Secondary Mathematics Scheme of Work: Stage 11

Lesson
Unit Key ‘Build a Mathematician’ (BAM) Indicators Essential knowledge
s

√
a √a
Investigating properties of shapes 16  Simplify surds, including rationalising the denominator of a surd expression
Calculating 6
 Manipulate quadratic expressions by completing the square  Know that √ a ± b ≠ √ a ± √ b, b = and √ a ×b ¿
 Deduce roots and turning points of quadratic functions √b
Solving equations and inequalities I 12  Understand the concept of an instantaneous rate of change √ a × √b
Mathematical movement I 3  Sketch translations and reflections of given functions
 Know the formula for solving quadratic equations
Algebraic proficiency: tinkering 5  Solve quadratic inequalities in one variable
 Know function notation
 Use the sine and cosine rules to solve problems
Proportional reasoning 5  Know graphs of exponential and trigonometric functions
Pattern sniffing 4  Know the sine rule, a/sinA = b/sinB = c/sinC
Solving equations and inequalities II 6  Know the cosine rule, a² = b² + c² - 2bc cosA
 Know area of triangle = ½ab sinC
Algebraic proficiency: visualising I 7
 Know that histograms should be plotted using frequency density
Analysing statistics 5 when groups are of unequal widths
Algebraic proficiency: visualising II 3
Mathematical movement II 4
Total: 76

Maths Calendar Based on 8 maths lessons per fortnight

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13

Investigating properties of shapes Calculating Solving equations and inequalities I Movement I Tinkering Prop'l reasoning Patterns
11M7 BAM 11M1 BAM 11M2 BAM, 11M3 BAM
Week 14 Week 15 Week 16 Week 17 Week 18 Week 19 Week 20 Week 21 Week 22 Week 23 Week 24 Week 25 Week 26

Assessment Solving equations II Visualising I Analysing statistics Visualising II Movement II The Final Countdown
11M6 BAM 11M5 BAM 11M4 BAM
Week 27 Week 28 Week 29 Week 30 Week 31 Week 32 Week 33 Week 34 Week 35 Week 36 Week 37 Week 38 Week 39

Stage 11: Page 1

Investigating properties of shapes 16 lessons
Key concepts (GCSE subject content statements) The Big Picture: Properties of Shape progression map
 know the formulae for Pythagoras’ theorem, a² + b² = c², and apply it to find lengths in three dimensional figures
 know the trigonometric ratios, sinθ = opposite/hypotenuse, cosθ = adjacent/hypotenuse, tanθ = opposite/adjacent and apply them to find angles and lengths in three dimensional figures
 know and apply the sine rule, a/sinA = b/sinB = c/sinC, and the cosine rule, a² = b² + c² - 2bc cosA, to find unknown lengths and angles
 know and apply area = ½ab sinC to calculate the area, sides or angles of any triangle
Return to overview
Possible themes Possible key learning points
 Explore three-dimensional shapes  Use Pythagoras’ theorem to find the length of a given diagonal in a cuboid
 Apply Pythagoras’ theorem in three dimensions  Use Pythagoras’ theorem to find any length in a cuboid
 Apply trigonometry in three dimensions  Use Pythagoras’ theorem to find missing lengths in other three dimensional figures
 Know and use the sine rule  Use Pythagoras’ theorem to solve problems involving three dimensional figures
 Know and use the cosine rule  Use trigonometry to find the angle between a line and a plane
 Solve simple problems involving missing lengths and angles in three dimensional figures
Bring on the Maths: GCSE Higher Shape  Solve more complex problems involving missing lengths and angles in three dimensional figures
Investigating triangles: #6  Know and use the sine rule in simple cases
Investigating angles: #10, #13  Use the sine rule to find a missing side in a non-right angled triangle
 Use the sine rule to find a missing angle(s) in a non-right angled triangle
 Know and use the cosine rule in simple cases
 Use the cosine rule to find a missing side in a non-right angled triangle
 Use the cosine rule to find a missing angle in a non-right angled triangle
 Solve complex problems involving bearings
 Know and use area = ½ab sinC to calculate the area of any triangle
 Know and use area = ½ab sinC to calculate sides or angles of any triangle
Prerequisites Mathematical language Pedagogical notes
 Apply Pythagoras’ theorem in two dimensions Diagonal (Face Diagonal, Space Diagonal) Ensure that all students are aware of the importance of their scientific
 Know the trigonometric ratios, sinθ = opp/hyp, cosθ = adj/hyp, tanθ = Plane calculator being in degrees mode.
opp/adj Opposite, Adjacent, Hypotenuse Ensure that students do not round until the end of a multi-step calculation
 Choose an appropriate trigonometric ratio that can be used in a given Trigonometry This unit of trigonometry should focus on right-angled triangles in three
two-dimensional situation Sine, Cosine, Tangent dimensions and non-right-angled triangles.
 Set up and solve a trigonometric equation to find a missing side or angle Angle of elevation, angle of depression NRICH: History of Trigonometry
in a right-angled triangle NCETM: Glossary
Notation
sinθ stands for the ‘sine of θ’ Common approaches
sin-1 is the inverse sine function, and not 1 ÷ sin All students explore how to derive the sine rule
Reasoning opportunities and probing questions Suggested activities Possible misconceptions
 Show me a diagonal/right angle in this cuboid. And another, and another KM: Investigate Euler bricks  Some students may label opposite and adjacent in a non-right-angled
… Hwb: Q8 Triangle Side Length triangle
 Convince me that you have chosen the correct trigonometric fact Hwb: T3 Greenhouse  Some students may not balance an equation such as 5 = 4/sinθ correctly,
 What’s the same and what is different: a² = b² + c² - 2bc cosA and a² = b² + Hwb: T20 Wardrobe believing that the next step is sinθ = 5/4
c². Can you find a connection? NRICH: Raising the Roof  Some students may think that cos-1θ = 1 ÷ cosθ
 What’s the same and what is different: area = ½ab sinC and area = ½bh. NRICH: Coke Machine
Can you find a connection? NRICH: Cosines Rule

Learning review
KM: 11M7 BAM Task
GLOWMaths/JustMaths: Sample Questions Higher Tiers

Stage 11: Page 2

Calculating 6 lessons
Key concepts (GCSE subject content statements) The Big Picture: Calculation progression map
 simplify surd expressions involving squares (e.g. √12 = √(4 × 3) = √4 × √3 = 2√3) and rationalise denominators

Return to overview
Possible themes Possible key learning points
 Manipulate expressions by simplifying surds  Know and use √ a ×b ¿ √ a × √b
 Simplify surds
Bring on the Maths: GCSE Higher Number
 Solve problems involving the simplification of surds
Investigating numbers: #4, #5
 Multiply two binomials involving surds
 Rationalise the denominator of a simple surd expression
 Rationalise the denominator of a more complex surd expression
Prerequisites Mathematical language Pedagogical notes
 Calculate exactly with surds Power, Root Surd is derived from the Latin ‘surdus’ (‘deaf’ or ‘mute’). A surd is therefore a
 Use the functionality of a scientific calculator when calculating with roots Index, Indices number that cannot be expressed (‘spoken’) as a rational number. Students
and powers Surd should already have established the following facts:
a √a
√
Simplify
Rationalise
√ a ± b ≠ √ a ± √ b, b = and √ a ×b ¿ √ a × √b
Notation
√b
NCETM: Departmental workshops: Surds
√ a represents the ‘positive square root of’, and the bar should be used to NCETM: Glossary
enclose contents correctly
Common approaches
All students carry out the Standard Unit activity referenced below
Reasoning opportunities and probing questions Suggested activities Possible misconceptions

 Always/Sometimes/Never: tan 45 =

1 Hwb: Q3 Manipulating surds
Standards Unit: N11 Manipulating surds
 Some students may think that √ a ± b= √ a ± √ b
√2 NRICH: Surds 
2
Some students may think that ( √ a+ √ b ) =a+ b
2
 What’s the same and what is different: ( √ 3+ √ 5 ) and
Learning review
 Some students may write 4 × 3 when they should write √ 4 × 3 (or √(4
× 3))
( √ 3+ √ 5 ) ( √ 3−√ 5 ) ? KM: 11M1 BAM Task
GLOWMaths/JustMaths: Sample Questions Higher Tiers
 Show me an expression, of the form a √ b, that is equivalent to 24 √3.
And another, and another …

Stage 11: Page 3

Solving equations and inequalities I 12 lessons
Key concepts (GCSE subject content statements) The Big Picture: Algebra progression map
 solve quadratic equations by completing the square and by using the quadratic formula
 deduce turning points of quadratic functions by completing the square
 deduce roots of quadratic functions algebraically
 work with general iterative processes
Return to overview
Possible themes Possible key learning points
 Solve quadratic equations  Complete the square for a quadratic expression (a = 1)
 Solve practical problems involving quadratic equations  Complete the square for a quadratic expression (a > 1)
 Understand and use iterative processes  Solve a quadratic equation (a = 1) by completing the square
 Solve a quadratic equation (a > 1) by completing the square
Bring on the Maths: GCSE Higher Algebra  Deduce the turning point of a quadratic function by completing the square
Solving quadratic equations: #6, #8, #9, #10, #11, #12  Deduce the roots of a quadratic function using the completed square form
 Know and apply the formula for solving a simple quadratic equation of the form ax² + bx + c = 0
 Know and apply the formula for solving more complex quadratic equation of the form ax² + bx + c = 0
 Solve equations involving fractions that can be rearranged into the form ax² + bx + c = 0
 Solve problems in probability that generate a quadratic equation
 Solve problems involving quadratic equations
 Derive an iterative formula that can be used to find approximate solutions to a complex equation
Prerequisites Mathematical language Pedagogical notes
 Solve a quadratic equation by rearranging and factorising (Quadratic) equation Problems involving quadratic equations include, for example, shapes with
 Identify when a quadratic equation cannot be solved by factorising Factorise dimensions expressed algebraically and area given.
 Calculate fluently with negative numbers Rearrange Students have previously explored a range of iterative processes. They should
 Rearrange algebraic expressions and equations Complete the square now choose an appropriate method given the situation they are faced with.
 Understand and use interval bisection Unknown
 Rearrange an equation to form an iterative formula Manipulate Common approaches
Maximum, minimum All pupils investigate geometric representations of completing the square
Parabola All pupils derive the formula for solving a quadratic equation by completing
Recurrence relation the square
Interval bisection

Notation
The form (x + p)2 – q usually implies that completing the square is required
Recurrence relations are equations such as xn+1 = 2xn - 3
Reasoning opportunities and probing questions Suggested activities Possible misconceptions
 Always / sometimes / never: a quadratic equation has two solutions NRICH: Proof sorter – quadratic equation  Some students may attempt to always substitute positive values for a, b
(justify using values of a, b and c) NRICH: Geometric parabola and c when using ax² + bx + c = 0
 Show me an example of a quadratic equation with one solution. And  Some students may forget that squaring a negative number results in a
another, and another, … Learning review positive solution
 Explore geometric representations of completing the square. Make KM: 11M2 BAM Task, 11M3 BAM Task  Some students may think that (x + p)2 – q implies that p must be positive
connections between the geometry and the algebra to make sense of the GLOWMaths/JustMaths: Sample Questions Higher Tiers
name of the process

Stage 11: Page 4

Mathematical movement I 3 lessons
Key concepts (GCSE subject content statements) The Big Picture: Position and direction progression map
 identify, describe and construct similar shapes, including on coordinate axes, by considering enlargement (including negative scale factors)

Return to overview
Possible themes Possible key learning points
 Explore enlargement of 2D shapes  Use the centre and scale factor to carry out an enlargement of a 2D shape with a negative scale factor
 Find the scale factor of an enlargement with negative scale factor
Bring on the Maths: GCSE Higher Shape  Find the centre of an enlargement with negative scale factor
Manipulating shapes I: #5
Prerequisites Mathematical language Pedagogical notes
 Use the centre and scale factor to carry out an enlargement of a 2D shape Scale Factor Pupils have identified, described and constructed similar shapes using
with a positive scale factor Similar enlargement in Stage 8 and experienced enlarging shapes using positive
Transformation integer scale factors in Stage 9. Stage 10 included enlargement using a
Enlargement fractional scale factor.

NCETM: Glossary

Common approaches
All pupils should experience using dynamic software (e.g. Autograph) to
explore enlargements using negative scale factors
Reasoning opportunities and probing questions Suggested activities Possible misconceptions
 Always/ Sometimes/ Never: The resulting image of an enlargement is KM: Enlargement 3  Some pupils may think that the resulting image of an enlargement has to
larger than the original object NRICH: Transformation game be larger than the original object.
 Some pupils may link scale factors and similarity using an additive, rather
Learning review than multiplicative, relationship.
GLOWMaths/JustMaths: Sample Questions Higher Tiers

Stage 11: Page 5

Algebraic proficiency: tinkering 5 lessons
Key concepts (GCSE subject content statements) The Big Picture: Algebra progression map
 interpret the succession of two functions as a ‘composite function’
 interpret the reverse process as the ‘inverse function’
Return to overview
Possible themes Possible key learning points
 Solve problems involving functions  Understand the meaning of a function
 Know and use the notation for composite functions
 Solve problems involving composite functions
 Find the inverse of a given function
 Solve problems involving inverse functions
Prerequisites Mathematical language Pedagogical notes
 Given a function, establish outputs from given inputs Mapping In Stage 7, pupils have learnt about interpreting simple expressions as
 Given a function, establish inputs from given outputs Function functions with inputs and outputs including the use of mapping diagrams.
 Use a mapping diagram (function machine) to represent a function Inverse function They will not have met formal function notation such as f(x), f-1 (x) and fg(x)
 Use an expression to represent a function Composite function until this unit.
Some pupils may think that fg(x) means ‘do f(x) first then g(x)’ rather than the
Notation function f(x) operating on the output of the function g(x).
f(x) for a function of x The graph of the inverse function is the reflection of the graph of the function
f-1(x) for the inverse of a function, f(x) reflected in the line y = x.
fg(x) for a function (f) of a function (g) of x Note that OCR do not require students to have knowledge of function
notation.
NCETM: Glossary
NCETM: Secondary Magazine October 2016 ‘It Stands to Reason’

Common approaches
f(g(x) is interpreted as the function f(x) operating on the output of the
function g(x)
Reasoning opportunities and probing questions Suggested activities Possible misconceptions
 Show me function and the corresponding inverse function. And another, KM: Functions introduction 1
and another, …  Some pupils may think f-1(x)=
x−3 Learning review f (x )
 Convince Kenny g(x) = is the inverse function of f(x) = 2x + 3 GLOWMaths/JustMaths: Sample Questions Higher Tiers  Some pupils may think that fg(x) means ‘do f(x) first then g(x)’
2  Some pupils may think that ff(x) means (f(x))2
 Always/Sometimes/Never: fg(x) = gf(x)
 Find a function whose inverse is the same function

Stage 11: Page 6

Proportional reasoning 5 lessons
Key concepts (GCSE subject content statements) The Big Picture: Ratio and Proportion progression map
 construct equations that describe direct and inverse proportion

Return to overview
Possible themes Possible key learning points
 Explore differences between direct and inverse proportion  Construct and use simple equations describing direct proportion
 Solve problems involving proportion  Construct and use more complex equations describing direct proportion
 Construct and use simple equations describing inverse proportion
Bring on the Maths: GCSE Higher Number  Construct and use more complex equations describing inverse proportion
Ratio and Proportion: #4, #5  Solve problems involving direct and inverse proportion
Prerequisites Mathematical language Pedagogical notes
 Recognise a graph that illustrates direct or inverse proportion Direct proportion In Stage 9, pupils have learnt about solving problems involving direct and
 Interpret equations that describe direct or inverse proportion Inverse proportion inverse proportion, including graphical and algebraic representations. In
 Understand that X is inversely proportional to Y is equivalent to X is Multiplier Stage 10, they learnt about interpreting equations that describe direct and
proportional to 1/Y inverse proportion.
 Solve problems which include finding the multiplier in a situation involving Notation
direct or inverse proportion ∝ - ‘proportional to’ NCETM: Glossary
NCETM: Department Workshop – Proportional Reasoning

Common approaches
 is read as “proportional to”
k is used as the ‘constant of proportionality’ – i.e. if y  x then y = kx
Reasoning opportunities and probing questions Suggested activities Possible misconceptions
 Show me two pairs of quantities that are directly proportional. And NRICH: Triathlon and Fitness x
another pair. And another pair… OCR Maths: Lesson Element – Inverse Proportion  Some pupils may think that y is inversely proportional to x means y =
 Show me two pairs of quantities that are inversely proportional. And AQA Maths: Ratio, Proportion and Change k
another, and another, …  Some pupils may interpret inverse proportion relationships as direct
 Convince Kenny that ‘X is inversely proportional to Y’ is equivalent to ‘X is Learning review proportion
proportional to 1/Y’ GLOWMaths/JustMaths: Sample Questions Higher Tiers  Some pupils may think that the proportionality constant has to be greater
than 1.

Stage 11: Page 7

Pattern sniffing 4 lessons
Key concepts (GCSE subject content statements) The Big Picture: Algebra progression map
 recognise and use simple geometric progressions (r^n where n is an integer, and r is a rational number > 0 or a surd) and other sequences
Return to overview
Possible themes Possible key learning points
 investigate geometric progressions  Recognise and use geometric progressions, ar^n, when r is a fraction > 0
 Recognise and use geometric progressions, ar^n, when r is a surd
 Solve problems involving geometric sequences
 Recognise and use non-standard sequences
Prerequisites Mathematical language Pedagogical notes
 Understand the difference between an arithmetic progression, a Term In Stage 10, pupils have learnt about recognising and using simple geometric
quadratic sequence and a geometric progression nth term progressions where n is an integer, and r is a rational number > 0. In this unit,
 Recognise a simple geometric progression First (second) difference the common ratio (r) could be a surd. Pupils are also introduced to non-
 Find the next three terms in a geometric progression Geometric Progression 1 1 1 1
 Find a given term in a simple geometric progression Surd standard sequences such as , , , ,…
 Describe a geometric progression 1× 2 2 ×3 3 × 4 4 ×5
Notation
T(n) is often used to indicate the ‘nth term’ NCETM: Glossary
rn
Common approaches
All pupils are introduced to geometric sequences with r as a rational number
using the ‘Kangaroo Problem‘
Reasoning opportunities and probing questions Suggested activities Possible misconceptions
 Show me a geometric progression. And another, and another, … KM: Kangaroo Problem  Some pupils may have difficulty with sequences when r is a surd
 Convince Kenny that 1, 0.5, 0.25, 0.125 is a geometric sequence. NRICH: Summing Geometric Progressions  Some pupils think the ratio (r) of terms in a geometric sequence has to be
 √ √
Convince Jenny that 3, 3 2, 6, 6 2, 12, … is a geometric sequence. AQA Maths: Sequences
Resourceaholic: Sequences 
greater than 1
Some pupils may have difficulty spotting the position-to-term relationship
 Always/Sometimes/Never: The ratio (r) of terms in a geometric sequence
for ‘non-standard’ sequences such as:
is greater than 1
Learning review 1 1 1 1
GLOWMaths/JustMaths: Sample Questions Higher Tiers , , , ,…
1× 2 2 ×3 3 × 4 4 ×5

Stage 11: Page 8

Solving equations and inequalities II 6 lessons
Key concepts (GCSE subject content statements) The Big Picture: Algebra progression map
 solve quadratic inequalities in one variable
 solve two simultaneous equations in two variables where one is quadratic algebraically
Return to overview
Possible themes Possible key learning points
 Solve inequalities  Solve a quadratic inequality (a = 1)
 Solve simultaneous equations  Solve a quadratic inequality (a > 1)
 Solve simultaneous equations in two variables where one is a simple quadratic equation using substitution
Bring on the Maths: GCSE Higher Algebra  Solve simultaneous equations in two variables where one is a more complex quadratic equation using substitution
Solving Simultaneous Equations: #4  Make connections between simultaneous equations and graphs
 Solve problems involving linear and quadratic simultaneous equations
Prerequisites Mathematical language Pedagogical notes
 Use set notation to list a set of integers Unknown In Stage 9, pupils have learnt about solving linear inequalities in one variable
 Use a formal method to solve a linear inequality (Quadratic) inequality and representing the solution on a number line. In Stage 10, they learnt
 Show a range of values that solve an inequality on a number line Variable about solving inequalities in two variables and representing the solution set
 Sketch a graph of a quadratic functions Manipulate using set notation and on a graph.
 Find the roots of a quadratic function Solve
 Solve two linear simultaneous equations in two variables by substitution Solution set NCETM: Glossary
 Solve two linear simultaneous equations in two variables by elimination Simultaneous equations
(multiplication of both equations required) Substitution Common approaches
Elimination All pupils should sketch the quadratic function to identify the solution set for a
quadratic inequality
Notation All pupils should experience plotting graphs of these situations using graph-
The inequality symbols: < (less than), > (greater than), ≤ (less than or equal plotting software
to), ≥ (more than or equal to)
Reasoning opportunities and probing questions Suggested activities Possible misconceptions
 Show me a quadratic inequality. And another, and another, … AQA Maths: Inequalities  Some pupils may think the solution to x2 > 16 is x > 4.
 Kenny thinks the solution to x2 > 9 is x > 3. Jenny thinks the solution to x2 > Resourceaholic: Inequalities  Some pupils may express the solution to a quadratic inequality using
9 is x < -3. Who do you agree with? Explain your answer. incorrect notation, e.g. -2 > x < 2, -2 > x > 2
 Always/Sometimes/Never: A pair of simultaneous equations in two Learning review  Some pupils may think a pair of simultaneous equations in two variables
variables where one is quadratic algebraically will have two solutions KM: 11M6 BAM Task where one is quadratic will only one solution
GLOWMaths/JustMaths: Sample Questions Higher Tiers

Stage 11: Page 9

Algebraic proficiency: visualising I 7 lessons
Key concepts (GCSE subject content statements) The Big Picture: Algebra progression map
 recognise, sketch and interpret graphs of exponential functions y = k^x for positive values of k, and the trigonometric functions (with arguments in degrees) y = sin x, y = cos x and y = tan x for angles of any size
 sketch translations and reflections of a given function
Return to overview
Possible themes Possible key learning points
 Explore graphs of exponential functions  Plot and use the key features of the graph of an exponential function, y = k^x, for positive values of k
 Explore graphs of trigonometric functions  Plot and use the key features of the graph of the trigonometric function y = sin x
 Investigate the connections between graphs of functions and their translations  Plot and use the key features of the graph of the trigonometric function y = cos x
 Plot and use the key features of the graph of the trigonometric function y = tan x
Bring on the Maths: GCSE Higher Algebra  Know the effects of transforming the graph y = f(x): f(x) + a, f(x + a), y = f(-x) and y = -f(x)
Investigating Graphs I: #9  Solve simple problems involving the transformation of graphs
Investigating Graphs II: #6  Solve more complex problems involving the transformation of graphs
Prerequisites Mathematical language Pedagogical notes
 Recognise, plot and interpret exponential graphs Exponential The use of dynamic geometry is essential for this unit, such as these
 Plot graphs of linear, quadratic, cubic and reciprocal functions Function, equation Geogebra files to generate the sine, cosine and tangent graphs from the unit
 Find sines, cosines and tangents of given angles Linear, non-linear circle and these Autograph Activities to explore transformations of graphs.
Quadratic, cubic, reciprocal, exponential Note the graph of y = x2 is useful to explore the impact of most of the
Parabola transformations but not f(-x). Some pupils find the transformation y = f(x + a)

( a0)
Asymptote
Maximum, minimum, period difficult to understand as they think it should be a translation
Gradient, y-intercept, x-intercept, root
Sketch, plot Some students may ask what happens with, for example, y = (-2)x. This
Arguments interesting question can be explored here and here.
NCETM: Glossary
Notation
y = mx + c Common approaches
f(x), f(ax), af(x), f(x) + a, f(x + a) All teachers explain the term ‘exponent’ to help students understand why
‘exponential’ functions are called ‘exponential’
All pupils should experience using dynamic software (e.g. Autograph) to
explore graphs of exponential functions y = k^x for positive values of k
All pupils should experience using dynamic software (e.g. Autograph) to
explore graphs of trigonometric functions (with arguments in degrees) y = sin
x, y = cos x and y = tan x for angles of any size
Reasoning opportunities and probing questions Suggested activities Possible misconceptions
 Draw the graph of y = 1x. Convince me it is an exponential function NRICH: What’s that graph?  Some pupils may think that the graphs of exponential functions y = kx for
 What’s the same, what’s the different: the graphs of y = sin x, y = cos x AQA Maths: Transforming Graphs positive values of k meet or intersect the x-axis.
and y = tan x? AQA Maths: Further Sketching Graphs  Some pupils may think the graph of f(x – 2) is a translation of the graph

(−20)
 Show me the graph of an exponential function. And another, and another, NRICH: Parabolic Patterns
… NRICH: Tangled Trig Graphs f(x) by
 Convince Kenny that the graph of f(x – 2) is a translation of the graph f(x) Don Steward: Graph Transforms

(20)
 Some pupils may think the graph of f(x) + a is a translation of the graph

( a0)
by Learning review
KM: 11M5 BAM Task f(x) by
 Always/Sometimes/Never: The graph of an exponential function, y = kx for GLOWMaths/JustMaths: Sample Questions Higher Tiers
positive values of k, does not intersect with the x-axis  Some pupils may think the graph of -f(x) a reflection of the graph f(x) in
the y-axis.

Stage 11: Page 10

Analysing statistics 5 lessons
Key concepts (GCSE subject content statements) The Big Picture: Statistics progression map
 construct and interpret diagrams for grouped discrete data and continuous data, i.e. histograms with equal and unequal class intervals and know their appropriate use

Return to overview
Possible themes Possible key learning points
 Construct and interpret histograms  Understand the definition of a histogram
 Analyse distributions of data sets  Construct histograms for grouped data with unequal class intervals
 Solve problems involving histograms  Use a histogram to find missing values in a frequency table
 Use a partially completed histogram and frequency table to complete both
Bring on the Maths: GCSE Higher Data  Solve problems involving histograms
Representing Data: #7
Interpreting and Discussing: #9
Prerequisites Mathematical language Pedagogical notes
 Know the meaning of continuous data Continuous data, Grouped data The word histogram is often misused and an internet search of the word will
 Understand and use grouped frequency tables Table, Frequency table usually reveal a majority of non-histograms. The correct definition is ‘a
 Interpret histograms for grouped data with equal class intervals Frequency diagram made of rectangles whose areas are proportional to the frequency of
Frequency density the group’. If the class widths are equal, then the vertical axis shows the
Histogram frequency. It is only later that pupils need to be introduced to unequal class
Scale, Graph widths and frequency density.
Axis, axes NCETM: Glossary

Notation Common approaches

Correct use of inequality symbols when labeling groups in a frequency table
Reasoning opportunities and probing questions Suggested activities Possible misconceptions
 Convince Kenny how to construct a histogram with unequal intervals KM: What the heck is a histogram?  Some pupils may think that histogram is a ‘posh term’ for a bar chart
 What’s the same and what is different: histogram, bar chart? KM: Stick on the Maths HD3: Working with grouped data  Some pupils may calculate the frequency density incorrectly such as
 Always/Sometimes/Never: The value of the frequency density is less than AQA Maths: Collecting and representing data dividing the bar width by the frequency.
1  Some pupils may label the bar of a histogram rather than the boundaries
 Kenny thinks that histogram is just a ‘fancy’ name for a bar chart. Do you Learning review of the bars
agree with Kenny? Explain your answer. GLOWMaths/JustMaths: Sample Questions Higher Tiers  Some pupils may leave gaps between the bars in a histogram
 Some pupils may misuse the inequality symbols when working with a
grouped frequency table

Stage 11: Page 11

Algebraic proficiency: visualising II 3 lessons
Key concepts (GCSE subject content statements) The Big Picture: Algebra progression map
 apply the concepts of average and instantaneous rate of change (gradients of chords and tangents) in numerical, algebraic and graphical contexts)
Return to overview
Possible themes Possible key learning points
 Manipulate quadratic functions  Apply the concept of average rate of change in numerical, algebraic and graphical contexts
 Solve problems involving graphs of quadratic functions  Apply the concept of instantaneous rate of change in numerical, algebraic and graphical contexts
 Explore rates of change  Solve practical problems involving rates of change

Bring on the Maths: GCSE Higher Algebra

Solving Quadratic Equations: #2, #12
Prerequisites Mathematical language Pedagogical notes
 Complete the square for a given quadratic expression Function The use of dynamic geometry is essential for this unit to help pupils make
 Know the meaning of roots, intercepts and turning points Complete the square connections between the resulting algebraic expression from completing the
 Identify and interpret roots, intercepts, turning points of quadratic Deduce square and the graph of the quadratic function.
functions graphically Root This unit provides a good opportunity to reinforce the teaching of
 Interpret the gradient at a point on a curve as the instantaneous rate of Turning point, minimum, maximum transformations of graphs y = f(x): f(x) + a and f(x + a) as explored in the
change Rate of change ‘Stage 11 Visualising I’ unit.
 Know the effects of transforming the graph y = f(x): f(x) + a and f(x + a) Chord
Tangent NCETM: Glossary
Average rate of change
Instantaneous rate of change Common approaches
All pupils experience dynamic graphing software; e.g. Autograph, throughout
Notation this unit
The form (x + p)2 – q usually implies that completing the square is required
Reasoning opportunities and probing questions Suggested activities Possible misconceptions
 Convince Kenny that the co-ordinates of the turning point of y = (x – a)2 – AQA Maths: Further equations and graphs  Some pupils may think that the y value of the co-ordinates of a turning
b are (a , -b) AQA Maths: Sketching Graphs point of a quadratic function is always negative.
 Always/Sometimes/Never: The y value of the co-ordinates of a turning AQA Maths: Gradients and rate of change  Some pupils may think the co-ordinates of the turning point of y = (x – a)2
point of a quadratic function is negative Resourceaholic: Quadratics – b are (-a , -b)
 Jenny says ‘if you can’t factorise a quadratic then you can’t find the roots Resourceaholic: Tangents and Areas  Some pupils may think the roots of the quadratic y = (x + a)(x + b) are a
of the quadratic algebraically’. Do you agree with Jenny? Explain your and b
answer. Learning review  Some students may think that (x + p)2 – q implies that p must be negative
KM: 11M4 BAM Task
GLOWMaths/JustMaths: Sample Questions Higher Tiers

Stage 11: Page 12

Mathematical movement II 4 lessons
Key concepts (GCSE subject content statements) The Big Picture: Position and direction progression map
 use vectors to construct geometric arguments and proofs
Return to overview
Possible themes Possible key learning points
 Use vectors to create geometric arguments and proofs  Understand how to create and present a proof involving vectors
 Make deductions about situations involving vectors that are multiples of other vectors
Bring on the Maths: GCSE Higher Shape  Make deductions about situations involving vectors expressed using ratios
Organising Space: #7  Make deductions about situations involving vectors and parallel lines
Prerequisites Mathematical language Pedagogical notes
 Understand the concept of a vector Vector In Stage 10, pupils explored how addition, subtraction and multiplication is
 Use diagrammatic representation of vectors Scalar applied with vectors. This unit involves the use of vectors in geometric
 Know and use different notations for vectors Constant arguments and proofs.
 Add and subtract vectors Magnitude Vector is a latin word for ‘carrier, transporter’ derived from veho (‘I carry, I
 Multiply a vector by a scalar Collinear transport, I bear’). Vectors have magnitude and direction.
Scalar is from the latin ‘scala’ meaning ‘a flight of steps, stairs, staircase’.
Notation Scalars have magnitude but no direction.
a or a (print) and a (written) notation for vectors
⃗
AB notation for vectors NCETM: Glossary

Column vector notation

( qp), p = movement right and q = movement up
Common approaches
All pupils either use underline notation, such as a, or ⃗
AB notation when
writing vectors

Reasoning opportunities and probing questions Suggested activities Possible misconceptions

 Convince me that a + b = b + a AQA Maths: Bridging the Gap Pocket 9: Vectors  Some pupils may not appreciate that if a vector is a multiple of another
 Always/Sometimes/Never: ⃗
AB = a – b ? AQA Maths: Vectors vector, then the two vectors are parallel

Learning review
GLOWMaths/JustMaths: Sample Questions Higher Tiers
 Some pupils may try to write column vectors as fractions, i.e.
( 12 )
instead of
(12)
 If ⃗ OB = b, some pupils may calculate the vector ⃗
OA = a and ⃗ AB as a –
b

Stage 11: Page 13