Edexcel GCSE Maths

1 - Basic Number
Approximation
- We always round numbers to 1SF when estimating.
- When rounding to significant figures, we must bear in mind the 0s that effect the value of the
number.
e.g. 2SF ⇾ 0.07 = 1SF
⇾ 0.070 = 2SF
- We do not round the significant figures unless they are the last significant digit.
e.g. 3SF -> 3.6783 = 3.68 (the 8 has been rounded up)

Estimation: 59.98×6.24 ≈ 60×6 (1SF) = 360

Prime Factors, HCF, LCM

- HCF ⇾ multiply the common prime factors to get the HCF
e.g. 2×2 = 4
- LCM ⇾ multiply all prime factors of the 2 numbers
e.g. 3×2×2×5 = 60
- Remember that the centre of the venn diagram accounts for both
sides. Combine the common into 1 value.
- Product of primes = prime numbers from tree diagrams sorted into format of a×b×c

Decimals
Multiplying two decimal numbers:
1. Multiply each decimal by a power of 10 to make it a whole number
2. Multiply the whole numbers
3. Multiply the powers of 10 from step 1
4. Divide the product of the numbers from step 2 by the power of 10 from step 3
e.g. 3.42 x 2.7 =
1. 3.42 x 100, 2.7 x 10 = 342 and 27
2. 342 x 27 = 9234
3. 100 x 10 = 1000
4. 9234 ÷ 1000 = 9.234

Number of 0s when multiplying decimals = total 0s in answer

0.2 x 0.3 = 0.06
0.02 x 0.03 = 0.0006

Dividing by a decimal:
- Multiply both numbers by the same power of 10, so that the decimal is a whole number, then
divide normally
e.g. 42/0.2 ⟶ 420/2 = 210

Squares and Roots


5² = 5 × 5 = 25
-5² = -5 × 5 = -25 (the - only belongs to one 5)
(-5)² = -5 × -5 = 25 (everything in bracket ²)
-(5)² = -(5×5) = -25 (everything in bracket ² then apply - )

√25 = 5 (±)
√125 = 25 (±)


5³ = 5 × 5 × 5 = 125
(-5)³ = -5 × -5 × -5 = -125 ∛27 = 3
-5³ = -5 × 5 × 5
Edexcel GCSE Maths
∛125 = 5 (no ± as the negative values cannot be cubed to a + result)

0.2³ = 0.2 × 0.2 × 0.2 = 2×2×2÷1000 (8/1000) = 0.008 (here we ×10 to each decimal then ÷10 each
decimal)

- Triangular Numbers ⟶
1 3 6 10 15
+1 +2 +3 +4 +5

- Square Numbers ⟶
4 9 16 25 36
2² 3² 4² 5² 6²

- Cube Numbers ⟶
8 27 64 125 216
2³ 3³ 4³ 5³ 6³

(a+b)c = (a + b) × c

Fractions
Multiplying by fractions
e.g. 30 x 2
5

1. Put integer over 1 2. Then do straight multiplication
30 x 2 30 x 2 = 60
1 x 5 1 x 5 = 5


Cross multiplication

Addition = Equations = 


Dividing by Fractions
- KCF - Keep, change, flip
- Keep first fraction
- change ÷ to x
- flip other fraction
- Simplify

30 ÷ 2 —> 30 x 5 = 150 = 75
1 ÷ 5 —> 1 x 2 2

Equations
If we have
-x = 25
Times everything by -1 to get positive x
so x = -25
Edexcel GCSE Maths

2 - Fractions, Ratio and Proportion

Fractions
• Recurring Decimal to fraction ⟶
➀ multiply decimal so that no recurred value is below 0
e.g. 𝑥 = 0.32 ⟶ 32.32 (×100) = 100𝑥
This may be, ×10, ×100 or more depending the size of the recurring pattern.
Make sure the decimal point is followed by the recurring numbers in order to eliminate them
when choosing 1x/10x/100x

➁ minus 1𝑥 from this new value (eg. 100𝑥) to get a non recurring value (100𝑥 - 𝑥)

0.32 = 1𝑥 100𝑥 - 𝑥 = 99𝑥
32.32 = 100𝑥 32.32 - 0.32 = 32 = 𝑥99

➂ ÷ value by 9/99/999 to get 𝑥

32/99 = 𝑥 = 0.32

0.2 ⇾ 2/9 0.376 ⇾ 376/999

0.54 ⇾ 54/99 0.6298 ⇾ 6298/9999


• Dividing by decimals ⟶
Change the value of the decimal to a value above 1.
What you do to the decimal must be done to the numerator.
45 ÷ 0.4 (45/0.4)→ ×10 → 450/4 = 112.5
46 ÷ 0.02 (46/0.2)→ ×100 → 4600/2 = 2300

Percentage
• Fraction to percentage ⟶
➀ (𝑥 ⁄ total) × 100 → e.g. (3/25) × 100 = 12%
or ➁ make denominator 100 e.g. 3/25 → ×4 = 12/100 = 12%

• The Multiplier ⟶
Value × (1± 𝑥)ⁿ 

- 100% = 1 In formula →
- 10% = 0.1 Increase = +
- 1% = 0.01 Decrease = -
- 0.1% = 0.001 n = compound years


- so, a table decreases by 10% in a sale

table price = value
value × (100% - 10%) = value × (1-0.1)

• % Change (Increase/Loss) ⟶
➀ Difference in quantity = new - original
➁ (Difference in quantity / original) × 100 = %difference/change

Or

➀ (New / Original) × 100 negative result = %loss

➁ minus 100% (1) positive result = %increase 

Edexcel GCSE Maths

• Reverse Percentage ⟶

Trying to find the original amount 1% = 8.696
Find 1%, × 100 to get 100% ×100
e.g. 2.3% = £20 100% = £869.60

÷2.3

or

To find the original, we can ÷ by the decimal multiplier

e.g.
20% increase = £240 = 120% of original (1.2)
240 ÷ 1.2 = £200 = 100%

28890 = 107%
28890 ÷ 1.07 = 2700 = 100%

• Simple interest ⟶
£1000 at 10% interest for 3 years
10% = £100 £100 × 3 = £300
£1000 + £300 = £1300 after 3 years
The interest rate and value stays the same

• Compound interest ⟶ Repetitive cycle that uses each new amount

£1000 at 10% interest per year/every year for 3 years

1st year = £1000 + 10%(£100) = £1100

2nd year = £1100 + 10%(£110) = £1210
3rd year = £1000 + 10%(121) = £1331

To use the multiplier, we put the time regarding the rate into ⁿ
→ 1000 × (1.1)³ = £1331
the value of n may change depending on month/year/hour so we must use multiplication/division to
work out the indie value. e.g. 10% per month for 3 years = 1000 × (1.1)³
Edexcel GCSE Maths

3 - Statistical Representation
Statistics
- Qualitative Data → Not a number, often descriptive eg. colour/make of car
- Quantitative Data → Data with numbers in it e.g. time, height, shoe size, age. Can be discrete or
continuous
- Continuous Data → Data that can take on any value/range e.g. time/height
- Discrete Data → Data where there are no in-between values, specific. eg. how many children
you have/Gender
- Bivariate Data → Combination of two variables (values) e.g. age + height
- Primary Data → Data you have collected yourself e.g. survey
- Secondary Data → Information from somebody else e.g. internet

Data Handling
- No overlaps
- Simple Understandable language/specific words
- Short questions with precise answers
- Tick Boxes
- Avoid open-ended questions
- Avoid leading questions/Unbiased question
- Time frames

Primary Data ⟶
- can be expensive/time consuming
- trustworthy/ no bias
- better understanding of the data
- could have made mistakes
- less accuracy

Averages
- Mean = add all values and ÷ by quantity of values, total data ÷ total frequency
e.g. 1 ,2 ,2 ,4 ,6 ,6 ,7 ,8
total = 36
quantity of values = 8
mean = 36/8 = 4.5
- Median = align numbers in ascending order and find the middle number.
- Middle number = ½(N+1), N = total amount of data
if there is no middle number (even data), + the middle numbers then ÷ 2
e.g. 1, 2, 2, 4, 6, 6, 7, 8 ⟶ median = (4+6) ÷ 2 = 5

- Mode = most common, highest frequency

e.g. 1, 3, 3, 4, 3, 6, 7 → mode = 3

• Set of Data ⟶
Mean = ∑𝑓𝑥÷∑𝑓
𝑓 = frequency
𝑥 = data
∑ = total

• Grouped data ⟶
Mean = ∑𝑓𝑚𝑝÷∑𝑓
𝑚𝑝= midpoint
Edexcel GCSE Maths
𝑓 = frequency
∑ = total

Mode = group with highest frequency, modal group

Median = uses compound frequency

odd → find what group ∑÷2th value would be in
even → find what group (∑+1)÷2th value would be in

Average Advantages Disadvantages

Mode • Quick and easy to determine • May not exist

• Actual value of data
• Not affected by extreme values
• Can be used for non-numerical
data
• Does not use all values
• Sometimes not very informative
• Can change dramatically from
sample to sample
• Might be more than one

Median • Resistant to outliers (extreme • May not be so informative

values) • Does not represent all data
• Easy to find for ungrouped data • Does not use all values
• Often mis-understood

Mean • Easy to find • Extreme values can distort it

• Uses all values • Has to be calculated
• Total number of values can be
calculated from it

Range = Measure of spread

To compare consistency
Lower the range, the higher the consistency
Helps us to make a conclusion

• Pie Charts ⟶
360/𝑓 = 𝑥 = degrees per 𝑓

• Comparative Bar Chart: Composite Bar Chart (stacked):

• Graphs ⟶
Axis Labels
Key
Accurate Scale
Titles
Edexcel GCSE Maths
• Scatter Graph ⟶
Compares 2 sets of data
Comparison can be used to look for
connections between data
The connection is called correlation
Line of best fit

Positive correlation = e.g. More illness + more

absences
Negative correlation = e.g. More students + less vacancies in schools
No correlation = e.g. Pencil case colour + hair length

• Line Graph ⟶
Join each point individually with straight lines
Used to show trend over a number of days or hours. Plotted as
a series of points
The end of the line graph does not have to join the axis

Trend → general direction of movement or change

• Stem and Leaf ⟶

- include key
Edexcel GCSE Maths

4 - Number and Sequences

Sequences
• Linear/Arithmetic Sequence ⟶ a number pattern that increases/decreases by the same
amount between terms (𝒅𝒏+𝒆)
• Common Difference ⟶ the difference between 2 terms of a linear/arithmetic sequence (when
the difference is the same

e.g. Linear → 1st 2nd 3rd 4th ⇾terms/n

14 20 26 32 ⇾sequence
+6 +6 +6 ⇾common difference
6 = common difference ➚
nth term = 6n + 8
𝒅 in front of n = common difference
n = term number
± 𝒆 = extra difference = 0th term

• Quadratic Sequences ⟶ 𝑥n² ± 𝑒

Sequences that involve n²
We also know that a sequence is quadratic if the 2nd difference is the same.

Sample Sequence = 1st 2nd 3rd 4th 5th ⇾terms/n

-1 5 15 29 47 ⇾sequence
+6 +10 +14 +18 ⇾1st difference
+4 +4 +4 ⇾2nd difference(constant)

➀ To find what value goes in front of n², we divide the 2nd difference by 2.
𝑥n²+𝑒 ⟶ 𝑥 = 2nd difference ÷ 2

In the sample sequence, 4 = 2nd difference

so 𝑥 = 4÷2 = 2 = 2n²

➁ To find the rest of the nth term (𝑒), we use a comparison method/table ⟶

1st row = Terms 3rd row = original quadratic sequence

2nd row = 𝑥n², the value of 𝑥 changes 4th row = the difference between 𝑥n² to the
depending on 2nd difference ÷ 2 original quadratic sequence.

Term (n) 1 2 3 4 5

2n² 2 8 18 32 50

Sequence -1 5 15 29 47

Subtract (d) /difference -3 -3 -3 -3 -3

Now we know that our nth Term rule = 2n² - 3

Edexcel GCSE Maths
• Complex Quadratic ⟶
However, A quadratic sequence can also appear as → 𝑥𝑛² + 𝑏𝑛 + 𝑒
𝑥 = multiplier of n² e.g. 2n²/3n²
𝑏 = multiplier of n 𝑥/𝑏 are variables, n²/𝑒 are constant
𝑒 = extra value

To work out a 𝑥𝑛² + 𝑏𝑛 + 𝑑 sequence

e.g. 5 15 31 53

➀ Make the table after working out 1st/2nd difference

2nd difference = 6 → so 𝑥 = 3 (6/2)
Term (n) 1 2 3 4

Sequence 5 15 31 53

3n² 3 12 27 48

Subtract/Difference 2 3 4 5
(𝑒)

Here we see that the difference between the original and 3n² is not constant.
Now we need to create a new table, a different table to go back to the 0th term.

Term (n) 0 1 2 3 4

Original 1 5 15 31 53
sequence (𝑒)

1st Diff (𝑥+𝑏) +4 +10 +16 +22

2nd Diff (2𝑥) +6 +6 +6

Using the formulas table, what we already know and the 0th term ⟶

2𝑥 = 6 ⟹ 𝑏 = (4 - 3) =1⟹
𝑥=3⟹ 𝑒 = 1

𝑥+𝑏=4⟹

𝑥𝑛² + 𝑏𝑛 + 𝑒
3n² + 1n + 1

The pattern we see is now 3n² + n + 1 = nth term rule

• Special Sequences ⟶
2ⁿ 2,4,3,16,32,64
10ⁿ 10,100,1000,10000
Prime Numbers 2,3,5,7,11,13,17,19
n² 1,4,9,16,25,36,47,64
n³ 11,8,27,64,125,216
1,3,6,10,15,21

Triangular numbers = ½𝑛(𝑛+1)
Edexcel GCSE Maths
• Fibonacci Sequence ⟶ a b a+b
Next term = 2 previous terms added

e.g. 1 1 2 3 5 8

a,b, a+b, a+2b, 2a+3b, 3a+5b, 5a+8b, 8a+13b, 13a+21b

the 3rd term always = 1st + 2nd term

• Geometric ⟶
Geometric involves multiplication of terms e.g.
7 21 63 189 (×3)
𝑎₁ 𝑎₂ 𝑎₃ 𝑎₄

For geometric sequences we need to find the common ratio =

2nd term ÷ 1st term = 𝑎₂/𝑎₁
e.g. 21/7 = 3

then we use the formula 𝑎₁ × 𝑟 ⁿ⁻¹

e.g. 5 × 2 ⁿ⁻¹
1st term = ➀ 1-1 = 0 (ⁿ⁻¹) 𝑎₁ varies depending on 1st term of the geometric
➁ 2⁰ = 1 (r ⁿ⁻¹) sequence
➂ 5 × 1 = 5 (𝑎₁ × 𝑟 ⁿ⁻¹)
➃ 5 = 𝑎₁ in sequence 𝑟, varies depending on the common ratio

2nd term = ➀ 2-1 = 1 𝑛 varies depending on which term you are looking
➁ 2¹ = 2 for
➂ 5 × 2 = 10 (𝑎₁ × 𝑟 ⁿ⁻¹)
➃ 10 = 𝑎₂

Sequence = 5 10 20 40
𝑎₁ 𝑎₂ 𝑎₃ 𝑎₄ 𝑎 = 1st term of geo sequence
𝑟 = common ratio of geo
Sequence Recap sequence
Geometric sequences = 𝑎₁ × (𝑟) ⁿ⁻¹ 𝑒 = extra value
Arithmetic/Linear = 𝑑𝑛 + 𝑒 𝑑 = common difference
Quadratic = 𝑥𝑛² + 𝑒
2𝑑 = 2nd difference
Fibonacci = 𝑎,𝑏, (𝑎 + 𝑏)
𝑛 = Term

To workout 𝑒 (extra value), we work out the difference original sequence and the current.
𝑒 = the difference between them
e.g.
2𝑛² ⟶ 2 8 18 32 ⟹ 𝑒 = 2 here
2𝑛² + 𝑒 ⟶ 4 10 20 34 ⟹

* 𝑎₁ × (𝑟) ⁿ⁻¹ not (𝑎₁ × 𝑟) ⁿ⁻¹

Edexcel GCSE Maths

5 - Ratio and Proportion

Ratio + Proportion
- Always simplify as low as possible
- Always convert to common units when working out
- Remove units in final answer

e.g. 500p : £15

common unit ⟶ £5 : £15
simplify ⟶ £1 : £3
final answer ⟶ 1:3

Compound Measures
Involves 3 variables
These can be connected by a triangle

e.g. Pay ⟶ hours worked × rate per hour P

P=H×R
H = P/R H R
R = P/H

Speed Distance Time Mass Density Volume Pressure Force Area

mph miles minutes g g/cm³ cm³ Pa N m²

km/h km/cm/m hours kg kg/m³ m³

m/s yards seconds

Unit Changes

1m = 100 cm Volume
1m² = 10,000cm (100 × 100) 1cm³ = 1,000 mm³
1m³ = 1,000,000 cm³ (100 × 100 ×100) 1m³ = 1,000,000 cm³
1km³ = 10⁹ m³
Area
1cm² = 100mm²
1m² = 10,000 cm²
1km² = 1,000,000 m²

If you go down a unit you ×. If you go up you ÷.

cm³ ⟹ ×1000
1000 ÷ ⟸ mm³
km³ ⟹ × 10⁹

m³ ⟹ ×1,000,000 10⁹ ÷ ⟸ m³


1,000,000 ÷ ⟸ cm³
Edexcel GCSE Maths

6 - Angles
Angles
• Equilateral triangle angles = 60°
• All angles in a triangle = 180°
• Angles around a point = 360°
• Corresponding = same°
• Alternate = same°
• Supplementary = 180°
• Opposite = same°
• Straight line = 180°

Polygons ⟶
360/𝑛 = exterior angle
(𝑛-2 × 180) ÷ 𝑛 = sum of interior angles

interior + exterior = 180°

Bearings
Bearings always start north and move 

clockwise
3 digits e.g. (097º)
Edexcel GCSE Maths

7 - Transformations, Constructions and Loci

Congruent ⟶
ASA → Angle Side Angle
SSS → Side Side Side
SAS → Side Angle Side
RHS → Right Angle Hypotenuse Side


Transformations


Translation ⟶
• Shape is translated to a new area.
• Orientation of shape does not change.
• Movement is always Horizontal/Vertical
• Shape size does not change.
Vectors =
→ top = 𝑥 axis, Right +, Left -
→bottom = 𝑦 axis, Up+, Down -


Reflection ⟶ Shape reflects off mirror lines e.g. 𝑦 = 1, 𝑥 = 5

• vertical/horizontal. Diagonal if perpendicular.

Rotation ⟶ Shape rotates a certain amount of ° around centre of rotation.

e.g. clockwise (direction) , (0,0) (centre of rotation), 90° (degrees)
• Same size, change of orientation.

Enlargement ⟶ Scales shape into a bigger or smaller form/size.

• Scale of enlargement → Positive = Bigger shape
Negative = opposite side of C.O.E
Fractional = smaller shape
• Minimum 3 rays
• Measure distance then follow from C.O.E

Describing Transformations ⟶
- Reflection, axis
- Enlargement, sf, C.O.E
- Rotation, degree, direction, C.O.R
- Translation, vector

Invariant = Points that do not change when transformed, e.g. if they are on the line of reflection.

Rotational symmetry
- How many times can the shape be rotated around 360° to
form the same position.
Edexcel GCSE Maths
Loci
Locus: The movement of a point according to a given rule.
The plural of locus is loci
Equidistant = equal distance
Given rule will change depending on question
= Solid Line
< Shade inside, dotted line
> Shade around, dotted line
≤ Shade inside, solid line
≥ Shade around, solid lie

Bisectors:
Perpendicular of straight line:
1. On Straight line, put compass on one end of line (A)
2. Measure compass to just over half way (M) and draw a semi circle around and
through the straight line
3. Do the same from the other end of the line (B)
4. Draw a straight line between the two semi circle intersections (CD)

Perpendicular from a point to a line:

1. From given point (F), construct a semi
circle through and around the opposite
side of the line.
2. From A, construct a line below the semi
circle
3. Repeat from B
4. Join the intersection of the two lines with
a straight line to point A

Used to find:
- Midpoint of a line sector
- Set of points equidistant form two points
- The region closer to one point than another

Acute angle:
1. On acute angle, draw semi-circle from vertex (B) roughly halfway along the angle,
through both lines.
2. Construct another semi circle from point P through the top line (intersection at
A )towards the middle
3. Repeat from point Q through the bottom line, intersection at C.
4. Draw straight line from X to B

Used to find:
- Set of points equidistant from two lines
- The region closer to one line than another

Plans and Elevations


Edexcel GCSE Maths

8 - Algebraic Manipulation
BIDMAS - Brackets, Indices, Division, Multiplication, Addition, Subtraction

Negatives and Indices:


-x² = -x²

Even Index: (-x)² = +x² -3² = - 3 x 3 = - 9 (square then add the -)
-(x)² = -x² (-3²) = -3 x -3 = 9

-x³ = -x³ if a = -3, then a² = (-3)²

Odd Index: (-x)³ = -x³ not a = - 3², as the - belongs to the a

-(x)³ = -x³

Expanding Brackets² =
(x + 2)² = (x +2)(x +2)
e.g. (3-x)(3-x) = 9 - 6x + x²
when in brackets, — belongs to x, so (-x)²


Expanding Brackets:

Claw Method = Sequence Method =
(x+4)² ⟶ x =1st term, 4 = 2nd term
1. Square first term = x²
2. Square second term = 4² = 16
3. Multiply the terms together then x by 2 = 8x

x² + 16 + 8x
↗ ↑ ↖
1st term² 2nd term² (1stx2nd) x2


Factorising:

When coefficient of x = 1:


e.g. x² -7x + 10 We need 2 numbers that ADD to get the sum
↗ ↖ and MULTIPLY to get the product
= -5, -2

-7 = sum 10 = product
-5 + -2 = -7 (x - 5)(x -2)
-5 x -2 = 10

When coefficient of x >1:

3x² +10x + 8
1. Find product and sum: Product = 3 x 8 = 24, sum = 10
2. Find two numbers that x to 24 and + to 10 = 6, 4
3. Input factors into formula: 3x² + 6x + 4x + 8
4. Factorise expression, so that the brackets are repeating⟶ 3x(x+2)4(x+2)
5. Cancel one of the repeating brackets = (3x+4)(x+2)(x+2)
6. Answer = (3x+4)(x+2)

Factorising difference of two squares x² - y²:


a² - b² = (√a + √b )(√a - √b ) e.g. x²-100 = (x+10)(x-10)
x² - 64 must have √a and ± √b
↑ ↑ = (√x + √64 )(√x - √64)
a b = (x +8)(x-8)

Edexcel GCSE Maths

Factorising completing the square x² + y² + 2yx:

e.g. x² + 14x + 49
↑ ↑ ↑
x² + 2yx + y²

1. Divide second term by 2x to get y ⟶ y = 14x÷2x = 7

2. Square why to check y² ⟶ 7² = 49 = y²
3. Put into brackets = (x + 7)²

Algebraic Manipulation
• An equation is anything with an equal sign i.e. it is true for only certain value/s of x
e.g. x² - 16 = 0 <— x has a particular value
• An identity is true for all values of x i.e. like a rule or formula
e.g. (x+1)² = x² + 2x + 1 <— x can be input as any value
To prove it is an identity, the formula must be able to work when the value is not only an integer

Expansion of 2+ Binomials e.g. (x+3)(x-4)(x-10)

1. Expand 1st two brackets + simplify 1. (x+3)(x-4) = x²-x-12
2. Put answer from expansion into brackets 2. (x²-x-12)
3. Expand 3rd bracket with new bracket 3. (x-10)(x²-x-12) = x³ -x² -12x -10x² + 10x
4. Simplify - highest power first +120
4. Answer = x³ -11x² - 2x +120

Edexcel GCSE Maths

9 - Length, Area and Volume

Circles:
• Circle Area ⟶ 𝛑𝑟²
• Circumference ⟶ 𝛑𝑫
• Semi - Circle Area ⟶ 𝛑𝑟² ÷ 2
• Semi - Circle Perimeter ⟶ (𝛑𝑫 ÷ 2) + 𝑫
• Area of a sector ⟶ 𝚹/360 x 𝛑𝑟²
𝛑 = pie 𝑏 = base
• Length of an arc ⟶ 𝚹/360 x 𝛑𝑫
𝑟 = radius ℎ = height
• Perimeter of Sector ⟶ 𝚹/360 x 𝛑𝑫 + 𝑫 𝑫 = diameter 𝑙 = slant height

Area 𝚹 = angle
• Triangle Area ⟶ 𝑏×ℎ÷2
• Trapezium Area ⟶ ½(𝑎+𝑏) × ℎ
• Parallelogram Area ⟶ 𝑏×ℎ
• Cuboid Volume ⟶ 𝑙 × w × ℎ

• Prism volume ⟶ area of cross section × ℎ/length

• Cylinder volume ⟶ 𝛑𝑟²ℎ = (area of cross section x height)
• Cylinder Surface area ⟶ 𝛑𝑫 x ℎ + 2(𝛑𝑟²) = Curved SA + area of 2 bases
• Curved SA of cylinder ⟶ 𝛑𝑫 x ℎ = circumference x height

• Pyramid volume ⟶ ⅓𝑏×ℎ = ⅓(area of base x height)

• Cone Volume ⟶ ⅓𝛑𝑟²ℎ = ⅓(area of base x height)
• Cone Surface area ⟶ 𝛑𝑟𝑙 + (𝛑𝑟²/area of base) 𝑙 = √r² + h²

• Perimeter ⟶ Circumference proportion + left over sides

• Sphere volume ⟶ 4/3𝛑𝑟³

• Sphere SA ⟶ 4𝛑𝑟²
• Hemisphere ⟶ (4/3𝛑𝑟³) ÷2
• Hemisphere SA ⟶ 2𝛑𝑟² + base area

length x:y
area x²:y²
volume x³:y³

Smaller surface/area = bigger pressure exerted as the force cannot spread

Edexcel GCSE Maths

10 - Linear Graphs
y = mx + c

m = Gradient = change in y ÷ change in x

= up ÷ across

So to calculate the gradient, find 2 points along the line, then work out change in y and change in x
e.g. (3,3) and (7,5)
Gradient = y-y = 3 - 5 = -2 = 1
x-x 3 - 7 -4 2

c = y axis intercept
To work out the value of C in order to plot the graph, work out the gradient, then substitute known x
and y values as well as the gradient to find out c.

e.g. Given = (0,1), (1,3) y = 2x + c
Gradient = 1 - 3 = 2 = m 3 = 2(1) + c
0-1 3=2+c
c=1
y = 2x + 1

* When x = 0, y always = c
e.g. given (0,5), c = 5

Cover up Method

1. Choose a given y or x value and replace 4. Do the same to y ⟶ x + y = 8
with 0 x+0=8
2. Cover up ⟶ x + y = 8 So if y is 0, x = 8
0+y=8
So if x is 0, y = 8 5. Place into co-ordinate(8,0)

3. Place into co-ordinate ⟶ (0,8) 6. Now you have two co-ordinates, use them
to plot the line.


Perpendicular lines
= Negative reciprocals of each other
e.g. y = 3x + 4 and y = -⅓x +6
*intercept value does not matter

If lines are perpendicular, when you multiply the gradients, they should = -1
m1 x m2 = -1 e.g. 3 x -⅓ = -1

Parallel Lines
Parallel lines have the same gradient value
so y = 2x + 5 is parallel to y = 2x -7

Solving simultaneous equations graphically

Plot both equations on graph - using chosen method e.g. elimination/substitution
Where they intersect, the co-ordinate is the y and x values of the simultaneous equation
e.g. (6,7)
x = 6, y = 7
Max Speed = Greatest ÷ Shortest

Edexcel GCSE Maths

11 - Right-Angled Triangles
Elevation and Depression
• Always from horizontal line
• Angle of depression = - from 90º

Bearings
• 3 digits e.g. (091)
• From North
• Clockwise

Trigonometry and Bearings

1. Draw Bearing
2. Complete Triangle
3. Angle facts to find angle in triangle
4. Label OHA and use SOH CAH TOA

Isosceles and trig

Split perpendicularly for H and Right angle

Edexcel GCSE Maths

12 - Similarity
Lsf = larger length
smaller length
asf = lsf²
vsf = lsf³

Similar triangles
Area and volume of similar shapes

Edexcel GCSE Maths

13 - Exploring and applying probability

Probability = number of ways
total number of possible outcomes

Frequency of desired outcomes

no.of trials
Toss a die e.g.
P(6) - probability of getting a six = 1/6 —> chance/total possible results

- Probabilities add to 100%

- Probabilities add to 1 e.g. P(0.3) +P(0.7)

Venn Diagrams
U = or ⟶ both options, e.g. A U B’— A or not B
= and/but also ⟶ Same time e.g. A B — A but also B

Mutually exclusive ⟶ not at the same time (cannot happen) - e.g. picking a letter that is S and a
vowel - P(A and B)
Mutually exhaustive ⟶ one or more can occur e.g.P(A and B) —
P(heart and king)
Exhaustive event ⟶ when all possible outcomes have been used
up, only probability is 1
Independent event ⟶ does not affect the next event e.g. roll dice
twice
Dependent event ⟶ is affected by another e

The more values = the more combinations

Expectation = long-run average you would get if a test was repeated
many times
expectation = nP (no. trials x probability)
e.g. probability of heads with biased coin = 3/4
Coin thrown 200 times
Expectation = nP = 3/4 x 200 = 150

Rules:
A∪B = A union B = A or B
A ∩ B = A and B = A intersect B
A’ = Complement A = everything that does not
include A
∅ = empty set
∈ = an element of A/B e.g. 1 in A
∉ = Not an element

Tree diagrams
- Multiply across branches to find combined
probability of 2+ events
Edexcel GCSE Maths

14 - Powers and standard form

Indices
Rules:

Remember - When you have a bracket, use the indice with all the
values
(4P⁴)² = 16P⁸

Bidmas:
a (x)-n = a x 1
b b xn

Standard Form
1≤ x < 10
1 x 10² — 2 = number of 0s after the integer
1 x 10-² — -2 = number of 0s in front of 1 - including one before
decimal

Multiplying Standard Form


Works like Indices 3 x 10⁶ x 4x10-²
1. Multiply Integers 3 x 4 = 12
2. Multiply powers of 10
10⁶ x 10-² = 10⁴
3. Simplify if necessary
12 x 10⁴ ⟶ 1.2 x 10⁵

or (4 x 10⁵)² = 4² x 10¹⁰
= 16 x 10¹⁰
= 1.6 x 10¹¹

Edexcel GCSE Maths

15 - Equations and Inequalities

Solving simultaneous equations

Co-effecient Elimination

1. Look to see which (x or y) has the same 1. 3x + 2y = 18
coefficient -2x -y = 5
If they do not have the same co-efficient, x2
multiply/divide the equation accordingly to get 2. 3x +2y = 18
the same + 4x -2y = 10
2. Eliminate x or y by - or + everything in the 7x = 28 28÷7
2 equations 3. x=4
3. Solve to find one value 4. 3(4) + 2y = 18
4. Substitute x or y into the equation to find 2y = 6
the other value y = 3


Substitution

1. Re-arrange formula to create a formula for 1. 6x + y = 15
the value (y or x) that has the same co- 4x + y = 11
efficient y = 15 - 6x
2. Substitute this new formula into the 2. 6x + (15 - 6x) = 15
equation, replacing y/x 4x + (15 - 6x) = 11
3. Solve to find the other value 3. x=2
4. Substitute into the original equation to find 4. 6(2) + y = 15 y=3
1st value 4(2) + y = 11 


Inequalities
e.g. x² - 49

1. Move to one side x² - 49 > 0

2. Factorise (x + 7)(x - 7) > 0
3. Locate B and S (Biggest and Smallest) B = 7, S = -7
4. Because > 0 ⟶ x > B, x < S x > 7, x < -7


<0⟶ S<x<B (1 equation)

> 0 ⟶ x > B, x < S (2 separate answers)

• When you multiply by a negative number, you must flip the inequality
e.g. 3 < 9 x-3
= -9 > -27

= — equal to

< — less than ≤ — less than or equal to
> — more than ≥ — more than or equal to
≈ — approx ≠ — not equal to



Edexcel GCSE Maths
Plotting Inequalities
- Use cover up method to plot line
*When using cover up, x and y must be on
the same side of the equation. One must be
replaced with 0 to create a new equation and
co-ordinates of (0,y) and (x,0)
- Use random co-ordinates to work out the
area to shade, by applying them into the
inequality
e.g. (2,2) into y ≤ 2x +1
(2,2) — 2 ≤ 4 + 1

Edexcel GCSE Maths

16 - Counting, accuracy, powers and surds

Reciprocals
• We just flip the fraction to get the reciprocal
5 = ⁵⁄1 ⁵⁄1 ⟶ ⅕

• If we need the negative reciprocal, switch the sign and flip the fraction
-½ ⟶ ²⁄1 ²⁄6 ⟶ -⁶⁄2
Surds
√a x √b = √ab
C√a x D√b = CD√ab
√a ÷ √b = √a⁄b
C√a ÷ D√b = C⁄D√a⁄b
√a = √a⁄b
√b

- When adding, treat it like algebra, you can only add together the same surd, so change the √’s to
like terms.
- Do this by leaving the same irrational number.

Simplifying Surds
e.g. √12
1. Find 2 numbers that are factors, one must be a square number
4 x 3 = 12
2. Simplify ⟶ Root of square number goes outside, other number goes inside
2√3
↗ ↖
Root of 4 Other factor

You want the biggest possible root as a in — a√b

Expanding surds

- Square a — ²a
- Mulitply a² x b
- √a² x √b = √a²b

Simplifying Surd x Surd


1. Times outside numbers together C√a x D√b = CD√ab = 2√45 x 3√2
2. Times irrational numbers together 2x6√45x2 = 6√90
3. Simplify further, want biggest possible 6 √9x√10
number outside. Recognise square factors, 6 x 3 x √10 = 18√10

root then multiply them to the outside
number.

Rationalising
Getting rid of surd from the denominator

For normal rationalising, just multiply the surd by itself:

• 5 x √3 = 5√3
√3 √3 3
Edexcel GCSE Maths
For rationalising when there is more than just the surd as the denominator, multiply by the opposite
±:
• b x 2 - √a = b(2 - √a) = 2b - b√a
2+√a x 2 - √a (2+√a)(2 - √a) 4-a

Limits of accuracy
Degree of rounding
e.g.
1100 = 2 s.f.
Find the values that would round to 1100 for 2sf
1050 ≤ 1100 < 1150

Max speed = greatest distance/shortest time

Population density = total population/total area

Choices and outcomes

Permutation Combination

Order/position does matter Order does not matter

With repetition = nR With repetition = nR

Without repetition = nPr Without repetition = nCr

Edexcel GCSE Maths

17 - Quadratic Equations
Quadratics can be solved by:
- factorisation
- using the formula
- completing the square
- graphically (using x intercept/s - only when line touches x axis)

Solving
(x-5)(x-5) = 0
- One of the brackets has to = 0 in order to multiply to get 0
- so (x-5) = 0
- so x = 5
- X is inverse of what is in the bracket

Always show that brackets = 0 because it is an equation not an expression

Formula

Completing the square

a/co-efficient of x² must be 1

x² + 5x + 4 = 0 5 ÷ 2 = 5/2
1. Divide b by 2 (x² + 5/2x)
2. Put x² + b/2x into bracket x² + 5x + 25/4 — 5/2x = 25/4
3. Expand to find (b/2)² (x² + 5/2x) -25/4 + 4
4. Repeat step 2, but -(b/2)² and +c (x² + 5/2x) - 2.25 = 0


Solving
e.g. (x - 2)² - 5 = 0
(x - 2)² = 5
(x - 2) = √5
x = √5 + 2
or x = - √5 + 2
(quadratics often have 2 solutions)

The discriminant

Positive = b² - 4ac > o — 2 solutions

Neutral = b² - 4ac = o — 1 solution
Negative = b² - 4ac < o — no solution
Math error = no solution a.k.a on graph the
parabola does not cut the x axis

The Turning Point

Vertex of the parabola - halfway between the roots
If the turning point is the highest point = maximum point
Edexcel GCSE Maths
If the turning point is the lowest point = minimum point

By completing the square of a quadratic, you can work out the turning point

y = a(x+p)² + q
a > 0 — minimum point (below x axis)
a < 0 — maximum point (above x axis)

turning point = (p,q)

a(x+p)² + q
p = inverse of p — you must change the sign
q=q

Completing the square when a >1

y = 2x² + 12x + 1

1. Divide everything by co-efficient of x to put 2(x² + 6x + ½)
it outside the bracket 2[(x + 3)² -9 + ½]
2. Complete the square within the bracket 2[(x + 3)² -8.5]
3. Expand (by co-efficient) to eliminate 2(x + 3)² -17
outside bracket
4. Then locate p and x p = -3, q = -17 — turning point (-3,-17)
a = 2 > 0 — minimum point


Linear and Non-linear simultaneously

y = x² — these = each other because they both = y

y = 3 - 2x

x² = 3-2x — if we move these to one side, we get a quadratic

x² + 2x -3 = 0

(x+3)(x-1) = 0 — Factorise/use equation to workout x values

x = -3, x = +1

y = x² — Input to find x
—> y = -3² = 9
—> y = 1² = 1

(-3,9) (1,1) — Co-ordinates

Quadratic inequalities
1. Solve the inequality as an equation
2. Check if graph is min/max point (co-efficient of x > or < 0)
x² - b > 0 — x > highest, x < lowest
x² - b < 0 — lowest < x < highest
Edexcel GCSE Maths

18 - Sampling and More Complex diagrams

Frequency Density = Frequency ÷ Class Width
Frequency = Frequency Density x Class width

Histograms
1. There is continuous data (no gaps between classes)
2. When each class width/interval is not equal
3. The area (l x b) represents the frequency, not height

Box plots

When data is ordered:

LQ = 1/4(n+1)
Median = ½ (n+1)
UQ = 3/4(n+1)

Interquartile range = UQ - LQ
Positive skew = when median is closer to LQ than UQ
Negative skew = when median is closer to UQ than LQ
Symmetrical distribution = even spread from LQ to UQ

Outlier = does not fit the trend, or more than 1.5x the interquartile range below LQ/above UQ

Frequency Polygon

Cumulative Frequency

Edexcel GCSE Maths

19 - Combined Events
Conditional Probability
Independent events

Edexcel GCSE Maths

20 - Properties of Circles
1. Perpendicular bisector of any chord always passes through the centre of the circle
2. Where a tangent meets a radius the angle between them is always 90º
3. Tangents from same point are always equal in length to where they touch the circle
4. An angle in a semi circle is always 90º (When a triangle goes through the centre, where it hits
the circumference = 90º)
5. The angle subtended at centre is twice angle at circumference
6. Angles in the same segment, subtended by the same arc/chord are equal
7. Opposite angles of a cyclic quadrilateral add to 180º/supplementary
8. Alternate Segment theorem ⟶ the angle between a tangent and a chord is equal to the angle
subtended by the chord in the alternate segment
Edexcel GCSE Maths

21 - Variation
Direct proportion = when one in/decreases, the other value in/decreases in the same ratio
Indirect proportion = when one in/decreases, the other value does the opposite

Non linear proportion

y = kxn


Edexcel GCSE Maths

22 - Triangles
Sine Graph Tan Graph
When sine value is +ve: When Tan value is +ve:
1st value = sin-¹ (x) 1st value = tan-¹ (x)
2nd value = 180 - (sin-¹ (x)) 2nd value = 180 + tan-¹ (x)

When sine value is -ve: When Tan value is -ve:

1st value = 180 - sin-¹ (x) 1st value = 180 + tan-¹ (x)
2nd value = 360 + sin-¹ (x) 2nd value = 360 + tan-¹ (x)

Cosine Graph
When cosine value is +ve or -ve:
1st Value = cos-¹ (x)
2nd value = 360 — cos-¹ (x)

Non Right angled triangles

Right Angled and no angles = Pythagoras
Right angled and some angles = Trig
If the triangle is not right angled, you may need sine/cosine rule

The Sine Rule

You can only use sine rule if you have a matching pair/opposites (e.g. a and Sine A)

The Cosine Rule

Missing Length = when you have 2 sides and an angle inbetween them
Missing Angle = when you have 3 sides

With the ambiguous case (obtuse angle), work out the missing angle but then minus from 180 to
get the obtuse angle.

Area of non-right angled triangle: ½ ab x sinC

ab = 2 given sides, sineC = angle between the sides

Area of right angled triangle: ½ base x height

Edexcel GCSE Maths

23 - Graphs
Speed - Time Graphs
Acceleration ⟶ find positive gradient of the line, m/s²
Deceleration ⟶ find negative gradient, m/s²
Horizontal line above 0 m/s² = Constant Speed, m/s

Distance = Area under the line

Estimation of Area under the curve

• Concaving curve = underestimate
• Convex curve = overestimate
Equation of a circle

x² + y² = r²
Centre = (a,b) ⟶ r² = (x - a)² + (y - b)²

e.g. (x + 3)² + (y-1)² = 16 Centre = multiply integers by -1 = inverse a,
r = √16 = 4 inverse b
= (-3,1)

Radius cannot be a negative value

Transformations of graphs, y=f(x)

Graph Transformation Description

y = f(x + a) Translation Graph moves a units to the left

y = f(x - a) Translation Graph moves a units to the

right

y = f(x) + a Translation Graph moves a units up

y = f(x) - a Translation Graph moves a units down

y = -f(x) Reflection in x axis Flips graph - inverses all ± y

coordinates

y = f(-x) Reflection in y axis Flips sideways - inverses all ±

x coordinates

Inside bracket = x axis

f(x-a) vector = a if y = x² is y = f(x), then:

o - y = x² + 3 —> y =f(x) +3 — up +3 on y-axis
- y = (x+3)² —> y = f(x + 3) — -3 (left) on x-axis
in vector, a = inverse the sign in the bracket - y = (x - 3)² -1 —> y = f(x - 3)-1 — down -1 on
y-axis, left -3 on x-axis
Outside bracket = y axis - y = -x² + 3 —> y = -f(x) +3 — flips then up +3
on y-axis
f(x)+a vector = o
a

in vector, a = same as it is outside the bracket


Edexcel GCSE Maths

24 - Algebraic Fractions and functions

m = 1 10x²y² = 2x-²y
m 5x-⁴y

x² = x 3x - x² = x(3 - x) = x
x 6 - 2x 2(3 - x) 2


In order to simplify some algebraic fractions, we must factorise and then cancel the brackets, as
you can cancel multiplied values, but not addition/subtraction.

6x+36 — Because it is a +, we cannot cancel the x across the fraction, unless both the numerator
x-6 values had an x, so the fraction cannot simplify further.

+/- fractions — make denominator the same/cross multiply

x fractions — direct across: numerator x numerator
denominator x denominator
÷ fractions — Keep, change flip

Inverse Functions
f(x) = x+9
4

1. Replace f(x) with y y = x+9
2. Make x the subject 4
3. Replace x with f-¹(x) x = 4y - 9
4. Replace y with x f-¹(x) = 4x - 9

Composite functions

Fg(x) or gf(x)
fg(2):
f(x) = x² g(x) = x + 3 1. g(2) = 2 + 3 = 5
2. f(5) = 5² = 25


- Function on right comes first (closest to x) — right to left (like Chinese)

- Then use the product of the first function in the second function
- Or — replace x in second function with first function

e.g. — fg(x)

g(x) = x⁴ f(x) = -9x+3
gf(x) = -9(x⁴)+3

Iteration 

1. Re-arrange to make an x the subject
2. Make subject x xn+1 — make other x xn xn+1 = 18 - 7xn
3. Substitute in given value of x (either x0 or x1 = 2
x1) in xn to produce first result— depends
on what question gives you x2 = 18 - 7(2) = 4
4. This is your first answer — now replace xn
to find the next value x3 = 18 - 7(4) = -10
5. replace xn with ans to find each next value
quickly
Edexcel GCSE Maths

25 - Vector Geometry
Vectors with same magnitude + direction are equal
If vectors have same magnitude but opposite direction: -
→ →
AB = a BA = -a

Different sized vectors with same direction = scalar multiples

Parallel vectors = same direction

If points are collinear, they are on the same line

To be collinear — they must be multiples of the vector + common point

same direction = shown in vector

e.g. ABC will be collinear if AB = kBC

- they have a common point, B, are parallel and are multiples
Edexcel GCSE Maths
Reminders:
• When writing out expression, put biggest power first.
e.g. 25t² + 4x + 3, not 3 +4x +25t²
• (a+b)² = (a+b)(a+b) = a²+b²+2ab
• Remember unit values
• Avoid non-calc methods on calc paper
• Degree of accuracy, units and decimal places should apply to the question, do not round when
unneeded
• Clear organised working, cross with one line, neat
• Avoid trial and error