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Teacher Guides

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How does Oxford GCSE Maths Contents
for OCR support your teaching? Introduction page....................................................................................................... page 3
An introduction page at the beginning of each Teacher Guide
Oxford GCSE Maths for OCR provides two Teacher Guides, Foundation and shows how Oxford GCSE Maths for OCR is clearly structured into
Higher, to match the two Student Books. These comprehensive teacher chapters that link closely to the four main curriculum strands, to
help your medium term planning.
resources are full of practical and accessible lesson plans. They are designed
to make teaching easier for the whole range of teacher experience and Chapter introduction............................................................................................. page 4
needs, including NQTs and non-specialists, and have a particular focus on Each chapter is introduced with an engaging link to the real
the processes of the new GCSEs. world and a commentary on the rich task designed to help
deliver AO3, and teaching notes provide extra background to
In addition, OxBox CD-ROMs offer a wealth of activities and resources that help make the most of this resource.
include a huge amount of teacher support and assessment material. This
will help inspire your students and give you more time to actually teach Lesson plans.............................................................................................................. pages 5-8
The Teacher Guides provide thorough lesson plans linked to
by doing a huge amount of the hard work for you, as well as covering all the material in the Student Books, with specification objectives
aspects of the new GCSE. Therefore, in addition to sample material from clearly spelt out, and exercise commentary to provide focus
the Teacher Guides, we have also included samples of related resources on the new requirements.
from the OxBox CD-ROMs to give you as full as possible an idea of just
Summary page. ............................................................................................................... page 9
how much help we have to offer you and your school.
The summary page provides answers to the exam questions
appearing in the student book together with a commentary
highlighting what examiners are looking for in an answer.
Case study teacher 10
Teacher notes on the real-life case studies provided in the
Student Books and OxBox CD-ROMs help make it easier to
bring functional maths to life in the classroom.

Assessment resources........................................................................pages 11-12

A huge amount of resources are included in the Assessment OxBox
for all your assessment needs, including both on-screen tests and tests
that you can print out. On-screen tests, both formative and summative,
provide intuitive assessment with a wealth of questions at all levels to
help consolidate learning, with auto-marking, meaningful feedback to
monitor progress, and on-screen diagnostic reports providing graded
feedback for teachers.

Self-assessment 13
Self-assessment checklist shows how students are
encouraged to monitor and improve their own progress.

Scheme of 14
Schemes of work are provided to match the lessons with
GCSE objectives, allowing you to map out the terms work
quickly and easily

1 2
book Specification A
3 unit structure followed Formulae and equations A7

DATA Objectives covered in this chapter are:
A1 Integers
A1 Integers
and and FA6.3 Use the conventions for coordinates in a plane
decimals FA6.3 Find the coordinates of the midpoint of a line
A2 Summary
A2 Summary segment The exam specification
FA6.2 Distinguish between the words equation, formula objectives covered by the
A3 Constructions
A3 Constructions and expression chapter are summarised
A4 Factors,
A4 Factors, FA8.1 Manipulate algebraic expressions

and and
ratioratio FA7.1 Substitute numbers into a formula
A5 Sequences
A5 Sequences FA7.1 Change the subject of a formula
FA7.1 Derive a formula Pre-requisite knowledge
A6 Representing
A6 Representing
and and
interpreting FA8.2 Solve simple equations by using inverse operations Coordinates in a single quadrant
A7 Formulae
A7 Formulae
and and datadata FA8.2 Solve linear equations with the unknown on Order of operations (BIDMAS)
equations either side and including brackets Recognition of squared terms
A8 Constructions
A8 Constructions Calculating with negative integers
and and

B9 Fractions,
B9 Fractions, Useful ICT resources
and and
percentages B10B10
l Autograph A7.1 Coordinates and midpoints
and and
lineslines l Animation A7.4 Substituting into formulae
Basic knowledge assumed
lineslines l Starter A7.5 Formulae multi-choice from previous chapters or
B12B12 KS3 is clearly indicated
l Powerpoint A7.7 Solving linear equations

datadata l Consolidation A7.8 Linear equations practice
and and
Simultaneous l Chapter test A7 Formulae and equations
and and
l Summative on-screen test A7 Formulae and equations
and and The OxBox provides
indices l Formative on-screen test A7 Formulae and equations resources to enliven lessons
and and

The spider diagram shows a variety of ways in which a

Algebraic linear equation can be transformed. By tackling this activity,
manipulation students should begin to appreciate that there is not just
areaarea one single unique way to correctly transform an equation;
and and
volume The student book provides
also, by transforming an equation correctly, the value of x
an open ended challenge
Graphs stays the same.

which draws in many of the

Everyday Encourage students to add to the spider diagram by themes of the chapter
and and thinking about the different types of operation that are used
Trigonometry here: adding/ subtracting, and multiplying/ dividing.

2 2
of of

Formulae and equations 5

Advance Material Uncorrected sample Introduction page from iii iii Advance Material Uncorrected sample Chapter Introduction page from
Oxford GCSE Maths for OCR Foundation Teacher Guide Oxford GCSE Maths for OCR Higher Teacher Guide
3 4
Introducing ratio A4.3

Use ratio notation, including reduction to its

simplest form; know its various links to fraction
notation (FA4.1) Each lesson lists the
Divide a quantity in a given ratio (FA4.2) objectives addressed
Determine the original quantity by knowing
the size of one part of the divided quantity (FA4.2)
Solve word problems about ratio, including using
informal strategies and the unitary method of Real-life applications and
solution (FA4.2) further instances to cover
A02 are highlighted

Starter Exercise commentary

Use a spider diagram display with a randomly drawn set of Question 1 The key phrase here is
24 black and 6 red dots in the centre. Ask students to suggest simplest form.
equivalent ratios to put on the legs. Does one of the legs give the Question 2 The phrase unitary form
ratio in its lowest terms? Which is it? (Add it to the diagram if it will need emphasising again.
Lots of hints and ideas from is not there.)
Hints for what to highlight, Question 3 These questions all
experienced classroom teachers involve applying ratios in simple
what to look out for, etc.
Resources financial contexts.
Spider diagram for Smartboard or OHP Question 4 This substantial AO3
task may need some guidance from
the teacher to get the students
Teaching notes started. The idea of writing a two
digit number AB as 10A + B could be
Both the notation and concept of ratio have been introduced to more able students to
encountered before. It is worth emphasising that the allow an attempt at mathematical
direction in which the ratio is written is determined by the explanation. There are a lot of
wording of the given information. The vocabulary of patterns in this task and even those
simplest form and unitary form will need to be emphasised. who cannot get to a symbolic
explanation of what is going on can
A couple of examples involving simplifying ratios and derive benefit.
using ratio in a practical money context could also be
attempted by the group.
The rich task in the text concerning the Fibonacci sequence
can be attempted in class or as homework and provides a The investigation of the Golden Ratio,
launching point for pupils if they have access to the if not already done, could become a
mini-project involving mathematics,
history and art.

Suggestions for how to

summarise the lesson and
Practical suggestions to help cater draw out its main themes
for less and more able students

Advance Material Uncorrected sample lesson plan page from Advance Material Uncorrected sample lesson plan page from
Oxford GCSE Maths for OCR Foundation Teacher Guide Oxford GCSE Maths for OCR Foundation Teacher Guide 3
5 6
Coordinates of points A7.9 Square and triangle numbers A5.2

Use the conventions for coordinates in the plane; plot

Generate terms of a sequence using position-to-
points in all four quadrants
Understand that one coordinate identifies a point on a
term rules
Generate common integer sequences (including
number line, two coordinates identify a point in a
plane using the terms 1D and 2D Exercise commentary sequences of odd or even integers, squared integers,
Use axes and coordinates to specify points in all four These questions can be done on powers of 2, powers of 10, triangular numbers) (HA7.2) Exercise commentary
quadrants squared paper or on screen using Use linear expressions to describe the n th term of an This is the famous handshake
AUTOGRAPH. arithmetic sequence, justifying its form by referring investigation sometimes also
Locate points with given coordinates
Find the coordinates of the midpoint of the line Question 1 The coordinates need to to the activity or context from which it was presented as the mystic rose puzzle.
segment AB, given points A and B, then be enclosed in brackets and be in the generated (HA7.3) Pupils should record results in a table
correct order. and look for a pattern in the numbers.
calculate the length AB. (FA6.3)
Question 2 This problem solving A quick, punchy activity This should be clear given they
question does require calculation of to get students thinking recently saw the triangle numbers.
the coordinates of the mid-points and and in the mood to learn The general term is easily adapted
Starter from the triangle number formula.
Starter not just observation from the
coordinates-axes. Starting with 100, go around the class asking students for the Question 1 This provides a famous
Begin by chanting a sequence of numbers, starting from 6 and
Question 3 This question involves next term in the sequence you describe, for example: Count number pattern that the sum of the
going up in steps of 0.5. You could use a count stick or number
more calculation of mid-points, which down in 7s, in square numbers, in steps of 0.95. odd numbers gives square numbers.
line. Repeat the activity going up in steps of 0.4. could be done by drawing or
Challenge students to individually record these sequences calculation.
Question 2 This AO3 investigation
(perhaps on a mini whiteboard) as quickly as possible, this time will probably be helped if the students
Question 4 This question requires Teaching notes list the square numbers they know on
going up in steps of 0.3, beginning at 4.1. Give students exactly knowledge of the properties of the
The rich task provides a good introduction to this section. their page. It is not unusual to have to
one minute for this activity, and then compare results. diagonals of some quadrilaterals or
remind pupils that 1 is also a square
Repeat with 0.3s but this time going back from 12.5. can be solved by plotting the points Encourage the class to look closely at how to get from one
number. At some stage in the lesson
on axes scaled in tens. term to the next and hopefully they will spot that a square it would be good to collect together
Resources Suggestions for how to Question 5 This question can be number is being added each time. It is unlikely that a general their findings to fill in any gaps.
incorporate software answered by reasoning alone or by formula will be forthcoming but the problem can be left for
Mini whiteboard Question 3 This question introduces
packages into your teaching plotting and observation.
the plenary session at this stage. the sigma notation for sum of and
Question 6 This problem needs
Teaching notes considerable thought but is probably
may need a little further explanation
best solved by drawing at this level.
by the teacher, though this notation
Students will have met the idea of plotting coordinates could be met again in the plenary
before at least in the first quadrant. A quick test of plotting Some revision of quadrilaterals may Questions needing A03
be required for some. problem solving skills are
points using AUTOGRAPH should both revise basic ideas
clearly highlighted Question 4 This functional maths
and indicate the knowledge base of the students. Extend the
task needs the use of the triangle
axes into four quadrants and indicate how negative numbers
Plenary number formulae. Some may need
are interpreted in a pair of coordinates. Using reminding to be consistent by
Fractional/decimal coordinates can be Common misconceptions
AUTOGRAPH get the students to come up individually and working in pounds or in pence.
introduced as a simple extension. highlighted
plot specified points, perhaps to produce shapes. The order
(x, y) needs to be emphasised and that brackets need to be The historical development of the system
drawn around the numbers. It is worth plotting points like of coordinates and why they are called
Cartesian coordinates can be Plenary
(0, 3) (6, 0) etc since these can cause confusion.
investigated. There are a number of ideas in the
It is worth highlighting the coordinates of the origin and the
Some students may wish to look at other exercise that could be developed further
vocabulary origin as well. including the sigma notation. Students
coordinate systems such as map
Once they are familiar with the idea of plotting points then references or polar coordinates. could research a formula for the sum of
set a task of finding the midpoint of a line segment joining the square numbers and hence finish off
3-D coordinates could be investigated as
two points. They can investigate this and hopefully come up the rich task which began the section.
a precursor to later work.
with some conclusions on a general method. The results can The method of summing arithmetic series
be collected together at a suitable point and the method attributed to Gauss could be investigated
Extension activities to put topics
summarised and its use reinforced with a further example. and some may be able to generalise the
into cultural and historical context
approach for any arithmetic series.
Advance Material Uncorrected sample lesson plan page from Advance Material Uncorrected sample lesson plan page from
Oxford GCSE Maths for OCR Higher Teacher Guide 2 Oxford GCSE Maths for OCR Higher Teacher Guide
7 8
Summary A7 Business Case study A6.1

Exam-style question commentary Objectives

Case studies provide realistic
l Use calculators effectively and efficiently and relevant scenarios in
l Discuss, plot and interpret graphs modelling real situations which to develop and practice
Worked solution Commentary l Use formulae from mathematics and other subjects
AO3 problem solving skills and
functional maths

1) Solve a) 5x=30 b) y+8=25 c) 2z 3 = 21 1) a) Students often quickly identify the inverse

operation as 5. However they may think Aim
1) a) 5x = 30 that they have to 5 twice, once for the Useful resources
5x 5 = 30 5 5 and once for the x. It may help to write l To introduce students to some of the ways that mathematics
x=6 the working in the form of fractions to be Business worksheet Foundation
can be used in business;
check: 5 x 6 = 30 cancelled. Balance sheet template
l To express the importance of mathematics in financial
Annies cards cash flow table
b) y+8 = 25 situations.
b) Some students may subtract 25 from 8 (the Annies cards breakeven graph
y+8 - 8= 25 8
wrong order is also common with division). PowerPoint 3.2, Excel spreadsheet 4
y = 17
Some students may find rules such as swap Teaching notes
check: 17+8=25 side, swap sign helpful.
Ask if any of the students families have their own Extension
c) 2z 3 = 21
c) A common error with two-operation business. Show the balance sheet template and invite Students could apply the information
2z -3 + 3 = 21 + 3
equations is undoing the operations in the volunteers to explain what it means to the rest of the class. in this Case study to a business of their
2z = 24 own that they could invent.
wrong order. Encourage students to read
2z 2 = 24 2 an equation in terms of what is happening to Introduce the scenario of Annies cards as outlined in Examples:
z = 12 the unknown then reverse the operations. the student book and ask students to complete the cash tuck shop at school;
check: 2 x 12 -3 = 24 3 = 21 Function machines can help but should be flow data (ensure that they understand the information!). selling hand-made t-shirts.
weaned off before students tackle two-sided They could then work through the example, including
equations. Encourage students to think about the
the further questions at the bottom of the page. If costs involved.
students have ICT access, this is an ideal opportunity to They could use the breakeven analysis to
2) A rectangle has an area of 12x + 24. 2) This is an AO3-type problem, with no unique determine if their business would make a
show the benefits of using a spreadsheet.
What might its length and width be? correct answer. profit or a loss.
Give two different possible answers. Ask students if they know what breakeven means.
Students should recall the formula for the area
Area of a rectangle = length x width of a rectangle fairly easily. They may however Discuss why it is important for a business to know their
12x + 24 = 2(6x+12) need encouragement in the tricky step of breakeven point, and talk students through the method
realising that they need to factorise. for creating a breakeven chart in the Case study. Ensure
This will be a newly-learned skill, and students that they understand how the lines relate to the data.
may not realise that there is more than one way Also, discuss the gradient and y-intercept of each line,
to factorise.
linking these values to the data.
One possible answer is Those more confident with expanding may
prefer to use a trial-and-error method by Students could then use the questions below the graph
length = 2, width = 6x + 12
guessing the dimensions and multiplying to create their own breakeven charts for the scenarios
12x + 24 = 12(x+2) remind them that they will need to expand using described. This is a good opportunity to reinforce how to
Another possibility is brackets.
draw straight line graphs.
length = 12, width = x+2
This case study is also good for introducing or
reinforcing formulae you could ask how many
formulae are presented on the case study pages.
Students may be unfamiliar with the term direct
proportion as this is outside the GCSE Foundation
specification, although it is referred to in the student book.

Summary 9 10 Business Case study

Advance Material Uncorrected sample Summary page Advance Material Uncorrected sample Case Study teacher notes page from
Oxford GCSE Maths for OCR Higher Teacher Guide Oxford GCSE Maths for OCR Foundation Teacher Guide
9 (referring to pages 354-355 of Foundation Student Book) 10
Consolidation Oxford GCSE Maths for OCR

Bivariate data and time series


5 e maximum temperature, in C, for each month is shown in the table.

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
6.4 6.7 9.3 11.8 15.7 18.3 20.8 20.6 17.3 13.3 9.2 7.2

Draw a line graph to show the maximum temperatures.

6 e height of water, in centimetres, in a harbour is measured at 3-hour intervals.

Time 00:00 03:00 06:00 09:00 12:00 15:00 18:00 21:00 24:00 1601OP_Foundation-Plus_02 18/9/06 11:44 am Page 129

18 20 5 19 8 28 10 15 26

Draw a line graph to show the heights.

Extra Practice 2 GCSE Maths
D5.5 More scatter graphs Foundation Plus
1601OP_Foundation-Plus_02 18/9/06
18/9/06 11:44 am Page 129 11:44 am Page 129

1601OP_Foundation-Plus_02 18/9/06 11:44 am Page 129

1 Decide whether the lines are good lines of best fit.
Explain your decision.

Extra Practice
Consolidation Extra Practice a Oxford GCSE 2
b 2
for OCR GCSE Maths
c Maths

D5.5 Practice D5.5 More
More scatter graphs scatter graphs 2 Foundation
GCSE Maths
Foundation Foundation
Plus Plus
Bivariate data and time series
1601OP_Foundation-Plus_02 18/9/06 11:44 am Page 129
D5.513 More scatter graphs Foundation Plus
1 Decide whether 1 theDecide whether
lines are the lines
good lines arefit.
of best good lines of best fit.
Explain your decision.
Explain your decision.
3 1 Decide
whetherthe lines areare
good lines of best fit. Explain your decision.
Extra Practice a
a b
aExplain your decision.
good lines of best
dd b c
GCSE e c Maths 2
D5.5 More scattera graphs b Foundation
c Plus
1601OP_Foundation-Plus_02 18/9/06 11:44 am Page 129

1 Decide whether the lines are good lines of best fit.

Explain your decision.
Extra Practice a b
d b
d e c GCSE
e e Maths

D5.5 More scatter graphs d Foundation

e Plus
Formative screen test from the Assessment OxBox
2 Use the line of best fit to estimate
Consolidation 3 Oxford GCSE Maths
1 Decidefor OCR the lines
whether Oxford University
are good linesPress
of 2010
best fit.
Explain your decision.
Foundation a the price of the crop, if there are 200 bugs

Bivariate data and time series

a d b c e c
b the number of bugs, if the crop costs 2.50.

1 A bus company keeps a record of the number of items of lost property and the 2 Use
2 Use the line of best the
fit to line of best fit to400
estimate estimate
number of reminder signs on all the buses, for each month of a year.
Number of bugs

2 aUse
thethe lineofofthe
price afit
best the
crop, ifprice
to ofare
there the200
crop, if300
bugs there are 200 bugs
Number of
25 15 55 20 50 0 45 30 5d 35 10 40 e ba the
the number
price b the
of bugs,
of best
the crop, ifnumber of bugs, if200
the crop costs 2.50.
reminder signs 4 Use the line of fit toifestimate
the crop
there costs
are 200 2.50.
a the price of the crop, if there are 200 bugs
Number of lost b the number of bugs, if the crop costs 2.50.
property items 18 20 5 19 8 28 10 15 26 11 24 14 b 500 500
the number of bugs, if the crop costs 2.50. 100

2 Use the line of best fit to400

500 400 0
0 1 2 3 4 5 6
a Draw a scatter graph to show this information. Use 2 cm to represent 10 signs on
Number of bugs
of bugsof bugs

Price of crop
the horizontal axis. Use 2 cm to represent 10 items on the vertical axis. a the price of the crop, if300
there are 200 bugs
400 300
b State the type of correlation shown by the graph.

c Copy and complete these sentences: b the number of bugs, if200

the crop costs 2.50.
300 200
e more reminder signs that are used, the _____ items of property are lost.

e fewer reminder signs that are used, the _____ items of property are lost. 500 200
100 100

2 2 Use theeach
e instances of vandalism and the number of letters to a local newspaper line of best fit to400
estimate 100
0 0
0 1 2 3 0 4 1 5 2 6 3 4 5 6
month are shown.
Number of bugs

Price of crop Price of crop

a the price of the crop, if300
there are 200 bugs 0
0 1 2 3 4 5 6 Oxford University Press 2006
Instances of b the43number of bugs, if200
the crop costs 2.50. Price of crop
38 23 13 50 8 36 45 20 31 5 25
Number of 12 13 9 15 8 14 15 10 9
13 7 12
400 0 2 Oxford University Press 2010
0 1 2 3 4 5 6
Number of bugs

a Draw a scatter graph to show the information. Use 2 cm to represent 10 instances Price of crop
of vandalism on the horizontal axis. Use 2 cm to represent 10 letters of vandalism Oxford University Press 2006
Oxford University Press 2006
on the vertical axis.
b State the type of correlation shown by the graph. Oxford University Press 2006
c Describe in words any relationship between the instances of vandalism and the
number of letters.
0 1 2 3 4
Price of crop
5 6 Print out tests available on
the Asessment OxBox for
Oxford University Press 2006

paper-based testing
Oxford University Press 2006

1 Oxford University Press 2010

Summative screen test from the Assessment OxBox

Advance Material Uncorrected sample screens from the Advance Material Uncorrected sample screens from the

11 Oxford GCSE Maths for OCR Assessment OxBox CD-ROM Oxford GCSE Maths for OCR Assessment OxBox CD-ROM 12
Self assessment checklist Oxford GCSE Maths for OCR

Integers and decimals



You can use this sheet to help you track your progress.

I need a
Im almost
I can do it. bit more
A1.1 p45

Understand place value and order positive numbers

A1.1 p45

Multiply and divide by powers of 10

A1.2 p67

Represent numbers as positions and transitions on a number


A1.2 p67

Read measurements and information from scales, dials and


A1.3 p89

Order temperatures and position them on a number line

A1.3 p89

Calculate changes in temperature

A1.4 p1011

Order negative numbers and position them on a number line

A1.4 p1011

Add, subtract and multiply with negative numbers

Advance Material Uncorrected sample screens from the Advance Material Uncorrect sample screen Scheme of Work from the

13 Oxford GCSE Maths for OCR Assessment OxBox CD-ROM Oxford GCSE Maths for OCR Assessment OxBox CD-ROM 14
1 Oxford University Press 2010
Evaluate both of the Oxford GCSE Maths
for OCR Teacher Guides

3 The two Oxford GCSE Maths for

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3 There is also a huge amount of extra teacher
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