General Certificate of
Secondary Education
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Contents
Background Information
2 Specification at a Glance 9
Scheme of Assessment
4 Introduction 13
5 Aims 15
6 Assessment Objectives 16
7 Scheme of Assessment 17
Subject Content
9 Module 1 25
10 Module 2 31
11 Module 3 33
12 Module 4 44
13 Module 5 48
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
20 Standardisation 82
21 Administrative Procedures 83
22 Moderation 84
25 Administrative Procedures 87
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Appendices
A Grade Descriptions 91
B Formulae Sheets 94
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Background Information
1.1 National Qualifications GCSE has the following broad equivalence to General National
Framework Vocational Qualifications (GNVQ).
Two GCSE Grades D-G One (Double Award) DD-GG One 3-Unit GNVQ Foundation†
Grades A*-C One (Double Award) A*A*-CC Intermediate††
Four GCSE Grades D-G Two (Double Award) DD-GG One 6-Unit GNVQ Foundation
Grades A*-C Two (Double Award) A*A*-CC Intermediate
† only available until 2003
†† only available until 2005
1.2 Changes at GCSE
Key Skills All GCSE specifications must identify, as appropriate, opportunities for
generating evidence on which candidates may be assessed in the “main”
Key Skills of Communication, Application of Number and Information
Technology at the appropriate level(s). Also, where appropriate, they must
identify opportunities for developing and generating evidence for
addressing the “wider” Key Skills of Improving own Learning and
Performance, Working with Others and Problem Solving.
Spiritual, moral, ethical, All specifications must identify ways in which the study of the subject
social, cultural, can contribute to an awareness and understanding of these issues.
environmental, health and
safety and European Issues
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
• The other half of the AO1 and AO4 weightings are assessed in the
written papers.
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
2 Specification at a Glance
Mathematics B (Modular)
Option T and Option X
• This is one of two specifications offered by AQA. Specification A
is a traditional linear scheme; Specification B is modular and is
suitable for both pre-16 and post-16 candidates.
• There are three tiers of assessment, Foundation (D-G),
Intermediate (B-E) and Higher (A*-C).
• Centres in Northern Ireland/Wales must refer to the Statement in
Section 8.1 of this specification.
Module 3
Written Paper 19% of the total assessment
2 × 40 minutes (All tiers)
Section A – Calculator
Section B – Non-calculator
Module 4
Coursework (AO1 task) 10% of the total assessment
Either Or
OPTION T OPTION X
Centre-Set or AQA-Set task AQA-Set task
Centre-Marked AQA-Marked
Module 5
Written papers 50% of the total assessment
Non-calculator
Foundation tier 1 hour
Intermediate and Higher tiers 1 hour 15 minutes
Calculator
Foundation tier 1 hour
Intermediate and Higher tiers 1 hour 15 minutes
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Series Availability of
Availability of Modules
Certification
March _ _
All tiers All tiers All tiers All tiers
June All tiers All tiers All tiers All tiers All tiers All tiers
Intermediate Intermediate
November All tiers All tiers All tiers All tiers tier only tier only
3.2 Entry Codes Normal entry requirements apply, but the following information
should be noted.
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3.3 Prohibited Combinations Candidates entering for Module 5 of this Specification are prohibited
from entering for any other GCSE Mathematics specification that will
be certificated in the same examination series.
Centres should be aware that candidates 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.
3.4 Private Candidates Private candidates should normally enter for Specification B Option
X. Specification B Option T is only available for private candidates
where:
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
3.5 Special Consideration Special consideration may be requested for candidates whose work has
been affected by illness or other exceptional circumstances. The
appropriate form and all relevant information should be forwarded to
the AQA office which deals with such matters for the centre
concerned. Special arrangements may be provided for candidates with
special needs.
Details are available from AQA and centres should ask for a copy of
Candidates with Special Assessment Needs, Special Arrangements and Special
Conditions.
3.6 Language of Examinations All assessment will be through the medium of English. Assessment
materials will not be available in Welsh or Gaeilge.
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Scheme of Assessment
4 Introduction
4.1 National Criteria This AQA GCSE (modular) in Mathematics: (B) complies with the
following:
• the GCSE Subject Criteria for Mathematics;
• the GCSE and GCE A/AS Code of Practice;
• the GCSE Qualification Specific Criteria;
• the Arrangements for the Statutory Regulation of External
Qualifications in England, Wales and Northern Ireland: Common
Criteria.
4.3 Specification B There are two options within Specification B, allowing alternative
approaches for the Internal Assessment (coursework) Modules 2 and
4. In Option T centres may choose from the bank of coursework
tasks provided by AQA or they may set their own coursework tasks;
centres mark their own coursework tasks with moderation of
candidates’ coursework by AQA. In Option X centres must choose
from the bank of coursework tasks provided by AQA (AQA-Set tasks)
and candidates’ coursework is marked by AQA (see appendices C and
D).
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4.4 Prior level of attainment and There is progression of material through all levels at which the subject
recommended prior learning is studied. This specification therefore builds on the Key Stage 3
Programme of Study.
It is also expected that candidates will have reached the required level
of literacy through study at Key Stage 3.
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
5 Aims
The aims set out below are consistent with the 1999 National
Curriculum Order for Mathematics and the GCSE Criteria for
Mathematics. Most of the aims are reflected in the Assessment
Objectives; others are not because they cannot be readily translated
into assessment objectives.
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
6 Assessment Objectives
6.1 Assessment Objectives A course based on this specification requires candidates to demonstrate
their knowledge, understanding and skills in the following assessment
objectives. These relate to the knowledge, skills and understanding in
the Programme of Study.
6.2 Quality of Written This specification does not formally assess quality of written
Communication communication.
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
7 Scheme of Assessment
7.1 Assessment Units The Scheme of Assessment has a modular structure. The subject
Option T and Option X content of the specification is assessed by five separate modules which
comprise the following components.
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
Written Paper
Paper 2 (Calculator)
Foundation Tier 60 marks 1 hour
Intermediate Tier 70 marks 1 hour 15 mins
Higher Tier 70 marks 1 hour 15 mins
25 % of the total assessment
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
7.2 Weighting of Assessment The approximate relationship between the relative percentage
Objectives weighting of the Assessment Objectives and the overall Scheme of
Assessment is shown in the following table.
7.3 Written papers The written papers at the Intermediate and Higher tiers offer balanced
assessment across the grades available at those tiers. At Foundation
tier about one third of the marks are allocated to grade G and the
remaining marks are balanced across grades D, E and F.
Common questions will be set on papers at adjacent tiers. Some
questions will be designed to assess the unprompted solution of multi-
step problems.
In Modules 1 and 3, the written papers are divided into 2 separate
sections. The first section is the calculator paper and this is issued to
candidates at the beginning of the examination. After this section has
been completed (after 25 minutes for Module 1 and 40 minutes for
Module 3) candidates are instructed to place their calculators beneath
their seat. The second section (the non-calculator paper) is then
issued. At the end of the examination, the two sections are tagged
together and the papers are collected in.
Module 5 written papers are taken on two separate days, with the non-
calculator paper on the first day and the calculator paper on the
second day.
Formulae sheets for the Foundation, Intermediate and Higher tier
papers of Module 5 are provided in Appendix B.
On the non-calculator papers the use of a calculator, slide rules,
logarithmic tables and all other aids is forbidden. On the calculator
papers, candidates will be required to demonstrate the effective use of
a calculator.
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7.4 Calculators Candidates will be expected to have a suitable electronic calculator for
use with the calculator papers. The calculator should possess the
following as a minimum requirement:
• Foundation tier – four rules and a square, square root, brackets,
reciprocal and power function and a memory facility;
• Intermediate and Higher tiers – as for Foundation tier together
with a constant function, standard form and appropriate
exponential, trigonometric and statistical functions.
Further guidance on regulations relating to calculators can be obtained
from Instructions for the Conduct of Examinations.
7.5 Coursework modules Apart from the choice of coursework tasks and the method of
assessment, the nature of the Coursework Modules 2 and 4 is the same
for Option T and Option X. Information about the administrative
arrangements for Option T Modules 2 and 4 can be found in Section
21 and for Option X Modules 2 and 4 in Section 25. AQA set tasks
can be found in Appendices C and D of this specification.
7.6 Entry policy Centres are encouraged to enter candidates aiming to achieve grades
E, F and G for the Foundation tier, grades C and D for the
Intermediate tier and grades A*, A and B for the Higher tier.
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Subject Content
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This includes all of the subject content from AO4 (Handling data) of
the National Curriculum for Mathematics, divided into three tiers of
entry.
Module 2
Module 3
This includes the mainly number subject content from AO2 (Number
and algebra) of the National Curriculum. At the Foundation and
Intermediate tiers, only number topics are examined in this module.
At the Higher tier some algebra topics are also examined.
Module 4
Module 5
This includes the mainly algebra subject content from AO2 (Number
and Algebra) and all of the subject content from AO3 (Shape, Space and
Measures). At the Foundation and Intermediate tiers selected number
topics from AO2 (Number and algebra) are also assessed. At the Higher
tier only the algebra topics from AO2 (Number and algebra) are assessed
in this module.
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8.4 Breadth of Study In addition to the required knowledge, skills and understanding, the
National Curriculum Programme of Study also specifies the Breadth
of Study expected.
Foundation Tier Pupils should be taught the knowledge, skills and understanding
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 do 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.
Intermediate/Higher Tiers Pupils should be taught the knowledge, skills and understanding
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;
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
8.5 Subject Content Presentation The subject content for each module is shown in three columns,
representing the Programmes of Study for Key Stage 4 divided into
three tiers of entry. The subject content is taken directly from the
Statutory Orders for Mathematics.
To maintain the coherence of the topics, the statements have been
given in full for each tier. Where the wording is almost the same as
the previous tier with just a small addition, the additional material is in
bold type face. In the Module 3 Foundation and Intermediate tiers the
statements for some number topics are shown in Module 3 but are
shaded to show that they are not examined until Module 5. The
statements are then repeated in Module 5.
For each of the written paper modules, Modules 1, 3 and 5, the using
and applying statements are given at the beginning. These statements
will be mainly tested, and indeed some can only be tested, in the
coursework tasks. However, 10% of the total written paper
assessment also has to assess using and applying mathematics within
the contexts of questions appropriate to that paper.
Each statement is referenced to the appropriate statement in the
Foundation or Higher Programme of Study.
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
9 Module 1
AO4: Handling data
1. Using and applying handling data
Problem solving
Foundation tier Intermediate tier Higher tier
Pupils should be taught to:
4F1a carry out each of the four aspects of the handling 4H1a carry out each of the four aspects of the handling 4H1a carry out each of the four aspects of the handling
data cycle to solve problems: data cycle to solve problems: data cycle to solve problems:
(i) specify the problem and plan: formulate questions (i) specify the problem and plan: formulate questions (i) specify the problem and plan: formulate questions
in terms of the data needed, and consider what in terms of the data needed, and consider what in terms of the data needed, and consider what
inferences can be drawn from the data; decide what inferences can be drawn from the data; decide what inferences can be drawn from the data; decide what
data to collect (including sample size and data data to collect (including sample size and data data to collect (including sample size and data
format) and what statistical analysis is needed format) and what statistical analysis is needed format) and what statistical analysis is needed
(ii) collect data from a variety of suitable sources, (ii) collect data from a variety of suitable sources, (ii) collect data from a variety of suitable sources,
including experiments and surveys, and primary and including experiments and surveys, and primary and including experiments and surveys, and primary and
secondary sources secondary sources secondary sources
(iii) process and represent the data: turn the raw data (iii) process and represent the data: turn the raw data (iii) process and represent the data: turn the raw data
into usable information that gives insight into the into usable information that gives insight into the into usable information that gives insight into the
problem problem problem
(iv) interpret and discuss: answer the initial question by (iv) interpret and discuss the data: answer the initial (iv) interpret and discuss the data: answer the initial
drawing conclusions from the data question by drawing conclusions from the data question by drawing conclusions from the data
4F1b identify what further information is needed to pursue 4H1b select the problem-solving strategies to use in 4H1b select the problem-solving strategies to use in
a particular line of enquiry statistical work, and monitor their effectiveness statistical work, and monitor their effectiveness
(these strategies should address the scale and (these strategies should address the scale and
4F1c select and organise the appropriate mathematics and manageability of the tasks, and should consider manageability of the tasks, and should consider
resources to use for a task whether the mathematics and approach used are whether the mathematics and approach used are
4F1d review progress while working; check and evaluate delivering the most appropriate solutions) delivering the most appropriate solutions)
solutions
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
Communicating
Foundation tier Intermediate tier Higher tier
4F1e interpret, discuss and synthesise information
presented in a variety of forms
4F1f communicate mathematically, including using ICT, 4H1c communicate mathematically, with emphasis on the 4H1c communicate mathematically, with emphasis on the
making use of diagrams and related explanatory text use of an increasing range of diagrams and related use of an increasing range of diagrams and related
explanatory text, on the selection of their explanatory text, on the selection of their
mathematical presentation, explaining its mathematical presentation, explaining its purpose
purpose and approach, and on the use of and approach, and on the use of symbols to convey
symbols to convey statistical meaning statistical meaning
Reasoning
4F1h apply mathematical reasoning, explaining inferences 4H1d apply mathematical reasoning, explaining and 4H1d apply mathematical reasoning, explaining and
and deductions justifying inferences and deductions, justifying justifying inferences and deductions, justifying
arguments and solutions arguments and solutions
4H1e identify exceptional or unexpected cases when 4H1e identify exceptional or unexpected cases when
solving statistical problems solving statistical problems
4F1i explore connections in mathematics and look for 4H1f explore connections in mathematics and look for 4H1f explore connections in mathematics and look for
cause and effect when analysing data relationships between variables when analysing relationships between variables when analysing data
data
4H1g recognise the limitations of any assumptions and the 4H1g recognise the limitations of any assumptions and the
effects that varying the assumptions could have on effects that varying the assumptions could have on
the conclusions drawn from data analysis the conclusions drawn from data analysis
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
3. Collecting data
Pupils should be taught to:
4F3a design and use data-collection sheets for grouped 4H3a collect data using various methods, including
discrete and continuous data; collect data using observation, controlled experiment, data logging,
various methods, including observation, controlled questionnaires and surveys
experiment, data logging, questionnaires and surveys
4F3b gather data from secondary sources, including 4H3b gather data from secondary sources, including
printed tables and lists from ICT-based sources printed tables and lists from ICT-based sources
4F3c design and use two-way tables for discrete and 4H3c design and use two-way tables for discrete and
grouped data grouped data
4H3d deal with practical problems such as non-response or 4H3d deal with practical problems such as non-response or
missing data missing data
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
10 Module 2
AO4: Handling data
1. Using and applying handling data
Problem solving
Foundation tier Intermediate tier Higher tier
Pupils should be taught to:
4F1a carry out each of the four aspects of the handling 4H1a carry out each of the four aspects of the handling 4H1a carry out each of the four aspects of the handling
data cycle to solve problems: data cycle to solve problems: data cycle to solve problems:
(i) specify the problem and plan: formulate questions (i) specify the problem and plan: formulate questions (i) specify the problem and plan: formulate questions
in terms of the data needed, and consider what in terms of the data needed, and consider what in terms of the data needed, and consider what
inferences can be drawn from the data; decide what inferences can be drawn from the data; decide what inferences can be drawn from the data; decide what
data to collect (including sample size and data data to collect (including sample size and data data to collect (including sample size and data
format) and what statistical analysis is needed format) and what statistical analysis is needed format) and what statistical analysis is needed
(ii) collect data from a variety of suitable sources, (ii) collect data from a variety of suitable sources, (ii) collect data from a variety of suitable sources,
including experiments and surveys, and primary and including experiments and surveys, and primary and including experiments and surveys, and primary and
secondary sources secondary sources secondary sources
(iii) process and represent the data: turn the raw data (iii) process and represent the data: turn the raw data (iii) process and represent the data: turn the raw data
into usable information that gives insight into the into usable information that gives insight into the into usable information that gives insight into the
problem problem problem
(iv) interpret and discuss: answer the initial question by (iv) interpret and discuss the data: answer the initial (iv) interpret and discuss the data: answer the initial
drawing conclusions from the data question by drawing conclusions from the data question by drawing conclusions from the data
4F1b identify what further information is needed to pursue 4H1b select the problem-solving strategies to use in 4H1b select the problem-solving strategies to use in
a particular line of enquiry statistical work, and monitor their effectiveness statistical work, and monitor their effectiveness
(these strategies should address the scale and (these strategies should address the scale and
4F1c select and organise the appropriate mathematics and
manageability of the tasks, and should consider manageability of the tasks, and should consider
resources to use for a task
whether the mathematics and approach used are whether the mathematics and approach used are
4F1d review progress while working; check and evaluate delivering the most appropriate solutions) delivering the most appropriate solutions)
solutions
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
Communicating
Foundation tier Intermediate tier Higher tier
4F1e interpret, discuss and synthesise information
presented in a variety of forms
4F1f communicate mathematically, including using ICT, 4H1c communicate mathematically, with emphasis on the 4H1c communicate mathematically, with emphasis on the
making use of diagrams and related explanatory text use of an increasing range of diagrams and related use of an increasing range of diagrams and related
explanatory text, on the selection of their explanatory text, on the selection of their
mathematical presentation, explaining its mathematical presentation, explaining its purpose
purpose and approach, and on the use of and approach, and on the use of symbols to convey
symbols to convey statistical meaning statistical meaning
Reasoning
4F1h apply mathematical reasoning, explaining inferences 4H1d apply mathematical reasoning, explaining and 4H1d apply mathematical reasoning, explaining and
and deductions justifying inferences and deductions, justifying justifying inferences and deductions, justifying
arguments and solutions arguments and solutions
4H1e identify exceptional or unexpected cases when 4H1e identify exceptional or unexpected cases when
solving statistical problems solving statistical problems
4F1i explore connections in mathematics and look for 4H1f explore connections in mathematics and look for 4H1f explore connections in mathematics and look for
cause and effect when analysing data relationships between variables when analysing relationships between variables when analysing data
data
4H1g recognise the limitations of any assumptions and the 4H1g recognise the limitations of any assumptions and the
effects that varying the assumptions could have on effects that varying the assumptions could have on
the conclusions drawn from data analysis the conclusions drawn from data analysis
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
11 Module 3
AO2: Number and Algebra
1. Using and applying number and algebra
Problem solving
Foundation tier Intermediate tier Higher tier
Pupils should be taught to:
2F1a select and use suitable problem-solving strategies and 2H1a select and use appropriate and efficient techniques 2H1a select and use appropriate and efficient techniques
efficient techniques to solve numerical and algebraic and strategies to solve problems of increasing and strategies to solve problems of increasing
problems complexity, involving numerical and algebraic complexity, involving numerical and algebraic
manipulation manipulation
2H1b identify what further information may be required in 2H1b identify what further information may be required in
order to pursue a particular line of enquiry and give order to pursue a particular line of enquiry and give
reasons for following or rejecting particular reasons for following or rejecting particular
approaches approaches
2F1b break down a complex calculation into simpler steps 2H1c break down a complex calculation into simpler steps
before attempting to solve it before attempting a solution and justify their
choice of methods
2F1c 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
2F1d make mental estimates of the answers to calculations; 2H1d make mental estimates of the answers to calculations;
use checking procedures, including use of inverse present answers to sensible levels of accuracy;
operations; work to stated levels of accuracy understand how errors are compounded in
certain calculations
Assessed in Module 5
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
Communicating
Foundation tier Intermediate tier Higher tier
2F1e interpret and discuss numerical and algebraic 2H1e discuss their work and explain their reasoning using 2H1e discuss their work and explain their reasoning using
information presented in a variety of forms an increasing range of mathematical language and an increasing range of mathematical language and
notation notation
2F1g use a range of strategies to create numerical, 2H1f use a variety of strategies and diagrams for 2H1f move from one form of representation to another to
algebraic or graphical representations of a problem establishing algebraic or graphical representations of get different perspectives on the problem
and its solution a problem and its solution; move from one form of
representation to another to get different
perspectives on the problem
2F1h present and interpret solutions in the context of the 2H1g present and interpret solutions in the context of the
original problem original problem
2F1f use notation and symbols correctly and consistently 2H1h use notation and symbols correctly and consistently
within a given problem within a given problem
2H1i examine critically, improve, then justify their choice 2H1i examine critically, improve, then justify their choice
of mathematical presentation of mathematical presentation; present a concise,
reasoned argument
Reasoning
2F1j explore, identify, and use pattern and symmetry in 2H1j explore, identify, and use pattern and symmetry in 2H1j understand the importance of a counter-example;
algebraic contexts [for example, using simple codes algebraic contexts, investigating whether a particular identify exceptional cases when solving problems
that substitute numbers for letters], investigating case may be generalised further and understand the
whether particular cases can be generalised further, importance of a counter-example; identify
and understanding the importance of a counter- exceptional cases when solving problems
example
2H1k understand the difference between a practical 2H1k understand the difference between a practical
demonstration and a proof demonstration and a proof
2F1k show step-by-step deduction in solving a problem 2H1l show step-by-step deduction in solving a problem 2H1l derive proofs using short chains of deductive
reasoning
Assessed in Module 5
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Assessed in Module 5
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
Fractions
Foundation tier Intermediate tier Higher tier
2F2c understand equivalent fractions, simplifying a 2H2c understand equivalent fractions, simplifying a
fraction by cancelling all common factors; order fraction by cancelling all common factors; order
fractions by rewriting them with a common fractions by rewriting them with a common
denominator denominator
Decimals
2F2d use decimal notation and recognise that each 2H2d recognise that each terminating decimal is a fraction 2H2d recognise that recurring decimals are exact fractions,
terminating decimal is a fraction [for example, 137 ]; recognise that
[for example, 0.137 = 1000 and that some exact fractions are recurring decimals
137 ]; order decimals
0.137 = 1000 recurring decimals are exact fractions, and that [for example, 17 = 0.142857142857…]
some exact fractions are recurring decimals [for
example, 17 = 0.142857142857…]; order decimals
Percentages
2F2e understand that ‘percentage’ means ‘number of parts 2H2e understand that ‘percentage’ means ‘number of parts
per 100’ and use this to compare proportions; per 100’, and interpret percentage as the operator ‘so
interpret percentage as the operator ‘so many many hundredths of’ [for example, 10% means 10
hundredths of’ [for example, 10% means 10 parts parts per 100 and 15% of Y means 100 15 × Y]
15
per 100 and 15% of Y means 100 × Y]; use
percentage in real-life situations [for example,
commerce and business, including rate of inflation,
VAT and interest rates]
Ratio
2F2f use ratio notation, including reduction to its simplest 2H2f use ratio notation, including reduction to its simplest 2H2f use ratio notation, including reduction to its simplest
form and its various links to fraction notation [for form and its various links to fraction notation form and its various links to fraction notation
example, in maps and scale drawings, paper sizes and
gears]
Assessed in Module 5
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
3. Calculations
Number operations and the relationships between them
Foundation tier Intermediate tier Higher tier
Pupils should be taught to:
2F3a add, subtract, multiply and divide integers and then 2H3a multiply or divide any number by powers of 10, and 2H3a multiply or divide any number by a number between
any number; multiply or divide any number by any positive number by a number between 0 and 1; 0 and 1; find the prime factor decomposition of
powers of 10, and any positive number by a number find the prime factor decomposition of positive positive integers; understand ‘reciprocal’ as
between 0 and 1 integers; understand ‘reciprocal’ as multiplicative inverse, knowing that any non-zero
multiplicative inverse, knowing that any non- number multiplied by its reciprocal is 1 (and that
zero number multiplied by its reciprocal is 1 zero has no reciprocal, because division by zero is
(and that zero has no reciprocal, because not defined); multiply and divide by a negative
division by zero is not defined); multiply and number; use index laws to simplify and calculate the
divide by a negative number; use index laws to value of numerical expressions involving
simplify and calculate the value of numerical multiplication and division of integer, fractional and
expressions involving multiplication and negative powers; use inverse operations,
division of integer powers; use inverse understanding that the inverse operation of
operations raising a positive number to power n is raising
the result of this operation to power n1
2F3b use brackets and the hierarchy of operations 2H3b use brackets and the hierarchy of operations
2F3c calculate a given fraction of a given quantity [for 2H3c calculate a given fraction of a given quantity, 2H3c distinguish between fractions with denominators that
example, for scale drawings and construction of expressing the answer as a fraction; express a given have only prime factors of 2 and 5 (which are
models, down payments, discounts], expressing the number as a fraction of another; add and subtract represented by terminating decimals), and other
answer as a fraction; express a given number as a fractions by writing them with a common fractions (which are represented by recurring
fraction of another; add and subtract fractions by denominator; perform short division to convert a decimals); convert a recurring decimal to a fraction
writing them with a common denominator; perform simple fraction to a decimal; distinguish between [for example, 0.142857142857… = 17 ]
short division to convert a simple fraction to a fractions with denominators that have only
decimal prime factors of 2 and 5 (which are represented
by terminating decimals), and other fractions
(which are represented by recurring decimals)
2F3d understand and use unit fractions as multiplicative 2H3d understand and use unit fractions as multiplicative 2H3d understand and use unit fractions as multiplicative
inverses [for example, by thinking of multiplication inverses [for example, by thinking of multiplication inverses [for example, by thinking of multiplication
by 15 as division by 5]; multiply and divide a fraction by 15 as division by 5; or multiplication by 67 as by 67 as multiplication by 6 followed by division by 7
by an integer, and multiply a fraction by a unit multiplication by 6 followed by division by 7 (or vice (or vice versa)]; multiply and divide a given fraction
fraction versa)], multiply and divide a given fraction by an by a unit fraction and by a general fraction
integer, by a unit fraction and by a general fraction
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
2F3f divide a quantity in a given ratio [for example, share 2H3f divide a quantity in a given ratio 2H3f divide a quantity in a given ratio
£15 in the ratio of 1:2]
Mental methods
2F3g recall all positive integer complements to 100 2H3g recall integer squares from 2 × 2 to 15 × 15 and the 2H3g recall integer squares from 2 × 2 to 15 × 15 and the
[for example, 37 + 63 = 100]; recall all multiplication corresponding square roots, the cubes of 2, 3, 4, 5 corresponding square roots, the cubes of 2, 3, 4, 5
facts to 10 × 10, and use them to derive quickly the and 10 and 10, the fact that n0 = 1 and n-1 = n1 for
corresponding division facts; recall the cubes of 2, 3,
4, 5 and 10, and the fraction-to-decimal conversion positive integers n [for example,100 = 1; 9-1 = 19 ],
of familiar simple fractions [for example, the corresponding rule for negative numbers
1, 1, 1, 1 , 1 , 1, 2, 1 ] 1
1
n 3 = 3 n for any positive number n [for example,
1 1
25 2 = 5 and 64 3 = 4 ]
Assessed in Module 5
38 hij
General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Written methods
2F3j use standard column procedures for addition and
subtraction of integers and decimals
2F3k 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
2F3l use efficient methods to calculate with fractions, 2H3i use efficient methods to calculate with fractions,
including cancelling common factors before carrying including cancelling common factors before carrying
out the calculation, recognising that, in many cases, out the calculation, recognising that, in many cases,
only a fraction can express the exact answer only a fraction can express the exact answer
2F3m solve simple percentage problems, including increase 2H3j solve percentage problems, including increase and 2H3j solve percentage problems, [for example, simple
and decrease [for example, VAT, annual rate of decrease [for example, simple interest, VAT, annual interest, VAT, annual rate of inflation]; and reverse
inflation, income tax, discounts] rate of inflation]; and reverse percentages percentages
hij 39
Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
2H3k represent repeated proportional change using a 2H3k represent repeated proportional change using a
multiplier raised to a power [for example, compound multiplier raised to a power [for example, compound
interest] interest]
2H3l calculate an unknown quantity from quantities that 2H3l calculate an unknown quantity from quantities that
vary in direct proportion vary in direct or inverse proportion
2H3m calculate with standard index form [for example, 2H3m calculate with standard index form [for example,
2.4 × 107 × 5 × 103 = 12 × 1010 = 1.2 × 1011, 2.4 × 107 × 5 × 103 = 12 × 1010 = 1.2 × 1011,
(2.4 × 107) ÷ (5 × 103) = 4.8 × 103] (2.4 × 107) ÷ (5 × 103) = 4.8 × 103]
2H3n use surds and π in exact calculations, without a 2H3n use surds and π in exact calculations, without a
calculator calculator; rationalise a denominator such as
1 3
=
3 3
Calculator methods
2F3o use calculators effectively; know how to enter 2H3o use calculators effectively and efficiently; know how 2H3o use calculators effectively and efficiently, know how
complex calculations and use function keys for to enter complex calculations; use an extended to enter complex calculations; use an extended range
reciprocals, squares and powers range of function keys, including of function keys, including trigonometrical and
trigonometrical and statistical functions relevant statistical functions relevant across this programme
across this programme of study of study
2F3p enter a range of calculations, including those
involving measures [for example, time calculations in
which fractions of an hour must be entered as
fractions or as decimals]
Assessed in Module 5
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Assessed in Module 5
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
2F5b assessed in Module 5 2H5b assessed in Module 5 2H5b understand that the transformation of algebraic
entities obeys and generalises the well-defined rules
of generalised arithmetic [for example,
a(b + c) = ab + ac]; manipulate algebraic expressions
by collecting like terms
2H5c assessed in Module 5 2H5c know the meaning of and use the words ‘equation’
and ‘expression’
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
12 Module 4
AO2: Number and algebra
1. Using and applying number and algebra
Problem solving
Foundation tier Intermediate tier Higher tier
Pupils should be taught to:
2F1a select and use suitable problem-solving strategies and 2H1a select and use appropriate and efficient techniques 2H1a select and use appropriate and efficient techniques
efficient techniques to solve numerical and algebraic and strategies to solve problems of increasing and strategies to solve problems of increasing
problems complexity, involving numerical and algebraic complexity, involving numerical and algebraic
manipulation manipulation
2H1b identify what further information may be required in 2H1b identify what further information may be required in
order to pursue a particular line of enquiry and give order to pursue a particular line of enquiry and give
reasons for following or rejecting particular reasons for following or rejecting particular
approaches approaches
2F1b break down a complex calculation into simpler steps 2H1c break down a complex calculation into simpler steps
before attempting to solve it before attempting a solution and justify their
choice of methods
2F1c 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
2F1d make mental estimates of the answers to calculations; 2H1d make mental estimates of the answers to calculations;
use checking procedures, including use of inverse present answers to sensible levels of accuracy;
operations; work to stated levels of accuracy understand how errors are compounded in
certain calculations
44 hij
General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Communicating
Foundation tier Intermediate tier Higher tier
2F1e interpret and discuss numerical and algebraic 2H1e discuss their work and explain their reasoning using 2H1e discuss their work and explain their reasoning using
information presented in a variety of forms an increasing range of mathematical language and an increasing range of mathematical language and
notation notation
2F1g use a range of strategies to create numerical, 2H1f use a variety of strategies and diagrams for 2H1f move from one form of representation to another to
algebraic or graphical representations of a problem establishing algebraic or graphical representations of get different perspectives on the problem
and its solution a problem and its solution; move from one form of
representation to another to get different
perspectives on the problem
2F1h present and interpret solutions in the context of the 2H1g present and interpret solutions in the context of the
original problem original problem
2F1f use notation and symbols correctly and consistently 2H1h use notation and symbols correctly and consistently
within a given problem within a given problem
2H1i examine critically, improve, then justify their choice 2H1i examine critically, improve, then justify their choice
of mathematical presentation of mathematical presentation; present a concise,
reasoned argument
Reasoning
2F1j explore, identify, and use pattern and symmetry in 2H1j explore, identify, and use pattern and symmetry in 2H1j understand the importance of a counter-example;
algebraic contexts [for example, using simple codes algebraic contexts, investigating whether a particular identify exceptional cases when solving problems
that substitute numbers for letters], investigating case may be generalised further and understand the
whether particular cases can be generalised further, importance of a counter-example; identify
and understanding the importance of a counter- exceptional cases when solving problems
example
2H1k understand the difference between a practical 2H1k understand the difference between a practical
demonstration and a proof demonstration and a proof
2F1k show step-by-step deduction in solving a problem 2H1l show step-by-step deduction in solving a problem 2H1l derive proofs using short chains of deductive
reasoning
2H1m recognise the significance of stating constraints and 2H1m recognise the significance of stating constraints and
assumptions when deducing results; recognise the assumptions when deducing results; recognise the
limitations of any assumptions that are made and the limitations of any assumptions that are made and the
effect that varying the assumptions may have on the effect that varying the assumptions may have on the
solution to a problem solution to a problem
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
Communicating
3F1d interpret, discuss and synthesise geometrical
information presented in a variety of forms
3F1e communicate mathematically, by presenting and 3H1d communicate mathematically, with emphasis on a 3H1d communicate mathematically, with emphasis on a
organising results and explaining geometrical critical examination of the presentation and critical examination of the presentation and
diagrams organisation of results, and on effective use of organisation of results, and on effective use of
symbols and geometrical diagrams symbols and geometrical diagrams
3F1f use geometrical language appropriately 3H1e use precise formal language and exact methods for
analysing geometrical configurations
3F1g review and justify their choices of mathematical 3F1g review and justify their choices of mathematical
presentation presentation
46 hij
General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Reasoning
Foundation tier Intermediate tier Higher tier
3F1h distinguish between practical demonstrations and 3F1h distinguish between practical demonstrations and
proofs proofs
3F1i apply mathematical reasoning, explaining and 3H1f apply mathematical reasoning, progressing from 3H1f apply mathematical reasoning, progressing from
justifying inferences and deductions brief mathematical explanations towards full brief mathematical explanations towards full
justifications in more complex contexts justifications in more complex contexts
3H1g explore connections in geometry; pose conditional 3H1g explore connections in geometry; pose conditional
constraints of the type ‘If … then …’, and ask constraints of the type ‘If … then …’, and ask
questions ‘What if …?’ or ‘Why?’ questions ‘What if …?’ or ‘Why?’
3F1j show step-by-step deduction in solving a geometrical 3H1h show step-by-step deduction in solving a geometrical
problem problem
3H1i state constraints and give starting points when 3H1i state constraints and give starting points when
making deductions making deductions
3H1j understand the necessary and sufficient conditions
under which generalisations, inferences and solutions
to geometrical problems remain valid
hij 47
Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
13 Module 5
AO2: Number and Algebra
1. Using and applying number and algebra
Problem solving
Foundation tier Intermediate tier Higher tier
Pupils should be taught to:
2F1a select and use suitable problem-solving strategies and 2H1a select and use appropriate and efficient techniques 2H1a select and use appropriate and efficient techniques
efficient techniques to solve numerical and algebraic and strategies to solve problems of increasing and strategies to solve problems of increasing
problems complexity, involving numerical and algebraic complexity, involving numerical and algebraic
manipulation manipulation
2H1b identify what further information may be required in 2H1b identify what further information may be required in
order to pursue a particular line of enquiry and give order to pursue a particular line of enquiry and give
reasons for following or rejecting particular reasons for following or rejecting particular
approaches approaches
2F1b break down a complex calculation into simpler steps 2H1c break down a complex calculation into simpler steps
before attempting to solve it before attempting a solution and justify their
choice of methods
2F1c 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
2F1d make mental estimates of the answers to calculations; 2H1d make mental estimates of the answers to calculations;
use checking procedures, including use of inverse present answers to sensible levels of accuracy;
operations; work to stated levels of accuracy understand how errors are compounded in
certain calculations
Assessed in Module 3
48 hij
General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Communicating
Foundation tier Intermediate tier Higher tier
2F1e interpret and discuss numerical and algebraic 2H1e discuss their work and explain their reasoning using 2H1e discuss their work and explain their reasoning using
information presented in a variety of forms an increasing range of mathematical language and an increasing range of mathematical language and
notation notation
2F1g use a range of strategies to create numerical, 2H1f use a variety of strategies and diagrams for 2H1f move from one form of representation to another to
algebraic or graphical representations of a problem establishing algebraic or graphical representations of get different perspectives on the problem
and its solution a problem and its solution; move from one form of
representation to another to get different
perspectives on the problem
2F1h present and interpret solutions in the context of the 2H1g present and interpret solutions in the context of the
original problem original problem
2F1f use notation and symbols correctly and consistently 2H1h use notation and symbols correctly and consistently
within a given problem within a given problem
2H1i examine critically, improve, then justify their choice 2H1i examine critically, improve, then justify their choice
of mathematical presentation of mathematical presentation; present a concise,
reasoned argument
Reasoning
2F1j explore, identify, and use pattern and symmetry in 2H1j explore, identify, and use pattern and symmetry in 2H1j understand the importance of a counter-example;
algebraic contexts [for example, using simple codes algebraic contexts, investigating whether a particular identify exceptional cases when solving problems
that substitute numbers for letters], investigating case can be generalised further and understand the
whether particular cases can be generalised further, importance of a counter-example; identify
and understanding the importance of a counter- exceptional cases when solving problems
example
2H1k understand the difference between a practical 2H1k understand the difference between a practical
demonstration and a proof demonstration and a proof
2F1k show step-by-step deduction in solving a problem 2H1l show step-by-step deduction in solving a problem 2H1l derive proofs using short chains of deductive
reasoning
2H1m recognise the significance of stating constraints and 2H1m recognise the significance of stating constraints and
assumptions when deducing results; recognise the assumptions when deducing results; recognise the
limitations of any assumptions that are made and the limitations of any assumptions that are made and the
effect that varying the assumptions may have on the effect that varying the assumptions may have on the
solution to a problem solution to a problem
hij 49
Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
Fractions
2F2c understand equivalent fractions, simplifying a 2H2c understand equivalent fractions, simplifying a
fraction by cancelling all common factors; order fraction by cancelling all common factors; order
fractions by rewriting them with a common fractions by rewriting them with a common
denominator denominator
Decimals
2F2d use decimal notation 2H2d assessed in Module 3 2H2d assessed in Module 3
Percentages
2F2e understand that ‘percentage’ means ‘number of parts 2H2e understand that ‘percentage’ means ‘number of parts
per 100’ and use this to compare proportions; per 100’, and interpret percentage as the operator ‘so
interpret percentage as the operator ‘so many many hundredths of’ [for example, 10% means 10
hundredths of’ [for example, 10% means 10 parts parts per 100 and 15% of Y means 100 15 × Y]
50 hij
General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
3. Calculations
Number operations and the relationships between them
Foundation tier Intermediate tier Higher tier
Pupils should be taught to:
2F3a add, subtract, multiply and divide integers and then 2H3a assessed in Module 3 2H3a assessed in Module 3
any number; multiply or divide any number by
powers of 10, and any positive number by a number
between 0 and 1
2F3b use brackets and the hierarchy of operations 2H3b assessed in Module 3
Mental methods
2F3g recall all positive integer complements to 100 2H3g assessed in Module 3 2H3g assessed in Module 3
[for example, 37 + 63 = 100]; recall all multiplication
facts to 10 × 10, and use them to derive quickly the
corresponding division facts; recall the cubes of 2, 3,
4, 5 and 10
Calculator methods
2F3o use calculators effectively; use function keys for 2H3o assessed in Module 3 2H3o assessed in Module 3
reciprocals, squares and powers
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
2F5b understand that the transformation of algebraic 2H5b understand that the transformation of algebraic 2H5b understand that the transformation of algebraic
expressions obeys and generalises the rules of entities obeys and generalises the well-defined rules entities obeys and generalises the well-defined rules
arithmetic; manipulate algebraic expressions by of generalised arithmetic [for example, of generalised arithmetic [for example,
collecting like terms, by multiplying a single term a(b + c) = ab + ac]; expand the product of two a(b + c) = ab + ac]; expand the product of two linear
over a bracket, and by taking out single term linear expressions [for example, expressions [for example,
common factors [for example, (x + 1)(x + 2) = x2 + 3x + 2]; manipulate algebraic (x + 1)(x + 2) = x2 + 3x + 2]; manipulate algebraic
x + 5 – 2x – 1 = 4 – x; 5(2x + 3) = 10x + 15; expressions by collecting like terms, multiplying a expressions by collecting like terms, multiplying a
x 2 + 3x = x ( x + 3) ] single term over a bracket, taking out common single term over a bracket, taking out common
factors [for example, 9x – 3 = 3(3x – 1)], factorising factors [for example, 9x – 3 = 3(3x – 1)], factorising
quadratic expressions, including the difference quadratic expressions, including the difference of
of two squares [for example, x2 – 9 = (x + 3)(x – 3)], two squares [for example, x2 – 9 = (x + 3)(x – 3)], and
and cancelling common factors in rational cancelling common factors in rational expressions
expressions [for example,
2
[for example, 2(x + 1)2/(x + 1) = 2(x + 1)]
2(x + 1) /(x + 1) = 2(x + 1)]
2H5c know the meaning of and use the words ‘equation’, 2H5c know the meaning of and use the words ‘equation’,
‘formula’, ‘identity’ and ‘expression’ ‘formula’, ‘identity’ and ‘expression’
52 hij
General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Index notation
Foundation tier Intermediate tier Higher tier
2F5c use index notation for simple integer powers; 2H5d use index notation for simple integer powers, and 2H5d use simple instances of index laws [for example,
2
substitute positive and negative numbers into simple instances of index laws [for example, x3 × x2 = x5; xx3 = x-1; (x2)3 = x6]
expressions such as 3x2 + 4 and 2x3 3 2 5 x2 -1 2 3 6
x × x = x ; x3 = x ; (x ) = x ]; substitute positive
and negative numbers into expressions such as
3x2 + 4 and 2x3
Equations
2H5e set up simple equations [for example, find the angle 2H5e set up simple equations [for example, find the angle a
a in a triangle with angles a, a + 10, a + 20]; solve in a triangle with angles a, a + 10, a + 20]; solve
simple equations [for example, 5x = 7; 11 – 4x = 2; simple equations [for example, 5x = 7; 11 – 4x = 2;
3(2x + 1) = 8; 2(1 – x) = 6(2 + x); 4x2 = 49; 3 = 12x ] 3(2x + 1) = 8; 2(1 – x) = 6(2 + x); 4x2 = 49; 3 = 12x ]
by using inverse operations or by transforming both by using inverse operations or by transforming both
sides in the same way sides in the same way
Linear Equations
2F5e solve linear equations, with integer coefficients, in 2H5f solve linear equations in one unknown, with integer 2H5f solve linear equations in one unknown, with integer
which the unknown appears on either side or on or fractional coefficients, in which the unknown or fractional coefficients, in which the unknown
both sides of the equation; solve linear equations appears on either side or on both sides of the appears on either side or on both sides of the
that require prior simplification of brackets, equation; solve linear equations that require prior equation
including those that have negative signs occurring simplification of brackets, including those that have
anywhere in the equation, and those with a negative negative signs occurring anywhere in the equation,
solution and those with a negative solution
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
Formulae
Foundation tier Intermediate tier Higher tier
2F5f use formulae from mathematics and other subjects 2H5g use formulae from mathematics and other subjects 2H5g use formulae from mathematics and other subjects
expressed initially in words and then using letters and [for example, formulae for the area of a triangle or a [for example, formulae for the area of a triangle or a
symbols [for example, formulae for the area of a parallelogram, area enclosed by a circle, volume of parallelogram, area enclosed by a circle, volume of a
triangle, the area enclosed by a circle, a prism, volume of a cone]; substitute numbers prism, volume of a cone]; substitute numbers into a
wage earned = hours worked × rate per hour]; into a formula; change the subject of a formula, formula; change the subject of a formula, including
substitute numbers into a formula; derive a formula including cases where the subject occurs twice, cases where the subject occurs twice, or where a
[for example, convert temperatures between degrees or where a power of the subject appears [for power of the subject appears [for example, find r,
2
Fahrenheit and degrees Celsius, find the perimeter of example, find r, given that A = πr , find x given given that A = πr 2 , find x given y = mx + c];
a rectangle given its area A and the length l of one y = mx + c]; generate a formula [for example, find generate a formula [for example, find the perimeter
side] the perimeter of a rectangle given its area A and the of a rectangle given its area A and the length l of one
length l of one side] side]
Quadratic equations
2H5k solve quadratic equations by factorisation 2H5k solve quadratic equations by factorisation,
completing the square and using the quadratic
formula
54 hij
General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Numerical methods
2H5m use systematic trial and improvement to find 2H5m use systematic trial and improvement to find
approximate solutions of equations where there is no approximate solutions of equations where there is no
simple analytical method of solving them [for simple analytical method of solving them [for
example, x3 – x = 900] example, x3 – x = 900]
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Quadratic functions
Foundation tier Intermediate tier Higher tier
2H6e generate points and plot graphs of simple quadratic 2H6e generate points and plot graphs of simple quadratic
functions [for example, y = x2; y = 3x2 + 4], then functions [for example, y = x2; y = 3x2 + 4], then
more general quadratic functions [for example, more general quadratic functions [for example,
2 2
y = x – 2x + 1]; find approximate solutions of a y = x – 2x + 1]; find approximate solutions of a
quadratic equation from the graph of the quadratic equation from the graph of the
corresponding quadratic function corresponding quadratic function
Other functions
2H6f plot graphs of simple cubic functions [for example, 2H6f plot graphs of simple cubic functions [for example,
3 3
y = x ], the reciprocal function y = 1x with x ≠ 0, y = x ], the reciprocal function y = 1x with x ≠ 0, the
using a spreadsheet or graph plotter as well as pencil exponential function y = kx for integer values of
and paper; recognise the characteristic shapes of all x and simple positive values of k [for example,
these functions
( )x ], the circular functions y = sinx
y = 2 x ; y = 12
and y = cosx, using a spreadsheet or graph plotter as
well as pencil and paper; recognise the characteristic
shapes of all these functions
Transformation of functions
2H6g 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
2H6h construct the graphs of simple loci 2H6h construct the graphs of simple loci, including the
circle x2 + y2 = r2 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
hij 57
Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
Communicating
3F1d interpret, discuss and synthesise geometrical
information presented in a variety of forms
3F1e communicate mathematically, by presenting and 3H1d communicate mathematically, with emphasis on a 3H1d communicate mathematically, with emphasis on a
organising results and explaining geometrical critical examination of the presentation and critical examination of the presentation and
diagrams organisation of results, and on effective use of organisation of results, and on effective use of
symbols and geometrical diagrams symbols and geometrical diagrams
3F1f use geometrical language appropriately 3H1e use precise formal language and exact methods for
analysing geometrical configurations
3F1g review and justify their choices of mathematical 3F1g review and justify their choices of mathematical
presentation presentation
58 hij
General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Reasoning
Foundation tier Intermediate tier Higher tier
3F1h distinguish between practical demonstrations and 3F1h distinguish between practical demonstrations and
proofs proofs
3F1i apply mathematical reasoning, explaining and 3H1f apply mathematical reasoning, progressing from 3H1f apply mathematical reasoning, progressing from
justifying inferences and deductions brief mathematical explanations towards full brief mathematical explanations towards full
justifications in more complex contexts justifications in more complex contexts
3H1g explore connections in geometry; pose conditional 3H1g explore connections in geometry; pose conditional
constraints of the type ‘If … then …’, and ask constraints of the type ‘If … then …’, and ask
questions ‘What if …?’ or ‘Why?’ questions ‘What if …?’ or ‘Why?’
3F1j show step-by-step deduction in solving a geometrical 3H1h show step-by-step deduction in solving a geometrical
problem problem
3H1i state constraints and give starting points when 3H1i state constraints and give starting points when
making deductions making deductions
3H1j understand the necessary and sufficient conditions
under which generalisations, inferences and solutions
to geometrical problems remain valid
2. Geometrical reasoning
Angles
Pupils should be taught to:
3F2a 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
3F2b distinguish between acute, obtuse, reflex and right
angles; estimate the size of an angle in degrees
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Properties of circles
3F2i recall the definition of a circle and the meaning of 3H2h recall the definition of a circle and the meaning of 3H2h recall the definition of a circle and the meaning of
related terms, including centre, radius, chord, related terms, including centre, radius, chord, related terms, including sector and segment;
diameter, circumference, tangent and arc; understand diameter, circumference, tangent, arc, sector and understand that the tangent at any point on a circle is
that inscribed regular polygons can be constructed segment; understand that the tangent at any perpendicular to the radius at that point; understand
by equal division of a circle point on a circle is perpendicular to the radius at and use the fact that tangents from an external point
that point; understand and use the fact that are equal in length; explain why the perpendicular
tangents from an external point are equal in from the centre to a chord bisects the chord; prove
length; explain why the perpendicular from the and use the facts that the angle subtended by an arc
centre to a chord bisects the chord; understand at the centre of a circle is twice the angle subtended
that inscribed regular polygons can be constructed at any point on the circumference, the angle
by equal division of a circle; use the facts that the subtended at the circumference by a semicircle is a
angle subtended by an arc at the centre of a right angle, that angles in the same segment are
circle is twice the angle subtended at any point equal, and that opposite angles of a cyclic
on the circumference, the angle subtended at quadrilateral sum to 180 degrees; prove and use the
the circumference by a semicircle is a right alternate segment theorem
angle, that angles in the same segment are
equal, and that opposite angles of a cyclic
quadrilateral sum to 180 degrees
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
3-D shapes
Foundation tier Intermediate tier Higher tier
3F2j explore the geometry of cuboids (including cubes),
and shapes made from cuboids
3F2k use 2-D representations of 3-D shapes and analyse 3H2i use 2-D representations of 3-D shapes and analyse 3H2i solve problems involving surface areas and volumes
3-D shapes through 2-D projections and cross- 3-D shapes through 2-D projections and cross- of prisms, pyramids, cylinders, cones and spheres;
sections, including plan and elevation sections, including plan and elevation; solve solve problems involving more complex shapes
problems involving surface areas and volumes of and solids, including segments of circles and
prisms and cylinders frustums of cones
Properties of transformations
3F3b recognise and visualise rotations, reflections and 3H3b recognise and visualise rotations, reflections and 3H3b transform triangles and other 2-D shapes by
translations, including reflection symmetry of 2-D translations, including reflection symmetry of 2-D combinations of translation, rotation and reflection;
and 3-D shapes, and rotation symmetry of 2-D and 3-D shapes, and rotation symmetry of 2-D use congruence to show that translations,
shapes; transform triangles and other 2-D shapes by shapes; transform triangles and other 2-D shapes by rotations and reflections preserve length and
translation, rotation and reflection, recognising that translation, rotation and reflection and angle, so that any figure is congruent to its
these transformations preserve length and angle, so combinations of these transformations; image under any of these transformations;
that any figure is congruent to its image under any of distinguish properties that are preserved under distinguish properties that are preserved under
these transformations particular transformations particular transformations
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Coordinates
3F3e understand that one coordinate identifies a point on 3H3e understand that one coordinate identifies a point on 3H3e given the coordinates of the points A and B,
a number line, two coordinates identify a point in a a number line, that two coordinates identify a point calculate the length AB
plane and three coordinates identify a point in space, in a plane and three coordinates identify a point in
using the terms '1-D', '2-D' and '3-D'; use axes and space, using the terms '1-D', '2-D' and '3-D'; use axes
coordinates to specify points in all four quadrants; and coordinates to specify points in all four
locate points with given coordinates; find the quadrants; locate points with given coordinates; find
coordinates of points identified by geometrical the coordinates of points identified by geometrical
information [for example, find the coordinates of the information; find the coordinates of the midpoint of
fourth vertex of a parallelogram with vertices at the line segment AB, given the points A and B, then
(2, 1) (–7, 3) and (5, 6)]; find the coordinates of the calculate the length AB
mid-point of the line segment AB, given points A
and B
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
Vectors
Foundation tier Intermediate tier Higher tier
3H3f understand and use vector notation 3H3f understand and use 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
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Construction
Foundation tier Intermediate tier Higher tier
3F4d measure and draw lines to the nearest millimetre, and 3H4b draw approximate constructions of triangles and
angles to the nearest degree; draw triangles and other other 2-D shapes, using a ruler and protractor, given
2-D shapes using a ruler and protractor, and given information about side lengths and angles; construct
information about their side lengths and angles; specified cubes, regular tetrahedra, square-based
understand, from their experience of constructing pyramids and other 3-D shapes
them, that triangles satisfying SSS, SAS, ASA and
RHS are unique, but SSA triangles are not; construct
cubes, regular tetrahedra, square-based pyramids and
other 3-D shapes from given information
3F4e use straight edge and compasses to do standard 3H4c use a straight edge and compasses to do standard 3H4c use a straight edge and compasses to do standard
constructions, including an equilateral triangle with a constructions, including an equilateral triangle with a constructions, including an equilateral triangle with a
given side given side, the midpoint and perpendicular given side, the midpoint and perpendicular bisector
bisector of a line segment, the perpendicular of a line segment, the perpendicular from a point to
from a point to a line, the perpendicular from a a line, the perpendicular from a point on a line, and
point on a line, and the bisector of an angle the bisector of an angle
Mensuration
3F4f find areas of rectangles, recalling the formula, 3H4d find the surface area of simple shapes by using the 3H4d find the surface area of simple shapes by using the
understanding the connection to counting squares formulae for the areas of triangles and rectangles; formulae for the areas of triangles and rectangles;
and how it extends this approach; recall and use the find volumes of cuboids, recalling the formula and find volumes of cuboids, recalling the formula and
formulae for the area of a parallelogram and a understanding the connection to counting cubes and understanding the connection to counting cubes and
triangle; find the surface area of simple shapes using how it extends this approach; calculate volumes of how it extends this approach; calculate volumes of
the area formulae for triangles and rectangles; right prisms and of shapes made from cubes and right prisms; convert between volume measures
calculate perimeters and areas of shapes made from cuboids; convert between volume measures including cm3 and m3; calculate the lengths of arcs
triangles and rectangles 3 3
including cm and m ; find circumferences of circles and the areas of sectors of circles
and areas enclosed by circles, recalling relevant
3F4g find volumes of cuboids, recalling the formula and
formulae
understanding the connection to counting cubes and
how it extends this approach; calculate volumes of
shapes made from cubes and cuboids
3F4h find circumferences of circles and areas enclosed by
circles, recalling relevant formulae
3F4i convert between area measures, including cm2 and
m2, and volume measures, including cm3 and m3
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
Loci
Foundation tier Intermediate tier Higher tier
3H4e find loci, both by reasoning and by using ICT to 3H4e find loci, both by reasoning and by using ICT to
produce shapes and paths [for example, a region produce shapes and paths [for example, a region
bounded by a circle and an intersecting line] bounded by a circle and an intersecting line]
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
14.2 Key Skills Opportunities in The signposting which follows indicates the opportunities to acquire
Mathematics (Modular) and produce evidence of the Key Skills in AO2-4. AO1, Using and
applying mathematics which is assessed in the context of AO2-3, also
provides opportunities.
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Communication Level 1
What you must do … Signposting of Opportunities for Generating
Evidence in Subject Content
AO2 AO3 AO4
C1.1 Take part in discussions ü ü ü
C1.2 Read and obtain information ü ü ü
C1.3 Write different types of documents
Communication Level 2
What you must do … Signposting of Opportunities for Generating
Evidence in Subject Content
AO2 AO3 AO4
C2.1a Contribute to discussions ü ü ü
C2.1b Give a short talk ü ü ü
C2.2 Read and summarise information ü ü ü
C2.3 Write different types of documents
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
14.3 Further Guidance More specific guidance and examples of tasks that can provide
evidence of single Key Skills, or composite tasks that can provide
evidence of more than one Key Skill, are given in the AQA
specification support material, particularly the Teachers’ Guide.
14.4 Exemptions for the Key Skills GCSE A*- C examination performance on this specification provides
Qualification exemptions for the external test in Application of Number at Level 2.
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15.2 European Dimension AQA has taken account of the 1988 Resolution of the Council of the
European Community in preparing this specification and associated
specimen papers.
15.3 Environmental Issues AQA has taken account of the 1988 Resolution of the Council of the
European Community and the Report Environmental Responsibility: An
Agenda for Further and Higher Education 1993 in preparing this
specification and associated specimen papers.
15.4 Citizenship Coursework tasks, particularly those for AO4 Handling data, promote
the skills of enquiry and communication. They also encourage the skill
of participation and responsible action in the educational
establishment and/or communication.
15.5 Avoidance of Bias AQA has taken great care in the preparation of this specification and
associated specimen papers to avoid bias of any kind.
15.6 Health and Safety Coursework tasks, particularly those for AO4 Handling data provide
opportunities to promote Health and Safety issues.
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
15.7 ICT (a) Pupils should be given opportunities to apply and develop
their ICT capability through the use of ICT tools to support
their learning in mathematics.
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16.2 Module 2 Module 2 assesses the Handling data task (AO4 task) which must be set
in the context of AO4. Candidates are expected to submit one task
only. Tasks based on probability only, without data handling, are
unlikely to score well on these criteria and should be avoided.
Simulation activities are acceptable provided that they lead to statistical
tasks rather than probability tasks. Candidates may choose to use
statistical information from the Internet or other sources. The
Assessment Criteria for the AO4 task are given in section 17.5. The
AO4 task is marked out of a total of 24 marks. The coursework task
is expected to take approximately two weeks to complete, including
lesson and homework time. It is not permissible for the Handling data
project (AO4 task) to be re-used as the Module 4 coursework task.
16.3 Module 4 The Using and Applying Mathematics task (AO1 task) submitted for
Module 4 must be set in the context of AO2 and/or AO3. One task
is expected, however, candidates may submit up to two tasks in order
to satisfy the assessment criteria for AO1. The Assessment Criteria
for the AO1 task are given in section 17.6. The AO1 task is marked
out of a total of 24 marks and if two tasks are submitted, the better
mark in each strand should be used. The coursework task is expected
to take approximately two weeks to complete, including lesson and
homework time.
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
16.4 General Module 2 and Module 4 will be offered three times a year in the
March, June and November examination series. Centres may choose
the most appropriate examination series to submit the tasks for
assessment. Centres may enter candidates for Module 2 and for
Module 4 in different examination series. For example, centres may
enter candidates for Module 2 in the June of year 10 and for Module 4
in the June of year 11.
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17.2 Module 2 Candidates will be assessed in terms of their attainment in each of the
Handling data (AO4 task) following three strands which correspond to the Programme of Study
for Handling data at National Curriculum Key Stages 3 and 4.
Strand Maximum mark
1 Specify the problem and plan 8
2 Collect, process and represent data 8
3 Interpret and discuss results 8
Maximum total mark 24
The score in each of the three strands should be that which reflects
the best performance by the candidate in that strand. These marks
should be totalled to give a mark out of 24.
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
candidate’s project. Once that is established, the final step is to decide
between the lower and the higher tier 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 candidate’s 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.
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
17.3 Module 4 Candidates will be assessed in terms of their attainment in each of the
Using and Applying following three strands which correspond to the three areas of the
Mathematics (AO1 task) Programme of Study for Using and applying mathematics at National
Curriculum Key Stages 3 and 4.
The score in each of the three strands should be that which reflects
the best performance by the candidate in that strand. These marks
should be totalled to give a mark out of 24.
The criteria are to be used as best fit indicative descriptions and the
statements within them are not to be taken as hurdles. It is necessary,
however, for the majority of the statement to be met for the 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 lower marks. Therefore the mark awarded
may not be supported by direct evidence of achievement of lower
marks in each strand.
It is assumed that tasks which allow higher marks will involve a more
sophisticated approach and/or treatment.
The AO1 coursework task must be set in the context of AO2 (Number
and algebra) and/or AO3 (Shape, space and measures).
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.
17.4 Reporting of the Coursework The mark out of a total of 24 awarded for each Module is reported on
Modules a Uniform Mark Scale (see section 26.3). The rules for re-sitting and
carrying forward the coursework modules are also given in Sections
26.5 and 26.6.
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17.6 Module 4 (AO1 task) – Assessment criteria for Using and Applying Mathematics
Strand 1): Strand 2: Strand 3:
Making and monitoring decisions to solve problems Communicating mathematically Developing skills of mathematical reasoning
1 Candidates try different approaches and find ways of Candidates discuss their mathematical work and are Candidates show that they understand a general
overcoming difficulties that arise when they are solving beginning to explain their thinking. They use and statement by finding particular examples that match it.
problems. They are beginning to organise their work and interpret mathematical symbols and diagrams.
check results.
2 Candidates are developing their own strategies for Candidates present information and results in a clear and Candidates search for a pattern by trying out ideas of
solving problems and are using these strategies both in organised way, explaining the reasons for their their own.
working within mathematics and in applying presentation.
mathematics to practical contexts.
3 In order to carry through tasks and solve mathematical Candidates show understanding of situations by Candidates make general statements of their own,
problems, candidates identify and obtain necessary describing them mathematically using symbols, words based on evidence they have produced, and give an
information; they check their results, considering and diagrams. explanation of their reasoning.
whether these are sensible.
4 Candidates carry through substantial tasks and solve Candidates interpret, discuss and synthesise information Candidates are beginning to give a mathematical
quite complex problems by breaking them down into presented in a variety of mathematical forms. Their justification for their generalisations; they test them by
smaller, more manageable tasks. writing explains and informs their use of diagrams. checking particular cases.
5 Starting from problems or contexts that have been Candidates examine critically and justify their choice of Candidates justify their generalisations or solutions,
presented to them, candidates introduce questions of mathematical presentation, considering alternative showing some insight into the mathematical structure
their own, which generate fuller solutions. approaches and explaining improvements they have of the situation being investigated. They appreciate the
made. difference between mathematical explanation and
experimental evidence.
6 Candidates develop and follow alternative approaches. Candidates convey mathematical meaning through Candidates examine generalisations or solutions
They reflect on their own lines of enquiry when consistent use of symbols. reached in an activity, commenting constructively on
exploring mathematical tasks; in doing so they introduce the reasoning and logic employed, and make further
and use a range of mathematical techniques. progress in the activity as a result.
7 Candidates analyse alternative approaches to problems Candidates use mathematical language and symbols Candidates' reports include mathematical justifications
involving a number of features or variables. They give accurately in presenting a convincing reasoned argument. explaining their solutions to problems involving a
detailed reasons for following or rejecting particular lines number of features or variables.
of enquiry.
8 Candidates consider and evaluate a number of Candidates use mathematical language and symbols Candidates provide a mathematically rigorous
approaches to a substantial task. They explore efficiently in presenting a concise reasoned argument. justification or proof of their solution to a complex
extensively a context or area of mathematics with which problem, considering the conditions under which it
they are unfamiliar. They apply independently a range of remains valid.
appropriate mathematical techniques.
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
Option T – Centre-Assessed
Modules 2 and 4
18.2 Advice on group activities For the AO4 task it is permissible for candidates to collect data as a
group or class. It is important that teachers ensure that the analysis
and writing up of this work is carried out individually by candidates,
so that the requirements of the specification are met.
18.3 Coursework Advisers Coursework Advisers are available to assist centres with any matters
relating to coursework.
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
19.2 Guidance by the Teacher The work assessed must be solely that of the candidate concerned.
Any assistance given to an individual candidate which is beyond that
given to the group as a whole must be recorded on the Candidate Record
Form.
19.3 Unfair Practice At the start of the course, the supervising teacher is responsible for
informing candidates of the AQA Regulations concerning malpractice.
Candidates must not take part in any unfair practice in the preparation
of coursework to be submitted for assessment, and must understand
that to present material copied directly from books or other sources
without acknowledgement will be regarded as deliberate deception.
Centres must report suspected malpractice to AQA. The penalties for
malpractice are set out in the AQA General Regulations.
19.4 Authentication of Candidates’ Both the candidate and the teacher are required to sign declarations
Work confirming that the work submitted for assessment is the candidate's
own. The teacher declares that the work was conducted under the
specified conditions, and records details of any additional assistance.
Sample Candidate Record Forms for Option T are provided in
Appendix E. Current Candidate Record Forms are available separately on
the AQA website under Administration/Procedures/Coursework
Administration.
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20 Standardisation
20.1 Standardising Meetings Annual standardising meetings for both Specification A and
Specification B will usually be held in the autumn term. Centres
entering candidates for the first time must send a representative to a
meeting. Attendance is also mandatory in the following cases:
20.2 Internal Standardisation of The centre is required to standardise the assessments across different
Marking teachers and teaching groups to ensure that all candidates at the centre
have been judged against the same standards. If two or more teachers
are involved in marking a component, one teacher must be designated
as responsible for internal standardisation. Common pieces of work
must be marked on a trial basis and differences between assessments
discussed at a training session in which all teachers involved must
participate. The teacher responsible for standardising the marking
must ensure that the training includes the use of reference and archive
materials such as work from a previous year or examples provided by
AQA. The centre is required to send to the moderator the Centre
Declaration Sheet, duly signed, to confirm that the marking of centre-
assessed work at the centre has been standardised. If only one teacher
has undertaken the marking, that person must sign this form.
A specimen Centre Declaration Sheet is provided in Appendix E.
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
21 Administrative Procedures
21.1 Evidence to support the During the course teachers should keep records of their assessments
award of marks in a form which facilitates the complete and accurate submission of
the final assessments at the end of the course.
When the assessments are complete, the marks awarded under each of
the assessment criteria must be entered on the Candidate Record Form,
with supporting information given in the spaces provided. A
specimen Candidate Record Form for Module 2 and for Module 4
appears in Appendix E; the exact design may be modified before the
operational version is issued and the correct year’s Candidate Record
Forms should always be used.
The candidates’ work must be marked according to the assessment
21.2 Recording Assessments
criteria set out in Sections 17.5 and 17.6. The marks and supporting
information must be recorded in accordance with the instructions in
Section 21.3. The completed Candidate Record Form for each candidate
must be attached to the work and made available to AQA on request.
The total component mark for each candidate must be submitted to
21.3 Submitting Marks and Sample
AQA on the mark sheets provided or by Electronic Data Interchange
Work for Moderation (EDI) by the specified date and copies sent to the Moderator. Centres
will be informed which candidates’ work is required in the samples to
be submitted to the moderator.
21.4 Problems with Individual Teachers should be able to accommodate the occasional absence of
Candidates candidates by ensuring that the opportunity is given for them to make
up missed assessments.
Special consideration should be requested for candidates whose work
has been affected by illness or other exceptional circumstances.
Information about the procedure is issued separately.
If work is lost, AQA should be notified immediately of the date of the
loss, how it occurred, and who was responsible for the loss. AQA will
advise on the procedures to be followed in such cases. Where special
help which goes beyond normal learning support is given, AQA must
be informed so that such help can be taken into account when
assessment and moderation take place.
Candidates who move from one centre to another during the course
sometimes present a problem for a scheme of internal assessment.
Possible courses of action depend on the stage at which the move
takes place. If the move occurs early in the course the new centre
should take responsibility for assessment. If it occurs late in the
course it may be possible to accept the assessments made at the
previous centre. Centres should contact AQA at the earliest possible
stage for advice about appropriate arrangements in individual cases.
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
21.5 Retaining Evidence The centre must retain the work of all candidates, with Candidate Record
Forms attached, under secure conditions from the time it is assessed, to
allow for the possibility of an enquiry upon results. The work may be
returned to candidates after the issue of results provided that no
enquiry upon results is to be made which will include re-moderation of
the coursework component. If an enquiry upon results is to be made,
the work must remain under secure conditions until requested by
AQA.
22 Moderation
22.1 Moderation Procedures Moderation of the coursework is by inspection of a sample of
candidates' work, sent by post from the centre to a moderator
appointed by AQA. The centre marks must be submitted to AQA
and the sample of work must reach the moderator by the specified
date in the year in which the qualification is awarded.
The evidence must be presented in a clear and helpful way for the
moderator. The candidates’ work must be annotated to identify, as
precisely as possible, where in the work the relevant criteria have been
satisfied so that the reasons why marks have been awarded are clear.
Details must also be given of the context within which the work was
done, to enable the moderator to judge the attainment inherent in the
work.
Following the re-marking of the sample work, the moderator’s marks
are compared with the centre marks to determine whether any
adjustment is needed to bring the centre’s assessments into line with
standards generally. In some cases it may be necessary for the
moderator to call for the work of other candidates. In order to meet
this possible request, centres must have available the coursework and
Candidate Record Form of every candidate entered for the examination
and be prepared to submit it on demand. Mark adjustments will
normally preserve the centre’s order of merit but, where major
discrepancies are found, AQA reserves the right to alter the order of
merit.
22.2 Post-Moderation Procedures On publication of the GCSE results, the centre is supplied with details
of the final marks for the coursework component.
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Option X - AQA-Assessed
Modules 2 and 4
23.1 Introduction Centres following Option X must select coursework tasks from the
bank of AQA-set tasks provided in Appendix C for Module 2 or
Appendix D for Module 4.
The AQA-set tasks and Mark Schemes will be published each year.
Tasks may be removed or added from year to year. It is therefore
essential that the latest version is used each year.
Teachers should note that in the AQA-set Handling Data tasks the
word ‘hypothesis’ is used for a general prediction which is to be tested.
23.2 Advice on group activities For the AO4 task it is permissible for candidates to collect data as a
group or class. It is important that teachers ensure that the analysis
and writing up of this work is carried out individually by candidates, so
that the requirements of the specification are met.
23.3 Coursework Advisers Coursework Advisers are available to assist centres with any matters
relating to coursework. Details will be provided when AQA knows
which centres are following the specification.
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24.2 Guidance by the Teacher The work assessed must be solely that of the candidate concerned.
Any assistance given to an individual candidate which is beyond that
given to the group as a whole must be recorded on the Candidate Record
Form.
24.3 Unfair Practice At the start of the course, the supervising teacher is responsible for
informing candidates of the AQA Regulations concerning malpractice.
Candidates must not take part in any unfair practice in the preparation
of coursework to be submitted for assessment, and must understand
that to present material copied directly from books or other sources
without acknowledgement will be regarded as deliberate deception.
Centres must report suspected malpractice to AQA. The penalties for
malpractice are set out in the AQA General Regulations.
24.4 Authentication of Candidates’ Both the candidate and the teacher are required to sign declarations
Work confirming that the work submitted for assessment is the candidate's
own. The teacher declares that the work was conducted under the
specified conditions, and records details of any additional assistance.
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
25 Administrative Procedures
25.1 Evidence of attainment Where there is ephemeral evidence of attainment, which does not
form part of the candidate’s written record, brief notes of each
candidate’s achievement in these skill areas should be supplied, with
the coursework, to AQA.
25.2 Problems with Individual Teachers should be able to accommodate the occasional absence of
Candidates candidates by ensuring that the opportunity is given for them to make
up missed assessments.
Special consideration should be requested for candidates whose work
has been affected by illness or other exceptional circumstances.
Information about the procedure is issued separately.
If work is lost, AQA should be notified immediately of the date of the
loss, how it occurred, and who was responsible for the loss. AQA will
advise on the procedures to be followed in such cases. Where special
help which goes beyond normal learning support is given, AQA must
be informed so that such help can be taken into account when
assessment and moderation take place.
Candidates who move from one centre to another during the course
sometimes present a problem for a scheme of internal assessment.
Possible courses of action depend on the stage at which the move
takes place. If the move occurs early in the course the new centre
should take responsibility for assessment. If it occurs late in the
course it may be possible to accept the assessments made at the
previous centre. Centres should contact AQA at the earliest possible
stage for advice about appropriate arrangements in individual cases.
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
26.2 Grading System The qualification will be graded on an 8 point grade scale A*, A, B, C,
D, E, F, G.
The written paper modules are offered at three tiers of entry:
Foundation tier, Intermediate tier and Higher tier. For candidates
entered for the Foundation tier, grades D-G are available. For
candidates entered for the Intermediate tier, grades B-E are available.
For candidates entered for the Higher tier, grades A*-C are available.
Candidates may enter for each individual module at a different tier of
entry. However, the final range of grades available to a candidate is
determined by the tier of entry of Module 5.
26.3 The determination of For each module, candidates’ results are reported on a Uniform Mark
candidates’ final grades Scale which is related to grades by means of the following
correspondence.
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General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
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26.4 Shelf-Life of Module Results The shelf-life of individual module results, prior to the award of the
qualification, is limited only by the shelf-life of the specification.
26.5 Re-taking Modules and Modules 2 and 4, and each tier of Modules 1 and 3, may be re-taken
carrying forward of Module once before certification of the qualification. The best result for each
Results module will count towards the final award.
26.6 Minimum Requirements Candidates will be graded on the basis of work submitted for
assessment.
26.7 Awarding and Reporting The regulatory authorities, in consultation with GCSE Awarding
bodies, have developed a Code of Practice for GCSE qualifications
introduced in September 2000. This specification complies with the
grading, awarding and certification requirements of the revised Code
of Practice.
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Appendices
A 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 the candidates’ performance
in the examination may be balanced by better performances in others.
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 reasoned argument. Their reports include mathematical
justifications, explaining their solutions to problems involving a
number of features or variables.
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.
hij 91
Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
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.
92 hij
General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
hij 93
Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
Foundation Tier
94 hij
General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Intermediate Tier
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
Higher Tier
96 hij
General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Context
AO4 This task is accessible to all candidates regardless of tier of entry.
It would normally follow on from work on setting up and testing
hypotheses, and statistical analysis.
1 Reaction Times
Investigate further.
hij 97
Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
AO4 Context
This task is accessible to all candidates regardless of tier of entry.
It would normally follow on from work on setting up and testing
hypotheses, and statistical analysis.
2 Guestimate
Investigate further.
98 hij
General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Context
AO4 This task is accessible to all candidates regardless of tier of entry.
It would normally follow on from work on setting up and testing
hypotheses, and statistical analysis.
3 Memory Game
Investigate further.
hij 99
Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
Context
AO4
This task is accessible to all candidates regardless of tier of entry.
It would be most suitably done when candidates have covered
scatter graphs, plotting graphs of real experimental values, and
graphs of rates of change over time; in addition to work on setting
up and testing hypotheses, and statistical analysis.
4 Pulse Rate
Not everyone has the same pulse rate – and pulse rate can
be affected by a number of different things.
Investigate further.
100 hij
General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Context
AO4
This task is accessible to all candidates regardless of tier of entry.
It would normally follow on from work on setting up and testing
hypotheses, and statistical analysis.
Investigate further.
hij 101
Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
Context
AO1 This task is most suitable for Foundation and/or Intermediate candidates.
It would normally follow on from work on sequences and algebraic equations.
Calculators will have to be used and this task offers a good opportunity to use
a spreadsheet.
6 Add 2 Divide by 5
Write down
your result
Investigate further.
102 hij
General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Context
AO1
This task is most suitable for Foundation and/or Intermediate candidates.
It could follow on from work on sequences.
2 Trios
For example:
(1, 2, 2) is a trio whose sum is 1 + 2 + 2 = 5
and
Investigate further.
hij 103
Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
AO1 Context
This task is most suitable for Intermediate and/or Higher candidates.
It would normally follow on from work on sequences and fractions.
3 Fraction Differences
1 1 1 1 1 1 … …
1 2 3 4 5 6
1 1 … …
3 12
Investigate further.
104 hij
General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Context
AO1
This task is most suitable for Intermediate and/or Higher candidates.
It would normally follow on from trigonometry work on the sine and
cosine rules. It provides an opportunity to use these in a practical situation.
4 Tangled Triangles
Investigate further.
hij 105
Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
AO1 Context
This task is accessible to all candidates regardless of tier of entry. It
would normally follow work on mensuration of different shapes and it
provides an opportunity to use trigonometry and algebraic manipulation.
5 Equable Shapes
Investigate further.
106 hij
General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Context
AO1
This task is accessible to all candidates regardless of tier of entry.
It can be completed by simple number manipulation or by algebraic methods.
6 Number Grid
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
Investigate further.
hij 107
Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
Context
AO1
This task is accessible to all candidates regardless of tier of entry.
Candidates may tackle problems practically by making shapes or use
numerical or algebraic methods. It provides an opportunity for
candidates to use mensuration skills.
7 Trays
Side
Base
Side
18 cm
[drawn to scale]
Investigate further.
108 hij
General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
E Record Forms
Samples of the Centre Declaration Sheet and Candidate Record Forms are given on the following pages.
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Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
Centre-assessed work
If two or more teachers/assessors are involved in marking/assessing, one of them must be designated as
responsible for standardising the assessments of all teachers/assessors at the centre.
(a) the procedure described in the specification has been followed at this centre to ensure that the
assessments are of the same standard for all candidates; or
(b) I have marked/assessed the work of all candidates.
110 hij
General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Centre-assessed work
Candidate Record Form
2004
GCSE Mathematics B (Modular) Module 2 (Option T) 3302
Centre name: ......................................................................................... Centre no:
NOTICE TO CANDIDATE
The work you submit for assessment must be your own.
If you copy from someone else or allow another candidate to copy from you, or if you
cheat in any other way, you may be disqualified from at least the subject concerned.
Declaration by candidate
I have read and understood the Notice to Candidate (above). I have produced the attached work without any help
apart from that which I have stated on this sheet.
hij 111
Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
Project title:
Max. Mark
Strand Criteria for award of marks Key evidence
mark awarded
1 Specify the problem and 8
plan
2 Collect, process and 8
represent data
3 Interpret and discuss 8
results
Total mark 24
Concluding comments
112 hij
General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
Centre-assessed work
Candidate Record Form
2004
GCSE Mathematics B (Modular) Module 4 (Option T) 3302
Centre name: .......................................................................................... Centre no:
NOTICE TO CANDIDATE
The work you submit for assessment must be your own.
If you copy from someone else or allow another candidate to copy from you, or if you
cheat in any other way, you may be disqualified from at least the subject concerned.
Declaration by candidate
I have read and understood the Notice to Candidate (above). I have produced the attached work without any
help apart from that which I have stated on this sheet.
This form should be completed and attached to the candidate’s work and retained at the Centre
or sent to the moderator as required.
PTO
hij 113
Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
Project title:
Max. Mark
Strand Criteria for award of marks Key evidence
mark awarded
1 Making and monitoring 8
decisions to solve problems
2 Communicating 8
mathematically
3 Developing skills of 8
mathematical reasoning
Total mark 24
Concluding comments
114 hij
General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
AQA-assessed work
Candidate Record Form
2004
NOTICE TO CANDIDATE
The work you submit for assessment must be your own.
If you copy from someone else or allow another candidate to copy from you, or if you
cheat in any other way, you may be disqualified from at least the subject concerned.
Declaration by candidate
I have read and understood the Notice to Candidate (above). I have produced the attached work without any
help apart from that which I have stated on this sheet.
This form should be completed and attached to the candidate’s work and sent to the examiner
PTO
hij 115
Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
Teachers are strongly advised to provide comments as evidence of mathematical or statistical thinking
where this is not clearly communicated in the work. This may be done in the body of the script or on a
separate sheet.
Project title:
Final assessed
Strand Key evidence
score (0–8)
1
Examiner’s initials
116 hij
General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
AQA-assessed work
Candidate Record Form
2004
GCSE Mathematics B (Modular) Module 4 (Option X) 3302
Centre name: .......................................................................................... Centre no:
NOTICE TO CANDIDATE
The work you submit for assessment must be your own.
If you copy from someone else or allow another candidate to copy from you, or if you
cheat in any other way, you may be disqualified from at least the subject concerned.
Declaration by candidate
I have read and understood the Notice to Candidate (above). I have produced the attached work without any
help apart from that which I have stated on this sheet.
This form should be completed and attached to the candidate’s work and sent to the examiner
PTO
hij 117
Mathematics B (Modular) - General Certificate of Secondary Education, 2005 examination
Teachers are strongly advised to provide comments as evidence of mathematical or statistical thinking
where this is not clearly communicated in the work. This may be done in the body of the script or on a
separate sheet.
Project title:
Final assessed
Strand Key evidence
score (0–8)
1
Examiner’s initials
118 hij
General Certificate of Secondary Education, 2005 examination - Mathematics B (Modular)
hij 119