PGCE Secondary

Interviews

Mathematics

Written Tasks

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 PGCE Secondary Mathematics Interview Day

Name____________________________

Writing Task (25 minutes: length 1-2 pages): Difficult to Explain Mathematics
The following focus on the ‘why’ in mathematics. We are interested in how the
mathematical structure of problems or concepts could be explained or explored. Select two
of the following to write about (this will be followed up with a discussion in your interview).
(A) First, explain your understanding of the situation.
(B) Second, consider how these ideas could be introduced to learners and/or how
learners could explore these ideas through classroom activities
Make sure you move beyond the procedures that might be used and discuss the ‘why’ from
a mathematical perspective.
1. We all know what happens when you multiply two negative numbers together;
(A) why does this occur? (B) how would you explain why this occurs?
2. ‘Always, Sometimes, Never True’ is a well know mathematics activity, where students
are asked to classify statements. The following are some examples that could be used:
a. The sum of two odd numbers is even
b. 5 − 𝑥 ≤ 5 𝑥 ∈ ℝ (the “𝑥 ∈ ℝ”notation would not be used with
younger pupils)
c. 𝑥 2 < 0, 𝑥 ∈ ℝ
d. The square root of the square of a number is itself
e. The square of a square root of a number is itself
(A) What mathematical principles are involved in explain each of ‘always, sometimes,
never’; which is harder and why?
(B) What are the challenges involved in developing learners understanding of ‘Always’ and
‘Never’ statements, and how might these challenges be tackled?
3. Fractions can be thought of in many different ways and there are different
representations.
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For example, 7 could be ‘seen’ as: (i) four divided by seven; (ii) four parts out of
seven; (iii) a bit more than a half…
Representations include an arrow on a number line, a diagram showing of seven
parts…
(A) What representations would you associate with (i)-(iii) and why? In what type of
situations would you ‘switch’ between ways of thinking about fractions
(B) How might you introduce this flexibility to learners?
4. Letters are used in mathematics in many different ways. For example, consider:
𝑎) 2𝑥 + 4 = 3 𝑏) 2𝑥 + 3𝑦 = −6 𝑐) 𝑥 + 𝑥 + 𝑥 ≡ 3𝑥 𝑑) 𝑦 = 𝑚𝑥 + 𝑐
(A) What different roles can letters take in mathematics?
(B) How might you introduce learners to these different roles?
5. We know some strategies for dividing fractions.
(A) What different models of division are there and how can these be applied to
fractions?
(B) How would you introduce the division of fractions that would allow learners to
understand what is happening and why?

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Subject Knowledge (one hour): Non-calculator (you may be asked to explain your
calculations at interview)
1. A second hand car has lost 70% of its original value. It is now worth £2565. How much
was the car worth originally?

2. Write a number in each box to make the inequalities true.

÷ < -1

-1 < ÷ < 0

3. I am thinking of a number.
When I subtract 25 from my number, then square the answer, I get the same result as
when I square my number, then subtract 25 from the answer
What is my number? (You must show an algebraic method.)

4. In a company, the ratio of the number of men to the number of women is 3:2
40% of the men are under the age of 25
10% of the women are under the age of 25
What percentage of all the people in the company are under the age of 25?

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5. On a street there are 100 houses.
60 are terraced houses, 30 are semi-detached and the rest are detached
This table shows the mean number of bedrooms in each type of house.
Type of House Mean number of bedrooms
Terraced 2.5
Semi-detached 3.3
Detached 4.1
What is the mean number of bedrooms per house on this street?

6. Write an expression for 𝑥 in terms of 𝑎 and 𝑏

7. d is inversely proportional to c, and when c = 280, d = 25

8. Using two methods, one drawing on GCSE syllabi content and one from A-level, find the
coordinates of the turning point of the graph 𝑦 = 2𝑥 2 + 16𝑥 + 35
State the nature of the turning point, giving reasons for your answer.

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9. Prove algebraically that the recurring decimal 0.25̇ has the value 90

10. Three consecutive terms in an arithmetic* sequence are 3𝑒 −𝑝 , 5, 3𝑒 𝑝

11.

Figure 1
Figure 1 shows rectangle ABCD. The point A lies on the 𝑦-axis and the points B and D on the
𝑥-axis.
Given that the straight line through points A and B has equation 5𝑦 + 2𝑥 = 10
(a) Show that the straight line through A and D has equation 2𝑦 − 5𝑥 = 4
(b) Find the area of the rectangle ABCD

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12. Given that A is constant and
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∫ (3√𝑥 + 𝐴)𝑑𝑥 = 2𝐴2
1
show that there are exactly two possible values for A

C
13. In triangle 𝐴𝐵𝐶
𝑀 is the midpoint of 𝐴𝐶 Not drawn
N accurately
𝑁 is the point on 𝐵𝐶 where M
𝐵𝑁: 𝑁𝐶 = 2: 3

⃗⃗⃗⃗⃗ = 2𝒂
𝐴𝐶 ⃗⃗⃗⃗⃗ = 3𝒃
𝐴𝐵 A B

(a) Work out ⃗⃗⃗⃗⃗⃗⃗

14. Given 𝑓(𝑥) = 𝑒 𝑥 , 𝑥∈ℝ

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