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For

The NEW 2010 edition of Oxford GCSE Maths for Edexcel with our successful four-book approach will help your students get top results

**Fast forward for 2010… with the power of 4-wheel drive learning!
**

Get top results with 4-wheel drive learning, the official Oxford four-book approach that more precisely targets learning to help your results zoom ahead! This tried-and-tested method offers a choice of four levelled student books, allocating just one single highly-focused text to each student for the whole course. Learning becomes simpler and more strongly targeted, and therefore more successful for all students. Written by practising teachers and examiners to make sure it really works, Oxford GCSE Maths for Edexcel New 2010 Edition offers you: precisely targeted learning gives more of your students the best possible chance to achieve that all-important C grade grades on each page – our books are so tailored to levels that we have space to dedicate a page to each grade, not just a single question really simple and manageable right from the start, with just one focused book per student slimmer student books with less irrelevant material are less daunting, lighter to carry, and more cost-effective highly effective strategies to improve all students grades include stretch and challenge ideal for use with Results Plus

Foundation covers grades GFE, with an extra booster section covering grades DC. This is for students who have reached Levels 3-4 at KS3, and are aiming at a target GCSE grade of GFE.

Foundation Plus covers grades EDC, with GF consolidation. This is for students who have reached Level 5 at KS3, and are aiming at a target GCSE grade of EDC.

Higher covers grades DCB. This is for students who have reached Level 6 at KS3, and are aiming at a target GCSE grade of DCB.

Higher Plus covers grades BAA* with DC consolidation. This is for students who have reached Levels 7-8 at KS3, and are aiming at a target GCSE grade of BAA*.

**Foundation Student Book for Specification A (Linear), grades E-G
**

978 019 913950 7 £18.00

Foundation Plus Student Book for Specification A (Linear), grades C-E

978 019 913949 1 £18.00

**Higher Student Book for Specification A (Linear), grades B-D
**

978 019 913948 4 £18.00

**Higher Plus Student Book for Specification A (Linear), grades A*-B
**

978 019 913947 7 £18.00

**Foundation Student Book for Specification B (Modular), grades E-G
**

978 019 913946 0 £18.00

**Foundation Plus Student Book for Specification B (Modular), grades C-E
**

978 019 913945 3 £18.00

**Higher Student Book for Specification B (Modular), grades B-D
**

978 019 913944 6 £18.00

Higher Plus Student Book for Specification B (Modular), grades A*-B

978 019 913943 9 £18.00

Foundation Teacher Guide

**Major GCSE change in 2010!
**

Major change is happening to GCSE in 2010, and Oxford GCSE Maths for Edexcel New 2010 Edition will help you cope easily and effectively. The new edition has been written specifically for the new curriculum, and in particular provides a great deal of extra help with AO3 problem-solving, QWC (Quality of Written Communication), functional skills, and grade C borderline, with boosts to help D students get C, and C students go up to B.

978 019 913942 2 £50.00

Foundation Plus Teacher Guide

978 019 913941 5 £50.00

Higher Teacher Guide

978 019 913940 8 £50.00

Higher Plus Teacher Guide

978 019 913939 2 £50.00

NB. Student Books are available in separate versions for Spec A (Linear), and Spec B (Modular)

Choose Spec A or Spec B!

Foundation Homework Book

978 019 913938 5 £6.50

Foundation Plus Homework Book

978 019 913937 8 £6.50

Higher Homework Book

978 019 913936 1 £6.50

978 019 913935 4 £6.50

Higher Plus Homework Book

Evaluation

Plus unique OxBox software

OxBox CD-ROMs provide motivating resources and everything you need to develop more in an incredibly easy-to-use format – see pages 7 and 8 for more details.

‘FREE evaluation for 30 days! An Evaluation Pack is available containing a copy of each of the four Student Books, Foundation Plus Homework Book, plus sample Teacher Guide material, and a demonstration disk of the OxBox CD-ROMs.

Interactive OxBox CD-ROM

Assessment OxBox CD-ROM

**Oxford GCSE Maths for Edexcel New 2010 Edition Specification A (Linear) Evaluation Pack
**

978 019 913933 0 978 019 913934 7 £60.00 £60.00

978 019 913951 4 £400.00 + VAT

978 019 912727 6 £300.00 + VAT

Specification B (Modular) Evaluation Pack NB. The previous edition of Oxford GCSE Maths for Edexcel will continue to be available, ordering details are on the order form enclosed with this catalogue.

NB. Student Books are available in separate versions for Spec A (Linear), and Spec B (Modular)

Choose Spec A or Spec B!

1

2

NB. Student Books are available in separate versions for Spec A (Linear), and Spec B (Modular)

Choose Spec A or Spec B!

**For each student, one single highly focused book covers the whole course
**

Oxford GCSE Maths for Edexcel New 2010 Edition provides four Student Books covering four ability levels: Foundation, Foundation Plus, Higher, Higher Plus. The Foundation Student Book targets levels E-G, with a special ‘booster’ section allowing access to grade C.

Parallel content between all four levelled books, so students can switch between tiers easily if necessary

Four levels, four Student Books!

ation Foundvels E-G le

targets ess to C c with ac

The Higher Student Book targets levels B-D.

Booster section delivers achievable topics at grade C

Arranged by specification unit, for easy navigation

Objectives clearly explained right from the start of a topic

‘Did you know?’ features to provoke interest and explain relevance

Grades on every page show clearly the level of demand Plenty of problem solving to address AO3

targets le vels B-D

Sample pages from the Specification B (Modular) Higher Student Book Sample page from the Specification B (Modular) Foundation Student Book

Higher

The Foundation Plus Student Book targets levels C-E.

Functional maths embedded throughout the course with explicit references to AO2

**The Higher Plus Student Book targets levels A*-B.
**

A grade allocated to each page

Checklist of key words for each lesson

Frequent opportunities to practise QWC (Quality of Written Communication) Stretch and challenge to help students achieve higher grades

Full of hints to get your borderline students from D to C

References to AO2/3

Plenty of examiners’ tips

targets le tion vels C-E

Founda

targets le Plus vels A*-B

Higher

Plus

Sample pages from the Specification B (Modular) Higher Plus Student Book

NB. The previous edition of Oxford GCSE Maths for Edexcel will continue to be available, ordering details are on the order form enclosed with this catalogue.

Sample page from the Specification B (Modular) Higher Plus Student Book

3

4

NB. Student Books are available in separate versions for Spec A (Linear), and Spec B (Modular)

Choose Spec A or Spec B!

**Student Books for Specification A
**

The four Student Books are also available in versions specially created to match Specification A. They cover the same four levels as the Spec B books, to precisely target learning, and have parallel content lists to make teaching easier.

Four levels, four Student Books!

Summary pages focus on the key objectives

Rich task draw on, and practise, a variety of skills and range of knowledge

Worked exam questions show what examiners look for

Lots of exam questions provide essential practice at assessment

‘What’s the point?’ section makes it easy to see how the maths is useful and relevant

Orientation boxes show students exactly where they are in their learning timetable

Grades on every page show clearly the levels of demand Worked examples focus on process skills Functional maths is integrated throughout the course, and specific references to AO2 are provided

Sample pages from the Specification A (Linear) Foundation Plus Student Book

5

6

**What OxBox will do for you!
**

Popular OxBox software provides unique electronic support for Oxford GCSE Maths for Edexcel New Edition, to bring engagement to your GCSE maths classroom as well as save you an incredible amount of time. It includes an extensive bank of highly visual, compelling, interactive resources, lesson plans, and formative and summative assessement, and is incredibly easy to use and customise to suit your own unique requirements.

Formative/adaptive assessment that students need to embed learning

**Easy to customise and add in your own resources
**

ent

ssm Asse

Inter

activ

e

Interactive case studies

Thorough and flexible on-screen assessment

Traffic light system helps build confidence

Lots of animations, PowerPoints and starter activities

Activities for use with Autograph, Cabri, and TI software

Self-assessment check lists to track students’ progress

Interactive graphing and geometry tools Summative assessment needed to fully prepare for exams On-screen assessments are all auto-marked

Customisable lesson plans with handy links to resources

Schemes of work for flexible planning

Interactive simulations to enhance learning

7

8

Teacher Guides

Teacher resources are available for each level, and provide comprehensive help with lesson plans and practical advice for all levels of teaching experience. Also ideal for non-specialists and NQTs.

Four levels, four Teacher Guides!

Homework Books

There is a handy pocket-sized Homework Book to go with each of the Student Books, providing a huge amount of practice material to help consolidate learning.

Four levels, four Homework Books!

Objectives

Gg Use Pythagoras’s theorem in 2-D – Understand, recall and use Pythagoras’ theorem in 2-D – Calculate the length of a side of a right angled triangle given the lengths of the other two sides in a 2-D shape – Calculate the length of a diagonal of a rectangle given the length and width of the shape G z Find circumferences and areas of circles – Find circumferences and areas of circles – Recall and use the formulae for the circumference of a circle and the area enclosed by a circle – Use π ≈ 3.142 or use the π button on a calculator G aa Calculate volumes of right prisms and shapes made from cubes and cuboids – Find the volume of a cuboid from counting cubes – Find the volume of a cylinder – Find the volume of a prism, cube and cuboid – Recall and use the formula for the volume of a cuboid

Rich task

A discussion on the shapes of drinks containers should be fruitful at the start of this investigation with cylinders and cuboids presenting themselves as obvious starting points. Encourage pupils to go beyond integer values and to explore different 3D shapes which they have encountered but generally limited to prisms. Practical considerations might involve the material used to make the container, the area of tabs/overlaps for any nets, the comfortable ‘hand’ size of a container and the ability to stack a container on a shelf. Finally encourage pupils to write a report on their design. An extension might be to work out the length of the longest straw you could attach to your drinks carton (for cuboids).

G7

G7.4

Pythagoras’ theorem

Exercise commentary A common mistake made by students where the rule is learned with little context is to assume that a procedure involving adding is always applied. However, students readily see the common sense of the ‘two smaller adding to the larger’ when it is made explicit. It helps to have a mix of problems, finding the hypotenuse or another side, rather than dealing with these as two separate types of problems. The other potential area for error is forgetting to find the square root. Simplification Provide students with a template to help organise their calculations. (hypotenuse)2 � (first short side)2 � (second short side squared)2 (hypotenuse)2 � ( )2 � ( � _________ hypotenuse � √ � cm

Objectives � Understand, recall and use Pythagoras’ theorem in 2-D � Calculate the length of a side of a right angled triangle given the lengths of the other two sides in a 2-D shape Useful resources � Mini whiteboards � Coloured squares of paper, of different sizes, labelled with the square’s area size � Past GCSE question Starter Ask students to estimate square roots, for example of 10, 12, 18 and 20. Accuracy should be initially between two values, then to a rough decimal point. These can be checked with a calculator. Teaching Notes Ask pairs of students to recall as much as they can about Pythagoras’ theorem for 2–3 minutes. Share the information, and model the theorem using coloured squares of paper to make three triangles. One where two smaller squares add to less than the third square, one with the two smaller squares totalling the third and one where the two smaller add to more than the third. The triangles illustrated can then be examined as obtuse-angled, right-angled and acute-angled. Check that students can recognise which side of a triangle is the largest; ask them to explain how they know. In pairs, ask students to solve two problems on right-angled triangles. Check results and ask them where they think most mistakes are likely to occur in such problems. Share these Exercise commentary points, recording important points as a Some students believe that the words length, width (or breadth) and height are specific to some consolidation. preliminary

directional dimensions and will want to know which is which, to enable them to process the Plenary volume formula. It is worth pointing out that the names are simply for convenience. Take a straightforward past GCSE question on A better way of applying the formula might be the use each of the to take any corner (vertex) and topic, extending it with further questions if three dimensions there. This again helps to necessary. Ask as many individual students as reinforce the use of correct units and the concept of dimensions. possible to give strategies or procedures for Ensure that students write cubed units in their each stage of the question, building up the answers.

Plenty of solid graded practice

Real-life scenarios to emphasise relevance and functional skills

rse ee reveering S for ord details

Measures and Pythagoras

N5 HW2

a d g j

**Fraction and percentage of a quantity
**

b e h k

5 of 350 kg 7 9 of 45° 15 6 of £104 13 7 of 168 cm 12

N5 HW3

**Percentage increase and decrease
**

ii Decrease 160 m by 20% iv Increase 740 kg by 35% vi Decrease 480p by 1%

**1 Use a suitable method to calculate
**

)2

**1 a Find these without using a calculator. c f i l
**

7 of 63p 9 14 of e600 25 1 of 192 people 6 9 of 572 miles 11

**Development and links
**

Cuboids, cylinders, prism and compound shapes made from them describe many of the shapes of everyday objects. Understanding how to calculate areas and volumes allows manufacturers to design packaging which uses the least amount of raw materials to hold a given volume of product.

Required knowledge

Before your students start this unit they should be able to: � Calculate with integers and decimals using the correct order of operations � Understand and use square numbers and square roots � Round answers to appropriate degrees of accuracy � Understand and use the correct units and dimensions for lengths, areas and volumes � Calculate area and perimeters of rectangles, triangles and trapezia � Recognise a range of 2-D shapes by their geometric properties � Understand and use 2-D representations of 3-D shapes

Extra Resources

7 7.1 7.2 7.3

Start of chapter presentation Cabri Activity: Make a note Worked solution: Q2 Animation: Finding the volume of a cylinder’G7.2 Volume of a cuboid 7.4 Autograph: Pythagoras’ Objectives � theoremFind the volume of a cuboid from counting cubes 7.5 TI activity: Finding� the and use the formula for the volume of Recall a cuboid angle Useful resources Consolidation sheet chapter G7 � Number fans � Nets having the Assessment: chapter G7 of cuboids worksheet – four fifth having same volume (say 24 cm3) and a

� �

Extension Invite students to carryout a dissection and rearrangement proof of the theorem. Draw any right angled triangle and construct squares on each side. Find the middle of the mid-sized square and draw lines parallel and perpendicular to the hypotenuse. Cut out the small square and four triangles, can these be rearranged to fit exactly in the square on the hypotenuse?

3 of £33 11 11 of 100 g 20 5 of $300 6 1 of 500 people 20

i Increase £40 by 10% iii Decrease £86 by 15% v Increase £48 by 17.5%

b Calculate these giving your answers correct to 2 decimal places. i Increase £97 by 12% iii Decrease 89 kg by 58% v Increase $890 by 17% ii Decrease $78 by 27% iv Increase 270 g by 86% vi Decrease 1350 m by 83%

2 Express each of these as proportions. Give your answer as a fraction in its simplest form. a b c d e f g 50 kg as a fraction of 80 kg £20 as a proportion of £50 16 cm as a fraction of 64 cm 450 cm as a fraction of 600 cm 44 minutes as a proportion of 60 minutes 540 metres as a fraction of 4 metres 78p as a fraction of £2.

2 Use an appropriate method to work out each of these problems. Give your answer to 2 decimal places where necessary. a A holiday cost £495 but it is reduced by 15% in a sale. Calculate the new price of the holiday. b Mr Holmes earns £456 a week. He has a pay increase of 3%. Work out how much he will earn after the pay increase. c A plumber charges Teresa £4389 for new central heating. If the bill is paid within 7 days he reduces the bill by 5%. Teresa pays within 7 days. Work out how much she saves. 3 Copy and complete the table.

Item TV Microwave Cooker Fridge Cost price £499 £89.50 £245.50 £389 % increase or decrease 17.5% increase 10% decrease 20% increase 2.5% decrease Selling price

3 a Find these percentages without using a calculator. You must show all of your workings. i iii v vii ix xi

3

8/20/09 8:57:38 AM

a different but close volume (say 25 cm3) Isometric paper Small cubes

Starter Ask students to give responses using a number fan, to questions on simple squares of numbers, cubes of numbers, and square/cube roots. Build more challenging square root questions as appropriate, asking for estimates or nearest whole number answers. This may be extended to cube roots of numbers near to simple solutions. Teaching Notes Briefly discuss the meaning of the measure volume. 8/20/09 8:57:37 AM Ensure that students understand what a cuboid is, and discuss strategies for finding its volume. Progress from counting cubes to giving the formula (discuss the analogy with finding the area of a rectangle). Discuss the example in the student book – part b is a shape made from two cuboids. Arrange students in groups of three or four. Give out the worksheet showing nets of five different cuboid boxes. The aim is to establish which box will hold more. The group should first discuss and agree on a box before any cutting or assembling, then revise their decisions afterwards. Comparisons of surface area could be an extension to the group work: which has the largest/smallest surface area? Groups should report their findings to the whole class. Plenary Challenge students to find as many different cuboids with volume 36 cm3 as they can. Give thinking time before selecting various dimensions from the students. Are these all the possible ways? How do you know? What if half centimetres are allowed?

solution from the whole group. Ask others to Simplification Provide students with isometric paper and ask help in corrections if necessary, or to disagree them to draw the cuboids in question 1 and offer alternatives, finally showing a showing individual unit cubes. Ask students how many cubes are in the top layer; agree complete and thorough solution.

that this is most easily found as ‘length � width’. Ask how many layers of cubes are there and then how many unit cubes are in the cuboid; agree that this is most easily found as ‘length � width � height’. Turn the paper on its side and agree that the formula still works in the new orientation. As necessary use small cubes to reinforce understanding. Extension Draw a 3 � 3 � 3 cube and challenge students to find its surface area. (54 cm2) A second OGME_TG.Sample.indd 3 cuboid also has surface area 54 cm2, challenge students find its dimensions. (1 � 3 � 6).

50% of £400 10% of £60 30% of e550 40% of 90p 55% of 1800 g 35% of e180

ii iv vi viii x xii

25% of £200 1% of 600p 20% of $350 15% of $800 75% of 860 kg 13% of 40 cm

OGME_TG.Sample.indd 1

b Use a suitable method to calculate these. Where appropriate round your answers to 2 decimal places. i iii v vii 25% of £49 34% of $458 98% of 58 kg 135% of 135 km ii iv vi viii 17.5% of 67 m 12% of 740 tonnes 89% of 2550 mm 7% of 95 m

Specification objectives clearly spelt out

Rich task commentary to help deliver AO3

Thorough lesson plans, linked to Student Books

Exercise commentary provides focus on new requirements

4 A 500 ml smoothie drink is made up of these juices 33% strawberry 21% banana 22% orange 11% grape 13% apple Calculate the number of ml of each type of juice.

86

4 a A shop buys cakes for 50p each and sells them for 89p. What is the percentage profit? b Paul buys a car for £3995 and sells it one year later for £3125. Work out the percentage loss.

87

2

OGME_TG.Sample.indd 2 8/20/09 8:57:38 AM

Sample pages from the Foundation Plus Homework Book

9

Sample pages from the Foundation Plus Teacher Guide

10

**Fast forward for 2010…
**

Oxford GCSE Maths for Edexcel New 2010 Edition offers: the best possible chance to help more of your students achieve that all-important C grade highly effective strategies to improve all students’ grades, including stretch and challenge a course that’s really simple and manageable right from the start, with one focused book per student slimmer student books are easier to carry and more cost effective, and with less irrelevant material to wade through, are less daunting for students

**Evaluate for yourself FREE for 30 days
**

All you need to do is fill in the form below, tear it out, and pop it in the post (no stamp required). Or call, fax, email or order on our website as below.

**www.OxfordSecondary.co.uk/Edexcelmaths
**

fax: 01865 313474 phone: 01536 741068 email: schools.orders@oup.com

**Oxford GCSE Maths for Edexcel New 2010 Edition
**

Please send me an Evaluation Pack, FREE for 30 days:

(Contains the four Student Books, a Foundation Plus Homework Book, sample Teacher Guide material, and an OxBox demo.)

Evaluation Pack for Specification A (Linear) 978 019 913933 0

£60.00

Evaluation Pack for Specification B (Modular) 978 019 913934 7 £60.00

**Please send me an OxBox CD-ROM, FREE for 30 days:
**

Interactive OxBox CD-ROM 978 019 913951 4 Assessment OxBox CD-ROM 978 019 912727 6 £400.00+VAT £300.00+VAT

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Oxford GCSE Maths for Edexcel New 2010 Edition courseguide

Oxford GCSE Maths for Edexcel New 2010 Edition courseguide

- Sample chapter from GCSE Mathematics: Revision and Practice New 2010 Edition Higher Student Book, by David Raynerby Oxford University Press Children and Schools

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