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The right formula for success

GCSE Maths
GCSE
Edexcel GCSE in Mathematics (Linear) (2540)
First examination June 2008 First certification June 2008
Specification September 2006

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Acknowledgements
This specification has been produced by Edexcel on the basis of consultation with teachers,
examiners, consultants and other interested parties. Edexcel recognises and values all those who
contributed their time and expertise to the development of GCSE specifications.


Authorised by Jim Dobson
Prepared by Graham Cumming
Publications code UG017611
All the material in this publication is copyright
Edexcel Limited 2006


Contents

Introduction 1
Key features 1
Summary of scheme of assessment 2
Summary of the specification content 2
Availability of external assessment 2
Progression and prior learning 3
Forbidden combinations and links with other subjects 3
National Qualifications Framework (NQF) criteria 3
Specification content 4
Foundation tier 5
Higher tier 27
Formulae sheets 50
Specification aims and assessment objectives 52
Aims 52
Knowledge, skills and understanding 53
Assessment objectives 54
Scheme of assessment 55
Entry tiers 55
Relationship of assessment objectives to external assessment 56
External assessment 56
Coursework 58
Unit and resit rules 61
Transfer of internal assessment score 61
Internal assessment moderation procedures 61
Quality of written communication 61
Awarding, reporting and equivalence 61
Language of assessment 61
Access arrangements and special considerations 62
Grade descriptions 63
The wider curriculum 65
Key skills 65

Spiritual, moral, ethical, social, cultural and environmental issues, health and safety
considerations and the European dimension 65
Education for citizenship 65
Information and communication technology 65
Support and training 66
Textbooks and other resources 66
Training 66
Website 66
Edexcel publications 67
Regional offices and Customer Services 67
Appendices 69
Appendix 1: Assessment criteria for using and applying mathematics (tasks) 71
Appendix 2: Assessment criteria for data-handling projects 77
Appendix 3: Option A Teacher Assessed Coursework 85
Appendix 4: Key skills 87




UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
1
Introduction

This specification offers a traditional, linear route to GCSE Mathematics, comprising of two terminal
examination papers and coursework. Centres have the option of teacher-assessed, Edexcel-moderated
coursework or Edexcel-marked coursework. Centres preferring a modular route should refer to Edexcels
GCSE in Mathematics B.
Key features
Accessible assessment for all students
Choice of options for coursework
Advice from subject specialists
Professional development support days
Coursework tasks and assessment guidelines provided by Edexcel
Support booklets on all aspects of the examination including coursework tasks, data-handling projects
and ICT
Endorsed textbooks and online resources

UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
2
Summary of scheme of assessment


Two parallel examination papers
AO1AO4
Internal assessment
Option A
Teacher-assessed coursework
or
Option B
Edexcel-marked coursework
Weighting 40% 40% 20%
Foundation
tier
(G to C)
Paper 1
Non-calculator
1 hour 30 minutes
Paper 2
With-calculator
1 hour 30 minutes
Higher
tier
(D to A*)
Paper 3
Non-calculator
1 hour 45 minutes
Paper 4
With-calculator
1 hour 45 minutes
Paper 7A or 7B
(i) Project (AO4), 10%
(ii) Task in context of Number and
algebra or Shape, space and
measures (AO1), 10%

Summary of the specification content
This GCSE specification has been written against the Key Stage 4 Programme of Study for England.
Candidates entering for this GCSE in Northern Ireland and Wales must be taught all the material required
by the National Curriculum in those countries.
Availability of external assessment
First assessment of this specification will be in June 2008.
Examinations will be available twice a year, in June and November.
Tiers of entry and papers available in each examination session are shown below:
Examination session Tier of entry and papers

Foundation tier
Papers 1, 2 and
7A or 7B (coursework)
Higher tier
Papers 3, 4 and
7A or 7B (coursework)
June 2008 and all June
sessions thereafter

November 2008 and all
November sessions thereafter


UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
3
Progression and prior learning
This specification builds on the content, knowledge and skills developed in the Key Stage 3 Programme of
Study for Mathematics as defined by the National Curriculum Orders for England. This course is designed
to meet the requirements for Key Stage 4. Grade C in GCSE Mathematics at the Higher tier forms a
foundation for further study of the subject at Level 3 of the National Framework.
Forbidden combinations and links with other subjects
Every specification is assigned to a national classification code indicating the subject area to which it
belongs.
Centres should be aware that students who enter for more than one GCSE qualification with the same
classification code will have only one grade (the highest) counted for the purpose of the school and
college performance tables.
The classification code for this specification is 2210.
Candidates entering for this specification may not, in the same series of examinations, enter for any other
specification with the title Mathematics.
National Qualifications Framework (NQF) criteria
The specification is based on the common criteria and the GCSE criteria, which are prescribed by the
regulatory authorities, including QCA, and are mandatory for all awarding bodies. It is also derived from
the prescribed subject criteria for Mathematics.

UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
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Specification content

Examination papers 14
The subject content for the examination papers is presented in two tiers: Foundation and Higher.
The subject content for the GCSE Foundation tier is drawn from the Foundation tier of the The
Mathematics National Curriculum for England.
The subject content for the GCSE Higher tier is drawn from the Higher tier of the The Mathematics
National Curriculum for England.
The content references in this specification match those given in The Mathematics National Curriculum
for England. When shown in italics in the specification for the Foundation tier, it means that the reference
can also be found in the Higher tier in the Key Stage 4 Programme of Study within the National
Curriculum document. When shown in italics in the specification for the Higher tier, it means that the
reference can also be found in the Foundation tier in the Key Stage 4 Programme of Study within the
National Curriculum document.
In both tiers the content is divided into two columns. The left-hand column is the programme of study as
defined in The Mathematics National Curriculum for England and the right hand column gives further
guidance in the form of examples, also taken from The Mathematics National Curriculum for England.
Material introduced in the Higher tier which is not included in the Foundation tier is shown in bold. The
examples, in conjunction with the specimen papers, are intended to provide guidance in interpreting the
subject content.


Edexcel GCSE in Mathematics (Linear) Foundation tier content
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
5
Foundation tier
Students should be taught the knowledge, skills and understanding contained in this specification through:
a) extending mental and written calculation strategies and using efficient procedures confidently to
calculate with integers, fractions, decimals, percentages, ratio and proportion
b) solving a range of familiar and unfamiliar problems, including those drawn from real-life contexts and
other areas of the curriculum
c) activities that provide frequent opportunities to discuss their work, to develop reasoning and
understanding and to explain their reasoning and strategies
d) activities focused on developing short chains of deductive reasoning and correct use of the = sign
e) activities in which they carry out practical work with geometrical objects, visualise them and work
with them mentally
f) practical work in which they draw inferences from data, consider how statistics are used in real life to
make informed decisions, and recognise the difference between meaningful and misleading
representations of data
g) activities focused on the major ideas of statistics, including using appropriate populations and
representative samples, using different measurement scales, using probability as a measure of
uncertainty, using randomness and variability, reducing bias in sampling and measuring, and using
inference to make decisions
h) substantial use of tasks focused on using appropriate ICT (for example spreadsheets, databases,
geometry or graphic packages), using calculators correctly and efficiently, and knowing when not to
use a calculator.

Edexcel GCSE in Mathematics (Linear) Foundation tier content Ma2 Number and algebra
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
6
Foundation tier
Ma2 Number and algebra

Content Examples
1 Using and Applying Number and Algebra
Students should be taught to:

Problem solving

a select and use suitable problem-solving
strategies and efficient techniques to solve
numerical and algebraic problems
includes choosing relevant information
when some is redundant
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

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

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

Edexcel GCSE in Mathematics (Linear) Foundation tier content Ma2 Number and algebra
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
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Content Examples
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
using simple codes that substitute numbers
for letters
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

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

understand and use positive numbers and
negative integers, both as positions and
translations on a number line

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
identification of prime numbers
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
simple integer powers (such as 2
4
)
use index laws for multiplication and
division of integer powers

express standard index form both in
conventional notation and on a calculator
display
interpretation of calculator displays
Edexcel GCSE in Mathematics (Linear) Foundation tier content Ma2 Number and algebra
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
8

Content Examples
Fractions
c understand equivalent fractions, simplifying
a fraction by cancelling all common factors

order fractions by rewriting them with a
common denominator

Decimals
d use decimal notation and recognise that each
terminating decimal is a fraction

0.137 =
1000
137


order decimals
d recognise that recurring decimals are exact
fractions, and that some exact fractions are
recurring decimals

7
1
= 0.142857142857...

Percentages
e understand that percentage means number
of parts per 100 and use this to compare
proportions
10% means 10 parts per 100
interpret percentage as the operator so many
hundredths of

15% of Y means
100
15
Y
use percentage in real-life situations commerce and business, including rate of
inflation, VAT and interest rates
Ratio
f use ratio notation, including reduction to its
simplest form and its various links to
fraction notation
in maps and scale drawings, paper sizes and
gears
3 Calculations
Students should be taught to:
Number operations and the
relationships between them

a add, subtract, multiply and divide integers
and then any number
including negative integers
multiply or divide any number by powers of
10, and any positive number by a number
between 0 and 1

a find the prime factor decomposition of
positive integers

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)

Edexcel GCSE in Mathematics (Linear) Foundation tier content Ma2 Number and algebra
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
9

Content Examples
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

use inverse operations
b use brackets and the hierarchy of operations
c calculate a given fraction of a given quantity,
expressing the answer as a fraction
for scale drawings and construction of
models, down payments, discounts
express a given number as a fraction of
another

add and subtract fractions by writing them
with a common denominator

perform short division to convert a simple
fraction to a decimal

d understand and use unit fractions as
multiplicative inverses

by thinking of multiplication by
5
1
as
division by 5, or multiplication by
7
6
as
multiplication by 6 followed by division by
7 (or vice versa)
addition and subtraction of mixed numbers
d multiply and divide a fraction by an integer,
by a unit fraction and by a general fraction

e convert simple fractions of a whole to
percentages of the whole and vice versa
analysing diets, budgets or the costs of
running, maintaining and owning a car
understand the multiplicative nature of
percentages as operators
30% increase on 150 gives a total
calculated as (1.3 150) while a 20%
discount gives a total calculated as
(0.8 150)
f divide a quantity in a given ratio share 15 in the ratio of 1:2
Mental methods
g recall all positive integer complements to
100
37 + 63 = 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

, ,
4
1
2
1
8
1
3
2
3
1
100
1
10
1
5
1
, , , , ,
Edexcel GCSE in Mathematics (Linear) Foundation tier content Ma2 Number and algebra
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
10


Content Examples
h round to the nearest integer and to one
significant figure
rounding to a given number of decimal
places
estimate answers to problems involving
decimals

i develop a range of strategies for mental
calculation

derive unknown facts from those they know estimate 85
add and subtract mentally numbers with up
to two decimal places
13.76 5.21, 20.8 + 12.4
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
14.3 4, 56.7 7

Written methods
j use standard column procedures for addition
and subtraction of integers and decimals

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

solve a problem involving division by a
decimal (up to 2 decimal places) by
transforming it to a problem involving
division by an integer

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

m solve simple percentage problems, including
increase and decrease
simple interest, VAT, annual rate of
inflation, income tax, discounts
n solve word problems about ratio and
proportion, including using informal
strategies and the unitary method of solution
given that m identical items cost y, then
one item costs
y
/
m
and n items cost
(n
y
/
m
), the number of items that can be
bought for z is z
m
/
y

n use in exact calculations, without a
calculator

Edexcel GCSE in Mathematics (Linear) Foundation tier content Ma2 Number and algebra
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
11

Content Examples
Calculator methods
o use calculators effectively and efficiently:
know how to enter complex calculations and
use function keys for reciprocals, squares
and powers

p enter a range of calculations, including those
involving standard index form and measures
time calculations in which fractions of an
hour must be entered as fractions or as
decimals
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
in money calculations, or when the display
has been rounded by the calculator
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

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

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

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

Edexcel GCSE in Mathematics (Linear) Foundation tier content Ma2 Number and algebra
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
12

Content Examples
5 Equations, Formulae and Identities
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
5x + 1 = 16
V = IR
3x + 2x = 5x for all values of x
y = 2x
x
2
+ 1 = 82
(x + 1)
2
= x
2
+ 2x + 1 for all x
y = 2 7x
y = 1/x with x 0
b understand that the transformation of
algebraic expressions obeys and generalises
the rules of generalised arithmetic
a(b + c) = ab + ac
manipulate algebraic expressions by
collecting like terms, by multiplying a single
term over a bracket, and by taking out
common factors
x + 5 2x 1 = 4 x
5(2x + 3) = 10x + 15
x
2
+ 3x = x(x + 3)
9x 3 = 3(3x 1) or x
2
3x = x(x 3)
distinguish in meaning between the words
equation, formula, identity and
expression

b expand the product of two linear expressions (x + 2)(x 5) = x
2
3x 10

Index notation
c use index notation for simple integer powers
use simple instances of index laws x
2
x
3
= x
5
x
6
x
4
= x
2

substitute positive and negative numbers into
expressions such as 3x
2
+ 4 and 2x
3


Edexcel GCSE in Mathematics (Linear) Foundation tier content Ma2 Number and algebra
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
13

Content Examples

Equations
e set up simple equations find the angle a in a triangle with angles a,
a + 10, a + 20
solve simple equations by using inverse
operations or by transforming both sides in
the same way
11 4x = 2 ; 3(2x + 1) = 8
2(1 x) = 6(2 + x) ; 3x
2
= 48
3 = 12/x

Linear equations
e solve linear equations, with integer
coefficients, in which the unknown appears
on either side or on both sides of the
equation

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
f use formulae from mathematics and other
subjects expressed initially in words and then
using letters and symbols
formulae for the area of a triangle, the area
enclosed by a circle
wage earned = hours worked rate per hour
for area of a triangle or a parallelogram, area
enclosed by a circle, volume of a prism
find r given that C = 2 r
find x given y = mx + c
substitute numbers into a formula convert temperatures between degrees
Fahrenheit and degrees Celsius
derive a formula and change its subject find the perimeter of a rectangle given its
area A and the length l of one side
use V = IR to generate a formula for R in
terms of V and I
Inequalities
d solve simple linear inequalities in one
variable, and represent the solution set on a
number line
notation 2 < x 4 represented on a number
line
Numerical methods
m use systematic trial and improvement to find
approximate solutions of equations where
there is no simple analytical method of
solving them
x
3
= x 900,
x
1
= x
2
5
4 0 2
Edexcel GCSE in Mathematics (Linear) Foundation tier content Ma2 Number and algebra
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
14

Content Examples
6 Sequences, Functions and Graphs
Students should be taught to:

Sequences
a generate terms of a sequence using term-to-
term and position-to-term definitions of the
sequence
generating simple sequence of odd or even
numbers
squared integers and sequences derived
from diagrams
use linear expressions to describe the nth
term of an arithmetic sequence, justifying its
form by referring to the activity or context
from which it was generated

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
b use the conventions for coordinates in the
plane

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

plot graphs of functions in which y is given
explicitly in terms of x, or implicitly
y = 2x + 3, x + y = 7
c construct linear functions from real-life
problems and plot their corresponding
graphs

discuss and interpret graphs modelling real
situations

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

draw line of best fit through a set of linearly
related points and find its equation

Gradients
d find the gradient of lines given by equations
of the form y = mx + c (when values are
given for m and c)

investigate the gradients of parallel lines
Edexcel GCSE in Mathematics (Linear) Foundation tier content Ma2 Number and algebra
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
15

Content Examples
Interpret graphical information
e interpret information presented in a range of
linear and non-linear graphs
graphs describing trends, conversion graphs,
distance-time graphs, graphs of height or
weight against age, graphs of quantities that
vary against time, such as employment
distance-time graph for a particle moving
with constant speed, the depth of water in a
container as it empties
Quadratic equations
generate points and plot graphs of simple
quadratic functions, then more general
quadratic functions
y = x
2
; y = 3x
2
+ 4
y = x
2
2x + 1
find approximate solutions of a quadratic
equation from the graph of the corresponding
quadratic function


Edexcel GCSE in Mathematics (Linear) Foundation tier content Ma3 Shape, space and measure
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
16
Ma3 Shape, space and measures

Content Examples
1 Using and Applying Shape, Space and
Measures

Students should be taught to:
Problem solving
a select problem-solving strategies and
resources, including ICT tools, to use in
geometrical work, and monitor their
effectiveness

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

Edexcel GCSE in Mathematics (Linear) Foundation tier content Ma3 Shape, space and measure
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
17

Content Examples
m identify exceptional cases when solving
geometrical problems

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

b distinguish between acute, obtuse, reflex and
right angles

estimate the size of an angle in degrees

Properties of triangles and other
rectilinear shapes

a distinguish between lines and line segments
c use parallel lines, alternate angles and
corresponding angles

understand the consequent properties of
parallelograms and a proof that the angle
sum of a triangle is 180 degrees

understand a proof that the exterior angle of
a triangle is equal to the sum of the interior
angles at the other two vertices

d use angle properties of equilateral, isosceles
and right-angled triangles

understand congruence
explain why the angle sum of a quadrilateral
is 360 degrees

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

f recall the essential properties and definitions
of special types of quadrilateral, including
square, rectangle, parallelogram, trapezium
and rhombus
includes kite
classify quadrilaterals by their geometric
properties

g calculate and use the sums of the interior and
exterior angles of quadrilaterals, pentagons
and hexagons
includes octagons and decagons
calculate and use the angles of regular
polygons

Edexcel GCSE in Mathematics (Linear) Foundation tier content Ma3 Shape, space and measure
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
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Content Examples
h understand, recall and use Pythagoras
theorem


Properties of circles
i recall the definition of a circle and the
meaning of related terms, including centre,
radius, chord, diameter, circumference,
tangent, arc, sector and segment

understand that inscribed regular polygons
can be constructed by equal division of a
circle

3-D shapes
j explore the geometry of cuboids (including
cubes), and shapes made from cuboids
isometric drawing of cuboids (including
cubes) and shapes made from cuboids
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

i solve problems involving surface areas and
volumes of prisms

3 Transformations and Coordinates
Students should be taught to:
Specifying transformations
a understand that rotations are specified by a
centre and an (anticlockwise) angle
the order of rotational symmetry of a shape
and includes tessellations
rotate a shape about the origin, or any other
point

measure the angle of rotation using right
angles, simple fractions of a turn or degrees

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
reflection in the x-axis or y-axis or in a
given mirror line
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

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

Edexcel GCSE in Mathematics (Linear) Foundation tier content Ma3 Shape, space and measure
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Content Examples
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
reflection in x = c, y = c, y = x or y = x
describe the single transformation
equivalent to a combination of
transformations

distinguish properties that are preserved
under particular transformations

c recognise, visualise and construct
enlargements of objects using positive scale
factors greater than one, then positive scale
factors less than one
enlarging a shape on a grid
enlarging a shape by shape factor 3, given
the centre of enlargement
understand from this that any two circles and
any two squares are mathematically similar,
while, in general, two rectangles are not

d recognise that enlargements preserve angle
but not length

identify the scale factor of an enlargement as
the ratio of the lengths of any two
corresponding line segments and apply this
to triangles

understand the implications of enlargement
for perimeter

use and interpret maps and scale drawings
understand the implications of enlargement
for area and for volume

distinguish between formulae for perimeter,
area and volume by considering dimensions

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

use axes and coordinates to specify points in
all four quadrants

locate points with given coordinates
Edexcel GCSE in Mathematics (Linear) Foundation tier content Ma3 Shape, space and measure
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
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Content Examples
find the coordinates of points identified by
geometrical information
find the coordinates of the fourth vertex of a
parallelogram with vertices at (2, 1), (7, 3)
and (5, 6)
identify the coordinates of the vertex of a
cuboid drawn on a 3-D grid
find the coordinates of the midpoint of the
line segment AB, given points A and B, then
calculate the length AB

Vectors
f understand and use vector notation for
translations
column vector notation
4 Measures and Construction
Students should be taught to:
Measures

a interpret scales on a range of measuring
instruments, including those for time and
mass

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

convert measurements from one unit to
another

know rough metric equivalents of pounds,
feet, miles, pints and gallons

make sensible estimates of a range of
measures in everyday settings

b understand angle measure using the
associated language
use bearings to specify direction
c understand and use compound measures,
including speed and density
how far do you go if you travel at 40 mph
for 3 hours?

Construction
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

understand, from their experience of
constructing them, that triangles satisfying
SSS, SAS, ASA and RHS are unique, but
SSA triangles are not

Edexcel GCSE in Mathematics (Linear) Foundation tier content Ma3 Shape, space and measure
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
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Content Examples
construct cubes, regular tetrahedra, square-
based pyramids and other 3-D shapes from
given information

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
f find areas of rectangles, recalling the
formula, understanding the connection to
counting squares and how it extends this
approach
perimeter of simple shapes
recall and use the formulae for the area of a
parallelogram and a triangle

find the surface area of simple shapes using
the area formulae for triangles and rectangles
areas of parallelograms and trapeziums,
half-circles and quarter circles
calculate perimeters and areas of shapes
made from triangles and rectangles

g find volumes of cuboids, recalling the
formula and understanding the connection to
counting cubes and how it extends this
approach

calculate volumes of right prisms and of
shapes made from cubes and cuboids

h find circumferences of circles and areas
enclosed by circles, recalling relevant
formulae

i convert between area measures, including
square centimetres and square metres, and
volume measures, including cubic
centimetres and cubic metres

Loci
j find loci, both by reasoning and by using
ICT to produce shapes and paths
a region bounded by a circle and an
intersecting line

Edexcel GCSE in Mathematics (Linear) Foundation tier content Ma4 Handling data
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
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Ma4 Handling data

Content Examples
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

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 in Mathematics (Linear) Foundation tier content Ma4 Handling data
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
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Content Examples
g examine critically, and justify, their choices
of mathematical presentation of problems
involving data


Reasoning
h apply mathematical reasoning, explaining
and justifying inferences and deductions

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

d identify which primary data they need to
collect and in what format, including
grouped data, considering appropriate equal
class intervals

e design an experiment or survey
decide what primary and secondary data to
use

3 Collecting Data
Students should be taught to:
a design and use data-collection sheets for
grouped discrete and continuous data

collect data using various methods, including
observation, controlled experiment, data
logging, questionnaires and surveys

b gather data from secondary sources,
including printed tables and lists from ICT-
based sources

c design and use two-way tables for discrete
and grouped data

Edexcel GCSE in Mathematics (Linear) Foundation tier content Ma4 Handling data
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
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Content Examples
4 Processing and Representing Data
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
pictograms and bar charts
frequency polygons, histograms with equal
class intervals and frequency diagrams for
grouped discrete data
b calculate mean, range and median of small
data sets with discrete then continuous data
the mode
identify the modal class for grouped data
c understand and use the probability scale
d understand and use estimates or measures of
probability from theoretical models
(including equally likely outcomes), or from
relative frequency
addition of simple probabilities
e list all outcomes for single events, and for
two successive events, in a systematic way

f identify different mutually exclusive
outcomes and know that the sum of the
probabilities of all these outcomes is 1

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
using a line of best fit
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

b interpret a wide range of graphs and
diagrams and draw conclusions
interpreting a stem-and-leaf diagram

c look at data to find patterns and exceptions
d compare distributions and make inferences,
using the shapes of distributions and
measures of average and range

e consider and check results and modify their
approach if necessary

Edexcel GCSE in Mathematics (Linear) Foundation tier content Ma4 Handling data
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
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Content Examples
f appreciate that correlation is a measure of the
strength of the association between two
variables

distinguish between positive, negative and
zero correlation using lines of best fit

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
there is some evidence from this sample
that
h compare experimental data and theoretical
probabilities

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

j discuss implications of findings in the
context of the problem

k interpret social statistics including index
numbers
the General Index of Retail Prices
time series population growth
and survey data the National Census


UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
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Edexcel GCSE in Mathematics (Linear) Higher tier content
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
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Higher tier
Students should be taught the knowledge, skills and understanding contained in this specification through:
a) activities that ensure they become familiar with and confident using standard procedures for the range
of calculations appropriate to this level of study
b) solving familiar and unfamiliar problems in a range of numerical, algebraic and graphical contexts and
in open-ended and closed form
c) using standard notations for decimals, fractions, percentages, ratio and indices
d) activities that show how algebra, as an extension of number using symbols, gives precise form to
mathematical relationships and calculations
e) activities in which they progress from using definitions and short chains of reasoning to understanding
and formulating proofs in algebra and geometry
f) a sequence of practical activities that address increasingly demanding statistical problems in which
they draw inferences from data and consider the uses of statistics in society
g) choosing appropriate ICT tools and using these to solve numerical and graphical problems, to
represent and manipulate geometrical configurations and to present and analyse data.


Edexcel GCSE in Mathematics (Linear) Higher tier content Ma2 Number and algebra
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
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Higher tier
Ma2 Number and algebra

Content Examples
1 Using and Applying Number and Algebra
Students should be taught to:
Problem solving
a select and use appropriate and efficient
techniques and strategies to solve problems
of increasing complexity, involving
numerical and algebraic manipulation

b 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

c break down a complex calculation into
simpler steps before attempting to solve it
and justify their choice of methods

d make mental estimates of the answers to
calculations

present answers to sensible levels of
accuracy

understand how errors are compounded
in certain calculations

Communicating
e discuss their work and explain their
reasoning using an increasing range of
mathematical language and notation

f use a variety of strategies and diagrams for
establishing algebraic or graphical
representations of a problem and its solution

move from one form of representation to
another to get different perspectives on the
problem

g present and interpret solutions in the context
of the original problem

h use notation and symbols correctly and
consistently within a given problem

i examine critically, improve, then justify their
choice of mathematical presentation, present
a concise, reasoned argument

Edexcel GCSE in Mathematics (Linear) Higher tier content Ma2 Number and algebra
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
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Content Examples
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 understand the difference between a practical
demonstration and a proof

l show step-by-step deduction in solving a
problem

derive proofs using short chains of deductive
reasoning

m recognise the significance of stating
constraints and 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

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

understand and use negative integers both as
positions and translations on a number line

order integers
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 and index laws for
multiplication and division of integer powers

use standard index form, expressed in
conventional notation and on a calculator
display
interpretation of calculator displays
Edexcel GCSE in Mathematics (Linear) Higher tier content Ma2 Number and algebra
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
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Content Examples

Fractions
c understand equivalent fractions, simplifying
a fraction by cancelling all common factors

order fractions by rewriting them with a
common denominator

Decimals
d recognise that each terminating decimal is a
fraction

0.137 =
1000
137


recognise that recurring decimals are exact
fractions, and that some exact fractions are
recurring decimals

7
1
= 0.142857142857...
order decimals
Percentages
e understand that percentage means number
of parts per 100 and use this to compare
proportions
10% means 10 parts per 100
interpret percentage as the operator so many
hundredths of

15% of Y means
100
15
Y
e use percentage in real-life situations commerce and business, including rate of
inflation, VAT and interest rates

Ratio
f use ratio notation, including reduction to its
simplest form and its various links to fraction
notation

3 Calculations
Students should be taught to:
Number operations and the
relationships between them

a multiply or divide any number by powers of
10, and any positive number by a number
between 0 and 1

find the prime factor decomposition of
positive integers

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)

multiply and divide by a negative number
Edexcel GCSE in Mathematics (Linear) Higher tier content Ma2 Number and algebra
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
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Content Examples
use index laws to simplify and calculate the
value of numerical expressions involving
multiplication and division of integer,
fractional and negative powers


use inverse operations, understanding that
the inverse operation of raising a positive
number to power n is raising the result of
this operation to power
n
1


b use brackets and the hierarchy of operations
c calculate a given fraction of a given quantity,
expressing the answer as a fraction

express a given number as a fraction of
another

add and subtract fractions by writing them
with a common denominator

perform short division to convert a simple
fraction to a decimal

distinguish between fractions with
denominators that have only prime factors
of 2 and 5 (which are represented by
terminating decimals), and other fractions
(which are represented by recurring
decimals)

convert a recurring decimal to a fraction
0.142857142857... =
7
1

d understand and use unit fractions as
multiplicative inverses
by thinking of multiplication by
5
1
as
division by 5, or multiplication by
7
6
as
multiplication by 6 followed by division
by 7 (or vice versa)
addition, subtraction, multiplication and
division of mixed numbers
multiply and divide a given fraction by an
integer, by a unit fraction and by a general
fraction

e convert simple fractions of a whole to
percentages of the whole and vice versa

then understand the multiplicative nature of
percentages as operators
a 15% increase in value Y, followed by a
15% decrease is calculated as
1.15 Y 0.85
calculate an original amount when given
the transformed amount after a
percentage change
given that a meal in a restaurant costs
36 with VAT at 17.5%, its price before
VAT is calculated as
175 . 1
36

reverse percentage problems
f divide a quantity in a given ratio
Edexcel GCSE in Mathematics (Linear) Higher tier content Ma2 Number and algebra
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
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Content Examples
Mental methods
g recall integer squares from 2 2 to 15 15
and the corresponding square roots, the
cubes of 2, 3, 4, 5 and 10, the fact that
n
0
= 1 and n
1
=
n
1
for positive integers n,
the corresponding rule for negative
numbers, n n =
2
1
and
3
3
1
n n = for any
positive number n

10
0
= 1; 9
1
=
9
1


5
2
=
2
5
1
=
25
1


25
1/2
= 5 and 64
1/3
= 4
h round to a given number of significant
figures

derive unknown facts from those they know
convert between ordinary and standard index
form representations, converting to standard
index form to make sensible estimates for
calculations involving multiplication and/or
division
0.1234 = 1.234 10
1

i develop a range of strategies for mental
calculation
13.76 5.21, 20.08 + 12.4
add and subtract mentally numbers with up
to one decimal place

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
1.8 2, 3.6 4
Written methods
k division by decimal (up to 2 decimal places)
by division using an integer

understand where to position the decimal
point by considering what happens if they
multiply equivalent fractions
given thatwork out

i 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

j solve percentage problems, including
percentage increase and decrease
simple interest, VAT, annual rate of
inflation, income tax, discounts
reverse percentages
n solve word problems about ratio and
proportion, including using informal
strategies and the unitary method of solution
given that m identical items cost y, then
one item costs
y
/
m
and n items cost
(n
y
/
m
), the number of items that can be
bought for z is z
m
/
y

Edexcel GCSE in Mathematics (Linear) Higher tier content Ma2 Number and algebra
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
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Content Examples
k represent repeated proportional change
using a multiplier raised to a power
compound interest
l calculate an unknown quantity from
quantities that vary in direct or inverse
proportion

m calculate with standard index form 2.4 10
7
5 10
3
= 12 10
10
= 1.2 10
11
,
(2.4 10
7
) (5 10
3
) = 4.8 10
3

n use surds and in exact calculations, without
a calculator

rationalise a denominator such as
3
3
3
1
=


Calculator methods
o use calculators effectively and efficiently,
knowing how to enter complex calculations

use an extended range of function keys,
including trigonometrical and statistical
functions relevant across this programme
of study

p enter a range of calculations, including those
involving measures
time calculations in which fractions of an
hour must be entered as fractions or as
decimals
p 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

q use calculators, or written methods, to
calculate the upper and lower bounds of
calculations, particularly when working
with measurements

r use standard index form display and know
how to enter numbers in standard index
form

s use calculators for reverse percentage
calculations by doing an appropriate
division

t use calculators to explore exponential
growth and decay, using a multiplier and
the power key
for example, in science or geography
Edexcel GCSE in Mathematics (Linear) Higher tier content Ma2 Number and algebra
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
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Content Examples
4 Solving Numerical Problems
Students should be taught to:
a draw on their knowledge of operations and
inverse operations (including powers and
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,
repeated proportional change, fractions,
percentages and reverse percentages,
inverse proportion, surds, measures and
conversion between measures, and
compound measures defined within a
particular situation

b check and estimate answers to problems
select and justify appropriate degrees of
accuracy for answers to problems

recognise limitations on the accuracy of data
and measurements

5 Equations, Formulae and Identities
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


x
2
+ 1 = 82
(x + 1)
2
= x
2
+ 2x + 1 for all values of x
y = 2 7x
y = 1/x with x 0
f(x) notation may be used
b understand that the transformation of
algebraic entities obeys and generalises the
well-defined rules of generalised arithmetic
a(b + c) = ab + bc
expand the product of two linear expressions (x + 2)(x 5) = x
2
3x 10
Edexcel GCSE in Mathematics (Linear) Higher tier content Ma2 Number and algebra
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
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Content Examples
manipulate algebraic expressions by
collecting like terms, multiplying a single
term over a bracket, taking out common
factors, factorising quadratic expressions
including the difference of two squares
and cancelling common factors in rational
expressions

simplify
x x
+
2
3 1

) 1 (
) 1 ( 2
2
+
+
x
x
= 2(x + 1)
x
2
9 = (x + 3)(x 3)
4x
2
+ 6xy = 2x(2x + 3y)
9x 3 = 3(x 1) or x
2
3x = x(x 3)
c know the meaning of and use the words
equation, formula, identity and
expression

Index notation
d use index notation for simple integer powers
use simple instances of index laws x
2
x
3
= x
5
, x
6
x
4
= x
2
,
x
2
x
3
= x
1
, (x
2
)
3
= x
6

substitute positive and negative numbers into
expressions such as 3x
2
+ 4 and 2x
3


Equations
e set up simple equations find the angle a in a triangle with angles a,
a + 10, a + 20
solve simple equations by using inverse
operations or by transforming both sides in
the same way
11 4x = 2 ; 3(2x + 1) = 8
2(1 x) = 6(2 + x) ; 3x
2
= 48
3 = 12/x

Linear equations
f solve linear equations in one unknown, with
integer or fractional coefficients, in which
the unknown appears on either side or on
both sides of the equation

2
5
3
2
6
3 2
=
+
+
x x
;
4
17 x
= 2 x
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
g use formulae from mathematics and other
subjects
area of a triangle or a parallelogram, area
enclosed by a circle, volume of a prism,
volume of a cone
substitute numbers into a formula find r, given that C = 2r
find x, given y = mx + c
Edexcel GCSE in Mathematics (Linear) Higher tier content Ma2 Number and algebra
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
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Content Examples
change the subject of a formula including
cases where the subject occurs twice, or
where a power of the subject appears

generate a formula find the perimeter of a rectangle given its
area A and the length l of one side
Direct and inverse proportion
h set up and use equations to solve word and
other problems involving direct
proportion or inverse proportion and
relate algebraic solutions to graphical
representation of the equations

y x, y x
2
, y
x
1
, y
2
x
1

Simultaneous linear equations
i find exact solutions of two simultaneous
equations in two unknowns by eliminating
a variable and interpret the equations as
lines and their common solution as the
point of intersection

Inequalities
j solve linear inequalities in one variable, and
represent the solution set on a number line
notation 2 < x 4 represented on a number
line



solve several linear inequalities in two
variables and find the solution set

Quadratic equations
k solve simple quadratic equations by
factorisation, completing the square and
using the quadratic formula

Simultaneous linear and quadratic
equations

l solve exactly, by elimination of an
unknown, two simultaneous equations in
two unknowns, one of which is linear in
each unknown, and the other is linear in
one unknown and quadratic in the other,
or where the second is of the form
x
2
+ y
2
= r
2

solve the simultaneous equations
y = 11x 2 and y = 5x
2

Numerical methods
m use systematic trial and improvement to find
approximate solutions of equations where
there is no simple analytical method of
solving them
x
3
= x 900,
x
1
= x
2
5
4 0 2
Edexcel GCSE in Mathematics (Linear) Higher tier content Ma2 Number and algebra
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
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Content Examples
6 Sequences, Functions and Graphs
Students should be taught to:
Sequences
a generate terms of a sequence using term-to-
term and position-to-term definitions of the
sequence

use linear expressions to describe the nth
term of an arithmetic sequence, justifying its
form by reference to the activity or context
from which it was generated

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
b use the conventions for coordinates in the
plane

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

plot graphs of functions in which y is given
explicitly in terms of x, or implicitly

c find the gradient of lines given by equations
of the form y = mx + c (when values are
given for m and c)

understand that the form y = mx + c
represents a straight line and that m is the
gradient of the line and c is the value of
the y- intercept

explore the gradients of parallel lines and
lines perpendicular to each other

know that the lines represented by the
equations y = 5x and y = 3 5x are
parallel, each having gradient (5) and
know that the line with equation y =
5
x
is
perpendicular to these lines and has
gradient
5
1

Interpreting graphical information
d construct linear functions and plot the
corresponding graphs arising from real-life
problems

Edexcel GCSE in Mathematics (Linear) Higher tier content Ma2 Number and algebra
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Content Examples
discuss and interpret graphs modelling real
situations
distance-time graph for a particle moving
with constant speed
depth of water in a container as it empties
velocity-time graph for a particle moving
with constant acceleration
Quadratic functions
e generate points and plot graphs of simple
quadratic functions, then more general
quadratic functions
y = x
2
; y = 3x
2
+ 4
y = x
2
2x + 1
find approximate solutions of a quadratic
equation from the graph of the corresponding
quadratic function

find the intersection points of the graphs
of a linear and quadratic function,
knowing that these are the approximate
solutions of the corresponding
simultaneous equations representing the
linear and quadratic functions

Other functions
f plot graphs of simple cubic functions, the
reciprocal function y =
x
1
with x 0,
the exponential function y = k
x
for integer
values of x and simple positive values
of k, the circular functions y = sin x and
y = cos x, using a spreadsheet or graph
plotter as well as pencil and paper
y = x
3


y = 2
x
; y = ()
x


recognise the characteristic shapes of all
these functions

Transformation of functions
g apply to the graph of y = f(x) the
transformations y = f(x) + a, y = f(ax),
y = f(x + a), y = af(x) for linear, quadratic,
sine and cosine functions f(x)

Loci
h construct the graphs of simple loci
including the circle x
2
+ y
2
= r
2
for a circle
of radius r centred at the origin of
coordinates

find graphically the intersection points of
a given straight line with this circle and
know that this corresponds to solving the
two simultaneous equations representing
the line and the circle


Edexcel GCSE in Mathematics (Linear) Higher tier content Ma3 Shape, space and measures
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Ma3 Shape, space and measures

Content Examples
1 Using and Applying Shape, Space and
Measures

Students should be taught to:
Problem solving
a select the problem-solving strategies to use
in geometrical work, and 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 more
complex geometrical problems

c develop and follow alternative lines of
enquiry, justifying their decisions to follow
or reject particular approaches

Communicating
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

e use precise formal language and exact
methods for analysing geometrical
configurations

g review and justify their choices of
mathematics presentation

Reasoning
h distinguish between practical demonstrations
and proofs

f apply mathematical reasoning, progressing
from brief mathematical explanations
towards full justifications in more
complex contexts

g explore connections in geometry
pose conditional constraints of the type
If then

ask questions What if? or Why?
h show step-by-step deduction in solving a
geometrical problem

i state constraints and give starting points
when making deductions

j understand the necessary and sufficient
conditions under which generalisations,
inferences and solutions to geometrical
problems remain valid

Edexcel GCSE in Mathematics (Linear) Higher tier content Ma3 Shape, space and measures
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Content Examples
2 Geometrical Reasoning
Students should be taught to:

Properties of triangles and other
rectilinear shapes

a distinguish between lines and line segments
use parallel lines, alternate angles and
corresponding angles

understand the consequent properties of
parallelograms and a proof that the angle
sum of a triangle is 180 degrees

understand a proof that the exterior angle of
a triangle is equal to the sum of the interior
angles at the other two vertices

b use angle properties of equilateral, isosceles
and right-angled triangles

explain why the angle sum of a quadrilateral
is 360 degrees

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

c recall the definitions of special types of
quadrilateral, including square, rectangle,
parallelogram, trapezium and rhombus

classify quadrilaterals by their geometric
properties

d calculate and use the sums of the interior and
exterior angles of quadrilaterals, pentagons
and hexagons

calculate and use the angles of regular
polygons

e understand and use SSS, SAS, ASA and
RHS conditions to prove the congruence
of triangles using formal arguments, and
to verify standard ruler and compass
constructions

f understand, recall and use Pythagoras
theorem in 2-D, then 3-D problems

investigate the geometry of cuboids
including cubes, and shapes made from
cuboids, including the use of Pythagoras
theorem to calculate lengths in three
dimensions

Edexcel GCSE in Mathematics (Linear) Higher tier content Ma3 Shape, space and measures
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Content Examples
g understand similarity of triangles and of
other plane figures, and use this to make
geometric inferences

understand, recall and use trigonometrical
relationships in right-angled triangles, and
use these to solve problems, including
those involving bearings, then use these
relationships in 3-D contexts, including
finding the angles between a line and a
plane (but not the angle between two
planes or between two skew lines)

calculate the area of a triangle using
2
1
ab sin C

draw, sketch and describe the graphs of
trigonometric functions for angles of any
size, including transformations involving
scalings in either or both the x and y
directions

use the sine and cosine rules to solve 2-D
and 3-D problems

Properties of circles
h recall the definition of a circle and the
meaning of related terms, including centre,
radius, chord, diameter, circumference,
tangent, arc, sector and segment

understand that the tangent at any point
on a circle is perpendicular to the radius
at that point

understand and use the fact that tangents
from an external point are equal in length

explain why the perpendicular from the
centre to a chord bisects the chord

understand that inscribed regular polygons
can be constructed by equal division of a
circle

prove and use the facts that the angle
subtended by an arc at the centre of a
circle is twice the angle subtended at any
point on the circumference, the angle
subtended at the circumference by a
semicircle is a right angle, that angles in
the same segment are equal, and that
opposite angles of a cyclic quadrilateral
sum to 180 degrees

prove and use the alternate segment
theorem

Edexcel GCSE in Mathematics (Linear) Higher tier content Ma3 Shape, space and measures
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Content Examples
3-D shapes
i use 2-D representations of 3-D shapes and
analyse 3-D shapes through 2-D projections
and cross-sections, including plan and
elevation

solve problems involving surface areas and
volumes of prisms, pyramids, cylinders,
cones and spheres

solve problems involving more complex
shapes and solids, including segments of
circles and frustums of cones

3 Transformations and Coordinates
Students should be taught to:
Specifying transformations
a understand that rotations are specified by a
centre and an (anticlockwise) angle

use any point as the centre of rotation
measure the angle of rotation, using right
angles, fractions of a turn or degrees

understand that reflections are specified by a
(mirror) line

understand that translations are specified by
a distance and direction (or a vector), and
enlargements by a centre and a positive scale
factor

Properties of transformations
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

transform triangles and other 2-D shapes by
translation, rotation and reflection and
combinations of these transformations
reflection in x = c, y = c, y = x or y = x
use congruence to show that translations,
rotations and reflections preserve length and
angle, so that any figure is congruent to its
image under any of these transformations
describe the single transformation
equivalent to a combination of
transformations
distinguish properties that are preserved
under particular transformations

Edexcel GCSE in Mathematics (Linear) Higher tier content Ma3 Shape, space and measures
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Content Examples
c recognise, visualise and construct
enlargements of objects

understand from this that any two circles and
any two squares are mathematically similar,
while, in general, two rectangles are not,
then use positive fractional and negative
scale factors

d recognise that enlargements preserve angle
but not length

identify the scale factor of an enlargement as
the ratio of the lengths of any two
corresponding line segments

understand the implications of enlargement
for perimeter

use and interpret maps and scale drawings
understand the difference between formulae
for perimeter, area and volume by
considering dimensions

understand and use the effect of enlargement
on areas and volumes of shapes and solids

Coordinates
e understand that one coordinate identifies a
point on a number line, that 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

use axes and coordinates to specify points in
all four quadrants

locate points with given coordinates
find the coordinates of points identified by
geometrical information

find the coordinates of the midpoint of the
line segment AB, given the points A and B,
calculate the length AB
identify the coordinates of the midpoint
of a line segment in 3-D
Vectors
f understand and use vector notation column vector notation
calculate, and represent graphically, the
sum of two vectors, the difference of two
vectors and a scalar multiple of a vector

calculate the resultant of two vectors
understand and use the commutative and
associative properties of vector addition

solve simple geometrical problems in 2-D
using vector methods

Edexcel GCSE in Mathematics (Linear) Higher tier content Ma3 Shape, space and measures
UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
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Content Examples
4 Measures and Construction
Students should be taught to:

Measures
a use angle measure use bearings to specify direction
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

convert measurements from one unit to
another

understand and use compound measures,
including speed and density

Construction
d draw approximate constructions of
triangles and other 2-D shapes, using a ruler
and protractor, given information about their
side lengths and angles

b understand, from their experience of
constructing them, that triangles satisfying
SSS, SAS, ASA and RHS are unique, but
SSA triangles are not

construct specified cubes, regular tetrahedra,
square-based pyramids and other 3-D shapes

c 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
f calculate perimeters and areas of shapes
made from triangles and rectangles

d find the surface area of simple shapes using
the formulae for the areas of triangles and
rectangles
areas of parallelograms and trapeziums,
half-circles and quarter circles
find volumes of cuboids, recalling the
formula and understanding the connection to
counting cubes and how it extends this
approach

calculate volumes of right prisms and of
shapes made from cubes and cuboids

Edexcel GCSE in Mathematics (Linear) Higher tier content Ma3 Shape, space and measures
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Content Examples
convert between area measures, including
square centimetres and square metres, and
volume measures, including cubic
centimetres and cubic metres

find circumferences of circles and areas
enclosed by circles, recalling relevant
formulae

calculate the lengths of arcs and the areas
of sectors of circles

Loci
e find loci, both by reasoning and by using
ICT to produce shapes and paths
a region bounded by a circle and an
intersecting line

Edexcel GCSE in Mathematics (Linear) Higher tier content Ma4 Handling data
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Ma4 Handling data

Content Examples
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

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 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)

Communicating
c communicate mathematically, with
emphasis on the use of an increasing range
of diagrams and related explanatory text, on
the selection of their mathematical
presentation, explaining its purpose and
approach, and on the use of symbols to
convey statistical meaning


Reasoning
d apply mathematical reasoning, explaining
and justifying inferences and deductions,
justifying arguments and solutions

e identify exceptional or unexpected cases
when solving statistical problems

Edexcel GCSE in Mathematics (Linear) Higher tier content Ma4 Handling data
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Content Examples
f explore connections in mathematics and look
for relationships between variables when
analysing data

g 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

d identify which primary data they need to
collect and in what format, including
grouped data, considering appropriate equal
class intervals

select and justify a sampling scheme and a
method to investigate a population,
including random and stratified sampling

e design an experiment or survey
decide what primary and secondary data to
use

3 Collecting Data
Students should be taught to:
a collect data using various methods, including
observation, controlled experiment, data
logging, questionnaires and surveys

b gather data from secondary sources,
including printed tables and lists from ICT-
based sources

c design and use two-way tables for discrete
and grouped data

d deal with practical problems such as non-
response or missing data

Edexcel GCSE in Mathematics (Linear) Higher tier content Ma4 Handling data
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Content Examples
4 Processing and Representing Data
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 (time
series), scatter graphs, frequency diagrams,
stem-and-leaf diagrams, cumulative
frequency tables and diagrams, box plots
and histograms for grouped continuous
data
frequency polygons, histograms with equal
class intervals and frequency diagrams for
grouped discrete data
b understand and use estimates or measures of
probability from theoretical models, or from
relative frequency
addition of simple probabilities
c list all outcomes for single events, and for
two successive events, in a systematic way

d identify different mutually exclusive
outcomes and know that the sum of the
probabilities of all these outcomes is 1

e find the median, quartiles and interquartile
range for large data sets and calculate the
mean for large data sets with grouped data

f calculate an appropriate moving average
g know when to add or multiply two
probabilities: if A and B are mutually
exclusive, then the probability of A or B
occurring is P(A) + P(B), whereas if A and
B are independent events, the probability
of A and B occurring is P(A) P(B)
conditional probabilities
h use tree diagrams to represent outcomes
of compound events, recognising when
events are independent

i draw lines of best fit by eye, understanding
what these represent
use of line of best fit
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

b interpret a wide range of graphs and
diagrams and draw conclusions

identify seasonality and trends in time
series
using a moving average graph
c look at data to find patterns and exceptions
Edexcel GCSE in Mathematics (Linear) Higher tier content Ma4 Handling data
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Content Examples
d compare distributions and make inferences,
using shapes of distributions and measures of
average and spread, including median and
quartiles

understand frequency density
e consider and check results, and modify their
approach if necessary

f appreciate that correlation is a measure of the
strength of the association between two
variables

distinguish between positive, negative and
zero correlation using lines of best fit

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
there is some evidence from this sample
that
h compare experimental data and theoretical
probabilities

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 parameters

k interpret social statistics including index
numbers
the General Index of Retail Prices
time series population growth
and survey data the National Census



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Formulae sheets
EDEXCEL
GCSE Mathematics 2540/2544
Formulae sheet Foundation tier


Area of trapezium =
2
1
(a + b)








Volume of prism = area of cross-section length







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EDEXCEL
GCSE Mathematics 2540/2544
Formulae sheet Higher tier

Volume of prism = area of cross-section length



Volume of sphere =
3
4
r
3

Surface area of sphere = 4 r
2




Volume of cone =
3
1
r
2
h
Curved surface area of cone = rl



In any triangle ABC






Sine Rule:
A
a
sin
=
B
b
sin
=
C
c
sin

Cosine Rule: a
2
= b
2
+ c
2
2bc cos A
Area of a triangle =
2
1
ab sin C
The Quadratic Equation
The solutions of ax
2
+ bx + c = 0, where a 0, are given by x =
a
ac b b
2
) 4 (
2



A
a
b
c
C
B

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Specification aims and assessment objectives

Aims
This specification is consistent with the requirements of the English National Curriculum Orders for
Mathematics. Additionally, it entirely meets the GCSE criteria for Mathematics, the general criteria for
GCSE as well as the GCSE Mandatory Code of Practice. The aims of this specification are that students:
Using and applying mathematics
use and apply mathematics in practical tasks, in real-life problems and within mathematics itself
work on problems that pose a challenge
encounter and consider different lines of mathematical argument.
Number
use calculators and computer software, eg spreadsheets
develop and use flexibly a range of methods of computation, and apply these to a variety of problems.
Algebra
explore a variety of situations that lead to the expression of relationships
consider how relationships between number operations underpin the techniques for manipulating
algebraic expressions
consider how algebra can be used to model real-life situations and solve problems.
Shape, space and measures
use a variety of different representations
explore shape and space through drawing and practical work using a wide range of materials
use computers to generate and transform graphic images and to solve problems.

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Handling data
formulate questions that can be considered using statistical methods
undertake purposeful enquiries based on data analysis
use computers as a source of large samples, a tool for exploring graphical representations and as a
means to simulate events
engage in practical and experimental work in order to appreciate some of the principles which govern
random events
look critically at some of the ways in which representations of data can be misleading and conclusions
uncertain.
Some of the aims are reflected in the assessment objectives, whilst others are not as they cannot be readily
assessed. However, mental calculation without the aid of a calculator, estimation, understanding of 3-D
shape, practical activities, use of ICT and data collection need to be incorporated into schemes of work.
NOTE
Mental calculation should be encouraged as it will be assumed that during coursework and written papers
mental calculations are being performed to solve problems. Calculations without the aid of a calculator
will be tested in a written paper where candidates are not allowed the use of a calculator.
Estimation will be tested through questions on written papers.
Questions testing candidates understanding of 3-D shape will be tested on written papers.
Coursework tasks will be set which encourage candidates to make full use of ICT.
Methods of data collection will be tested through written papers. Data collection, its synthesis and
communication, will form part of the coursework activities.
Knowledge, skills and understanding
The knowledge, skills and understanding required for GCSE Mathematics is contained in the National
Curriculum Key Stage 4 Programme of Study for Mathematics.

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Assessment objectives
The specification requires candidates to demonstrate their knowledge understanding and skills in the
following:
AO1 Using and applying mathematics
Problem solving
Communicating
Reasoning
AO2 Number and algebra
Numbers and the number system
Calculations
Solving numerical problems
Equations, formulae and identities
Sequences, functions and graphs
AO3 Shape, space and measures
Geometrical reasoning
Transformation and coordinates
Measures and construction
AO4 Handling data
Specifying the problem and planning
Collecting data
Processing and representing data
Interpreting and discussing results
Assessment objective AO1, Using and applying mathematics, will be assessed in contexts provided by the
other assessment objectives.

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Scheme of assessment

Entry tiers
Candidates for this qualification must be entered for one of two tiers.
The grades available for each tier are as follows:

Tier Grades available
Foundation G to C
Higher D to A* (E)

(E) indicates that grade E is allowed for Higher tier candidates. Candidates achieving a mark below the
minimum for the award of the lowest grade in each tier will be ungraded.

Assessment of the specification consists of:
For Foundation tier candidates:
Paper Weighting Time Calculator
Paper 1 40% 1 hour 30 minutes no
Paper 2 40% 1 hour 30 minutes yes
Coursework
Paper 7A or 7B
(coursework)
20%
Coursework consists of a handling data
project and an investigational task
yes

For Higher tier candidates:
Paper Weighting Time Calculator
Paper 3 40% 1 hour 45 minutes no
Paper 4 40% 1 hour 45 minutes yes
Coursework
Paper 7A or 7B
(coursework)
20%
Coursework consists of a handling data
project and an investigational task
yes

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Relationship of assessment objectives to external assessment
The weighting for each attainment targets as shown below:




Assessment objective Weighting
AO1 Using and applying mathematics 10%
AO2 Number and algebra 40%
AO3 Shape, space and measures 20%
Two parallel
examination
papers
AO4 Handling data 10%
AO1 Using and applying mathematics 10%
Coursework
AO4 Handling data 10%

The distribution of the weightings given for the written papers will be broadly balanced across all
examination papers.
External assessment
Examination papers 14
Examination papers 14 will be combined question/answer books containing both shorter and longer
questions.
Examination papers 1 and 3 will be timetabled in one session and examination papers 2 and 4 in another.
Examination papers 1 and 3 will be non-calculator papers. In these papers calculators, slide rules,
logarithm tables and all other calculating aids are forbidden.
The non-calculator examination papers may test any topic in the subject content appropriate to the tier of
entry, except those that expressly require the use of a calculator.
The with-calculator examination papers may test any topic in the subject content appropriate to the tier of
entry, except those that expressly prohibit the use of a calculator.
There will be a number of questions demanding the unprompted solution of multi-step problems.
There will be a number of questions requiring the use of manipulative algebra.
Each examination paper will carry a maximum mark of 100.
There will be two parallel examination papers for each tier. Each examination paper will assess the full
range of grades at each tier.
There will be common questions across examination papers to aid standardisation and comparability of
awards between tiers.

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Questions on the Higher tier examination papers will assume knowledge from the Foundation tier.
However, material related to grades below the range of the tier will not be the focus of assessment.
Diagrams will not necessarily be drawn to scale and measurements should not be taken from diagrams
unless instructions to this effect are given.
Each candidate may be required to use mathematical instruments, for example pair of compasses, ruler,
protractor.
Tracing paper may be used.
Formulae sheets will be provided for both Foundation and Higher tiers (see pages 5051).
Calculators
Candidates will be expected to have access to a suitable electronic calculator for all the unit tests and
examination papers 2 and 4.
Electronic calculators to be used by candidates attempting Foundation tier unit tests and examination
paper 13 should have, as a minimum, the following functions:
+, , , , x
2
, x, memory, brackets, x
y
,
y
x
1
, x , x, fx, standard form

Electronic calculators to be used by candidates attempting Higher tier unit tests and examination paper 15
should have, as a minimum, the following functions:
+, , , , x
2
, x, memory, constant function, brackets, x
y
,
y
x
1
, x , x, fx, standard form, sine, cosine,
tangent and their inverses.

Calculators with any of the following facilities are prohibited from any unit test or examination paper:
databanks
retrieval of text or formulae
QWERTY keyboards
built-in symbolic algebra manipulations
symbolic differentiation or integration, language translators
communication with other machines or the internet.

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Coursework
The minimum coursework requirement is a data-handling project assessing AO4 and one task assessing
AO1 in the context of AO2 or AO3.
In order to meet this requirement, candidates will be required to submit two pieces of work:
a project, using the knowledge, skills and understanding contained in AO4 (handling data)
and
at least one task, using the knowledge skills and understanding contained in AO1 (using and applying
mathematics) in the context of AO2 (number and algebra) or AO3 (shape, space and measures).
Candidates may only submit one data-handling project.
Candidates may submit more than one task to provide evidence of their attainment in AO1. In this case the
best performance in each strand of AO1 will be counted in whichever task it occurs.
During the tasks and project evidence will be collected of the candidates ability to:
(i) respond orally to mathematics
(ii) undertake practical work.
Brief notes of each candidates achievements will be made on the Coursework Record Form (see
Appendix 3, page 85 ) or in the relevant place on the candidates work.
Some coursework assessment must be conducted in the classroom under the direct supervision of the
teacher. Although candidates may conduct research in the field, in museums or in public libraries, they
must undertake some of the associated or development work under circumstances in which teachers can
see them at work, discuss their findings, and thus authenticate each candidates work with confidence.
For Option A, coursework is centre-assessed using the criteria contained in Appendices 1 and 2 and is
externally moderated by Edexcel.
For Option B, coursework is assessed by Edexcel using the criteria contained in Appendices 1 and 2.
Further guidance on coursework will be published in a coursework guide and published on our website
(www.edexcel.org.uk).
Tasks
During the course students should be provided with tasks that give them the opportunity to use the
knowledge, skills and understanding in AO2 and AO3 to demonstrate their ability to use and apply
mathematics as specified in AO1. The tasks could be practical and/or investigational and should involve
the use of ICT, as appropriate.
Edexcel will provide tasks that centres can select and integrate into their own schemes of work. Centres
taking Option A may choose to use these tasks, generate their own tasks or use a mixture of centre and
Edexcel-set tasks. Centres taking Option B must submit task(s) from those set by Edexcel.
The general coursework assessment criteria will be used to assess tasks (see Appendix 1).

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Use of assessment criteria for using and applying mathematics tasks
The general coursework criteria for AO1 are subdivided into the following three strands:
Strand 1 Making and monitoring decisions to solve problems
Strand 2 Communicating mathematically
Strand 3 Developing skills of mathematical reasoning.
Mark descriptions comprising a number of statements are provided for each strand. Each description
within a strand is assigned one of the marks between one and eight. A candidate who fails to satisfy the
description for a mark of one in a strand should be awarded a mark of 0 (zero) for that strand.
Whenever assessments are made, the mark descriptions given in the general coursework criteria for AO1
(together with the elaboration of AO1) should be used to judge which mark within each strand best fits the
candidates performance. The statements within a description should not be taken as discrete and literal
hurdles of which all must be fulfilled for a mark to be awarded.
The mark descriptions within a strand are designed to be broadly hierarchical. This means that, in general,
a description at a particular mark subsumes those at the lower marks. Therefore the mark awarded may not
be supported by direct evidence of achievement of lower marks for each strand.
It is assumed that tasks accessing the higher marks will involve a more sophisticated approach and/or a
more complex treatment.
The tasks used for each candidate must provide evidence of performance in Using and Applying
Mathematics (AO1) through contexts provided by the other assessment objectives (AO2 or AO3).
Arrival at mark for the task(s) (Option A only)
Teachers are required to award a mark between one and eight for each of the three strands. In the case
where a candidate has submitted more than one task these marks should represent a candidates best
performance within a strand across all the tasks submitted.
Marks in these three strands should be totalled to give a mark for the task(s) out of 24.
For 2007, the 22 tasks set by Edexcel for the specification 1387/1388 are valid for this specification. Some
of these tasks will be suitable for candidates entered at any tier. Some will be suitable only for candidates
entered at the Foundation tier. Some tasks will be suitable only for candidates entered at the Higher tier.

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Projects
During the course, students should be given the opportunity to develop the knowledge skills and
understanding contained in AO4 (handling data) through project work.
Edexcel will provide generic starting points, assessment guidance and sample data for these projects.
Centres taking Option A may choose to use this material, generate their own projects or use a mixture of
centre and Edexcel material. Centres taking Option B must submit projects based on the starting points
and/or sample data set by Edexcel.
The general marking criteria for data handling will be used to assess projects (see Appendix 3).
Use of assessment criteria for data-handling projects
The assessment criteria for data-handling projects for AO4 are subdivided into the following three areas:
Area 1 Specify the problem and plan
Area 2 Collect, process and represent data
Area 3 Interpret and discuss results.
Mark descriptions comprising a number of statements are provided for each area of the project. Each of
the three areas are marked out of 8. Descriptions are given for mark bands (eg 12, 34) within each area.
A candidate who fails to satisfy the description for a mark of one in an area should be awarded a mark of 0
(zero) for that area.
Whenever assessments are made, the mark descriptions given in the assessment criteria for data-handling
projects (together with elaboration of AO4) should be used to judge which mark within each area best fits
the candidates performance. The statements within a description should not be taken as discrete and
literal hurdles of which all must be fulfilled for a mark to be awarded.
The mark descriptions within an area are designed to be broadly hierarchical. This means that, in general,
a description at a particular mark subsumes those at lower marks. Therefore the mark awarded may not be
supported by direct evidence of achievement of lower marks in each area.
It is assumed that projects accessing the higher marks will involve a more sophisticated approach and/or a
more complex treatment.
Arrival at mark for the project (Option A only)
Teacher assessors are required to award marks in each of the three areas of the AO4 assessment criteria
(see Appendix 2).
Marks in these three areas should be totalled to give a mark for the project out of 24.
Arrival at a total mark for coursework (Option A only)
The marks for the task and project should be added together to give an overall total mark for coursework
out of 48. This mark should be recorded on the candidates Coursework Record Form.

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Unit and resit rules
Students may resit any module test once only and the better result will count towards the final award. The
shelf-life of individual modules is limited only by the shelf-life of the specification. The full qualification
may be retaken more than once.
Results of units will be held in Edexcels unit bank for as many years as this specification remains
available. Once the qualification has been certificated, all unit results are deemed to be used up. These
units cannot be used again towards a further award of the same qualification at the same level.
Transfer of internal assessment score
Students can transfer internal assessment marks as many times as they wish during the shelf life of this
specification. For information, refer to the Edexcel Information Manual.
Internal assessment moderation procedures
To assist centres, detailed information on internal assessment moderation procedures is given in the
Edexcel Information Manual, which is published separately. Centres will receive separate notification of
any amendments to these procedures.
Quality of written communication
This specification does not formally assess the quality of written communication. Many of the elements of
the key skill of communication may be delivered through this specification by the use of appropriate
teaching and learning styles.
Awarding, reporting and equivalence
The grading, awarding and certification of this specification will comply with the requirements of the
GCSE Code of Practice for courses starting in September 2006, which is published by QCA.
Qualifications will be graded and certificated on an eight-grade scale from A* to G.
Overall differentiation is achieved within the specification by allowing levels of entry in two overlapping
tiers. These tiers of entry allow a full and balanced opportunity for candidates at all levels of attainment to
show what they know, understand and can do. Coursework provides differentiation by outcome. The unit
tests and examination papers 14 provide differentiation by task.
Language of assessment
Assessment of this specification will be available in English only. Assessment materials will be published
in English only and all written and spoken work submitted for examination and moderation must be
produced in English.

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Access arrangements and special considerations
Edexcels policy on access arrangements and special considerations for GCE, VCE, GCSE, GNVQ, Entry
Level and Key Skills aims to enhance access to the qualifications for learners with disabilities and other
difficulties (as defined by the Disability Discrimination Act 1995 and the amendments to the act) without
compromising the assessment of skills, knowledge, understanding or competence.
Please visit the Edexcel website (www.edexcel.org.uk/sfc) for details on:
the latest JQC policy Access Arrangements and Special Considerations, Regulations and Guidance
Relating to Candidates who are eligible for Adjustments in Examinations
the forms to submit for requests for access arrangements and special considerations
dates for submission of the forms.
Requests for access arrangements and special considerations must be addressed to:
Special Requirements
Edexcel
One90 High Holborn
London WC1V 7BH

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Grade descriptions

Grade descriptions are provided to give a general indication of the standards of achievement likely to have
been shown by candidates awarded particular grades. The descriptions must be interpreted in relation to
the content in the specification; they are not designed to define that content. The grade awarded will
depend in practice upon the extent to which the candidate has met the assessment objectives overall.
Shortcomings in some aspects of candidates performance in the assessment may be balanced by better
performance in others.
Grade F
In order to carry through tasks and solve mathematical problems, candidates identify and obtain necessary
information; they check their results, considering whether these are sensible. Candidates show
understanding of situations by describing them mathematically using symbols, words and diagrams. They
draw simple conclusions of their own and give an explanation of their reasoning.
Candidates use their understanding of place value to multiply and divide whole numbers and decimals by
10, 100 and 1000. They order, add and subtract negative numbers in context. They use all four operations
with decimals to two places. They reduce a fraction to its simplest form by cancelling common factors and
solve simple problems involving ratio and direct proportion. They calculate fractional or percentage parts
of quantities and measurements, using a calculator where necessary. Candidates understand and use an
appropriate non-calculator method for solving problems involving multiplying and dividing any three-
digit by any two-digit number. In solving problems with or without a calculator, candidates check the
reasonableness of their results by reference to their knowledge of the context or to the size of the numbers,
by applying inverse operations or by estimating using approximations. Candidates explore and describe
number patterns and relationships including multiple, factor and square. They construct, express in
symbolic form, and use simple formulae involving one or two operations.
When constructing models, and when drawing or using shapes, candidates measure and draw angles as
accurately as practicable, and use language associated with angle. They know the angle sum of a triangle
and that of angles at a point. They identify all the symmetries of 2-D shapes. They know the rough metric
equivalents of imperial units still in daily use and convert one metric unit to another. They make sensible
estimates of a range of measures in relation to everyday situations. Candidates calculate areas of
rectangles. Candidates use coordinates in all four quadrants to locate and specify points.
Candidates understand and use the mean of discrete data. They compare two simple distributions, using
the range and one of the mode, median or mean. They interpret graphs and diagrams, including pie charts,
and draw conclusions. They understand and use the probability scale from 0 to 1. Candidates make and
justify estimates of probability by selecting and using a method based on equally likely outcomes or on
experimental evidence as appropriate. They understand that different outcomes may result from repeating
an experiment.
Grade C
Starting from problems or contexts that have been presented to them, candidates refine or extend the
mathematics used to generate fuller solutions. They give a reason for their choice of mathematical
presentation, explaining features they have selected. Candidates justify their generalisations, arguments or
solutions, showing some insight into the mathematical structure of the problem. They appreciate the
difference between mathematical explanation and experimental evidence.

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In making estimates candidates use appropriate techniques and multiply and divide mentally. They solve
numerical problems involving multiplication and division with numbers of any size using a calculator
efficiently and appropriately. They understand the effects of multiplying and dividing by numbers between
0 and 1. They use ratios in appropriate situations. They understand and use proportional changes.
Candidates find and describe in symbols the next term or the nth term of a sequence, where the rule is
linear. Candidates calculate one quantity as a percentage of another. They multiply two expressions of the
form (x + n); they simplify the corresponding quadratic expressions. They solve simple polynomial
equations by trial and improvement and represent inequalities using a number line. They formulate and
solve linear equations with whole number coefficients. They manipulate simple algebraic formulae,
equations and expressions. Candidates draw and use graphs of quadratic functions.
Candidates solve problems using angle and symmetry properties of polygons and properties of intersecting
and parallel lines. They understand and apply Pythagoras theorem when solving problems in two
dimensions. Candidates solve problems involving areas and circumferences of circles. They calculate
lengths, areas and volumes in plane shapes and right prisms. Candidates enlarge shapes by a positive
whole number or fractional scale factor. They appreciate the imprecision of measurement and recognise
that a measurement given to the nearest whole number may be inaccurate by up to one half in either
direction. They understand and use compound measures such as speed. Candidates use mathematical
instruments to carry out accurate constructions of loci.
Candidates construct and interpret frequency diagrams with grouped data. They specify hypotheses and
test them. They determine the modal class and estimate the mean, median and range of a set of grouped
data, selecting the statistic most appropriate to their line of enquiry. They use measures of average and
range with associated frequency polygons, as appropriate, to compare distributions and make inferences.
Candidates understand relative frequency as an estimate of probability and use this to compare outcomes
of experiments.
Grade A
Candidates give reasons for the choices they make when investigating within mathematics itself or when
using mathematics to analyse tasks; these reasons explain why particular lines of enquiry or procedures
are followed and others rejected. Candidates apply the mathematics they know in familiar and unfamiliar
contexts. Candidates use mathematical language and symbols effectively in presenting a convincing and
reasoned argument. Their reports include mathematical justifications, explaining their solutions to
problems involving a number of features or variables.
Candidates manipulate simple surds. They determine the bounds of intervals. Candidates understand and
use direct and inverse proportion. They manipulate algebraic formulae, equations and expressions, finding
common factors and multiplying two linear expressions. In simplifying algebraic expressions, they use
rules of indices for negative and fractional values. They solve problems using intersections and gradients
of graphs.
Candidates sketch the graphs of sine, cosine and tangent functions for any angle and generate and interpret
graphs based on these functions. Candidates use sine, cosine and tangent of angles of any size, and
Pythagoras theorem, when solving problems in two and three dimensions. They use the conditions for
congruent triangles in formal geometric proofs. They calculate lengths of circular arcs and areas of
sectors, and calculate the surface area of cylinders and volumes of cones and spheres. They understand
and use the effect of enlargement on areas and volumes of shapes and solids.
Candidates interpret and construct histograms. They understand how different methods of sampling and
different sample sizes may affect the reliability of conclusions drawn; they select and justify a sample and
method to investigate a population. They recognise when and how to work with probabilities associated
with independent and mutually exclusive events.

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The wider curriculum

Key skills
This specification will provide opportunities, as appropriate, to develop the key skills of communication,
information and communication technology, application of number, improving own learning and
performance, working with others and problem solving.
A*C examination performance in GCSE Mathematics provides exemption from the external test in
application of number at Level 2.
DG examination performance in GCSE Mathematics provides exemption from the external test in
application of number at Level 1.
Spiritual, moral, ethical, social, cultural and environmental
issues, health and safety considerations and the European
dimension
This specification will enable centres to provide courses in mathematics that will allow students to
discriminate between truth and falsehood. As candidates explore mathematical models of the real world
there will be many naturally arising moral and cultural issues, environmental and safety considerations
and aspects of European developments for discussion.
Education for citizenship
The specification for GCSE Mathematics gives candidates the opportunity to develop their skills of
enquiry and communication in relation to citizenship. In particular they will be able to develop their
ability to analyse information from different sources, including ICT-based sources, and explore the use
and abuse of statistics. They will also have the opportunity to develop their knowledge and understanding
of citizenship. In particular through their work in handling data (AO4), candidates may have the
opportunity to explore the use of statistical information in the media and its role in providing information
and affecting opinion. Through their work on number (AO2) candidates may explore the practical
applications of their work in the fields of business and financial services. Other opportunities for
developing ideas of citizenship will present themselves depending on the contexts in which they explore
and develop their mathematical knowledge, skills and understanding.
Information and communication technology
Candidates following this specification will have many opportunities to use ICT. These include use of
spreadsheets to make calculations, create formulas, charts and graphs and using the internet to gather
statistics and data. Dedicated software such as a multimedia CD ROM or dedicated websites can be used
to support mathematics work. There is also software available to enhance the delivery of some of the
requirements of the GCSE specification. Use of calculators, including graphic and programmable
calculators, also falls within the ICT category.
Papers 2 and 4 will provide opportunities to assess candidates ability to use a calculator efficiently.

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Support and training

Textbooks and other resources
A number of publishers will be producing textbooks and electronic resources to support this qualification.
Publishers include Causeway Press, Harcourt, HarperCollins, Hodder Murray, Longman and Oxford
University Press.
Training
A programme of professional development courses covering various aspects of the specification and
assessment will be arranged by Edexcel each year on a regional basis. Full details may be obtained from:
Professional Development and Training
Edexcel
One90 High Holborn
London WC1V 7BH
Telephone: 0870 240 9800
Fax: 020 7190 5700
Website
www.edexcel.org.uk
Please visit the Edexcel website, where further information about training and support for all
qualifications, including this GCSE, can be found.
The website is regularly updated and an increasing amount of support material and information will
become available through it.

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Edexcel publications
Support materials and further copies of this specification can be obtained from:
Edexcel Publications
Adamsway
Mansfield
Notts NG18 4LN
Telephone: 01623 467467
Fax: 01623 450481
Email: publications@linneydirect.com
The following support materials will be available from spring 2007 onwards:
specimen papers
coursework guide
teachers guide.
Regional offices and Customer Services
Further advice and guidance is available through a national network of regional offices. For general
enquiries, and for details of your nearest office, please call the Customer Services on 0870 240 9800. Calls
may be recorded for training purposes.

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UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
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Appendices


Appendix 1: Assessment criteria for using and applying mathematics (tasks) 71
Appendix 2: Assessment criteria for data-handling projects 77
Appendix 3: Option A Teacher Assessed Coursework 85
Appendix 4: Key skills 87


UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
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2
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3
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3
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3
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4

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3
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3
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3
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UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
77
Appendix 2: Assessment criteria for data-handling
projects

Notes:
One major project is expected, not several smaller ones.
The criteria are to be used as best-fit indicative descriptions and the statements within them are not to
be taken as hurdles. This means candidates work should be assessed in relation to the criteria taken as
holistic descriptions of performance. The first consideration is which of the descriptions in each strand
best describes the work in a candidates project. Once that is established, the final step is to decide
between the lower and higher mark available for that description. This decision may well involve
looking again at the criteria above and below the selected best fitting criterion. It is not appropriate to
take each statement in each description and regard it as a separate assessment criterion. Nor is it
necessary to consider whether the majority of the statements within a criterion have been met.
A mark of 0 should be awarded if a candidates work fails to satisfy the requirements for 1 mark.
Descriptions for higher marks subsume those for lower marks.
Where there are references to at least the level detailed in the handling data paragraph of the grade
description for grade X, work which uses no technique beyond the specified grade is indicative of the
lower of the two marks. To obtain the higher of the two marks requires processing and analysis using
techniques that best fit a more demanding standard.
In these criteria, there is an intended approximate link between 7 marks and grade A, 5 marks and
grade C, and 3 marks and grade F.

UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
78
Specify the problem and plan

Mark Mark description
12 Candidates choose a simple well-defined problem. Their aims have some clarity. The
appropriate data to collect are reasonably obvious. An overall plan is discernible and some
attention is given to whether the plan will meet the aims. The structure of the report as a
whole is loosely related to the aims.
34 Candidates choose a problem involving routine use of simple statistical techniques and set
out reasonably clear aims. Consideration is given to the collection of data. Candidates
describe an overall plan largely designed to meet the aims and structure the project report
so that results relating to some of the aims are brought out. Where appropriate, they use a
sample of adequate size.
56 Candidates consider a more complex problem. They choose appropriate data to collect and
state their aims in statistical terms with the selection of an appropriate plan. Their plan is
designed to meet the aims and is well described. Candidates consider the practical
problems of carrying out the survey or experiment. Where appropriate, they give reasons
for choosing a particular sampling method. The project report is well structured so that the
project can be seen as a whole.
78 Candidates work on a problem requiring creative thinking and careful specification. They
state their aims clearly in statistical terms and select and develop an appropriate plan to
meet these aims giving reasons for their choice. They foresee and plan for practical
problems in carrying out the survey or experiment.
Where appropriate, they consider the nature and size of sample to be used and take steps
to avoid bias. Where appropriate, they use techniques such as control groups, or pre-tests
or questionnaires or data sheets, and refine these to enhance the project. The project report
is well structured and the conclusions are related to the initial aims.

UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
79
Collect, process and represent data

Mark Mark description
12 Candidates collect data with limited relevance to the problem and plan. The data is
collected or recorded with little thought given to processing. Candidates use calculations
of the simplest kind. The results are frequently correct. Candidates present information
and results in a clear and organised way. The data presentation is sometimes related to
their overall plan.
34 Candidates collect data with some relevance to the problem and plan. The data is collected
or recorded with some consideration given to efficient processing. Candidates use
straightforward and largely relevant calculations involving techniques of at least the level
detailed in the handling data paragraph of the grade description for grade F. The results are
generally correct. Candidates show understanding of situations by describing them using
statistical concepts, words and diagrams. They synthesise information presented in a
variety of forms. Their writing explains and informs their use of diagrams, which are
usually related to their overall plan. They present their diagrams correctly, with suitable
scales and titles.
56 Candidates collect largely relevant and mainly reliable data. The data is collected in a
form designed to ensure that they can be used. Candidates use a range of more demanding,
largely relevant calculations that include techniques meeting the level detailed in the
handling data paragraph of the grade description for grade C. The results are generally
correct and no obviously relevant calculation is omitted. There is little redundancy in
calculation or presentation. Candidates convey statistical meaning through precise and
consistent use of statistical concepts that is sustained throughout the work. They use
appropriate diagrams for representing data and give a reason for their choice of
presentation, explaining features they have selected.
78 Candidates collect reliable data relevant to the problem under consideration. They deal
with practical problems such as non-response, missing data or ensuring secondary data are
appropriate. Candidates use a range of relevant calculations that include techniques
meeting the level detailed in the handling data paragraph of the grade description for
grade A. These calculations are correct and no obviously relevant calculation is omitted.
Numerical results are rounded appropriately. There is no redundancy in calculation or
presentation. Candidates use language and statistical concepts effectively in presenting a
convincing reasoned argument. They use an appropriate range of diagrams to summarise
the data and show how variables are related.

UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
80
Interpret and discuss results

Mark Mark description
12 Candidates comment on patterns in the data. They summarise the results they have
obtained but make little attempt to relate the results to the initial problem.
34 Candidates comment on patterns in the data and any exceptions. They summarise and give
a reasonably correct interpretation of their graphs and calculations. They attempt to relate
the summarised data to the initial problem, though some conclusions may be incorrect or
irrelevant. They make some attempt to evaluate their strategy.
56 Candidates comment on patterns in the data and suggest reasons for exceptions. They
summarise and correctly interpret their graphs and calculations, relate the summarised data
to the initial problem and draw appropriate inferences. Candidates use summary statistics
to make relevant comparisons and show an informal appreciation that results may not be
statistically significant. Where relevant, they allow for the nature of the sampling method
in making inferences about the population. They evaluate the effectiveness of the overall
strategy and make a simple assessment of limitations.
78 Candidates comment on patterns and give plausible reasons for exceptions. They correctly
summarise and interpret graphs and calculations. They make correct and detailed
inferences from the data concerning the original problem using the vocabulary of
probability. Candidates appreciate the significance of results they obtain. Where relevant,
they allow for the nature and size of the sample and any possible bias in making inferences
about the population. They evaluate the effectiveness of the overall strategy and recognise
limitations of the work done, making suggestions for improvement. They comment
constructively on the practical consequences of the work.




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7


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8

C
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3
.

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h
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4
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5
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.

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s
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n
.


M
a
r
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D
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M
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m
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L
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v
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d
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c
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s

1


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a
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d
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s

c
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d

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2

C
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d
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s

c
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d
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a

w
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m
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.


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.

3


C
a
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d
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c
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u
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v
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p
r
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b
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m
.


T
h
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(
s
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e

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b
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t
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.


T
h
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4

C
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d
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c
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a
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d

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l
a
n
.

T
h
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d
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5


C
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6

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7


C
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c
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c
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.


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T
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)

8

C
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T
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2
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n
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1


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2

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d
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c
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.



3


C
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s
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.


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m
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,

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.

4

C
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m
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o
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s
.

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s
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a
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g
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v
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a

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b
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c
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a
t
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s
.

T
h
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a
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t
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c
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.

T
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t
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r

s
t
r
a
t
e
g
y
.



5


C
a
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d
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s
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m
a
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s
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a
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c
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c
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l
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t
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d
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a
g
r
a
m
s

o
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c
u
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a
t
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n
s
.


T
h
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y

r
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l
a
t
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t
h
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s
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t
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r
p
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s

b
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k

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t
h
e

o
r
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g
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a
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p
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b
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m
.


T
h
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e
v
a
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a
t
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t
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e
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r

s
t
r
a
t
e
g
y
.


6

C
a
n
d
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a
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s

c
o
m
m
e
n
t

o
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p
a
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t
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d
a
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a

a
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d

s
u
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g
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s
t

r
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a
s
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s

f
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e
x
c
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p
t
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o
n
s
.

T
h
e
y

s
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m
a
r
i
s
e

a
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d

c
o
r
r
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c
t
l
y

i
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t
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r
p
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t
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r

g
r
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p
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d

c
a
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c
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s
,

r
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.

C
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a
r
y

s
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a
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s
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f
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.

W
h
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r
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t
,

t
h
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a
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f
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a
t
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f

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m
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t
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m
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k
i
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g

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f
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n
c
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a
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t
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o
n
.

T
h
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f
f
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a
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t

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f

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t
a
t
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n
s
.


S
o
m
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c
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c
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d
.

A
n

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n

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f

s
t
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g
y

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h
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s
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g
t
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s

a
n
d
/
o
r

w
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k
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s
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s

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f

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m
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,

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p
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g

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.

7


C
a
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d
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a
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s
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m
m
a
r
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s
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a
n
d

c
o
r
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c
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n
t
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r
p
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t

t
h
e
i
r

r
e
s
u
l
t
s
.


T
h
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y

s
h
o
w

a
n

a
p
p
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c
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t
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n

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f

t
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i
c
a
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f

t
h
e
s
e

r
e
s
u
l
t
s
.


T
h
e
y

r
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c
o
g
n
i
s
e

p
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s
s
i
b
l
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l
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t
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s

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y

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d

s
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e
s
t

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m
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v
e
m
e
n
t
s
.

8

C
a
n
d
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d
a
t
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s

c
o
m
m
e
n
t

o
n

p
a
t
t
e
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n
s

a
n
d

g
i
v
e

p
l
a
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s
i
b
l
e

r
e
a
s
o
n
s

f
o
r

e
x
c
e
p
t
i
o
n
s
.

T
h
e
y

c
o
r
r
e
c
t
l
y

s
u
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UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
84

UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
85
Appendix 3: Option A Teacher Assessed Coursework

GCSE Mathematics Specifications A and B (2540/2544)
Coursework Record Form

Candidate name: ___________________________________ Candidate number: ___________________

Centre name: ______________________________________ Centre number: ______________________

Task: _____________________________________ Project: ____________________________

Date: _________________ Date: _________________

Task 1 Task 2 (optional) Project
Strand Mark Strand Mark Area Mark
1 1 1
2 2 2
3 3 3

Help given over and above normal classroom practice

Date Nature of help






Candidates oral contribution

Candidates practical work




Tier of Entry __________________

Overall Total Mark (out of 48)

_________
DECLARATION TO BE SIGNED BY THE TEACHER-EXAMINER RESPONSIBLE FOR COMPLETING THE TASK
FORM
I declare that the task and project of the candidate in respect of the marks on this form have been kept under
regular supervision and that, to the best of my knowledge, no assistance has been given apart from any which is
acceptable under the scheme of assessment and has been identified and recorded.
Signed: .. Date:
DECLARATION TO BE SIGNED BY THE CANDIDATE

I declare that the work submitted for assessment has been carried out without assistance other than that which is
acceptable under the scheme of assessment.
Signed: .. Date:

UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
86





UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
87
Appendix 4: Key skills

The GCSE in Mathematics offers a range of opportunities for students to:
develop their key skills
generate assessed evidence for their portfolio.
In particular, the following key skills can be developed and assessed through this specification at Level 2:
application of number
communication
information and communication technology
improving own learning and performance
working with others
problem solving.
Further guidance on the development of Level 1 key skills through the GCSE in Mathematics will be
made available in future publications.
Copies of the key skills specifications can be ordered from Edexcel Publications.
Individual key skills units are divided into three parts:
Part A what you need to know this identifies the underpinning knowledge and skills required of
the student
Part B what you must do this identifies the evidence that students must produce for their
portfolio
Part C guidance this gives examples of possible activities and types of evidence
that may be generated.
This GCSE specification signposts development and internal assessment opportunities which are based on
Part B of the Level 2 key skills units.
The evidence generated through this GCSE will be internally assessed and contribute to students key
skills portfolios. In addition, in order to achieve the key skills Qualification, students will need to take the
additional external tests associated with communication, information and communication technology and
application of number. Centres should check the current position on proxy qualifications as some students
may be exempt from part or all of the assessment of a specific key skill.
The GCSE in Mathematics will provide many opportunities for the development of the key skills
identified. This appendix provides a mapping of those opportunities and also identifies the key skills
evidence requirements. Students will need to have opportunities to develop their skills over time before
they are ready for assessment. In order to satisfy the key skills requirements, students will need to apply
their mathematical skills in context. Teachers need to adopt a method of delivering the specifications
which ensures that students are given the opportunities to use and apply their knowledge in a sustained
way, creating a portfolio of evidence as they progress through the GCSE syllabus. Evidence for their key
skills portfolio could be compiled as they complete their coursework tasks for GCSE.
This appendix contains illustrative activities for each key skill that will aid development and facilitate the
generation of appropriate portfolio evidence. To assist in the recording of key skills evidence Edexcel has
produced recording documentation which can be ordered from Edexcel Publications.

UG017611 Specification Edexcel GCSE in Mathematics A (Linear) (2540) Issue 1 May 2006
Edexcel Limited 2006
88
Mapping of key skills: summary table
Key skills (Level 2) Foundation tier Higher tier
Application of number
N2.1 (grade C
standard or above)

N2.2 (grade C
standard or above)

N2.3
Communication
C2.1a
C2.1b
C2.2
C2.3
Information and communication technology
IT2.1
IT2.2
IT2.3
Working with others
WO2.1
WO2.2
WO2.3
Improving own learning and performance
LP2.1
LP2.2
LP2.3
Problem solving
PS2.1
PS2.2
PS2.3

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N
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1
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D
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1
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/
5

GCSE Maths
The right formula for success
Contact us
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