=mx+c | ScholaFly MA15-05 |
| FA11Eduqas C300 | Identify and interpret roots, intercepts, turning points (stationary points) of quadratic functions graphically; deduce roots algebraically | Roots, Y-Intercept and Turning Point of a Quadratic Graph | ScholaFly MA16-02 |
| FA12Eduqas C300 | Recognise, sketch and interpret graphs of linear functions, quadratic functions, simple cubic functions, the reciprocal function y = 1/x, with x ≠ 0 | Recognising Linear and Quadratic Graphs | ScholaFly MA16-01 |
| Cubic and Reciprocal Graphs | ScholaFly MA16-04 | ||
| FA13Eduqas C300 | Plot and interpret graphs (including reciprocal graphs) and graphs of non-standard functions in real contexts, to find approximate solutions to problems such as simple kinematic problems involving distance, speed and acceleration | Plotting and Interpreting Real-World Graphs | ScholaFly MA17-01 |
| FA14Eduqas C300 | Solve linear equations in one unknown algebraically (including those with the unknown on both sides of the equation); find approximate solutions using a graph | Solving Linear Equations by Balancing | ScholaFly MA11-01 |
| Solving Linear Equations with Brackets | ScholaFly MA11-02 | ||
| FA15Eduqas C300 | Solve quadratic equations of the form x² + bx + c (NOT including those that require rearrangement) algebraically by factorising; find approximate solutions using a graph | Solving x^2+bx+c=0 by Factorising | ScholaFly MA12-01 |
| FA16Eduqas C300 | Solve two simultaneous linear equations in two variables algebraically; find approximate solutions using a graph | Solving Simultaneous Linear Equations by Elimination | ScholaFly MA12-04 |
| FA17Eduqas C300 | Translate simple situations or procedures into algebraic expressions or formulae; derive an equation (or two simultaneous equations), solve the equation(s) and interpret the solution | Writing an Expression or Formula from a Context | ScholaFly MA11-05 |
| Setting Up and Solving an Equation from a Context | ScholaFly MA11-06 | ||
| FA18Eduqas C300 | Solve linear inequalities in one variable; represent the solution set on a number line | Inequality Symbols and Number-Line Conventions | ScholaFly MA18-01 |
| Solving a Linear Inequality | ScholaFly MA18-02 | ||
| FA19Eduqas C300 | Generate terms of a sequence from either a term-to-term or a position-to-term rule | Generating Terms of a Sequence | ScholaFly MA13-01 |
| FA20Eduqas C300 | Recognise and use sequences of triangular, square and cube numbers, simple arithmetic progressions, Fibonacci type sequences, quadratic sequences, and simple geometric progressions (rⁿ where n is an integer, and r is a rational number > 0) | Recognising Special Sequences | ScholaFly MA13-02 |
| FA21Eduqas C300 | Deduce expressions to calculate the nth term of linear sequences | Finding the nth Term of a Linear Sequence | ScholaFly MA13-04 |
| FG1Eduqas C300 | Use conventional terms and notations: points, lines, vertices, edges, planes, parallel lines, perpendicular lines, right angles, polygons, regular polygons and polygons with reflection and/or rotation symmetries; use the standard conventions for labelling and referring to the sides and angles of triangles; draw diagrams from written description | Geometry notation and types of angle | ScholaFly MA25-01 |
| FG2Eduqas C300 | Use the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle); use these to construct given figures and solve loci problems; know that the perpendicular distance from a point to a line is the shortest distance to the line | Constructing the perpendicular bisector of a line segment | ScholaFly MA24-01 |
| Constructing the bisector of an angle | ScholaFly MA24-02 | ||
| Constructing a perpendicular to a line from or at a point | ScholaFly MA24-03 | ||
| Solving loci problems with a single condition | ScholaFly MA24-04 | ||
| Solving loci problems with combined conditions | ScholaFly MA24-05 | ||
| FG3Eduqas C300 | Apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles; understand and use alternate and corresponding angles on parallel lines; derive and use the sum of angles in a triangle (e.g. to deduce and use the angle sum in any polygon, and to derive properties of regular polygons) | Angles at a point, on a line and vertically opposite angles | ScholaFly MA25-02 |
| Angles on parallel lines | ScholaFly MA25-03 | ||
| Angle sum of a triangle and the exterior angle rule | ScholaFly MA25-05 | ||
| Interior angles of polygons | ScholaFly MA25-06 | ||
| Exterior angles and regular polygons | ScholaFly MA25-07 | ||
| FG4Eduqas C300 | Derive and apply the properties and definitions of: special types of triangles, quadrilaterals (including square, rectangle, parallelogram, trapezium, kite and rhombus) and other plane figures using appropriate language | Naming triangles, quadrilaterals and polygons | ScholaFly MA26-01 |
| Properties of special quadrilaterals and triangles | ScholaFly MA26-02 | ||
| FG5Eduqas C300 | Use the basic congruence criteria for triangles (SSS, SAS, ASA, RHS) | Congruent triangles: SSS, SAS, ASA and RHS | ScholaFly MA26-03 |
| FG6Eduqas C300 | Apply angle facts, triangle congruence, similarity and properties of quadrilaterals to conjecture and derive results about angles and sides, including Pythagoras' Theorem and the fact that the base angles of an isosceles triangle are equal, and use known results to obtain simple proofs | Proving results using congruent triangles and angle facts | ScholaFly MA26-07 |
| Proving results using similarity and Pythagoras | ScholaFly MA26-08 | ||
| Pythagoras' theorem in two dimensions | ScholaFly MA30-01 | ||
| FG7Eduqas C300 | Identify, describe and construct congruent and similar shapes, including on coordinate axes, by considering rotation, reflection, translation and enlargement (including fractional scale factors) | Reflecting a shape in a mirror line | ScholaFly MA28-01 |
| Finding the mirror line from a shape and its image | ScholaFly MA28-02 | ||
| Rotating a shape and describing a rotation | ScholaFly MA28-03 | ||
| Translating a shape using a column vector | ScholaFly MA28-04 | ||
| Enlarging a shape by a positive or fractional scale factor | ScholaFly MA28-05 | ||
| FG8Eduqas C300 | Identify and apply circle definitions and properties, including: centre, radius, chord, diameter, circumference, tangent, arc, sector and segment | Circle vocabulary | ScholaFly MA27-01 |
| FG9Eduqas C300 | Solve geometrical problems on coordinate axes | Solving geometry problems on coordinate axes | ScholaFly MA28-09 |
| FG10Eduqas C300 | Identify properties of the faces, surfaces, edges and vertices of: cubes, cuboids, prisms, cylinders, pyramids, cones and spheres | Naming 3D solids and their properties | ScholaFly MA29-01 |
| FG11Eduqas C300 | Construct and interpret plans and elevations of 3D shapes | Interpreting plans and elevations | ScholaFly MA29-02 |
| Constructing plans and elevations | ScholaFly MA29-03 | ||
| FG12Eduqas C300 | Use standard units of measure and related concepts (length, area, volume/capacity, mass, time, money, etc.) | Convert between standard and compound units | ScholaFly MA22-01 |
| FG13Eduqas C300 | Measure line segments and angles in geometric figures, including interpreting maps and scale drawings and use of bearings | Three-figure bearings | ScholaFly MA24-08 |
| FG14Eduqas C300 | Know and apply formulae to calculate: area of squares, rectangles, triangles, parallelograms, trapezia; volume of cuboids and other right prisms (including cylinders) | Area of triangles, parallelograms and trapezia | ScholaFly MA23-02 |
| Volume of prisms, cuboids and cylinders | ScholaFly MA29-05 | ||
| FG15Eduqas C300 | Know the formulae: circumference of a circle = 2πr = πd, area of a circle = πr²; calculate perimeters of 2D shapes, including circles; areas of circles and composite shapes; surface area and volume of spheres, pyramids, cones and composite solids | Perimeter of 2D and composite shapes | ScholaFly MA23-01 |
| Circle circumference and area | ScholaFly MA23-03 | ||
| Surface area and volume of a sphere and cone (Higher) | ScholaFly MA29-06 | ||
| Composite solids: breaking a shape into parts | ScholaFly MA29-08 | ||
| FG16Eduqas C300 | Calculate arc lengths, angles and areas of sectors of circles | Arc length and sector area, including major sectors | ScholaFly MA23-04 |
| FG17Eduqas C300 | Apply the concepts of congruence and similarity, including the relationships between lengths in similar figures | Similar shapes: persisting the relationship across a question | ScholaFly MA26-12 |
| FG18Eduqas C300 | Know the formulae for: Pythagoras' theorem, a² + b² = c², and the trigonometric ratios, sin θ = opposite/hypotenuse, cos θ = adjacent/hypotenuse, tan θ = opposite/adjacent; apply them to find angles and lengths in right-angled triangles in two dimensional figures | Pythagoras' theorem in two dimensions | ScholaFly MA30-01 |
| Trigonometric ratios: labelling sides and choosing sin, cos or tan | ScholaFly MA30-02 | ||
| Using trigonometry to find missing sides and angles | ScholaFly MA30-03 | ||
| FG19Eduqas C300 | Know the exact values of sin θ and cos θ for θ = 0°, 30°, 45°, 60° and 90°; know the exact value of tan θ for θ = 0°, 30°, 45° and 60° | Trigonometric ratios: labelling sides and choosing sin, cos or tan | ScholaFly MA30-02 |
| FG20Eduqas C300 | Describe translations as 2D vectors | Translating a shape using a column vector | ScholaFly MA28-04 |
| FG21Eduqas C300 | Apply addition and subtraction of vectors, multiplication of vectors by a scalar, and diagrammatic and column representations of vectors | Vector arithmetic: addition, subtraction and scalar multiplication | ScholaFly MA28-10 |
| FN1Eduqas C300 | Order positive and negative integers, decimals and fractions; use the symbols =, ≠, <, >, ≤, ≥ | Ordering positive and negative numbers using inequality symbols | ScholaFly MA01-01 |
| FN2Eduqas C300 | Apply the four operations, including formal written methods, to integers, decimals and simple fractions (proper and improper), and mixed numbers – all both positive and negative; understand and use place value (e.g. when working with very large or very small numbers, and when calculating with decimals) | Place value and decimal notation | ScholaFly MA01-02 |
| Adding, subtracting, multiplying and dividing positive and negative integers | ScholaFly MA01-03 | ||
| Adding, subtracting, multiplying and dividing decimals | ScholaFly MA01-04 | ||
| Adding and subtracting fractions and mixed numbers | ScholaFly MA04-04 | ||
| Multiplying and dividing fractions and mixed numbers | ScholaFly MA04-05 | ||
| FN3Eduqas C300 | Recognise and use relationships between operations, including inverse operations (e.g. cancellation to simplify calculations and expressions; use conventional notation for priority of operations, including brackets, powers, roots and reciprocals) | Order of operations: brackets, powers, roots and BIDMAS | ScholaFly MA01-05 |
| Inverse operations | ScholaFly MA01-06 | ||
| FN4Eduqas C300 | Use the concepts and vocabulary of prime numbers, factors (divisors), multiples, common factors, common multiples, highest common factor, lowest common multiple, prime factorisation, including using product notation and the unique factorisation theorem | Types of number and prime factorisation | ScholaFly MA02-01 |
| Highest common factor (HCF) | ScholaFly MA02-02 | ||
| Lowest common multiple (LCM) | ScholaFly MA02-03 | ||
| FN5Eduqas C300 | Apply systematic listing strategies | Systematic listing strategies | ScholaFly MA02-04 |
| FN6Eduqas C300 | Use positive integer powers and associated real roots (square, cube and higher), recognise powers of 2, 3, 4, 5 | Square numbers, cube numbers and calculating them | ScholaFly MA03-01 |
| Square roots, cube roots and higher roots | ScholaFly MA03-02 | ||
| FN7Eduqas C300 | Calculate with roots, and with integer indices | Index laws: multiplying and dividing powers | ScholaFly MA03-03 |
| Power of a power, and zero and negative indices | ScholaFly MA03-04 | ||
| FN8Eduqas C300 | Calculate exactly with fractions and multiples of π | Calculating exactly with fractions | ScholaFly MA05-01 |
| Calculating exactly with multiples of pi | ScholaFly MA05-02 | ||
| FN9Eduqas C300 | Calculate with and interpret standard form A × 10ⁿ, where 1 ≤ A < 10 and n is an integer | Converting to and from standard form | ScholaFly MA03-06 |
| Calculating with numbers in standard form | ScholaFly MA03-07 | ||
| FN10Eduqas C300 | Work interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and 7/2 or 0.375 and 3/8) | Convert between fractions and terminating decimals, and order them | ScholaFly MA19-01 |
| FN11Eduqas C300 | Identify and work with fractions in ratio problems | Ratio notation, simplifying and unitary form | ScholaFly MA20-01 |
| FN12Eduqas C300 | Interpret fractions and percentages as operators | Find a percentage of a quantity | ScholaFly MA19-02 |
| FN13Eduqas C300 | Use standard units of mass, length, time, money and other measures (including standard compound measures) using decimal quantities where appropriate | Convert between standard and compound units | ScholaFly MA22-01 |
| Density: mass, volume and the direction of division | ScholaFly MA22-03 | ||
| Pressure: force, area and recognising when to use it | ScholaFly MA22-04 | ||
| FN14Eduqas C300 | Estimate answers; check calculations using approximation and estimation, including answers obtained using technology | Estimating a calculation by rounding | ScholaFly MA07-02 |
| FN15Eduqas C300 | Round numbers and measures to an appropriate degree of accuracy (e.g. to a specified number of decimal places or significant figures); use inequality notation to specify simple error intervals due to truncation or rounding | Rounding to significant figures and decimal places | ScholaFly MA07-01 |
| Error intervals from rounding and truncation | ScholaFly MA07-05 | ||
| FN16Eduqas C300 | Apply and interpret limits of accuracy | Limits of accuracy: upper and lower bounds | ScholaFly MA07-06 |
| FP1Eduqas C300 | Record describe and analyse the frequency of outcomes of probability experiments using tables and frequency trees | Frequency tables and frequency trees | ScholaFly MA34-02 |
| FP2Eduqas C300 | Apply ideas of randomness, fairness and equally likely events to calculate expected outcomes of multiple future experiments | Expected frequency: probability times number of trials | ScholaFly MA34-05 |
| FP3Eduqas C300 | Relate relative expected frequencies to theoretical probability, using appropriate language and the 0 - 1 probability scale | Probability scale, vocabulary and simple probability | ScholaFly MA34-01 |
| Sample size, reliability and theoretical probability language | ScholaFly MA34-04 | ||
| FP4Eduqas C300 | Apply the property that the probabilities of an exhaustive set of outcomes sum to one; apply the property that the probabilities of an exhaustive set of mutually exclusive events sum to one | The complement rule: P(not A) = 1 - P(A) | ScholaFly MA35-01 |
| Mutually exclusive events: the addition rule | ScholaFly MA35-02 | ||
| FP5Eduqas C300 | Understand that empirical unbiased samples tend towards theoretical probability distributions, with increasing sample size | Sample size, reliability and theoretical probability language | ScholaFly MA34-04 |
| FP6Eduqas C300 | Enumerate sets and combinations of sets systematically, using tables, grids, Venn diagrams and tree diagrams | Venn diagrams: universal set, empty set and complement | ScholaFly MA06-02 |
| Reading Venn diagrams and n(...) notation | ScholaFly MA35-04 | ||
| Constructing tree diagrams | ScholaFly MA36-01 | ||
| Combining probabilities on a tree diagram | ScholaFly MA36-02 | ||
| FP7Eduqas C300 | Construct theoretical possibility spaces for single and combined experiments with equally likely outcomes and use these to calculate theoretical probabilities | Constructing sample space diagrams | ScholaFly MA35-03 |
| FP8Eduqas C300 | Calculate the probability of independent and dependent combined events, including using tree diagrams and other representations, and know the underlying assumptions | Combined events: independent and dependent probabilities | ScholaFly MA36-03 |
| FR1Eduqas C300 | Change freely between related standard units (e.g. time, length, area, volume/capacity, mass) and compound units (e.g. speed, rates of pay, prices, density, pressure) in numerical and algebraic contexts | Convert between standard and compound units | ScholaFly MA22-01 |
| FR2Eduqas C300 | Understand the concept of density and be able to use the relationship between density, mass and volume; understand the concept of pressure and be able to use the relationship between pressure, force and area | Density: mass, volume and the direction of division | ScholaFly MA22-03 |
| Pressure: force, area and recognising when to use it | ScholaFly MA22-04 | ||
| FR3Eduqas C300 | Use scale factors, scale diagrams and maps | Scale drawings and maps | ScholaFly MA24-09 |
| FR4Eduqas C300 | Express one quantity as a fraction of another, where the fraction is less than 1 or greater than 1 | Fraction of a quantity; expressing a number as a fraction of another | ScholaFly MA04-06 |
| FR5Eduqas C300 | Use ratio notation, including reduction to simplest form | Ratio notation, simplifying and unitary form | ScholaFly MA20-01 |
| FR6Eduqas C300 | Divide a given quantity into two parts in a given part:part or part:whole ratio; divide a given quantity into more than two parts; express the division of a quantity into two parts as a ratio; apply ratio to real contexts and problems (such as those involving conversion, comparison, scaling, mixing, concentrations) | Share an amount in a given ratio | ScholaFly MA20-02 |
| Share in a ratio when only a difference or one part is known | ScholaFly MA20-03 | ||
| FR7Eduqas C300 | Express a multiplicative relationship between two quantities as a ratio or a fraction | Express a multiplicative relationship as a ratio | ScholaFly MA20-04 |
| FR8Eduqas C300 | Understand and use proportion as equality of ratios | Solve direct proportion problems | ScholaFly MA21-01 |
| FR9Eduqas C300 | Relate ratios to fractions and to linear functions | Solve direct proportion problems | ScholaFly MA21-01 |
| FR10Eduqas C300 | Define percentage as 'number of parts per hundred'; interpret percentages and percentage changes as a fraction or a decimal, and interpret these multiplicatively; express one quantity as a percentage of another; compare two quantities using percentages; work with percentages greater than 100%; solve problems involving percentage change, including percentage increase / decrease and original value problems, and simple interest including in financial mathematics | Find a percentage of a quantity | ScholaFly MA19-02 |
| Calculate a percentage increase or decrease | ScholaFly MA19-03 | ||
| Calculate a percentage change between two values | ScholaFly MA19-04 | ||
| Reverse percentages: find the original value | ScholaFly MA19-05 | ||
| Simple interest | ScholaFly MA19-06 | ||
| FR11Eduqas C300 | Solve problems involving direct and inverse proportion, including graphical and algebraic representations | Solve direct proportion problems | ScholaFly MA21-01 |
| Solve inverse proportion problems | ScholaFly MA21-03 | ||
| FR12Eduqas C300 | Use compound units such as speed, rates of pay, unit pricing, density and pressure | Compare rates: speed, pay and unit pricing | ScholaFly MA22-02 |
| Density: mass, volume and the direction of division | ScholaFly MA22-03 | ||
| Pressure: force, area and recognising when to use it | ScholaFly MA22-04 | ||
| FR13Eduqas C300 | Compare lengths, areas and volumes using ratio notation; make links to similarity (including trigonometric ratios) and scale factors | Area ratio of similar shapes | ScholaFly MA26-05 |
| Volume ratio of similar shapes (Higher) | ScholaFly MA26-06 | ||
| Similar shapes: persisting the relationship across a question | ScholaFly MA26-12 | ||
| FR14Eduqas C300 | Understand that X is inversely proportional to Y is equivalent to X is proportional to 1/Y; interpret equations that describe direct and inverse proportion | Recognise and interpret inverse proportion | ScholaFly MA21-02 |
| FR15Eduqas C300 | Interpret the gradient of a straight line graph as a rate of change; recognise and interpret graphs that illustrate direct and inverse proportion | Graphs of Direct and Inverse Proportion | ScholaFly MA16-10 |
| Gradient of a straight line as a rate of change | ScholaFly MA21-06 | ||
| FR16Eduqas C300 | Set up, solve and interpret the answers in growth and decay problems, including compound interest | Growth and decay using repeated percentage multipliers | ScholaFly MA19-07 |
| FS1Eduqas C300 | Infer properties of populations or distributions from a sample, whilst knowing the limitations of sampling | Sampling methods, bias and questionnaire design | ScholaFly MA31-01 |
| FS2Eduqas C300 | Designing and criticising questions for a questionnaire, including notion of fairness | Sampling methods, bias and questionnaire design | ScholaFly MA31-01 |
| FS3Eduqas C300 | Interpret and construct tables, charts and diagrams, including frequency tables, bar charts, pie charts and pictograms for categorical data, vertical line charts for ungrouped discrete numerical data, tables and line graphs for time series data and know their appropriate use | Bar charts, pictograms and vertical line charts | ScholaFly MA31-04 |
| Pie charts: calculating angles and constructing | ScholaFly MA31-05 | ||
| Time series graphs and trends | ScholaFly MA31-06 | ||
| FS4Eduqas C300 | Interpret, analyse and compare the distributions of data sets from univariate empirical distributions through: appropriate graphical representation involving discrete, continuous and grouped data; appropriate measures of central tendency (median, mean, mode and modal class) and spread (range, including consideration of outlier) | Mean, median, mode and range | ScholaFly MA32-01 |
| Finding the modal class | ScholaFly MA32-02 | ||
| Outliers | ScholaFly MA32-07 | ||
| FS5Eduqas C300 | Apply statistics to describe a population | Comparing distributions with box plots | ScholaFly MA32-06 |
| FS6Eduqas C300 | Use and interpret scatter graphs of bivariate data; recognise correlation and know that it does not indicate causation; draw estimated lines of best fit; make predictions; interpolate and extrapolate apparent trends whilst knowing the dangers of so doing | Scatter graphs and types of correlation | ScholaFly MA32-09 |
| Line of best fit, correlation vs causation, and prediction | ScholaFly MA32-10 | ||
| HA1Eduqas C300 | Use and interpret algebraic notation, including: ab in place of a × b; 3y in place of y + y + y and 3 × y; a² in place of a × a, a³ in place of a × a × a, a²b in place of a × a × b; a/b in place of a ÷ b; coefficients written as fractions rather than as decimals; brackets | What Algebraic Notation Means | ScholaFly MA09-01 |
| HA2Eduqas C300 | Substitute numerical values into formulae and expressions, including scientific formulae | Substituting Values into Expressions and Formulae | ScholaFly MA09-03 |
| HA3Eduqas C300 | Understand and use the concepts and vocabulary of expressions, equations, formulae, identities, inequalities, terms and factors | Algebra Vocabulary: Expressions, Equations, Formulae, Identities and Inequalities | ScholaFly MA09-02 |
| HA4Eduqas C300 | Simplify and manipulate algebraic expressions (including those involving surds and algebraic fractions) by: collecting like terms; multiplying a single term over a bracket; taking out common factors; expanding products of two or more binomials; factorising quadratic expressions of the form x² + bx + c, including the difference of two squares; factorising quadratic expressions of the form ax² + bx + c; completing the square; simplifying expressions involving sums, products and powers, including the laws of indices | Collecting Like Terms | ScholaFly MA09-04 |
| Laws of Indices for Algebraic Terms | ScholaFly MA09-05 | ||
| Expanding a Single Bracket | ScholaFly MA10-01 | ||
| Expanding Double Brackets | ScholaFly MA10-02 | ||
| Expanding Three or More Brackets | ScholaFly MA10-03 | ||
| Factorising by Taking Out a Common Factor | ScholaFly MA10-04 | ||
| Factorising a Quadratic x^2+bx+c, Including Difference of Two Squares | ScholaFly MA10-05 | ||
| Factorising a General Quadratic ax^2+bx+c | ScholaFly MA10-06 | ||
| Completing the Square | ScholaFly MA10-07 | ||
| Simplifying and Manipulating Algebraic Fractions | ScholaFly MA10-08 | ||
| HA5Eduqas C300 | Understand and use standard mathematical formulae; rearrange formulae to change the subject | Using and Rearranging a Formula (Subject Appears Once) | ScholaFly MA11-03 |
| HA6Eduqas C300 | Know the difference between an equation and an identity; argue mathematically to show algebraic expressions are equivalent, and use algebra to support and construct arguments and proofs | Equations, Identities and Equivalent Expressions | ScholaFly MA10-09 |
| Constructing Algebraic Proofs | ScholaFly MA10-10 | ||
| HA7Eduqas C300 | Where appropriate, interpret simple expressions as functions with inputs and outputs; interpret the reverse process as the 'inverse function'; interpret the succession of two functions as a 'composite function' | Function Machines: Inputs, Outputs and Reversing | ScholaFly MA14-01 |
| Inverse and Composite Functions | ScholaFly MA14-02 | ||
| HA8Eduqas C300 | Work with coordinates in all four quadrants | Coordinates in Four Quadrants | ScholaFly MA15-01 |
| HA9Eduqas C300 | Plot graphs of equations that correspond to straight-line graphs in the coordinate plane; use the form y = mx + c to identify parallel and perpendicular lines; find the equation of the line through two given points, or through one point with a given gradient | Plotting Straight-Line Graphs | ScholaFly MA15-03 |
| Finding the Equation of a Straight Line | ScholaFly MA15-06 | ||
| Equations of Parallel Lines | ScholaFly MA15-07 | ||
| Equations of Perpendicular Lines | ScholaFly MA15-08 | ||
| HA10Eduqas C300 | Identify and interpret gradients and intercepts of linear functions graphically and algebraically | Gradient and Y-Intercept via y=mx+c | ScholaFly MA15-05 |
| HA11Eduqas C300 | Identify and interpret roots, intercepts, turning points (stationary points) of quadratic functions graphically; deduce roots algebraically, turning points (stationary points) by completing the square | Roots, Y-Intercept and Turning Point of a Quadratic Graph | ScholaFly MA16-02 |
| Turning Point by Completing the Square | ScholaFly MA16-03 | ||
| HA12Eduqas C300 | Recognise, sketch and interpret graphs of linear functions, quadratic functions, simple cubic functions, the reciprocal function y = 1/x, with x ≠ 0, exponential functions y = kˣ for positive values of k, and the trigonometric functions (with arguments in degrees) y = sin x, y = cos x and y = tan x for angles of any size | Recognising Linear and Quadratic Graphs | ScholaFly MA16-01 |
| Cubic and Reciprocal Graphs | ScholaFly MA16-04 | ||
| Exponential Graphs | ScholaFly MA16-05 | ||
| Trigonometric Graphs: sin, cos and tan | ScholaFly MA16-06 | ||
| HA13Eduqas C300 | Sketch translations and reflections of a given function | Translating a Graph: Vocabulary and y=f(x)+a, y=f(x+a) | ScholaFly MA16-08 |
| Stretching and Reflecting a Graph: y=af(x), y=f(ax) | ScholaFly MA16-09 | ||
| HA14Eduqas C300 | Plot and interpret graphs (including reciprocal graphs and exponential graphs) and graphs of non-standard functions in real contexts, to find approximate solutions to problems such as simple kinematic problems involving distance, speed and acceleration | Plotting and Interpreting Real-World Graphs | ScholaFly MA17-01 |
| Interpreting Non-Standard and Exponential Real-World Graphs | ScholaFly MA17-02 | ||
| HA15Eduqas C300 | Calculate or estimate gradients of graphs and areas under graphs (including quadratic and other non-linear graphs), and interpret results in cases such as distance-time graphs, velocity-time graphs and graphs in financial contexts | Estimating the Gradient of a Curve | ScholaFly MA17-03 |
| Estimating the Area Under a Graph | ScholaFly MA17-04 | ||
| HA16Eduqas C300 | Recognise and use the equation of a circle with centre at the origin; find the equation of a tangent to a circle at a given point | Recognising the Equation of a Circle | ScholaFly MA16-11 |
| Finding the Equation of a Tangent to a Circle | ScholaFly MA16-12 | ||
| HA17Eduqas C300 | Solve linear equations in one unknown algebraically (including those with the unknown on both sides of the equation); find approximate solutions using a graph | Solving Linear Equations by Balancing | ScholaFly MA11-01 |
| Solving Linear Equations with Brackets | ScholaFly MA11-02 | ||
| HA18Eduqas C300 | Solve quadratic equations of the form x² + bx + c and ax² + bx + c (including those that require rearrangement) algebraically by factorising, by completing the square and by using the quadratic formula; find approximate solutions using a graph | Rearranging and Factorising a General Quadratic Equation | ScholaFly MA12-02 |
| Solving a Quadratic with the Quadratic Formula | ScholaFly MA12-03 | ||
| HA19Eduqas C300 | Solve two simultaneous equations in two variables (linear/linear or linear/quadratic) algebraically; find approximate solutions using a graph | Simultaneous Equations: One Linear, One Quadratic | ScholaFly MA12-05 |
| HA20Eduqas C300 | Find approximate solutions to equations numerically using iteration, e.g. trial and improvement, decimal search or interval bisection | Solving Equations by Iteration | ScholaFly MA12-07 |
| HA21Eduqas C300 | Translate simple situations or procedures into algebraic expressions or formulae; derive an equation (or two simultaneous equations), solve the equation(s) and interpret the solution | Writing an Expression or Formula from a Context | ScholaFly MA11-05 |
| Setting Up and Solving an Equation from a Context | ScholaFly MA11-06 | ||
| HA22Eduqas C300 | Solve linear inequalities in one or two variable(s), and quadratic inequalities in one variable; represent the solution set on a number line, using set notation and on a graph | Solving a Quadratic Inequality | ScholaFly MA18-03 |
| Regions Satisfying Linear Inequalities in Two Variables | ScholaFly MA18-04 | ||
| HA23Eduqas C300 | Generate terms of a sequence from either a term-to-term or a position-to-term rule | Generating Terms of a Sequence | ScholaFly MA13-01 |
| HA24Eduqas C300 | Recognise and use sequences of triangular, square and cube numbers, simple arithmetic progressions, Fibonacci type sequences, quadratic sequences, and simple geometric progressions (rⁿ where n is an integer, and r is a rational number > 0 or a surd) and other sequences | Recognising Special Sequences | ScholaFly MA13-02 |
| Sequences with a Surd Common Ratio | ScholaFly MA13-03 | ||
| HA25Eduqas C300 | Deduce expressions to calculate the nth term of linear and quadratic sequences | Finding the nth Term of a Linear Sequence | ScholaFly MA13-04 |
| Finding the nth Term of a Quadratic Sequence | ScholaFly MA13-05 | ||
| HG1Eduqas C300 | Use conventional terms and notations: points, lines, vertices, edges, planes, parallel lines, perpendicular lines, right angles, polygons, regular polygons and polygons with reflection and/or rotation symmetries; use the standard conventions for labelling and referring to the sides and angles of triangles; draw diagrams from written description | Geometry notation and types of angle | ScholaFly MA25-01 |
| HG2Eduqas C300 | Use the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle); use these to construct given figures and solve loci problems; know that the perpendicular distance from a point to a line is the shortest distance to the line | Constructing the perpendicular bisector of a line segment | ScholaFly MA24-01 |
| Constructing the bisector of an angle | ScholaFly MA24-02 | ||
| Constructing a perpendicular to a line from or at a point | ScholaFly MA24-03 | ||
| Solving loci problems with a single condition | ScholaFly MA24-04 | ||
| Solving loci problems with combined conditions | ScholaFly MA24-05 | ||
| HG3Eduqas C300 | Apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles; understand and use alternate and corresponding angles on parallel lines; derive and use the sum of angles in a triangle (e.g. to deduce and use the angle sum in any polygon, and to derive properties of regular polygons) | Angles at a point, on a line and vertically opposite angles | ScholaFly MA25-02 |
| Angles on parallel lines | ScholaFly MA25-03 | ||
| Angle sum of a triangle and the exterior angle rule | ScholaFly MA25-05 | ||
| Interior angles of polygons | ScholaFly MA25-06 | ||
| Exterior angles and regular polygons | ScholaFly MA25-07 | ||
| HG4Eduqas C300 | Derive and apply the properties and definitions of: special types of triangles, quadrilaterals (including square, rectangle, parallelogram, trapezium, kite and rhombus) and other plane figures using appropriate language | Naming triangles, quadrilaterals and polygons | ScholaFly MA26-01 |
| Properties of special quadrilaterals and triangles | ScholaFly MA26-02 | ||
| HG5Eduqas C300 | Use the basic congruence criteria for triangles (SSS, SAS, ASA, RHS) | Congruent triangles: SSS, SAS, ASA and RHS | ScholaFly MA26-03 |
| HG6Eduqas C300 | Apply angle facts, triangle congruence, similarity and properties of quadrilaterals to conjecture and derive results about angles and sides, including Pythagoras' Theorem and the fact that the base angles of an isosceles triangle are equal, and use known results to obtain simple proofs | Proving results using congruent triangles and angle facts | ScholaFly MA26-07 |
| Proving results using similarity and Pythagoras | ScholaFly MA26-08 | ||
| Pythagoras' theorem in two dimensions | ScholaFly MA30-01 | ||
| HG7Eduqas C300 | Identify, describe and construct congruent and similar shapes, including on coordinate axes, by considering rotation, reflection, translation and enlargement (including fractional and negative scale factors) | Reflecting a shape in a mirror line | ScholaFly MA28-01 |
| Finding the mirror line from a shape and its image | ScholaFly MA28-02 | ||
| Rotating a shape and describing a rotation | ScholaFly MA28-03 | ||
| Translating a shape using a column vector | ScholaFly MA28-04 | ||
| Enlarging a shape by a positive or fractional scale factor | ScholaFly MA28-05 | ||
| Enlarging a shape by a negative scale factor (Higher) | ScholaFly MA28-06 | ||
| HG8Eduqas C300 | Describe the changes and invariance achieved by combinations of rotations, reflections and translations | Describing combined transformations and invariance (Higher) | ScholaFly MA28-07 |
| HG9Eduqas C300 | Identify and apply circle definitions and properties, including: centre, radius, chord, diameter, circumference, tangent, arc, sector and segment | Circle vocabulary | ScholaFly MA27-01 |
| HG10Eduqas C300 | Apply and prove the standard circle theorems concerning angles, radii, tangents and chords, and use them to prove related results | Circle theorem: angle at the centre | ScholaFly MA27-02 |
| Circle theorem: angle in a semicircle | ScholaFly MA27-03 | ||
| Circle theorem: angles in the same segment | ScholaFly MA27-04 | ||
| Circle theorem: cyclic quadrilaterals | ScholaFly MA27-05 | ||
| Circle theorem: tangent and radius | ScholaFly MA27-06 | ||
| Circle theorem: alternate segment theorem | ScholaFly MA27-07 | ||
| Circle theorem: tangents from an external point | ScholaFly MA27-08 | ||
| Circle theorems: chords and the centre | ScholaFly MA27-09 | ||
| HG11Eduqas C300 | Solve geometrical problems on coordinate axes | Solving geometry problems on coordinate axes | ScholaFly MA28-09 |
| HG12Eduqas C300 | Identify properties of the faces, surfaces, edges and vertices of: cubes, cuboids, prisms, cylinders, pyramids, cones and spheres | Naming 3D solids and their properties | ScholaFly MA29-01 |
| HG13Eduqas C300 | Construct and interpret plans and elevations of 3D shapes | Interpreting plans and elevations | ScholaFly MA29-02 |
| Constructing plans and elevations | ScholaFly MA29-03 | ||
| HG14Eduqas C300 | Use standard units of measure and related concepts (length, area, volume/capacity, mass, time, money, etc.) | Convert between standard and compound units | ScholaFly MA22-01 |
| HG15Eduqas C300 | Measure line segments and angles in geometric figures, including interpreting maps and scale drawings and use of bearings | Three-figure bearings | ScholaFly MA24-08 |
| HG16Eduqas C300 | Know and apply formulae to calculate: area of squares, rectangles, triangles, parallelograms, trapezia; volume of cuboids and other right prisms (including cylinders) | Area of triangles, parallelograms and trapezia | ScholaFly MA23-02 |
| Volume of prisms, cuboids and cylinders | ScholaFly MA29-05 | ||
| HG17Eduqas C300 | Know the formulae: circumference of a circle = 2πr = πd, area of a circle = πr²; calculate: perimeters of 2D shapes, including circles; areas of circles and composite shapes; surface area and volume of spheres, pyramids, cones and composite solids | Perimeter of 2D and composite shapes | ScholaFly MA23-01 |
| Circle circumference and area | ScholaFly MA23-03 | ||
| Surface area and volume of a sphere and cone (Higher) | ScholaFly MA29-06 | ||
| Composite solids: breaking a shape into parts | ScholaFly MA29-08 | ||
| HG18Eduqas C300 | Calculate arc lengths, angles and areas of sectors of circles | Arc length and sector area, including major sectors | ScholaFly MA23-04 |
| HG19Eduqas C300 | Apply the concepts of congruence and similarity, including the relationships between lengths, areas and volumes in similar figures | Area ratio of similar shapes | ScholaFly MA26-05 |
| Volume ratio of similar shapes (Higher) | ScholaFly MA26-06 | ||
| HG20Eduqas C300 | Know the formulae for: Pythagoras' theorem, a² + b² = c², and the trigonometric ratios, sin θ = opposite/hypotenuse, cos θ = adjacent/hypotenuse, tan θ = opposite/adjacent, apply them to find angles and lengths in right-angled triangles in two dimensional figures and, where possible, general triangles in two and three dimensional figures | Pythagoras' theorem in three dimensions | ScholaFly MA30-08 |
| Trigonometry in 3D and complex figures | ScholaFly MA30-11 | ||
| HG21Eduqas C300 | Know the exact values of sin θ and cos θ for θ = 0°, 30°, 45°, 60° and 90°; know the exact value of tan θ for θ = 0°, 30°, 45° and 60° | Trigonometric ratios: labelling sides and choosing sin, cos or tan | ScholaFly MA30-02 |
| HG22Eduqas C300 | Know and apply the sine rule, a/sin A = b/sin B = c/sin C, and cosine rule, a² = b² + c² − 2bc cos A, to find unknown lengths and angles | The sine rule and the area of a triangle | ScholaFly MA30-05 |
| The cosine rule | ScholaFly MA30-07 | ||
| HG23Eduqas C300 | Know and apply Area = ½ ab sin C to calculate the area, sides or angles of any triangle | The sine rule and the area of a triangle | ScholaFly MA30-05 |
| HG24Eduqas C300 | Describe translations as 2D vectors | Translating a shape using a column vector | ScholaFly MA28-04 |
| HG25Eduqas C300 | Apply addition and subtraction of vectors, multiplication of vectors by a scalar, and diagrammatic and column representations of vectors; use vectors to construct geometric arguments and proofs | Vector arithmetic: addition, subtraction and scalar multiplication | ScholaFly MA28-10 |
| Using vectors to prove geometric results (Higher) | ScholaFly MA28-12 | ||
| HN1Eduqas C300 | Order positive and negative integers, decimals and fractions; use the symbols =, ≠, <, >, ≤, ≥ | Ordering positive and negative numbers using inequality symbols | ScholaFly MA01-01 |
| HN2Eduqas C300 | Apply the four operations, including formal written methods, to integers, decimals and simple fractions (proper and improper), and mixed numbers – all both positive and negative; understand and use place value (e.g. when working with very large or very small numbers, and when calculating with decimals) | Place value and decimal notation | ScholaFly MA01-02 |
| Adding, subtracting, multiplying and dividing positive and negative integers | ScholaFly MA01-03 | ||
| Adding, subtracting, multiplying and dividing decimals | ScholaFly MA01-04 | ||
| Adding and subtracting fractions and mixed numbers | ScholaFly MA04-04 | ||
| Multiplying and dividing fractions and mixed numbers | ScholaFly MA04-05 | ||
| HN3Eduqas C300 | Recognise and use relationships between operations, including inverse operations (e.g. cancellation to simplify calculations and expressions; use conventional notation for priority of operations, including brackets, powers, roots and reciprocals) | Order of operations: brackets, powers, roots and BIDMAS | ScholaFly MA01-05 |
| Inverse operations | ScholaFly MA01-06 | ||
| HN4Eduqas C300 | Use the concepts and vocabulary of prime numbers, factors (divisors), multiples, common factors, common multiples, highest common factor, lowest common multiple, prime factorisation, including using product notation and the unique factorisation theorem | Types of number and prime factorisation | ScholaFly MA02-01 |
| Highest common factor (HCF) | ScholaFly MA02-02 | ||
| Lowest common multiple (LCM) | ScholaFly MA02-03 | ||
| HN5Eduqas C300 | Apply systematic listing strategies including use of the product rule for counting | The product rule for counting (Higher) | ScholaFly MA02-05 |
| HN6Eduqas C300 | Use positive integer powers and associated real roots (square, cube and higher), recognise powers of 2, 3, 4, 5; estimate powers and roots of any given positive number | Square numbers, cube numbers and calculating them | ScholaFly MA03-01 |
| Square roots, cube roots and higher roots | ScholaFly MA03-02 | ||
| HN7Eduqas C300 | Calculate with roots, and with integer and fractional indices | Index laws: multiplying and dividing powers | ScholaFly MA03-03 |
| Power of a power, and zero and negative indices | ScholaFly MA03-04 | ||
| Fractional indices (Higher) | ScholaFly MA03-05 | ||
| HN8Eduqas C300 | Calculate exactly with fractions, surds and multiples of π; simplify surd expressions involving squares (e.g. √12 = √(4 × 3) = √4 × √3 = 2√3) and rationalise denominators | Calculating exactly with fractions | ScholaFly MA05-01 |
| Calculating exactly with multiples of pi | ScholaFly MA05-02 | ||
| Simplifying surds (Higher) | ScholaFly MA05-03 | ||
| Rationalising the denominator (Higher) | ScholaFly MA05-04 | ||
| HN9Eduqas C300 | Calculate with and interpret standard form A × 10ⁿ, where 1 ≤ A < 10 and n is an integer | Converting to and from standard form | ScholaFly MA03-06 |
| Calculating with numbers in standard form | ScholaFly MA03-07 | ||
| HN10Eduqas C300 | Work interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and 7/2 or 0.375 and 3/8); change recurring decimals into their corresponding fractions and vice versa | Converting recurring decimals into fractions (Higher) | ScholaFly MA04-08 |
| Convert between fractions and terminating decimals, and order them | ScholaFly MA19-01 | ||
| HN11Eduqas C300 | Identify and work with fractions in ratio problems | Ratio notation, simplifying and unitary form | ScholaFly MA20-01 |
| HN12Eduqas C300 | Interpret fractions and percentages as operators | Find a percentage of a quantity | ScholaFly MA19-02 |
| HN13Eduqas C300 | Use standard units of mass, length, time, money and other measures (including standard compound measures) using decimal quantities where appropriate | Convert between standard and compound units | ScholaFly MA22-01 |
| Density: mass, volume and the direction of division | ScholaFly MA22-03 | ||
| Pressure: force, area and recognising when to use it | ScholaFly MA22-04 | ||
| HN14Eduqas C300 | Estimate answers; check calculations using approximation and estimation, including answers obtained using technology | Estimating a calculation by rounding | ScholaFly MA07-02 |
| HN15Eduqas C300 | Round numbers and measures to an appropriate degree of accuracy (e.g. to a specified number of decimal places or significant figures); use inequality notation to specify simple error intervals due to truncation or rounding | Rounding to significant figures and decimal places | ScholaFly MA07-01 |
| Error intervals from rounding and truncation | ScholaFly MA07-05 | ||
| HN16Eduqas C300 | Apply and interpret limits of accuracy, including upper and lower bounds | Bounds of a calculated result (Higher) | ScholaFly MA07-04 |
| Limits of accuracy: upper and lower bounds | ScholaFly MA07-06 | ||
| HP1Eduqas C300 | Record describe and analyse the frequency of outcomes of probability experiments using tables and frequency trees | Frequency tables and frequency trees | ScholaFly MA34-02 |
| HP2Eduqas C300 | Apply ideas of randomness, fairness and equally likely events to calculate expected outcomes of multiple future experiments | Expected frequency: probability times number of trials | ScholaFly MA34-05 |
| HP3Eduqas C300 | Relate relative expected frequencies to theoretical probability, using appropriate language and the 0 - 1 probability scale | Probability scale, vocabulary and simple probability | ScholaFly MA34-01 |
| Sample size, reliability and theoretical probability language | ScholaFly MA34-04 | ||
| HP4Eduqas C300 | Apply the property that the probabilities of an exhaustive set of outcomes sum to one; apply the property that the probabilities of an exhaustive set of mutually exclusive events sum to one | The complement rule: P(not A) = 1 - P(A) | ScholaFly MA35-01 |
| Mutually exclusive events: the addition rule | ScholaFly MA35-02 | ||
| HP5Eduqas C300 | Understand that empirical unbiased samples tend towards theoretical probability distributions, with increasing sample size | Sample size, reliability and theoretical probability language | ScholaFly MA34-04 |
| HP6Eduqas C300 | Enumerate sets and combinations of sets systematically, using tables, grids, Venn diagrams and tree diagrams | Venn diagrams: universal set, empty set and complement | ScholaFly MA06-02 |
| Reading Venn diagrams and n(...) notation | ScholaFly MA35-04 | ||
| Constructing tree diagrams | ScholaFly MA36-01 | ||
| Combining probabilities on a tree diagram | ScholaFly MA36-02 | ||
| HP7Eduqas C300 | Construct theoretical possibility spaces for single and combined experiments with equally likely outcomes and use these to calculate theoretical probabilities | Constructing sample space diagrams | ScholaFly MA35-03 |
| HP8Eduqas C300 | Calculate the probability of independent and dependent combined events, including using tree diagrams and other representations, and know the underlying assumptions | Combined events: independent and dependent probabilities | ScholaFly MA36-03 |
| HP9Eduqas C300 | Calculate and interpret conditional probabilities through representation using expected frequencies with two-way tables, tree diagrams and Venn diagrams | Conditional probability using diagrams | ScholaFly MA36-04 |
| HR1Eduqas C300 | Change freely between related standard units (e.g. time, length, area, volume/capacity, mass) and compound units (e.g. speed, rates of pay, prices, density, pressure) in numerical and algebraic contexts | Convert between standard and compound units | ScholaFly MA22-01 |
| HR2Eduqas C300 | Understand the concept of density and be able to use the relationship between density, mass and volume; understand the concept of pressure and be able to use the relationship between pressure, force and area | Density: mass, volume and the direction of division | ScholaFly MA22-03 |
| Pressure: force, area and recognising when to use it | ScholaFly MA22-04 | ||
| HR3Eduqas C300 | Use scale factors, scale diagrams and maps | Scale drawings and maps | ScholaFly MA24-09 |
| HR4Eduqas C300 | Express one quantity as a fraction of another, where the fraction is less than 1 or greater than 1 | Fraction of a quantity; expressing a number as a fraction of another | ScholaFly MA04-06 |
| HR5Eduqas C300 | Use ratio notation, including reduction to simplest form | Ratio notation, simplifying and unitary form | ScholaFly MA20-01 |
| HR6Eduqas C300 | Divide a given quantity into two parts in a given part:part or part:whole ratio; divide a given quantity into more than two parts; express the division of a quantity into two parts as a ratio; apply ratio to real contexts and problems (such as those involving conversion, comparison, scaling, mixing, concentrations) | Share an amount in a given ratio | ScholaFly MA20-02 |
| Share in a ratio when only a difference or one part is known | ScholaFly MA20-03 | ||
| HR7Eduqas C300 | Express a multiplicative relationship between two quantities as a ratio or a fraction | Express a multiplicative relationship as a ratio | ScholaFly MA20-04 |
| HR8Eduqas C300 | Understand and use proportion as equality of ratios | Solve direct proportion problems | ScholaFly MA21-01 |
| HR9Eduqas C300 | Relate ratios to fractions and to linear functions | Solve direct proportion problems | ScholaFly MA21-01 |
| HR10Eduqas C300 | Define percentage as 'number of parts per hundred'; interpret percentages and percentage changes as a fraction or a decimal, and interpret these multiplicatively; express one quantity as a percentage of another; compare two quantities using percentages; work with percentages greater than 100%; solve problems involving percentage change, including percentage increase / decrease and original value problems, and simple interest including in financial mathematics | Find a percentage of a quantity | ScholaFly MA19-02 |
| Calculate a percentage increase or decrease | ScholaFly MA19-03 | ||
| Calculate a percentage change between two values | ScholaFly MA19-04 | ||
| Reverse percentages: find the original value | ScholaFly MA19-05 | ||
| Simple interest | ScholaFly MA19-06 | ||
| HR11Eduqas C300 | Solve problems involving direct and inverse proportion, including graphical and algebraic representations | Solve direct proportion problems | ScholaFly MA21-01 |
| Solve inverse proportion problems | ScholaFly MA21-03 | ||
| HR12Eduqas C300 | Use compound units such as speed, rates of pay, unit pricing, density and pressure | Compare rates: speed, pay and unit pricing | ScholaFly MA22-02 |
| Density: mass, volume and the direction of division | ScholaFly MA22-03 | ||
| Pressure: force, area and recognising when to use it | ScholaFly MA22-04 | ||
| HR13Eduqas C300 | Compare lengths, areas and volumes using ratio notation; make links to similarity (including trigonometric ratios) and scale factors | Area ratio of similar shapes | ScholaFly MA26-05 |
| Volume ratio of similar shapes (Higher) | ScholaFly MA26-06 | ||
| Similar shapes: persisting the relationship across a question | ScholaFly MA26-12 | ||
| HR14Eduqas C300 | Understand that X is inversely proportional to Y is equivalent to X is proportional to 1/Y; construct and interpret equations that describe direct and inverse proportion | Recognise and interpret inverse proportion | ScholaFly MA21-02 |
| Construct direct and inverse proportion equations, including powers and roots | ScholaFly MA21-04 | ||
| HR15Eduqas C300 | Interpret the gradient of a straight line graph as a rate of change; recognise and interpret graphs that illustrate direct and inverse proportion | Graphs of Direct and Inverse Proportion | ScholaFly MA16-10 |
| Gradient of a straight line as a rate of change | ScholaFly MA21-06 | ||
| HR16Eduqas C300 | Interpret the gradient at a point on a curve as the instantaneous rate of change; apply the concepts of average and instantaneous rate of change (gradients of chords and tangents) in numerical, algebraic and graphical contexts | Instantaneous rate of change: the gradient of a tangent | ScholaFly MA21-07 |
| Estimate the area under a curve using trapezia | ScholaFly MA21-08 | ||
| HR17Eduqas C300 | Set up, solve and interpret the answers in growth and decay problems, including compound interest and work with general iterative processes | Growth and decay using repeated percentage multipliers | ScholaFly MA19-07 |
| HS1Eduqas C300 | Infer properties of populations or distributions from a sample, whilst knowing the limitations of sampling | Sampling methods, bias and questionnaire design | ScholaFly MA31-01 |
| HS2Eduqas C300 | Designing and criticising questions for a questionnaire, including notion of fairness. | Sampling methods, bias and questionnaire design | ScholaFly MA31-01 |
| HS3Eduqas C300 | Interpret and construct tables, charts and diagrams, including frequency tables, bar charts, pie charts and pictograms for categorical data, vertical line charts for ungrouped discrete numerical data, tables and line graphs for time series data and know their appropriate use | Bar charts, pictograms and vertical line charts | ScholaFly MA31-04 |
| Pie charts: calculating angles and constructing | ScholaFly MA31-05 | ||
| Time series graphs and trends | ScholaFly MA31-06 | ||
| HS4Eduqas C300 | Construct and interpret diagrams for grouped discrete data and continuous data, i.e. histograms with equal and unequal class intervals and cumulative frequency graphs, and know their appropriate use | Constructing histograms with frequency density | ScholaFly MA33-01 |
| Reading and calculating from histograms | ScholaFly MA33-02 | ||
| Constructing a cumulative frequency diagram | ScholaFly MA33-03 | ||
| Reading estimates from a cumulative frequency diagram | ScholaFly MA33-04 | ||
| HS5Eduqas C300 | Interpret, analyse and compare the distributions of data sets from univariate empirical distributions through: appropriate graphical representation involving discrete, continuous and grouped data, including box plots; appropriate measures of central tendency (median, mean, mode and modal class) and spread (range, including consideration of outliers, quartiles and inter-quartile range) | Mean, median, mode and range | ScholaFly MA32-01 |
| Finding the modal class | ScholaFly MA32-02 | ||
| Quartiles and interquartile range | ScholaFly MA32-04 | ||
| Constructing and reading box plots | ScholaFly MA32-05 | ||
| Comparing distributions with box plots | ScholaFly MA32-06 | ||
| Outliers | ScholaFly MA32-07 | ||
| HS6Eduqas C300 | Apply statistics to describe a population | Comparing distributions with box plots | ScholaFly MA32-06 |
| HS7Eduqas C300 | Use and interpret scatter graphs of bivariate data; recognise correlation and know that it does not indicate causation; draw estimated lines of best fit; make predictions; interpolate and extrapolate apparent trends whilst knowing the dangers of so doing | Scatter graphs and types of correlation | ScholaFly MA32-09 |
| Line of best fit, correlation vs causation, and prediction | ScholaFly MA32-10 |