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You are on page 1of 9

e M a t e r i a l

Advan c a g e s from t h e O x f o rd G CSE

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C o n t a i n u i d e s, e a c h e r s u p port

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of practical ailable o n t h e A s s

m a te r i a l a v

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 notes............................................................................page 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.

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 checklist...........................................................................page 13

Self-assessment checklist shows how students are

encouraged to monitor and improve their own progress.

Scheme of Work..........................................................................................................page 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

Guide

Guidetoto

this

this

book

book Specification A

3 unit structure followed Formulae and equations A7

NUMBER

NUMBER ALGEBRA

ALGEBRA GEOMETRY

GEOMETRY DATA

DATA Objectives covered in this chapter are:

A1 Integers

A1 Integers

and and FA6.3 Use the conventions for coordinates in a plane

decimals

decimals FA6.3 Find the coordinates of the midpoint of a line

A2 Summary

A2 Summary segment The exam specification

statistics

statistics

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

UNIT A

UNIT A

mutiples

mutiples

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

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

equations either side and including brackets Recognition of squared terms

A8 Constructions

A8 Constructions Calculating with negative integers

and and

pythagoras

pythagoras

B9 Fractions,

B9 Fractions, Useful ICT resources

decimals

decimals

and and

percentages

percentages B10B10

Circles,

Circles,

l Autograph A7.1 Coordinates and midpoints

angles

angles

and and

lineslines l Animation A7.4 Substituting into formulae

Basic knowledge assumed

B11B11

Straight

Straight

lineslines l Starter A7.5 Formulae multi-choice from previous chapters or

B12B12 KS3 is clearly indicated

Transformations

Transformations

l Powerpoint A7.7 Solving linear equations

B13B13

UNIT B

UNIT B

Bivariate

Bivariate

datadata l Consolidation A7.8 Linear equations practice

and and

timetime

series

series

B14B14

Simultaneous

Simultaneous l Chapter test A7 Formulae and equations

equations

equations

and and

inequalities

inequalities

l Summative on-screen test A7 Formulae and equations

B15B15

Surds

Surds

and and The OxBox provides

indices

indices l Formative on-screen test A7 Formulae and equations resources to enliven lessons

B16B16

Vectors

Vectors

B17B17

Percentages

Percentages

and and

proportional

proportional

change

change

RICH TASK COMMENTARY

B18B18

Circles

Circles

C19C19

Algebraic

Algebraic linear equation can be transformed. By tackling this activity,

manipulation

manipulation students should begin to appreciate that there is not just

C20C20

Surface

Surface

areaarea one single unique way to correctly transform an equation;

and and

volume

volume The student book provides

also, by transforming an equation correctly, the value of x

an open ended challenge

C21C21

Graphs

Graphs stays the same.

UNIT C

UNIT C

C22C22Everyday

Everyday Encourage students to add to the spider diagram by themes of the chapter

arithmetic

arithmetic

and and thinking about the different types of operation that are used

bounds

bounds

C23C23

Trigonometry

Trigonometry here: adding/ subtracting, and multiplying/ dividing.

C24C24

Graphs

Graphs

2 2

C25C25

Study

Study

of of

chance

chance

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

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

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

Plenary

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,

internet.

history and art.

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

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

session.

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.

9

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

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

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.

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

Foundation

13

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

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

Height

18 20 5 19 8 28 10 15 26

(cm)

Extra Practice 2 GCSE Maths

D5.5 More scatter graphs Foundation Plus

1601OP_Foundation-Plus_02

1601OP_Foundation-Plus_02 18/9/06

18/9/06 11:44 am Page 129 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

Maths

b 2

GCSE

for OCR GCSE Maths

c Maths

Extra

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

Decidewhether

whetherthe lines areare

good lines of best fit. Explain your decision.

Extra Practice a

the

a b

lines

aExplain your decision.

good lines of best

dd b c

fit.

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

Explain your decision.

Extra Practice a b

d b

2

d e c GCSE

e e Maths

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

a d b c e c

b the number of bugs, if the crop costs 2.50.

13

500

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

estimate

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.

bugs

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

estimate

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.

Number

the crop costs 2.50.

300 200

e more reminder signs that are used, the _____ items of property are lost.

Number

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

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

vandalism

Number of 12 13 9 15 8 14 15 10 9

500

13 7 12

100

letters

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

300

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.

200

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

100

number of letters.

0

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

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

Foundation

1

Name:

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

I need a

Im almost

I can do it. bit more

there.

help.

A1.1 p45

A1.1 p45

A1.2 p67

line

A1.2 p67

timetables

A1.3 p89

A1.3 p89

A1.4 p1011

A1.4 p1011

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

OCR Teacher Guides match the two

Student Books, Foundation and Higher.

3 There is also a huge amount of extra teacher

support material in the Oxford GCSE Maths

for OCR OxBox CD-ROMs, order your

evaluation copies on 30 days free approval.

3 In official partnership with OCR we offer a

highly achievable route to success with OCRs

flexible new Specification A, developed with

teachers for teachers.

ow? i a bl e

Wh a t n t o c o p n Fo rm

Pho a t i o

Its easy to see more Oxford GCSE Maths for Evalu

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Simply fill in the Photocopiable Evaluation Please send me the following titles on inspection/approval:

Form to request the components you would Title ISBN Price Evaluate (3)

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