GCSE Coursework Tasks

EDEXCEL GCSE
Confidential: For Teachers’ Use Only
Coursework Tasks and Projects
Edexcel GCSE in
Mathematics A (1387)
Mathematics B (1388)
First examination 2003
Edexcel Foundation is an innovative force in education and training, combining the skills and
experience of two internationally recognised awarding and assessment bodies – BTEC, a leading
provider of applied and vocational qualifications, and London Examinations, one of the major GCSE
and GCE examining boards in the UK.
Acknowledgements
This specification has been produced by Edexcel on the basis of consultation with teachers,
examiners, consultants and other interested parties. Edexcel recognises and values all those who
contributed their time and expertise to the development of GCSE specifications.
Publications Code UG009935

All the material in this publication is copyright
© Edexcel Foundation 2001
Contents
Coursework Tasks
1. Borders 7
2. The Fencing Problem 15
3. Number Stairs 23
4. Lines, Cross-Overs and Regions 33
5. Hidden Faces 41
6. Beyond Pythagoras 49
7. The Gradient Function 57
8. Mobile Phones 65
9. The Open Box Problem 73
10. Passing Through 81
11. Manhattan Policeman 89
12. Grids 95
13. Tubes 103
14. Layers 111
15. T-Totals 119
16. Dotty Patterns 129
17. Flagging 135
18. Maxi-Product 141
19. Opposite Corners 147
20. Towers of Hanoi 153
21. Emma’s Dilemma 159
22. The Phi Function 167
Data Handling Projects

1. Newspaper Comparisons 3
2. Mayfield High School 19
3. Goal 31
4. Used Car Prices 45
Assessment
The following tasks are available as both centre assessed tasks and as Edexcel marked
tasks:
Borders
The Fencing Problem
Number Stairs
Newspaper Comparisons
Mayfield High School
All other tasks are available as centre assessed tasks only.
3
COURSEWORK
TASKS
5
EDEXCEL 2003 SYLLABUS
DISPATCH 1 CANDIDATE SHEET 1387/1388
MATHEMATICS
BORDERS F, I & H
GCSE
Figure below shows a dark cross-shape that has been surrounded by white squares to create a
bigger cross-shape:
Figure 1
The bigger cross- shape consists of 25 small squares in total.
The next cross-shape is always made by surrounding the previous cross-shape with small
squares.
Part 1
Investigate to see how many squares would be needed to make any cross-shape built up in this
way.
Part 2
Extend your investigation to 3 dimensions.
7
8
TEACHERS NOTES: BORDERS
THIS TASK IS AVAILABLE AS BOTH A CENTRE ASSESSED TASK AND AS AN

EDEXCEL MARKED TASK.
Teachers are advised to start with the cross-shape
and show how the next one is developed so as to give the shape on the task sheet.
Small squares or tablemats can be used with all candidates. Similarly multi-link cubes can be
made available to investigate the problem in 3-D.
Progress can be made in the task either by investigating the number of extra squares required
or by considering the total number of squares in the completed cross-shape.
Candidates who look at the mathematical structure of the task through the geometry of the
shape are likely to bypass the requirements of Mark 5. This is perfectly permissible.
ASSESSMENT CRITERIA FOR USING AND APPLYING MATHEMATICS Borders
Assessment Guidance
Mark Strand 1: Making and monitoring Strand 2: Communicating mathematically Strand 3: Developing skills of
decisions to solve problems mathematical reasoning
1 Candidates try different approaches and Candidates discuss their mathematical work Candidates show that they understand a
find ways of overcoming difficulties that and are beginning to explain their thinking. general statement by finding particular
arise when they are solving problems. They use and interpret mathematical symbols examples that match it.
They are beginning to organise their and diagrams.
work and check results.
Candidates should be able to take any Diagram to support Strand 1. The work for Strands 1 and 2 will suffice
shape and surround it with squares. for this award.
2 Candidates are developing their own Candidates present information and results in a Candidates search for a pattern by trying
strategies for solving problems and are clear and organised way, explaining the out ideas of their own.
using these strategies both in working reasons for their presentation.
within mathematics and in applying
mathematics to practical context.
Candidates should be able to draw at least Good, clear diagrams with correct results. Candidates gather sufficient evidence from
2 other shapes and surround them which a correct general comment could be
correctly with squares. made.
10
Assessment Guidance
3 In order to carry through tasks and solve Candidates show understanding of situations Candidates make general statements of
mathematical problems, candidates by describing mathematically using symbols, their own based on evidence they have
identify and obtain necessary words and diagrams. produced and give an explanation of their
information: they check their results, reasoning.
considering whether these are sensible.
Candidates should be looking at diagrams Candidates’ diagrams must clearly link their Candidates should be able to compare the
below and above the one given. number of squares to the appropriate diagram. results and make some explanation about
what is happening.
e.g. “Total squares are always odd”
or
“Extra number of squares is in the 4 
table”.
4 Candidates carry through substantial Candidates interpret, discuss and synthesise Candidates are beginning to give a
tasks and solve quite complex problems information presented in a variety of mathematical justification for their
by breaking them down into smaller, mathematical forms. Their writing explains and generalisations; they test them by checking
more manageable tasks. informs their use of diagrams. particular cases.
Candidates should work systematically Candidates tabulate their results, which must be Candidates should be able to look at their
through the task and develop from a basic correct. They provide a linking commentary. table and explain how to extend it. They
diagram (one square) up to the sixth one. should make a prediction AND test it in a
further case.
11
Assessment Guidance
5 Starting from problems or contexts that Candidates examine critically and justify their Candidates justify their generalisations or
have been presented to them, candidates choice of mathematical presentation, solutions, showing some insight into the
introduce questions of their own, which considering alternative approaches and mathematical structure of the situation
generate fuller solutions. explaining improvements they have made. being investigated. They appreciate
explanation and experimental evidence.
Candidates could be relating one diagram Students will have some symbolic result The symbolic results given in strand 2
to the next symbolically. depending on the way that they have looked at should be justified by looking at the
e.g. Generalising how many extra squares the results. This symbolism must be correctly structure of the system. Differencing or
are needed. written. merely substituting numbers into their
e.g. Number of extra squares is 4(n – 1). generalisations will not suffice.
6 Candidates develop and follow Candidates convey mathematical meaning Candidates examine generalisations of
alternative approaches. They reflect on through consistent use of symbols. solutions reached in an activity,
their own lines of enquiry when exploring commenting constructively on the
mathematical tasks; in doing so they reasoning and logic employed and make
introduce and use a range of further progress in the activity as a result.
mathematical techniques.
Candidates now develop their strategy to Candidates should obtain the number of The generalisation should be justified
generate the general result for the number squares needed as n 2  n  1 or through clear reference to the structure of
2
of squares needed. the system. This could be through

2n 2  2n  1 with n correctly defined and related
triangular numbers, the sum of consecutive
to their diagrams.
odd numbers or the sum of consecutive
square numbers.
12
Assessment Guidance
7 Candidates analyse alternative Candidates use mathematical language and Candidates’ reports include mathematical
approaches to problems involving a symbols accurately in presenting a convincing justifications explaining their solutions to
number of features of variables. They reasoned argument. problems involving a number of features or
give detailed reasons for following or variables.
rejecting particular lines of enquiry.
Candidates now move into the growth of Candidates obtain the symbolism for the Candidates provide a reasoned argument,
the system in 3-D obtaining correct number of cubes needed as which relates the geometry to the general
results. 4n3  6n2  8n  3 symbolism obtained.
3
8 Candidates consider and evaluate a Candidates use mathematical language and Candidates provide a mathematically
number of approaches to a substantial symbols efficiently in presenting a concise rigorous justification or proof of their
task. They explore extensively a context reasoned argument. solution to a complex problem, considering
or area of mathematics with which they the conditions under which it remains
are unfamiliar. They apply independently valid.
a range of appropriate mathematical
techniques.
Candidates appreciate that they require This relates to the award in Strand 1, typically Candidates harmonise their work to
the summation of slices and make by accurate use of the algebra of the sigma provide a rigorous proof for the number of
progress to a generalisation, possibly function. cubes needed.
using sigma notation for the sum of n
r 2  n  12n  1
n
squares. 
r 1 6
13
MATHEMATICS
THE FENCING PROBLEM F, I & H
GCSE
A farmer has exactly 1000 metres of fencing and wants to fence off a plot of level land.
She is not concerned about the shape of the plot, but it must have a perimeter of 1000 m. So it
could be
50m
450m 280m
1000m
400m
200m 200m
160m 160m
100m
or anything else with a perimeter (or circumference) of 1000 m.
She wishes to fence off the plot of land, which contains the maximum area.
Investigate the shape, or shapes, that could be used to fence in the maximum area using
exactly 1000 metres of fencing each time.
15
16
TEACHERS’ NOTES: THE FENCING PROBLEM
THIS TASK IS AVAILABLE AS BOTH A CENTRE ASSESSED TASK AND A

This task is suitable for the whole range of candidates. The candidates will need to have good
background knowledge about the area of different shapes, trigonometry and polygons.
At the Foundation tier it is essential that the candidates examine some simple cases. At this
level the use of squared paper may be a distinct advantage. Rectangles would seem to be the
best starting point and teachers could offer such a hint to the candidates without penalty.
At the Intermediate tier the candidates will probably use trigonometry as a new technique at
Mark 6 and beyond. Up to Mark 5 it would be possible to achieve the marks with the use of
scale drawings. However, the candidates need to be made aware of accuracy when pursuing
such an approach.
It is important that teachers check the validity of the candidates’ diagrams once they move
beyond rectangles, as often ‘impossible’ shapes begin to appear in the work of candidates.
The most likely approach for the candidates at this level is to consider 4-sided shapes, then 3-
sided leading to polygons.
The most common approach used to justify the regular shape cases for 3 and 4-sided shapes is
to have good graphs plus values considered either side of the maximum values obtained.
At the Higher tier, the most popular approach seen to achieve Mark 7 and above is for the
candidates to produce a general formula for an n-sided polygon and utilise it when talking
about the limiting case.
The use of a spreadsheet is also recommended but all of the ‘fields’ must be clearly defined.
At this level it is expected that the candidate will approach the problem through a theoretical
approach using good mathematical techniques, language and symbolism. It is important at this
level that the candidate considers a ‘good range’ of polygons. The range chosen has to clearly
show that the area is increasing with the number of sides. The choice, therefore, of a
pentagon, hexagon, nonagon and decagon would be considered to be insufficient for the
award of mark 7 and above.
At Mark 8, the candidates have to consider the idea of a limiting case. The work already
covered, together with good supporting evidence could lead to the award of Mark 8 in Strand
1.
However, to present a concise reasoned argument, with justification, candidates need to move
into radian measure and should not be considering numerical values for ‘pi’.
The actual final result may be obvious to some candidates but it is essential that the
candidates provide supporting evidence, at all stages of their work, together with results and
justification.
17
ASSESSMENT CRITERIA FOR USING AND APPLYING MATHEMATICS The Fencing Problem
Assessment Guidance
Candidates are able to draw a shape of The candidates support the work in strand 1 The example and the solution in strands 1
their own choosing with perimeter 1000 with an appropriate labelled diagram. and 2 will suffice for this award.
metres.
Candidates are able to draw 3 shapes of Candidates show their working and results for The candidate has the evidence from at
their own choosing, which have a their shapes. least 3 examples so that a simple
perimeter of 1000 metres, and find the observation could be made.
areas.
19
Assessment Guidance
Candidates are now starting to Candidates show their results by using words The candidate makes a general statement
concentrate on a particular family of and symbols or words and diagrams in an based upon their results.
shapes (probably four-sided). ordered way. E.g. the largest rectangle that I have found
All the measurements and areas should is….
now normally be correct.
by breaking them down into smaller, mathematical forms. Their writing explains and generalisations, they test them by checking
Candidates examine systematically one Results are presented in more than one Candidates confirm their result as the
set of shapes, obtaining the correct results mathematical form linked with some maximum area.
for each diagram and the correct commentary. The commentary must allow the e.g. by looking at the symmetry of the
maximum area for their chosen family of reader to understand what the candidate has shapes considered or using a graphical
shapes. done. approach.
20
Assessment Guidance
Candidates should have worked The candidates present accurate work on the The candidates justify the regular cases for
successfully through one set of shapes areas of the set of chosen shapes with correct BOTH of the sets of shapes chosen so far.
and now move on (with reasons) to diagrams, calculations or supporting graphs. This could be achieved by exploring values
successfully explore another set of close to the dimensions of the shapes that
shapes. give the maximum areas.
The candidates show an appreciation and The candidates use trigonometry consistently to The candidates now bring together their
use of trigonometry to move the task on obtain the areas of shapes beyond squares and conclusions so far. These should include
to consider shapes beyond squares and triangles. the justification for the regular cases
triangles. together with the results beyond triangles
and rectangles, which would indicate
larger areas. This would enable the
candidates to progress the task into the
analysis stage.
21
Assessment Guidance
Following on from previous work the Candidates can offer an accurate formula for a Candidates can provide a reasoned
candidates indicate that they are going to ‘n’ sided polygon or a spreadsheet with the argument and justification as to why the
consider the regular polygons and ‘fields’ correctly defined. The range of area of a regular polygon increases as the
investigate the areas of a good range of polygons chosen must lead towards a number of sides increases. This could be
polygons. This could be achieved by the convincing argument that the areas are achieved graphically.
use of a spreadsheet or by utilising a increasing with the number of sides.
general formula for a ‘n’- sided polygon.
techniques.
Candidates now explore the concept of Candidates offer a concise report by Draws together the work to offer a
the limiting case for the area of a regular considering the general formula for a regular rigorous argument as to why the circle is
‘n’ sided polygon showing an ‘n’ sided polygon together with the formula for the limiting case for the maximum area of
appreciation that it is a circle. the area of the circle and showing that they are a regular ‘n’ sided polygon.
equal in the limiting case.
22
MATHEMATICS
NUMBER STAIRS F, I & H
GCSE
Look at the stair shape drawn on the 10 by 10 Number Grid below.
91 92 93 94 95 96 97 98 99 100
81 82 83 84 85 86 87 88 89 90
71 72 73 74 75 76 77 78 79 80
61 62 63 64 65 66 67 68 69 70
51 52 53 54 55 56 57 58 59 60
41 42 43 44 45 46 47 48 49 50
31 32 33 34 35 36 37 38 39 40
21 22 23 24 25 26 27 28 29 30
11 12 13 14 15 16 17 18 19 20
1 2 3 4 5 6 7 8 9 10
This is a 3-step stair.
The total of the numbers inside the stair shape is
25 + 26 + 27 + 35 + 36 + 45 = 194
The stair total for this 3-step stair is 194.
Part 1
For other 3-step stairs, investigate the relationship between the stair total and the position of
the stair shape on the grid.
Part 2
Investigate further the relationship between the stair totals and other step stairs on other
number grids.
23
24
TEACHERS NOTES: NUMBER STAIRS

Introduction.
This task is suitable for all candidates. The task starts off in a numerical approach leading to
linear sequences.
At Foundation tier the candidates will need to have a systematic approach in the way they
translate the stair on the grid. They could then, possibly, move on to obtaining a linear
generalisation for the stair total.
At Intermediate tier the candidates will need the same skills as mentioned above plus the
ability to label the numbers in any stair on the given, or any grid, algebraically. It is essential
that the candidates are using an algebraic approach at mark 6 and above.
At the Higher tier the candidates will need to have good algebraic skills linked to the ability
to derive more difficult sequences from data obtained.
All candidates should be able to ‘address’ the stairs. This is interpreted as a clear indication as
to which number in the stairs is to be considered as defining the stairs.
This could be achieved by a clear indication in a diagram and then using this approach
consistently or a sentence to explain. For example, ‘the number in the bottom left-hand corner
is the one that defines the stair in relation to its position on the grid’
Candidates should be encouraged throughout to look at the structure of the task.
Teachers can emphasise to candidates that the ‘number stairs’ should be kept in the same
orientation.
25
ASSESSMENT CRITERIA FOR USING AND APPLYING MATHEMATICS Number Stairs
Assessment Guidance
Candidates are able to identify the The candidates support the work in strand 1 The example in strands 1 and 2 will suffice
numbers or draw a number stair. with an appropriate diagram or symbolism. for this award.
Candidates are able to present at least 3 Candidates show their working to strand 1 in a The candidate has gathered sufficient
other stairs from the given number grid. clear organised way i.e. adding the numbers. information from which a simple
observation may be made.
26
Assessment Guidance
Candidates start to find some totals for Candidates show their results by using words The candidate makes a general statement
different stairs but not necessarily in a and symbols or words and diagrams in an based upon their results.
systematic way. The results should be ordered way. E.g.
correct. (i) All totals are even numbers,
(ii) Total increases when you move
to the right/up.
Candidates now start to work in a Results are presented in more than one Based upon an appropriate generalisation
systematic way e.g. moving the stairs one mathematical form linked with some the candidates make a prediction and
square at a time in a given direction. commentary e.g. correct tabulation of the TEST in a further case. e.g.
results for ‘their’ systematic way in strand 1. Times bottom number by 6 and add 44
Or total increases by 10 as you move the
stairs one square up the grid.
27
Assessment Guidance
Candidates now decide by themselves to Candidates give an algebraic generalisation for Candidates have to justify why the
change a feature, which enables them to their results e.g. coefficient of ‘x’ is 6 and why you add 44.
make progress in the task. The features For the given shape and grid T = 6x +44 e.g. Showing the addition of algebraic
could be; terms relating to the numbers in the grid
i) Labelling the grid algebraically would suffice i.e. x + (x + 1) + (x + 2) + (x
x +20 + 10) + (x + 11) + (x + 20)
x +10 x +11
x x +1 x +2
ii) Change the grid size.
iii) Change the stair size.
Methods (ii) and (iii) must give rise to
further linear generalisations.
28
Assessment Guidance
Candidates now take a FULLY Candidates use their algebraic terms in strand 1 Candidates now show an understanding
ALGEBRAIC approach to the task to produce results of the type: that the results obtained for different stair
e.g. possibly looking at the relationship sizes is
between the numbers in the different T = 6x + 4g + 4 for a 3-step stair.
sized stairs and their relationship to each The candidates should offer at least 2 correct Triangular number ‘n’+ c where c is a
other and the grid size. expressions multiple of 11
e.g. x + 2g Or
x + g x + g +1 At least 3 of the type T = ax + b which includes
x x+1 x+2 a comment relating ‘a’ to the stair number.
All symbolism must be defined.
29
Assessment Guidance
number of features or variables. They reasoned argument. problems involving a number of features or
Candidates now take an analytical Candidates can offer the generalisation of the The report of the candidate is consistently
approach towards finding an overall type; justified by reference to the structure of the
generalisation for the total of any size of situations that they have applied.
e.g. for a 10 by 10 grid
stair on a 10 by 10 grid or for a given size
of stair on any grid.
T = ½n(n + 1) {(x + 113 (n – 1)}
Or
For a translation of 3 step stair on any grid size.
 w
e.g. for a translation   from the bottom left
r
position.
T = 6x + (6r + 4)g + (6w + 4)
All symbolism must be clearly defined.
30
Assessment Guidance
techniques.
Candidates start to analyse their results Candidates give a generalisation for any stair Candidates verify their overall
and attempt to find a more general size on any grid in terms of triangular numbers. generalisation given in strand 2 by
solution relating to any size of stair on n 1 n 1 reference to the sum of triangular numbers
any grid. THIS MUST BE DONE BY e.g. S n  Tn x   T1  g  T1 for a grid size g for the various variables.
i 1 i 1
RELATING TO THE STRUCTURE OF
or equivalent.
THE TASK.
31
MATHEMATICS
LINES, CROSS-OVERS AND REGIONS F&I
GCSE
The diagram shows 4 lines which cross over.

4
3 5
10
6
9
2 7
1 8
They make 5 cross-over points which are marked with dots. They make 10 regions which are
marked 1 to 10.
The regions marked 9 and 10 are closed. The other regions are open.
Investigate the relationship between the number of lines, the maximum number of cross-over
points and the maximum number of regions.
33
34
TEACHERS’ NOTES: LINES CROSS-OVERS AND REGIONS
THIS TASK IS AVAILABLE AS A CENTRE ASSESSED TASK ONLY.
It is recommended that teachers set up the investigation using 4 lines – as in the stem of the
candidates’ sheet. Whilst the lines can easily be drawn on a board, there is certainly some
merit in using narrow wooden or metal strips on an O.H.P.
Using the O.H.P. and strips adds a dynamic to the process and allows teachers quick access
demonstrating various situations with 4 lines.
Explaining Next strip

how to create cross all
the maximum previous strips
number of (dotted lines)
cross-overs is
undue help.
As part of the general teaching of Ma1, teachers can remind candidates of the importance of
 working in a well organised, systematic manner,

 the correct use and interpretation of symbols,
 the need to offer supporting evidence.
35
The correct results are:
Lines Cross-Overs Open Regions Closed Regions Regions

1 0 2 0 2
2 1 4 0 4
3 3 6 1 7
4 6 8 3 11
5 10 10 6 16
6 15 12 10 22
or, in symbolic form for n lines
nn  1
cross-overs
2
open regions 2n
closed regions
n  1n  2
2
nn  1
regions 1
2
The addition of the symbolic expressions for open regions and closed regions is good work
for Mark 6 in Strand 1. It is, however, not sufficiently complex for Mark 7 in any strand.
This investigation could be taken beyond Mark 6 by extending it to intersecting planes in

three dimensional space.
36
ASSESSMENT CRITERIA FOR USING AND APPLYING MATHEMATICS Lines, Cross-Overs And Regions
Assessment Guidance
Candidates should be able to draw at least They should present a clear diagram of their The work in Strands 1 and 2 will suffice
one further set of lines and count the lines and have a consistent count of the cross- for this award.
cross-overs and regions. The lines need overs and regions.
not make the maximum number of cross-
overs. The number of lines should be
greater than two.
Candidates should be able to do what is Candidates should present a clear diagram of Candidates show their results in a way
required in Mark 1 in at least two other their lines, have a correct count of the number which allows comparisons to be made OR
cases. of cross-overs and the regions. make some simple comparative statement.
37
Assessment Guidance
Candidates need to draw at least 3 sets of Candidates diagrams and numerical count of At this stage, candidates have three sets of
lines. They need to draw these sets in a the maximum number of cross-overs and results for the cross-overs and regions.
way which produces the maximum regions need to be clearly and correctly They make a valid comment on their
number of cross-overs. communicated. results. e.g. with more lines you can make
more cross-over points.
Candidates should systematically work Candidates should present a clear table of Candidates should be able to examine their
on the investigation for 5 consecutive results for the numbers of cross-over points. table of 5 results and use this to make an
correct cases creating the maximum These should be supported by a linking explained result for a number of lines and
number of cross-over points in all cases. commentary. cross-overs not given in the table. This
result should be tested in a further case.
38
Assessment Guidance
Candidates examine the question “how Candidates should be able to offer symbolic Candidates explain a correct method for
does the number of cross-overs grow as general results at least equivalent to: guaranteeing the maximum number of
the number of lines increases?” They nn  1 cross-overs
introduce some symbolism Number of cross-overs = . or
2
or provide a complete general result for the
candidates examine open regions and 2n result for open regions.
obtain the 2n result.
39
Assessment Guidance
Candidates should be able to reflect on Candidates should provide correct, symbolic Building on ‘all lines must cross all other
the problem to the effect that they can results for the maximum number of cross- lines’ candidates should be able to
provide a general analysis in terms of overs, open regions, closed regions and total harmonise their strategy as defined in
something equivalent to: ‘In the situation regions. Strand 1, with an explanation of why the
when we have n lines forming a The symbolism needs to be correct and defined. set of generalisations is correct.
maximum number of cross-overs, the
(n + 1)th line must cross all the other n
lines.’
This or similar needs to be used to
generate correct results.
40
MATHEMATICS
HIDDEN FACES F&I
GCSE
Figure 1 shows a cube placed on a table.
When a cube is placed on a table

only 5 of the faces can be seen.
So 1 face is hidden.
Figure 1
Figure 2 shows a row of 5 cubes placed on a table.
These 5 cubes have a total of 30

faces. 13 of these faces are hidden.
Figure 2
Part 1
Investigate the number of hidden faces for other rows of cubes.
Figure 3 shows a cuboid made from 30 cubes. Find the number of hidden faces.
Figure 3
Part 2
Investigate the number of hidden faces for other cuboids made from cubes.
41
42
TEACHER’S NOTES: HIDDEN FACES
This task is most suitable for Foundation and/or Intermediate candidates. Initially the task
involves work on spatial awareness leading to tables of results.
The candidates will need to be able to obtain algebraic expressions from tables of results and
then move into a totally algebraic aspect for the final generalisations. This task could follow
on from work on sequences.
Teachers are advised to introduce the task by making:

(i) A row of cubes of substantial length and talking about where faces are hidden.
(ii) A cuboid and discussing in a similar manner.
It is important that the candidates fully understand that ‘hidden faces’ are those still hidden
after the cubes have been viewed from ALL angles. Some candidates may be under the
impression that faces are hidden when they are at the back of the shape if it is being viewed
from the front.
Under no circumstances whatsoever must the candidates be told that the number of hidden
faces can be obtained by subtracting the seen faces from the total number of faces.
It may be helpful to allow candidates to have access to ‘ multilink’ cubes or similar.
It may also be possible for candidates to access mark 7 in the first two strands by considering
the situation when different cuboids are stacked on other cuboids or similar. Alternatively, they
may consider the situation when cuboids have ‘holes’ on them. It is expected, however, that this
analysis be totally algebraic and abstract in nature and not done through drawing diagrams and
counting.
43
ASSESSMENT CRITERIA FOR USING AND APPLYING MATHEMATICS Hidden Faces
Assessment Guidance
Candidates can make another example of The candidate records the number of hidden The example and their solution will suffice
a row of cubes correctly. faces for their example in strand 1. for this award.
Candidates make or draw another 3 Candidates present the results to Strand 1 The candidate has gathered sufficient
examples of cubes in a row. consistent with what they have done. This information from which a simple
could be through listing and/or diagrams. observation may be made.
44
Assessment Guidance
The candidate obtains the number of Candidates show their results by using words The candidate makes a general statement
hidden faces for rows of cubes either side and symbols or words and diagrams in an based upon their results.
of the 5-cube case. The answers must be ordered way. E.g. The numbers go up in threes.
correct.
The candidate obtains the correct results Results are presented in more than one Based upon their results the candidates
for rows of cubes for six consecutive mathematical form linked with some make a prediction and TEST it in a further
values. commentary. The commentary must allow the case.
reader to understand what the candidate has
done.
45
Assessment Guidance
The candidate now extends the task to The candidate introduces some simple The candidate must give a clear
reach a fuller solution. algebraic expression for the hidden faces to be explanation of how both the ‘3n’ and the
e.g. (i) This could be by moving on to 3n – 2. –2’ arise by reference to the structure of
the cuboid case and obtaining the correct the task.
results. The results should be obtained
from an approach which moves beyond
just counting.
e.g. (ii) This could be using the approach
that the Hidden faces are the total faces
minus the seen faces.
46
Assessment Guidance
The candidate needs to develop the task The candidates can produce the correct The candidate must justify the result in
to establish an expression for the total symbolic result for the hidden faces as strand 2 AND show how the result must be
number of faces as 6xyz and for the seen 6xyz – (2xy +2xz +yz) modified depending upon which face is
faces as 2xy, 2xz,and yz. There must be a resting on the table.
clear explanation to show these findings. All symbols used must be defined.
47
MATHEMATICS
BEYOND PYTHAGORAS I&H
GCSE
The numbers 3, 4 and 5 satisfy the condition
3² + 4² = 5²
(smallest number)² + (middle number)² = (largest number)²
The numbers 3, 4 and 5 can be the lengths – in appropriate units – of the sides of a right-
angled triangle.
5
3
The perimeter and area of this triangle are:
Perimeter = 3 + 4 + 5 = 12 units
Area = ½  3  4 = 6 square units

The number 5, 12 and 13 can also be
13
the length – in appropriate units – of a
5
right-angled triangle
12
This is also true for the numbers 7, 24 and

25 25
7
24
(3, 4, 5), (5, 12, 13) and (7, 24, 25) are all called Pythagorean triples because they satisfy the
condition.
a² + b² = c² in a right angled triangle
c
a
49
With the family of right-angled triangles for which all the lengths are positive integers and the
shortest is an odd number.
Part 1
Investigate this family of Pythagorean triples where the shortest side is an odd number and
all 3 sides are positive integers.
Part 2
Investigate other families of Pythagorean triples.
50
TEACHERS’ NOTES: BEYOND PYTHAGORAS
One set of results for a being odd are:
n a b c p A
1 3 4 5 12 6
2 5 12 13 30 30
3 7 24 25 56 84
4 9 40 41 90 180
5 11 60 61 132 330
6 13 84 85 182 546
n 2n + 1 2n(n + 1) 2n(n + 1)+1 (2n + 1)(2n + 2) (2n + 1)n(n + 1)
The area and perimeter are really subsidiary to the main investigation but could lead to some
high level work.
It is suggested that the activity be introduced as a Ma1 extension of basic work on Pythagoras.
Teachers are asked to note that once candidates have achieved the above set of results they
need to observe that there are other triples such as (9, 12, 15), (8, 15, 17), (6, 8, 10) etc. which
do not fit the pattern.
Where candidates go from this point is at their discretion – a decision they make.
One of the features of Beyond Pythagoras is that once candidates go beyond the given table –
once they make their decision – the potential of the investigation is considerable.
A typical route through the task would be to examine the family a, b, b + 2, following this
with an attempt to generalise a, b, b + x. Best work is likely to consider the consequences of
a² = (b + x)² – b².
This investigation is one more suitable for Higher tier and more able Intermediate tier
candidates.
51
ASSESSMENT CRITERIA FOR USING AND APPLYING MATHEMATICS Beyond Pythagoras
Assessment Guidance
Candidates can check the 5, 12, 13 and Candidates show their working clearly in each Candidates make a general comment.
7, 24, 25 cases. case. e.g. the middle side is even
the longest side = the middle side + 1
Candidates are able to use their Mark 3 Candidates tabulate their results with a linking Candidates predict another case for their
analysis to generate other Pythagorean commentary. table and test it.
triple in the a, b, b + 1 family.
52
Assessment Guidance
Candidates are now able to extend the Symbolic results, clearly presented in a form Candidates offer a reason, based on
table indefinitely and start to look equivalent to specific evidence, but not justified
systematically for links between shortest, shortest = 2n + 1 algebraically, to support their general
middle and longest. middle = 4m results.
longest = 4m + 1
are to be expected at this level. As an
alternative, recognising that
middle = 4  triangular number should be
regarded as equivalent to ‘4m’
OR
a² = b + c.
53
Assessment Guidance
Candidates develop their algebra to find a Candidates provide a full set of symbolic Candidates demonstrate symbolically that
generalisation for either the middle or results for a, b and c such as their results in Strand 2 are correct.
longest side. a = 2n + 1 e.g. show
b = 2(n² + n) 2n  12  2n 2  n2  2n 2  n  12 .
c = 2(n² + n) + 1
They also comment that there are other
or equivalent (see the Teachers’ Notes).
Pythagorean triples that are not in this
a2 1 a2 1 family.
i.e. a, , .
2 2 Note: Once candidates have recognised
that the set of general results – as
expressed symbolically for Mark 6 – is not
complete, their project can ‘take off’ in
many varied directions.
54
Assessment Guidance
Candidates now extend the investigation The symbolic work for Mark 6 should also be Candidates obtain general results for at
to other families of triples. This could be supported by correct formulae relevant to the least two other families of triples which
through a, b, b + 2. alternative approach. they justify by substitution into
a² + b² = c².
techniques.
Candidates work to a full generalisation a2  x2 Candidates evaluate the consequences of x

which covers all possible triples. Candidates make good use of b  to prime, x even, x square in the context of
2x
e.g. Through a, b, b + x and exploring the derive the general result m² + n², m² – n², 2mn. their general analysis.
consequences of a² = c² – b².
55
MATHEMATICS
THE GRADIENT FUNCTION I&H
GCSE
The ‘steepness’ of a curve is measured by its gradient.
The diagram in Figure 1 show the graph of y = x² for values of x from 0 to 4.
y = x² Q
P(3, 9)
M
The point P (3, 9) has been marked and the tangent QPM drawn.
QN
The gradient of the tangent is .
MN
The gradient of a curve at a particular point is defined as the gradient of the tangent drawn to
the curve at that point.
The gradient at any point on any curve is defined as the Gradient Function.
Part 1
Investigate the Gradient Function for the set of graphs
y  ax n
where a and n are constants.
Part 2
Investigate the Gradient Function for any curves of your own choice.
57
58
TEACHERS’ NOTES: THE GRADIENT FUNCTION
There is an accurate way of drawing tangents to a curve using capillary tubes.
When the tube is placed on the curve it will create an image like:
In all cases when the tube is normal to the curve – then the image will be continuous
and the normal can be drawn.
Of course, the results to the investigation are those of traditional calculus. Viz,
y  xn Gradient Function = nx n 1
So for
y  x2 Gradient Function = 2x
and at (3, 9) the gradient is 6.
Teachers may show candidates one example – based on y  x 2 or other curve – of the small
increment method.
59
The diagram below shows a magnified sketch of part of the curve y  x 2 . The point P is
again marked and the point A is very close to P. To move from P to A the x co-ordinate has
been given a small increase of 0.01.
A
(3.01, 9.0601)
A
Tangent
P
B
(3, 9)
The gradient of the chord AP will be nearly equal to the gradient of the tangent.
AB
The gradient of AP is .
PB
AB 9.0601  9 0.0601
   6.01
PB 3.01  3 0.01
Hence, the gradient of AP is 6.01, which is nearly equal to 6 and a good estimate of the
gradient of the tangent at P.
Candidates can be encouraged to explore the notion of a limit in the context of this problem.
Candidates can also be encouraged to research ‘calculus’ and apply the Gradient Function to
any curve or family of curves, such as:
trigonometric functions, exponential, polynomials of any degree.
Candidates may use ICT tools to help with the drawing of graphs; but no credit should be
awarded to any direct methods – including omnigraph or text books – to state the general
result for the gradient of y  ax n or any other curve. However, established results can be
used to confirm the results obtained from the line of enquiry or investigation.
ICT, such as omnigraph, may be used once the candidate has clearly demonstrated the ability
to draw tangents to curves and/or use small increments to find or work out the gradients of
tangents.
60
ASSESSMENT CRITERIA FOR USING AND APPLYING MATHEMATICS The Gradient Function
Assessment Guidance
Candidates should be able to correctly Candidates should be able to provide a correct They should be able to state in words that
examine the gradient of y = ax for set of results for their calculated gradients from the gradient of y = ax is a and state why
different values of x and at least 3 values strand 1 and make an appropriate comment. the gradient of y = x is 1.
of a.
Candidates work on y  ax n for at least Candidates work and forms of presentation Candidates can justify – with reason – why
two values of n and find gradients by should be accurate and clear enough for them the gradient function of the curve
either drawing and or small increments. to express, in symbols, y = ax is a and test one other case for
For y = ax GF = a and y  x2 .
For y  x 2
GF = 2x
For y  x 3
GF = 3x 2
or equivalent.
61
Assessment Guidance
Candidates should calculate the gradient Candidates should be able to state, through Candidates justify at least one result,
at a sufficient number of point (at least 3) investigating the curves, that the Gradient beyond y = ax by using the small
by using an alternative method to confirm Function follows the pattern increment method.
the results in strand 1 of mark 5 y = x GF = 1 y = ax GF = a
y  x GF = 2x
2
y  ax 2
GF = 2ax
y  x3 GF = 3x 2
y  x4 GF = 4x 3
or similar.
62
Assessment Guidance
Candidates need to use the small Using the evidence from strand 1 Mark 7 the Candidates extend the results in strand 1
increment method giving a reason for so candidates establish the Gradient Function for and 2 to cover both negative AND
doing. They then examine the Gradient y  ax n as axn1 . fractional values of ‘n’
Function for y  ax for various values of
n
a and with n being a positive integer

AND either a –ve integer OR fractional
value of n
63
Assessment Guidance
techniques.
Using a generalised approach the Candidates justify the general result for ax n Candidates provide a rigorous justification
candidates should be encouraged to work with ‘n’ a positive integer ( n greater than 2) by or proof of the general result for
on more complex functions such as using a symbolic (and NOT numerical ) small y  ax n for all values of n..
y  axn  bxm increment.
or others. They may research ‘calculus’
in books or otherwise but should be able
to explain the concept of a limiting value.
64
MATHEMATICS
MOBILE PHONES F& I
GCSE
Speakeasy Mobile Phone Company offers customers a choice between three charging
schemes.
Scheme 1: A monthly charge of £15 for the line rental, plus 5p per minute.
Scheme 2: A monthly charge of £5 for the line rental, plus 20p per minute.
Scheme 3: A ‘pay as you go’ charge of 35p per minute with no monthly line rental
charge.
The Walden family is considering having a Speakeasy mobile phone.
Part 1
Investigate the three schemes to find out which is the best one for the Walden family
to choose.
Talk2U have similar charging schemes. They charge:
A fixed monthly fee, plus a cost per minute for each call made.
Part 2
Investigate the effect of using different schemes of this type for various amounts of
minutes spent using the mobile phone per month.
65
66
TEACHERS NOTES: Mobile Phones
Introduction.
This task is suitable for candidates at the Foundation and Intermediate tiers of entry.
‘Mobile Phones’ is a real life context. However, teachers should encourage candidates to
work with this task as a mathematical problem and not draw on their real life experiences of
mobile phone tariffs.
All three given schemes are linear in nature.
At Foundation tier the candidates may adopt a systematic approach in the way they generate
costs from the tariffs given. Placing the data side by side in a table could lead to comparisons
about which scheme is cheaper for a given number of minutes. This may lead to graphical
representations of their data. Part of their analysis could include an examination of ‘break-
even’ points; that is the point where the charges for two different schemes are equal.
At Intermediate tier they are likely to concentrate on the places where the tariffs are the same
for a given number of minutes. This approach could be through trial and improvement or
graphing the data and searching for an intersection. However, at mark 5, candidates’ work is
likely to contain elements of a symbolic form of communication and analysis. This is likely
to include writing scheme 1, for instance, as:
C = 15 + 0.05t
Where C is the cost in £ and the total amount of usage in minutes in a month is t.
With modifications the break-even point for schemes 1 and 2 occurs when;
C = 15 + 0.05t
C = 5 + 0.20t
are equal. These can be regarded as two simultaneous equations in C and t, two straight line
graphs or the linear equation;
15 + 0.05t = 5 + 0.20t
Candidates should be encouraged throughout to look at the structure of the task and relate
their findings back into the real world, e.g. interpreting an intersection as a break even point
and identifying which scheme is cheaper before and after this number of minutes.
In part 2, candidates should draw on their analysis of the three schemes. No extra credit can
be gained by merely repeating a process that was rewarded in part 1.
67
They should be encouraged to:
(i) vary the line rental

(ii) vary the cost of each call
(iii) make comparisons
(iv) make generalisations.
It would be good mathematics to perceive that any two schemes could be written as
C = at + b and C = ct + d
d b
i.e. t  for a given break-even point
ac
where a, b, c and d can take specifically defined values.
At mark 6, candidates should be able to relate the symbolism to realistic values for t and the
parameters a, b, c and d and be able to offer comments in terms of ‘gradients and intercepts’
and/or support their work with appropriate sketch groups such as:
at + b
at + b
ct + d
ct + d
No true break-even point A break-even point

( provided t realistic)
Please note
The nature of digital technology means that call charges are per second billing. Hence, for
this task, call charges can be modelled as a continuous function.
68
TASK: Mobile Phones ASSESSMENT GUIDANCE
Mark Strand 1: Making and monitoring decisions Strand 2: Communicating mathematically Strand 3: Developing skills of mathematical
to solve problems reasoning
1 Candidates try different approaches and find Candidates discuss their mathematical work and Candidates show that they understand a
ways of overcoming difficulties that arise when are beginning to explain their thinking. They use general statement by finding particular
they are solving problems. They are beginning and interpret mathematical symbols and diagrams. examples that match it.
to organise their work and check results.
Candidates choose any whole number of Candidates show their calculation for mark 1 in the The work for strands 1 and 2 will suffice for
minutes and attempt to calculate the monthly first strand. this award.
cost for Scheme 1.
2 Candidates are developing their own strategies Candidates present information and results in a Candidates search for a pattern by trying out
for solving problems and are using these clear and organised way, explaining the reasons for ideas of their own.
strategies both in working within mathematics their presentation.
and in applying mathematics to practical
contexts.
Candidates choose three whole numbers of Candidates gather sufficient evidence from
minutes and attempt to calculate a monthly which a comparative comment could be made.
cost.
3 In order to carry through tasks and solve Candidates show understanding of situations by Candidates make general statements of their
mathematical problems, candidates identify describing mathematically using symbols, words own based on evidence they have produced
and obtain necessary information: they check and diagrams. and give an explanation of their reasoning.
their results, considering whether these are
sensible.
Candidates choose any suitable whole number Candidates record the results of their calculations Based on their results, candidates state which
of minutes and correctly calculate the monthly and list their results clearly. of the three schemes is cheapest. (or
cost under each scheme. equivalent)
69
4 Candidates carry through substantial tasks and Candidates interpret, discuss and synthesise Candidates are beginning to give a
solve quite complex problems by breaking them information presented in a variety of mathematical mathematical justification for their
down into smaller, more manageable tasks. forms. Their writing explains and informs their use generalisations, they test them by checking
of diagrams. particular cases.
Candidates choose a range of values for the Candidates produce a table or graph, with suitable Candidates make specific statements from their
number of minutes of phone calls for a month headings or label that enables a comparison to be tables and graphs,
for each scheme and generate a systematic list made between each scheme for any number of e.g. about a break even point
of these values. minutes. They provide a linking commentary. and test nearby.
5 Starting from problems or contexts that have Candidates examine critically and justify their Candidates justify their generalisations or
been presented to them, candidates introduce choice of mathematical presentation, considering solutions, showing some insight into the
questions of their own, which generate fuller alternative approaches and explaining mathematical structure of the situation being
solutions. improvements they have made. investigated. They appreciate explanation and
experimental evidence.
Candidates work in symbolic form, Candidates solve their equations for the break-even Candidates recommend and justify, for any
e.g. expressing scheme 1 in a way such as: point in at least one case. number of minutes, a choice of scheme for the
C = 15 + 0.05t e.g. 15 + 0.05t = 5 + 0.20t family.
For the charge, in pounds, for calls lasting t
minutes. This should be done for at least two of
the schemes..
70
6 Candidates develop and follow alternative Candidates convey mathematical meaning through Candidates examine generalisations of
approaches. They reflect on their own lines of consistent use of symbols. solutions reached in an activity, commenting
enquiry when exploring mathematical tasks; in constructively on the reasoning and logic
doing so they introduce and use a range of employed and make further progress in the
mathematical techniques activity as a result.
.
Candidates extend their investigation to Candidates equate two general linear schemes such Having set up and rearranged the general
include any linear scheme, exploring in a as C = at + b and C = ct + d to arrive at the equation for break even points, the candidate
general case, the effect of a and b on the d b may either
solutions for the scheme expressed as general solution t 
ac (i) examine it through its application to
C = at + b. existing values and hence its validity
a, b, c, d and t are clearly defined
/ or
(ii) examine other values of a, b, c and d
and relate these to a graphical
representation
71
72
MATHEMATICS
THE OPEN BOX PROBLEM F, I & H
GCSE
An open box is to be made from a sheet of card.

Identical squares are cut off the four corners of the card as shown in Figure 1.
The card is then folded along the dotted lines to make a box.
The main aim of this activity is to determine the size of the square cut which makes the
volume of the box as large as possible for any given rectangular sheet of card.
Part 1
For any sized square sheet of card, investigate the size of the cut out square which makes an
open box of the largest volume.
Part 2
For any sized rectangular sheet of card, investigate the size of the cut out square which
makes an open box of the largest volume.
You may do practical work and/or work in symbols.

Your teacher will help you choose the best way of working on the problem.
74
TEACHERS’ NOTES: THE OPEN BOX PROBLEM
In its foundations the problem is essentially practical and can be introduced as such. From
Mark 1 to 3 the problem is about constructing boxes and establishing their volumes. At the
lower levels the volumes might be found by filling boxes with cubes, sand or whatever. By
Mark 4 candidates should be able to work directly, but arithmetically, from nets.
At Mark 5 – which can be regarded as the level of entry for higher attaining candidates – the
problem should move from its constructional, practical and arithmetical basis into something
more symbolic.
That is to say that for Mark 5 or above, candidates should be encouraged to examine the
values of x which maximise the volume.
Such an examination can be made graphically or using IT (spreadsheets, programs). At the

very highest level candidates could use sketching, analysis of cubic graphs or calculus.
Teachers can hint at and discuss the need for strategic approaches and also remind candidates
that a square is a special form of a rectangle.
Candidates who submit or have done ‘The Gradient Function’ investigation are perfectly
entitled to use this work, and its extension, in their analysis of ‘The Open Box’ problem or
any other, similar, optimisation problem.
75
TASK: The Open Box Problem PERFORMANCE INDICATORS
Candidates can make or draw an open box. The candidate describes their box using vocabulary The candidates’ work in strands 1 and 2 will
such as square, rectangle and cuboid. suffice for this award.
contexts.
Candidates should be able to make or draw at Candidates display the results of their The candidate has gathered sufficient
least three different sized boxes from the same measurements (or calculations) alongside the values information from which a simple observation
sized piece of paper. they obtained. may be made.
sensible.
Candidates should calculate volumes of the Candidates provide diagrams and correct working Candidates make a general statement linking
three boxes for square cuts taken from their for their calculations of volumes. Results should be the size of cut to the volume that is correct for
square sheets of paper. presented in a clear form. their results.
e.g. “As the size of cut increases, so does the
volume”.
76
Candidates vary the cut size from the same Candidates display the results of their calculations Candidates should be capable of verifying their
sized piece of paper and calculate the volume derived from the system rewarded in mark 4 strand results for the maximum volume for different
of the open box that each produces using trial 1. This could be in the form of a headed table of cut sizes by trying out cut sizes either side of
and improvement to find the maximum volume results or a graph linking cut size to volume. the maximum and showing that the volume is
They provide a linking commentary. less.
Alternatively, a candidate may formulate an
argument based on a graphical approach that
illustrates that the maximum occurs when the
cut size is 1/6th of the length of the square and
tests it on a further sized square.
Candidates continue to investigate the Candidates can express the volume of the square Candidates offer a reasoned argument based on
optimum cut for maximum volume in a wide sized piece of paper as:- a graphical approach that the maximum
variety of original square pieces of paper based V = x(a – 2x)2 volume of a box made from a square occurs
on their conjecture in mark 4 strand 3. Or express the maximum cut size as a/6 when x = a/6 and tests points close to either
Candidates may symbolise the volume as: Or the candidate displays the results of their side of this maximum.
V = x(a – 2x)2 and investigate this expression investigation into the relationship between the Or Candidates can describe how each of the
for different values of a and x. optimum cut and the size of the original square components of the equation V = x(a – 2x)2
piece of paper graphically. relates to the dimensions of the box.
77
.
Candidates work in symbolic form on the Candidates use symbols in a correct and consistent Candidates can provide some form of
rectangle case. manner for rectangles. explanation to support the generalisation found
Candidates explore specific cases where; e.g. where w = 2l, the candidate arrives at a in mark 6 strand 2
e.g. w = 2l generalisation that Vmax occurs when x  l/5 e.g. where w = 2l, the candidate can show how
and correct results are produced. or why Vmax occurs when x  l/5 and realises
All variables are defined. that this is a counter example to the l/6
generalisation and they need further analysis.
7 Candidates analyse alternative approaches to Candidates use mathematical language and Candidates’ reports include mathematical
problems involving a number of features of symbols accurately in presenting a convincing justifications explaining their solutions to
variables. They give detailed reasons for reasoned argument. problems involving a number of features or
following or rejecting particular lines of variables.
enquiry.
Candidates recognise the need to examine Candidates arrive at the generalisation Candidates make a valid comment on the
further rectangular cases where the ratio l:w is V = x(l – 2x)(nl – 2x) where w = nl and produce a series produced by their results in mark 7
controlled and they produce correct results. result for at least three further cases. strand 2 and its limiting case.
78
8 Candidates consider and evaluate a number of Candidates use mathematical language and Candidates provide a mathematically rigorous
approaches to a substantial task. They explore symbols efficiently in presenting a concise reasoned justification or proof of their solution to a
extensively a context or area of mathematics argument. complex problem, considering the conditions
with which they are unfamiliar. They apply under which it remains valid.
independently a range of appropriate
Candidates could use a range of techniques Candidates produce a detailed graphical analysis of Candidates provide a rigorous justification that
from: the maximums of the family of curves generated x = 0.25 is the limiting case.[see tubes for the
ICT applications from their general expression. expression which is used for the contradictory
Curve sketching of V = x(l – 2x)(nl – 2x) Or theyarrive at the relationship limiting case] Verifies that this general
Calculus if taught or researched to support x = (l + w  (l2 – lw + w2))/6 expression satisfies the specific cases of l, w
their analysis. For the optimum cut size x for any rectangle l,w investigated earlier.
79
80
MATHEMATICS
PASSING THROUGH F&I
GCSE
The diagram below shows a 3 by 5 rectangular grid.
The diagonal of the grid passes through seven of the squares.
Investigate the relationship between the size of any grid and the number of squares that the
diagonal line passes through.
82
TEACHERS’ NOTES: PASSING THROUGH
Some preparatory work could include looking at common factors of numbers.
This task is fairly simple to introduce and teachers should use the 3 by 5 grid given on the
task sheet as an example.
It is important that teachers do not make any reference to ‘coprime’ or to the nature of the
dimensions of the grids.
The technical term ‘coprime’ is used here and in the assessment guidance but it is not one,
which candidates need to use in their explanations.
The task has been limited to mark 6 for assessment purposes; however, higher marks could be
accessed by extending the investigation into 3-D. The work would then need to be assessed
by direct reference to the General Criteria and the Elaboration Document.
83
ASSESSMENT CRITERIA FOR USING AND APPLYING MATHEMATICS Passing Through
Assessment Guidance
Mark Strand 1: Making and monitoring Strand 2: Communicating mathematically Strand 3: Developing skills of mathematical
decisions to solve problems reasoning
ways of overcoming difficulties that arise are beginning to explain their thinking. They use general statement by finding particular
when they are solving problems. They are and interpret mathematical symbols and diagrams. examples that match it.
beginning to organise their work and check
results.
Candidates can draw another example of a Candidates record the number of squares that the The examples and their solution will suffice
diagonal on a different grid. diagonal passes through for their example in strand for this award.
1.
2 Candidates are developing their own Candidates present information and results in a Candidates search for a pattern by trying out
strategies for solving problems and are using clear and organised way, explaining the reasons for ideas of their own.
these strategies both in working within their presentation.
mathematics and in applying mathematics to
practical context.
Candidates draw another 3 examples of Candidates present results for Strand 1consistent Candidate have gathered sufficient information
diagonals on different grids with what they have done. This could be through from which a simple observation may be
listing and/or diagrams. made.
84
Assessment Guidance
sensible.
The candidates should now be looking at one Candidates show their results by using words and Candidates make a general statement based
particular sequence of grids. symbols or words and diagrams in an ordered way. upon their results.
For example: E.g. a list with letter headings E.g. in the square case the diagonals always go
(i) squares through the corners.
(ii) 3 x ‘n’
and obtaining the correct results.
4 Candidates carry through substantial tasks Candidates interpret, discuss and synthesise Candidates are beginning to give a
and solve quite complex problems by information presented in a variety of mathematical mathematical justification for their
breaking them down into smaller, more forms. Their writing explains and informs their use generalisations, they test them by checking
manageable tasks. of diagrams. particular cases.
The candidates now work systematically on Results are presented in diagrams and with clear Based upon their results, candidates make a
at least three sequences. tables of results linked with some commentary. prediction and TEST it in a further case.
E.g. 2  n: 4  n: 5  n
obtaining the correct results.
(One of these sequences could be the 3  ‘n’
from the work done at mark 3.)
85
Assessment Guidance
The candidate now extends the task to reach The candidates should be able to offer and argued The candidate must give a clear argument as to
a fuller solution. from evidence, a symbolic result of the form: either WHY the result given in strand 2 is correct by
e.g. realising that the results need to be (i) m+n–1 reference to the geometry or physical structure
considered either or of the situation.
(i) when dimensions of the grid are (ii) m + n – hcf
coprime
or for the number of squares passed through on a grid
(ii) when the dimensions have a of size ‘m’ by ‘n’
common factor. It should be clearly stated to which group of
dimensions this particular expression applies.
approaches. They reflect on their own lines consistent use of symbols. solutions reached in an activity, commenting
of enquiry when exploring mathematical constructively on the reasoning and logic
tasks; in doing so they introduce and use a employed and make further progress in the
range of mathematical techniques. activity as a result.
The candidates should now reflect on why The candidates can produce both correct symbolic By reference to the geometry or physical
there appears to be two seemingly different results structure the candidate should be able to justify
general results by looking at the way the (i) m + n –1 both general results.
diagonals cross the various grids. (ii) m + n – (hcf of m, n)
86
87
MATHEMATICS
MANHATTAN POLICEMAN F&I
GCSE
In Manhattan, the streets are all in blocks as shown below:
A policeman on duty is able to observe a distance of one block ONLY in any direction.
For Example
X X
Investigate patterns made from varying numbers of blocks to find the minimum number of
policemen required.
89
90
TEACHERS NOTES: MANHATTAN POLICEMAN
Teachers are advised to introduce this investigation either on the board, overhead projector or
using multi-link cubes for the blocks. In all cases counters can be used to represent the
policemen.
Candidates should be allowed to experiment with positions and may discuss ideas. Teachers
must not show candidates the optimum positions but can confirm an optimum if asked by a
candidate.
91
ASSESSMENT CRITERIA FOR USING AND APPLYING MATHEMATICS Manhattan Policemen
Assessment Guidance
results.
Candidates should be able to draw a set of The candidate records the number policemen for The example and their solution will suffice for
blocks and mark on the policemen. It need their block. this award.
not be the minimum number of policemen
practical context.
Candidates draw at least 3 sets of blocks and Candidates present the results to Strand 1consistent Candidates gather sufficient information from
mark on the policemen. This need not be the with what they have done. This could be through which a simple observation may be made.
minimum number of policemen but all sides listing and/or diagrams. E.g. (i) bigger blocks need more police
of the blocks need to be policed. (ii) there are always policemen on the
outsides.
92
Assessment Guidance
3 In order to carry through tasks and solve Candidates show understanding of situations by Candidates make general statement of their
sensible.
The candidate now examines at least 4 blocks Candidates show their results by using words and Candidates make a general statement based
of different sizes and obtains the correct symbols or words and diagrams in an ordered way. upon their results.
MINIMUM number of policemen used in E.g. 2  3 block 6 Police E.g. Some answers are odd and some even
each case. The number of rows or columns
must be 2 or greater
breaking them down into smaller, more forms. Their writing explains and informs their use generalisations; they test them by checking
Candidates work systematically on different Results are presented in more than one Based upon their results the candidates make a
blocks. i,e, 1  n; 2  n; up to mathematical form linked with some commentary. prediction and TEST it in a further case.
5n E.g. a 3  6 block would need ‘x’ policemen
(n ≥ 3) obtaining the correct results. and draws a diagram to show it.
93
Assessment Guidance
The candidate realises that the task can only The candidate introduces some symbolism to The candidates justify their symbolism in
progress if the sizes of the blocks are represent the number of policemen needed for their strand 2 by looking at the symmetry of the
considered separately. The candidate must blocks chosen. situation.
consider 2 of the cases where the grid sizes At least two examples are required:
are: E.g.
(i) odd/odd (i) for a 2 n (odd) number of policemen is
(ii) even/even 3/2(n + 1)
(iii) odd/even (ii) for a 2  n (even) number of policemen is
3/2n +1
tasks; in doing so they introduce and use a employed and makes further progress in the
The candidates now reflect upon the work The candidates give all three generalisations for a The candidates justify their generalisations by
done so far and attempt to find an overall ‘m’ by ‘n’ grid. The conditions for ‘m’ and ‘n’ in all looking at the geometry of the situation.
solution for a block of any size, clearly cases must be stated.
looking at all possible combinations.
94
MATHEMATICS
GRIDS F, I & H
GCSE
Figure 1 shows 11 lines which make a 1cm square grid.
Three of the lines have been drawn horizontally.

Eight of the lines have been drawn vertically.
The spacings between any two adjacent lines are equal.
Figure 1
You can use the grid lines to form some squares of different sizes.
Figure 2 shows 3 squares.
Figure 2
Figure 3 shows some squares which touch and some squares which overlap.
Figure 3
Figure 4 shows another way of drawing 11 lines to form a grid.
Figure 4
The most squares you can draw on this grid is 8.
Part 1
Investigate the number of squares which can be drawn on grids made from 11 lines.
Part 2
Investigate the number of squares which can be drawn on grids made from other numbers of
lines.
TEACHERS’ NOTES: GRIDS
This task is suitable for all tiers of entry but the candidates may well approach the task in a
variety of ways. The teacher, by way of introduction, could set up the 11 line situation as
shown in figure 1 and make the candidates aware of what is being asked in the task.
Particularly, the candidate’s awareness of overlapping squares. Teachers may also show
another arrangement of the 11-line case but should avoid the 6 by 5 case.
An initial introduction to the task could be through the ‘ Number of squares on a chessboard’.
However, the necessary algebra and generalisation should not be discussed when looking at
this problem.
At Foundation tier the candidates will probably approach the task using square paper and
completing the various drawings. This approach may enable them to discover the fact that the
greatest number of squares occurs when the design for the number of lines is closest to the
square case.
At Intermediate tier the candidates may adopt a similar approach although some may look at
the structure of the task and move into mark 5 and above quickly. The candidates, at this
level, should be able to move into a symbolic approach for the number of different sized
squares that can be obtained.
At the Higher tier the candidates may be looking to approach the task by looking its structure
and the number of different sized squares that can be obtained in the general case rather than
drawing each possibility. However, not all of the candidates may recognise this approach and
drawing the various diagrams may be the only way forward for them. It is essential, however,
that the candidates at this level look towards symbolic generalisations for the number of
different sized squares on any size of grid.
For the situation shown in figure 1, the total number of squares is 20. This is made up as:
14 of size 1 by 1
6 of size 2 by 2
With 8 lines vertical and 3 lines horizontal the number of squares is:
(8 – 1)  (3 – 1) of size 1 by 1,
(8 - 2)  (3 - 2) of size 2 by 2.
If the lines are arranged with ‘h’ horizontal and ‘v’ vertical (with h > v) then the number of
squares created is given by the expression:
(h – 1)(v – 1) + (h – 2)(v – 2) + ……(h – {v – 1})(v – {v – 1})
The total number of squares will maximise when the difference between ‘h’ and ‘v’ is as
small as possible. Candidates at the highest level should be considering both cases that
maximise when the number of lines is odd and even.
97
When there is an even number of lines, then h = v = n, then the maximum number of squares
is:
(n – 1)² + (n – 2)² + ……….3² + 2² + 1²
When we have an odd number of lines, so h + v = 2n +1, then the maximum number of
squares is:
n(n – 1) + (n – 1)(n – 2) ……
Where h = n + 1 and v = n
98
ASSESSMENT CRITERIA FOR USING AND APPLYING MATHEMATICS Grids
Assessment Guidance
results.
Candidates can draw at least one other Diagram to support Strand 1. The work for Strands 1 and 2 will suffice for
arrangement of the 11 lines other than those this award.
given in the task.
practical context.
Candidates have at least three cases for the Candidates produce appropriate diagrams and Candidates gather sufficient evidence from
11-line case and they correctly determine the results to support their work in strand 1 which a simple comment could be made.
number of 1 x 1 squares.
sensible.
Candidates obtain a full set of results for the Candidates support their work in strand 1 with clear Candidates make a valid comment on their
11-line case with correct results for the diagrams and results which are listed. results:
number of 1  1 squares. E.g. A short/fat shape has more 1  1 squares
overall than a long/thin shape
99
Assessment Guidance
breaking them down into smaller, more forms. Their writing explains and informs their use generalisations; they test them by checking
Candidates may achieve this mark by either Candidates tabulate their results, which must be Candidates should either
(i) obtaining all the correct results for correct. They provide a linking commentary. (i) state and test in a further case that
the 1  1 squares in another case the maximum number of squares
(the number of lines must be occurs when the difference
greater than 8) between the vertical/horizontal
or lines is a minimum.
(ii) obtain ALL the different sizes of Or
squares for the 11 line case. (ii) maximise the 1  1 square case.
Candidates should now be using a strategy Students will have some symbolic result for the Candidates show a ‘WHY’ the number of 1 by
that enables them to obtain the maximum number of squares. 1 squares is (v – 1)(h – 1)
number of squares without drawing many For example:
diagrams. The number of 1 by 1 squares is (v – 1)(h – 1)
For example:
In the 14-line case. Total number of squares
is:
(7 – 1)(7 – 1) 1 by 1 squares
(7 – 2)(7 – 2 ) 2 by 2 squares etc.
100
Assessment Guidance
Candidates now reflect upon their work in Candidates can express their results from strand Candidates show why the total number of
mark 5 and look into different sized squares. one, mark 6 in symbols. All symbolism must be squares is the expression in strand 2
They may adopt a summation approach defined.
Example:
Expressions of the type:
(v – 2)(h – 2) + (v – 3)(h – 3) ….
7 Candidates analyse alternative approaches Candidates use mathematical language and Candidates’ reports include mathematical
to problems involving a number of features of symbols accurately in presenting a convincing justifications explaining their solutions to
enquiry.
Candidates now start to analyse the situation The convincing argument here is likely to be tied to This will focus on the two maximum solutions
(v – r)(h – r) for both cases when the number their mechanism for stopping the series in both the for ‘n’ even and ‘n’ odd. There should be a
of lines is odd/even. odd and even cases. written explanation as to why the series
(v – 1)(h – 1)……………….(v – r)(h – r) terminates.
or
1² +2² +3²………………….(n – 1)²
101
Assessment Guidance
8 Candidates consider and evaluate a number Candidates use mathematical language and Candidates provide a mathematically rigorous
of approaches to a substantial task. They symbols efficiently in presenting a concise reasoned justification or proof of their solution to a
explore extensively a context or area of argument. complex problem, considering the conditions
mathematics with which they are unfamiliar. under which it remains valid.
They apply independently a range of
appropriate mathematical techniques.
Could be through focussing on the symbolic The award of 8(b) and 8(c) will be closely tied into
argument : the work in strand 1.
 v  1h  1   vh  v  h i   i 2
and sorting out value of  vh with
reference to v, h not equal.
102
MATHEMATICS
TUBES F, I & H
GCSE
Figure 1 shows a piece of card which measures 24cm by 32cm.
32cm
24cm
Figure 1
Part 1
Investigate the volumes of open ended tubes which can be made from this piece of card 24cm
by 32cm.
Figure 2 shows another piece of card with a fixed area of 1200cm².
Area
1200cm²
Figure 2
Part 2
Investigate the volume of open ended tubes which can be made from this piece of card with a
fixed area of 1200cm².
104
TEACHERS’ NOTES: TUBES
The problem has an ironic twist which almost defies intuition. Suppose we have a rectangular
sheet of area A cm², then we have
A cm² A
cm
x
x cm
When rolled into a cylinder this creates
Volume Radius r so 2r = x

V cm³
x
r 
2
V = r²h
x 2 A
V 
4 2 x
Ax
V 
4
This means that as x

increases then so V
increases
That is, as we go through the process:
The volume of the cylinders produced is increasing as we move from left to right. The
implication of this is that a long strip – of infinite length and ‘zero’ width creates a cylinder
of ‘infinite’ volume. This might be considered as defying intuition since this limiting case is
almost a ‘flat disc’ of ‘zero’ volume.
In introducing this task, teachers are asked to take into account candidates tier of entry. At the
Foundation tier the task might be introduced practically, the tubes being constructed from
thin card and ‘volume’ found by filling the tubes with centimetre cubes or similar. It is
possible to obtain a mark of 4 in all three strands by simply considering cuboids.
105
At the intermediate tier the candidates will need to move on to a consideration of tubes with a
variety of different regular bases. This will involve the use of trigonometry to help the
candidates find the area of the various bases being considered. Also, at this tier the candidates
will need to have a good knowledge of calculating volumes of various regular shapes.
At the Higher tier it is expected that the candidates will be able to move to a more general
approach in relation to the volumes of the various tubes considered.
106
ASSESSMENT CRITERIA FOR USING AND APPLYING MATHEMATICS Tubes
Assessment Guidance
results.
Candidates are able to make or draw an open The candidates support the work in drawing a tube. The example and the solution in strands 1 and
tube using a rectangular piece of card. 2 will suffice for this award.
practical context.
Candidates are able to make/draw 3 different Candidates show their tubes and indicate their Candidates have the evidence from at least 3
tubes from the given card and estimates their estimated volume. examples so that a simple observation could be
volume. made.
E.g. Shape 1 is bigger/smaller than shape 2
sensible.
Candidates should be able to find the volume Candidates present an ordered list of results Candidates make a general statement based
of at least 4 different cuboids. upon their results.
The results should be correct E.g. the largest volume is the tube with the
base ‘x’ by ‘y’
107
Assessment Guidance
Candidates work systematically to arrive at Candidates present a good clear tabulation of their Candidates confirm their result as the
the conclusion that the optimum volume results. maximum volume.
occurs , in the cuboid case, when the base is a e.g. by looking at the symmetry of the base of
square. the tubes considered and/or using a graphical
approach.
Candidates, having arrived at the correct The candidates present accurate work on the The candidates justify the maximum volume
maximum volume for a cuboid where the volumes of the set of chosen tubes with correct occurs when the base is a square by
base is 24/4 and height 32, now move on to diagrams, calculations or supporting graphs. considering values close to the dimensions of
explore the case when the base is 32 and the They may use symbolism of the type: the square.
height 24 V = (L/4)²  h or V = (h/4)²  L as the formula for
the maximum volumes.
108
Assessment Guidance
Using the evidence from mark 5 that the base The appropriate symbolism here could be consistent The candidates now bring together their
is always the longest side folded round the use of trigonometry, Pythagoras,etc. conclusions so far. Their work supports the
candidates now consider other regular Answers may be left in terms of  cases for the base of the tube to be regular.
cuboids where the area is 1200 cm². At least
two other shapes should be considered.
enquiry.
The candidates should now be analysing the Candidates can offer accurate formulae for the Candidates can provide a reasoned argument
various shapes to confirm which base gives volume of the tubes considered. There must be and justification as to why the optimum
the maximum volume. This could be sufficient evidence to provide a convincing volume of the tube occurs when the base is a
achieved by the use of a spreadsheet or by argument. circle. This could be achieved graphically.
utilising the general formula for a ‘n’-sided
polygon.
109
Assessment Guidance
Candidates now explore, algebraically, the Candidates offer a concise report by linking Candidates draw together the work to offer a
limiting case for the maximum volume for together the various variables. rigorous argument as to why the ‘limiting’ case
any given piece of card with an area of is almost a flat disc of ‘zero’ volume.
‘A’cm²
110
MATHEMATICS
LAYERS F, I & H
GCSE
Five cubes are put on a two

by three grid.
Each cube must fit exactly on
a square.
Fig. 1 shows one arrangement of the five cubes.
A second layer is made by putting four cubes on top of

the five cubes. Fig. 2 shows one arrangement.
RULES FOR BUILDING TOWERS OF CUBES:

RULE 1:
The number of cubes on the bottom layer is always one less than the number of squares on
the grid.
RULE 2:
Each new layer is made with one cube less than the layer underneath it.
Part 1
Investigate how many different arrangements of the five cubes there are.
Part 2
Investigate the relationship between number of arrangements and the size of the grid when there
are:
(a) two layers of cubes,
(b) more than two layers of cubes.
Part 3
Investigate the relationship between the number of arrangements and the size of the grid when
the number of empty squares on the first layer is greater than one.
TEACHERS’ NOTES: LAYERS
This task is suitable for all tiers of entry.
At the Foundation tier the candidates might require cubes to help them obtain the correct
diagrams. It may also be helpful at this tier for the candidates to number the squares in order that
they obtain all the correct solutions.
Intermediate candidates should be encouraged to look for generalisations as quickly as possible

rather than producing pages of diagrams.
The Higher tier candidates should be encouraged to look at the structure of the task and hence
enter the task at a high level (probably around mark 5). This could enable them to progress the
task more efficiently and access the higher marks more quickly.
When forming layers of cubes they should be placed face to face on the grid so that they fit
exactly onto grid squares or other faces,
Emphasise also that finished arrangements MUST be considered to be different despite having
the same shape as another arrangement. The numbering of the squares on the grid may certainly
be of help in this respect.
For example: the two arrangements below must be considered as different.
Stress that when another layer of cubes is added, it must contain ONE less cube than the layer
below.
The use of the factorial notation MUST come from the candidates. If, for example, a candidate
asks if there is a quicker way of multiplying 10  9  8  7 ….. then the teacher may suggest
using the factorial button on the calculator. However, the teacher must not be the first source to
instigate the use of the factorial notation.
ASSESSMENT CRITERIA FOR USING AND APPLYING MATHEMATICS Layers
Assessment Guidance
results.
Candidates are able to make 2 arrangement The candidates attempt to draw at least one of their The example and the solution in strands 1 and
of 5 cubes on the 3  2 grid. arrangements in stand 1 2 will suffice for this award.
practical context.
Candidates are able to make or draw all the 6 Candidates can draw all 6 arrangements in 2-D or The candidate has the evidence from at least 3
different arrangements for 5 cubes on the 3-D examples so that a simple observation could be
given grid. made.
sensible.
Candidates should be able to find ALL of the Candidates show their results by using words and The candidate makes a general statement based
six arrangements for the first layer and start symbols or words and diagrams in an ordered way. upon their results.
the second layer in at least two cases. E.g. there are less ways on the second layer.
115
Assessment Guidance
The candidate has found all 30 ways for the Results are presented by clear drawings in a The candidate explains the result of 30 as the
two layers. systematic way or by clear argument. product of 6 and 5 explaining why this is the
case.
For example: There were 6 ways for the first
layer and then 5 ways for each of these on the
second layer.
The candidates now move away from The candidates present an expression for the The candidates justify the result in strand 2 by
drawing diagrams to continue building the number of ways as; looking at the structure of the situation. This
layers. They should also be able to x(x –1) for x squares on the first layer could be by reference to the ‘empty’ square on
demonstrate the solution for another grid OR each layer as being the determining factor and
being considered. mn(mn – 1) for an ‘m’ by ‘n’ grid the number of ways this square could be
E.g. by looking at the gaps for each layer. placed.
116
Assessment Guidance
Reflecting upon the work in mark 5 the Candidates can express the general solutions as: The candidates must clearly justify the two
candidates develop the one empty square n(n – 1)(n – 2)(n – 3)………1 expressions obtained in strand 2 by looking at
case to a general solution and look at the case AND the structure of the work and hence able to
when there are two empty squares on the first Express the number of arrangements for the first answer the question ‘why’?
layer. layer, with two empty squares, as
½ n(n – 1)
Or equivalent. All symbols must be defined.
enquiry.
The candidates now start to analyse the Candidates can offer the expression Candidates can provide a reasoned argument
situation as the layers build up with one to support their general result
square less each time. n/2{n – (x + 1)}!
Where ‘n’ is the number of squares on the grid and
‘x’ is the number of layers.
117
Assessment Guidance
The candidates use an analytical approach in Candidates offer the expression: The candidate justifies the general result given
developing the general symbolic expression. through a rigorous argument.
n!/y!{n – (x + y – 1)}!
Where n is the number of squares on the first layer,

‘x’ is the number of layers and ‘y’ the number of
empty spaces on the first layer.
118
MATHEMATICS
T-TOTALS F, I & H
GCSE
Looking at this T-shape drawn on a 1 2 3 4 5 6 7 8 9

9 by 9 number grid
10 11 12 13 14 15 16 17 18
The total of the numbers inside the
T-shape is 1 + 2 + 3 + 11 + 20 = 37. 19 20 21 22 23 24 25 26 27
This is called the T-total. 28 29 30 31 32 33 34 35 36
The number at the bottom of the 37 38 39 40 41 42 43 44 45
T-shape is called the T-number.
46 47 48 49 50 51 52 53 54
The T-number for this T-shape is 20.
55 56 57 58 59 60 61 62 63
64 65 66 67 78 69 70 71 72
Translate the T-shape to different positions on the grid.
Investigate the relationship between the T-total and the T-number.

120
TEACHERS’ NOTES: T-TOTALS
Please emphasise the word ‘translation’ and its meaning to the candidates.
Encourage candidates to avoid drawing grids which extend too far ‘downwards’ as it is the
‘width’ of the grids which is critical to the generalisations, especially in the early stages of the
investigation.
As candidates start question 3 mention to them that the T-number is always that number
which is at the bottom of the stem of the letter T regardless of its orientation on the grid.
i.e. * in every case.

 

121
122
TASK: T-Total ASSESSMENT GUIDANCE
Candidates are able to identify the numbers or The candidates support the work in strand 1 with an The example in strands 1 and 2 will suffice for
draw a T-shape. appropriate diagram or symbolism. this award.
contexts.
Candidates are able to present at least 3 other Candidates show their working to strand 1 in a clear Candidates gather sufficient information from
T-shapes from the given number grid. organised way i.e. adding the numbers. which a simple observation may be made.
sensible.
123
Candidates start to find T- totals for different Candidates use words and symbols or words and Candidates make a correct general statement
T-shapes but not in a systematic way. The diagrams in an ordered way, providing a list of their based upon their results, linking incremental
results should be correct. results for T-numbers and T-Totals. translation with their T-Total.
E.g.
(i) the T-Total increases by 5 when the T-
shape is moved one place to the right.
(ii) the T-Total increases by 45 when the T-
shape is moved one place down .
The candidate translates the T-shape Candidates tabulates their results systematically The candidate uses tables of results to support
horizontally or vertically systematically and They provide a linking commentary.. generalisations such as:-
looks for relationships between the T-number N  5 – 63 = T for the 9  9 grid or
and the T-Total for the 9 by 9 grid. N  5 – 56 = T for the 8  8 grid
where these are expressed in words.or
a statement such as those in mark 3 strand 3.
The candidate tests generalisations with further
cases.
124
The candidate shows The candidate makes good use of symbolism to The candidate justifies a generalisation by
an appreciation of the present the findings. considering the mathematical structure of the
general case for the N–19 N–18 N–17 e.g. 5N – 63 = T situation.
relationship between the where N is the T-number and T is the T-Total for a e.g. For the 9  9 grid:-
N–9
T-number and the T-Total grid size of 9  9. T = N – 19 + N – 18 + N – 17 + N – 9 + N
for a specific grid size. N
T = 5N – 63
e.g. for the 9  9 grid:- (It is not sufficient to do this by considering
sequences of figures).
mathematical techniques. activity as a result.
125
Candidates extends the task The candidate makes consistent use of correct The candidate develops their justification for
N– N–2G N–2G+1
into different grid sizes, 2G–1 symbolism. the mark 5 to include manipulation of terms
making progress by taking including G in the search for the correct result.
an algebraic approach, N–G e.g. T=5N – 7G E.g.
not by repeating the number N-2G-1+N-2G+N-2G+1+N-G+N = 5N-7G
work rewarded in marks 1 to 4. N All variables are clearly defined. N.B. It is not sufficient for the candidate to
generate a systematic list of values for
different grid sizes and arrive at 7G through
linear differencing.
enquiry.
The candidate examines the effect of different The candidate uses the mathematical language of The candidate’s report is consistently justified,
a transformations, vector notation and standard relating their symbolic results to the structure
translations through the vector   algebraic symbolism accurately and confidently in of the task. Constraints on the symbolic results
b  presenting the work. from the grid size are considered.
a
of the T-shape on the T-Total for different grid e.g. For a translation   arrives at
sizes.  b
5N –G(5b+7)+5a
126
The candidate explores extensively and The candidate condenses their symbolic argument The candidate’s report is rigorous. It pays
analytically more complex combinations of for the combinations of transformations. particular attention to the conditions under
different transformations. a which proofs remain valid.
e.g. translations and rotation about a point e.g. for a translation   followed by a rotation
outside the T-shape.   b
c 
90 clockwise about a point positioned   outside
d 
of the original T-shape.
127
128
MATHEMATICS
DOTTY PATTERNS F&I
GCSE
Squares can be drawn on squared dotty paper.
Each Square must be drawn at 45 as shown in the diagram.
Each corner of a square must be on one of the dots.
There are 13 dots inside this square.
Part 1
Investigate the number of dots inside squares of different sizes.
Part 2
Investigate further.
129
130
TEACHERS’ NOTES: DOTTY PATTERNS
It is recommended that teachers clearly indicate that:

1. the squares must be drawn at 45 to the grid,
2. the corners of the square MUST also lie on points on the grid,
3. the dots INSIDE the shape are counted.
The example on the task sheet may be used to clarify the above.
This task may be extended beyond mark 6 if the candidate independently decides to change
the angle of the shape to the grid and investigates this analytically.
131
TASK: Dotty Patterns ASSESSMENT GUIDANCE
Candidates attempt to draw at least one other Candidates show their results for Strand 1 in a clear Drawing a correct diagram for strand 2 will
shape other than the one given. diagram. They correctly count the number of dots suffice for this award.
inside their shape.
contexts.
Candidates obtain the correct answers to two Candidates present the appropriate diagrams and Candidates make a simple observation. E.g.
squares of their own choosing results to support their work in strand 1. “The number of dots is odd/even”
sensible.
Candidates obtain 3 correct results including Candidates show their results by using words and Candidates make a general statement based on
one larger than the given square, one smaller symbols or words and diagrams in an ordered way. their results e.g. as the squares get bigger the
than the given square and one other. number of dots increases
132
TASK: Dotty Patterns ASSESSMENT GUIDANCE
Candidates adopt a systematic approach to Candidates bring together their results in a correctly Based upon their results the candidates make a
obtain further, correct results. labelled, ordered table giving a reason for their prediction and TEST it in at least one other
chosen format. case.
Candidates should be relating the number of Candidates give an expression of the type 4n + b Justifies by looking at the structure of the task,
dots in one square to the number of dots in the (b is a multiple of 4) for the extra dots as the shape (their result in strand 2).
next square in order to work towards a general increases in size.
solution
OR
Candidates analyse the task in terms of the
geometry of the dot patterns e.g. in the square
given 13 = 32 + 22.
Candidates build on their work in strand 3 Candidates give the expression n2 + (n – 1)2 where Candidates give a geometrical argument to
mark 5 to generalise the sequence for the n is clearly defined support the general result.
number of dots 12 + 02,
22 + 12, 32 + 22 etc.
133
134
MATHEMATICS
FLAGGING F&I
GCSE
A garden path is going to be made. It has to be two feet wide. Flag stones which are two feet by one
foot are going to be used. Here are two ways of making a path which is four feet long.
4 feet
2 feet
4 feet
2 feet
Part 1 Show that there are 5 different ways of laying the 4 flags to make a path 4 ft
long.
Part 2 Investigate the relationship between the length of a 2 ft wide path and the number of
ways the appropriate number of flags can be laid.
Part 3 Extend your investigation to other flag sizes with appropriate path widths.
135
136
TEACHERS’ NOTES FLAGGING
In this investigation pupils explore how paths of different dimensions can be built up from
rectangular flagstones. The task requires very good listing skills in order that the candidates can
find all of the possible outcomes.
To obtain mark 6 candidates only need to consider flags of size 1 x n ft with paths n ft wide.
At Foundation tier the candidates might be encouraged to use cardboard rectangles or

Cuisenaire Rods to generate paths. They will need to be systematic in their work so that all
possibilities are obtained. They will also need to have the skills, at the top end of the award at
this level, in writing an expression for the ‘nth’ term
At Intermediate tier the candidates will need to understand the structure and make up of the
task. Particularly at Mark 6 it will no longer be possible to achieve credit for merely
continuing to list and draw the various paths.
Explanations linking the physical build up, through increasing lengths of paths, to the
generalisations are critical to the creditworthiness of this task.
N.B. Equations of the type n = n – 1 + n – 2 should be given no credit at all.
137
TASK: FLAGGING ASSESSMENT GUIDANCE
The candidate can draw, or show another path The candidate supports the work in strand 1 by a The work in strands1 and 2 will suffice for this
diagram or model award.
context.
The candidate is able to find all 5 different Clear diagram of results. The candidate has gathered sufficient
layouts for the path information from which a simple observation
may be made.
E.g. these are the only ones as others were the
same in reverse.
sensible.
The candidate finds all the paths for a different Candidates show their correct diagrams. The candidate makes a comment based upon
length less than four feet. their results.
138
TASK: FLAGGING ASSESSMENT GUIDANCE
The candidate systematically obtains all the The candidates present their results in a table, or The candidate makes a prediction and tests in a
correct results up to a length of 4 feet. possibly a graph, linked with a commentary to further case.
support their choice.
The candidate uses another size of flagstone to Can provide a form of symbolism to mean: Can explain why the sequence is generated by
generate different lengths of paths. U n = Un-1 + Un-2 U n = Un-1 + Un-2
by relating to the structure of the task.
Can extend Can provide the correct symbolism of Can provide an explanation of at least the
U n = U n-1 + U n-2 to the general case of Un = Un-1 + U n-r above in a generalised manner. Methods
Un = Un-1 + U n-r for r  1 flagstones r and n must be defined. involving predictions and testing will not
using the structure of the task suffice.
139
140
MATHEMATICS
MAXI - PRODUCT F&I
GCSE
The number 12 can be split into pairs of numbers to obtain partitions, such as
(12, 0), (11, 1), … , (3½, 8½), …
The two numbers in each partition are multiplied together to find their products
12  0 = 0, 11  1 = 11, … , 3½  8½ = 29.75, …
Part 1
Investigate the partitions of 12 into pairs of numbers.

Find the partition which produces the maximum product.
Part 2
Choose any numbers of your own.
Investigate the split into pairs of numbers and find the partition which produces the maximum
product.
Part 3
Investigate maximum products for other numbers when split into any number of partitions.
141
142
TEACHERS’ NOTES: MAXI-PRODUCT
It is recommended that teachers introduce the activity using the three splits of 12 mentioned
in the stem of the activity. Teachers may also use one other number, odd or even and close to
12 – it could be 10 or 13 or otherwise. The equal splits should not be shown.
Levels below Mark 3 could be achieved by working solely on the splits (into pairs) of 12, or
from another equivalent number. At Mark 3 and beyond, candidates need to consider
numbers other than 12 and their analysis should show some evidence of the ‘continuous’
nature of the problem – this could be through the use of fractions, decimals or graphs. Work
which relies on integers is unlikely to get beyond mark 4 in any strand.
2
n
Establishing the general result   is a key feature of work at Mark 5. Using this result is a
 2
key feature of work beyond Mark 5. One such way might be to form conjectures – say for
3
n
triples and beyond – of the type   which then needs to be well justified through testing
 3
close to the optimum. An alternative approach would be to consider a process such as:
12 split into three parts

One split is (7, __ , __ )
but given the 1st part as 7, the likely optimum will be (7, 2½, 2½)
A process like this leads to the result that the optimum split is (4, 4, 4). This strategy is self
justifying.
An argument such as ‘any split into pairs of 12 can be written as (6 + x, 6 – x)’
So the product is (6 + x)(6 – x) = 36 – x²
and 36 – x² ≤ 36
So the optimum occurs when x = 0 and the split is (6, 6), which is a very strong Mark 6
justification.
143
TASK: MAXI PRODUCT ASSESSMENT GUIDANCE
Candidates should be able to find at least one Candidates should write down their result in strand The partition in strand 1 and strand 2 will
new split of 12. 1. suffice for this award.
context.
Working solely on splits of 12 (in pairs), Candidates present each integer pair with its correct Candidates should be able to state their
candidates should be able to work in an product. maximum product.
organised way, studying at least three new
integer splits and attempting to find their
products.
144
sensible.
Candidates should look at further start Candidates should include working to show that Candidates should make a statement based on
numbers, other than 12, generating correct they have generated maximum products from their their results, e.g. the (maximum product)
splits for each of them and finding their integer pairs. They should use two forms of occurs when I split the number into (two)
products. presentation from words, symbols or diagrams halves
Candidates should consider the question of Candidates should provide an adequate form of Candidates should be able to make a general
numbers other than 12 in a systematic, communication, including an ordered table of statement such as, ‘the maxi-product occurs
organised way. They should look at a range of results and/or a reasonable graphical representation, when any number is split into two equal parts’
numbers (at least 4), including an odd number, together with a linking commentary, e.g. ‘I will put and test it by trying out further cases.
obtaining the correct splits and the correct the results in a table to see if I can spot a pattern’
maximum products.
145
Candidates should, by now, be able to move Candidate should be able to communicate a general Candidates justify the expression in strand 2.
into symbols, considering the split of n into result of the type that when n is split into two parts This could be achieved by exploring values
equal parts of the maxi-product is n
n n 2 close to either side of , possibly supported
 n n2 2
2 2   or or equivalent by use of a graph.
 2 4
Candidates should be able to develop their Candidates should be able to express the general Candidates will have obtained the general
justification in strand 3 mark 5, to form x expression for the maxi-product for any
n
conjectures about at least two other sizes of result for an x split of n as   number of splits.
split. They need to collect enough evidence to  x
They need to be able to justify this expression
support their conjecture, in particular, by by a reasoned argument that guarantees the
looking close to the maximum product and result. Pattern spotting will not suffice.
making use of their result at mark 5.
All symbolism must be defined
146
MATHEMATICS OPPOSITE CORNERS F&I
GCSE
The diagram shows a 100 square.

A rectangle has been shaded on the 100 square.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
The numbers in the opposite corners of the shaded rectangles are
54 and 66 and 64 and 56
The products of the numbers in these opposite corners are
54  66 = 3564 and
64  56 = 3584
The difference between these products is
3584 – 3564 = 20
Investigate the difference between the products of the numbers in the opposite corners of any
rectangle that can be drawn on a 100 square.
147
148
TEACHERS’ NOTES: OPPOSITE CORNERS
This task is suitable for candidates at foundation and intermediate tiers. At foundation tier
the candidates should be encouraged to work systematically and to consider one set of
rectangles and attempt to generalise for one situation.
At intermediate tier the candidates will need to understand the structure of the task and have
the ability to expand brackets of the type (x + a)(x + b)
At the top end of this award the candidates will need to understand the more general situation
for an ‘m’  ‘n’ rectangle as
x ….. x +(n-1)
. .
. .
x + 10(m – 1) ….. x + 10(m – 1) + (n – 1)
Please note that square is considered to be a special case of the rectangular situation and is not a
‘new’ feature.
149
TASK: Opposite Corners ASSESSMENT GUIDANCE
1 Candidates try different approaches and find Candidates discuss their mathematical work and Candidates show that they understand a general
ways of overcoming difficulties that arise when are beginning to explain their thinking. They use statement by finding particular examples that
they are solving problems. They are beginning and interpret mathematical symbols and diagrams. match it.
Candidates should be able to set up another Candidates should identify the numbers in the The work in strands 1 and 2 will suffice for this
rectangle on the 100 square opposite corners. award.
contexts.
Candidates should be able to examine the Candidates should identify the numbers in the Candidates gather sufficient evidence and make
differences between products for at least three opposite corners by use of diagrams and show their a simple statement.
rectangles. working for their differences.
mathematical problems, candidates identify describing mathematically using symbols, words own based on evidence they have produced and
and obtain necessary information: they check and diagrams. give an explanation of their reasoning.
sensible.
Candidates examine different sized rectangles Candidates should identify the numbers in the Candidates make a valid comment on their
and correctly work out the common difference opposite corners, show their working for at least results.
for each sized rectangles. A minimum of two one example of each different sized rectangle and e.g. ‘All answers are a multiple of 10’ or
different sizes (eg 2 by 3 and 2 by 4) producing offer a list of their results. ‘For the same sized rectangles, the
differences for 5 rectangles will suffice. difference is always the same.’
150
Candidates introduce systematic control into Candidates should communicate their strategy Candidates should form a conjecture based on
their generation of differences from a set of linking the dimensions of the rectangles to the their results for a set of rectangles and test this
rectangles, typically:- differences in the various products. This is likely to with a further case.
be through a table that summarises their “workings” e.g. ‘I predict that a 2 by 6 will be 50’, which is
2 by 2, 2 by 3…up to and including 2 by 5 then tested
or any other non trivial set of rectangles 1………6
(6  11) – (1  16) = 66 – 16 = 50
11…….16
Candidates move into symbolism. They Candidates should be able to develop at least one Expand (x + 10)(x + 2) – x(x + 12) to give 20 as
should be able to identify the numbers in the expression of the type a justification of 20 being the common
opposite corners in terms of their symbolism (x + 10)(x + 2) – x(x + 12) difference for a 2 by 3 rectangle.
for, at least a rectangle which is of dimension 2 or give the general expression for the difference of
by 3 i.e. a 2 by n rectangle as 10(n – 1)
x x+1 x+2
x + 10 x + 11 x + 12
151
6 Candidates develop and follow alternative Candidates convey mathematical meaning through Candidates examine generalisations of solutions
approaches. They reflect on their own lines of consistent use of symbols. reached in an activity, commenting
.
Candidates move into symbolism. They should Candidates should be able to develop their Candidates obtain the general expression
be able to identify the numbers in the opposite symbolism towards at least one expression of the 10(m – 1)(n – 1)
corners in symbolic form. type for an m by n rectangle by considering the
e.g. for a rectangle 2 by n (x + 10)(x + (n – 1)) – x(x + 10 + (n + 1)) general case symbolically:
x …….. x + (n – 1) which they go on to simplify.
x + 10 ……… x + 10 + (n – 1) x ….. x + (n – 1)
. .
. .
x + 10(m – 1) ….. x + 10(m – 1) + (n – 1)
152
MATHEMATICS
TOWERS OF HANOI F&I
GCSE
The diagram in Figure 1 shows 4 discs of decreasing radii placed on one of three towers.
The towers are labelled A, B, and C.
A B C
Figure 1
You are allowed to move one disc at a time.
You cannot place a larger disc on top of a smaller disc.
You have to finish either as in Figure 2 or Figure 3.
A B C
Figure 2
A B C
Figure 3
Part 1
Show that it is possible to get from the start (Figure 1) to the finish (Figure 2) or (Figure 3) in
a minimum of 15 moves using four discs as shown in the diagrams above.
Part 2
Investigate the relationship between the number of discs used and the minimum number of
moves required to complete the task.
153
154
TEACHERS’ NOTES: TOWERS OF HANOI
It is recommended the candidates are given a very brief introduction to the task – showing
clearly the rules which define the moves.
Teachers should suggest to candidates that the central theme of the investigation is to enquire
into the relationship between the number of discs and the minimum number of moves
required to complete the task.
When we have five discs the number of moves is 2 5  1, which generalises to 2 n  1 for n
discs.
Some candidates may be able to recognise the ‘iterative process’ – viz to move from
A B C
to the finishing position, it is necessary to proceed thus.
A B C
f(5) is the number of moves for 5 discs.
f 5  f 4   1 move of 5th disc  f 4 

 2f 4   1
Candidates can be encouraged to record the number of moves made by each disc. In the five
disc case we have
Disc 1 2 3 4 5
Number of moves made 16 8 4 2 1
giving a total of 16 + 8 + 4 + 2 + 1 = 31, where disc 1 is the smallest disc.
155
TASK: TOWERS OF HANOI ASSESSMENT GUIDANCE
The candidate starts to work on the task and Candidates use diagrams and/or symbols to show Candidates’ reasoning is likely to be seen in
shows two moves for any of the discs. the moves in strand 1 the recording process or words spoken to the
teacher.
context
Candidates demonstrate a sequence of at least Candidates show their results by using words, Candidates make some comment about
6 valid moves without breaking the rules. symbols or diagrams. individual discs,
e.g. the biggest disc moved the least number of
times.
156
mathematical problems, candidates identify describing mathematically using symbols, words own based on evidence they have prove an
and obtain necessary information: they check and diagrams. explanation of their reasoning.
sensible.
Candidates produce a solution to the task Candidates should provide correct numbered Candidates make a general statement based
involving a valid number of moves > 15, < 30. diagrams for the moves. upon their results.
Or E.g.(i) The biggest disk moves only once.
realise that they need to start again if they fail (ii) The smallest disc moves more than any
to complete it in 15 valid moves. other disc.
Candidates obtain the correct solutions for 2 Candidates present their results in a table, or Candidates make a prediction based upon their
and 3 discs. possibly a graph, linked with a commentary to results. This could be any valid prediction
support their choice. from their results; they must, however, state
whether or not their prediction is correct after
testing.
157
The candidate now extends the task in order to The candidate expresses the number of moves as Candidates should justify their general result
reach a fuller solution. f(n + 1) =2f(n) + 1 or equivalent. y = 2x + 1 is by reference to the structure of the tasks
E.g. (i) realises that the next result is the acceptable as long as x and y are clearly defined. explaining why ‘double’ and why ‘plus 1’.
previous one doubled plus 1
Or
(ii) Looks at the moves for individual discs.
The candidate should now look in some detail, Candidates are able to express the number of moves The candidate justifies the general result
at the number of moves for individual discs as: through reference to the structure and
arriving at a result such as: 2n  1 movement of each disc.
1 + 2 + 4 + 8 + 16…..
158
MATHEMATICS
EMMA’S DILEMMA I&H
GCSE
Emma and Lucy are playing with arrangements of the letters of their names.
One arrangement of Lucy is
LUCY
A different arrangement is
YLCU
Part 1
Investigate the number of different arrangements of the letters of Lucy’s name.
Part 2
Investigate the number of different arrangements of the letters of Emma’s name.
Part 3
Investigate the number of different arrangements of various groups of letters.
159
160
TEACHERS’ NOTES: EMMA’S DILEMMA
Although the Assessment Guidance ranges from Mark 3 to Mark 8, this investigation is one
that is more suitable for the Higher and higher-achieving Intermediate candidates.
Teachers need to be aware that it is the process that leads to the various results in this task
that is worthy of credit not the results themselves.
Teachers are recommended to show candidates the two given different arrangements of the letters
LUCY and maybe a couple of different arrangements of EMMA. Those examples should really
be sufficient as an introduction.
Candidates should be encouraged, in the introduction, to work in a well organised and

systematic fashion; indeed if they do not do so, then it could be that the investigation is not
suitable for them. Systematic work could include the use of tree diagrams or any appropriate
system but these should not be shown to the candidates.
There are two key steps in this task.
1. Establishing the “why” of n! and
2. Establishing the “why” of dividing by 2,when 2 letters are the same.
Without the understanding of these two steps, candidates will be unable to progress beyond
6, 5, 5.
Movement through the higher marks comes as a result of applying and extending this
reasoning to n repeats and then to the full generalisation of any combination of letters.
At each stage of the development, candidates must guarantee that their result will always be
true. This cannot be done by simply testing with a limited number of letters.
Teachers have different policies on the introduction and use of factorial notation. Some
introduce it as a matter of course in years 7, 8 or 9, knowing it to be a useful tool. Others have
young children who learnt about the notation through the use of the x! key on a scientific
calculator.
If teachers introduced the notation immediately prior to candidates undertaking work on

Emma’s Dilemma then this would be regarded as undue help. This is not because of the
actual power of the notation but because it would be acting as too much of a trigger to the use
of 1  2  3  4 etc. in the analysis of the investigation. However, once candidates have
arrived at ideas such as
the number of arrangements of LUCY is 1  2  3  4
or
the number of arrangements of JOE is 1  2  3
161
then the idea that these can be written in a shorthand as
1  2  3  4 = 4!
is not undue help, but merely a way of showing how to write a useful piece of symbolism.
Teachers are asked to note that full credit can be awarded for work which does not contain factorial
notation, i.e. for a general result of the type
1  2  3      a  b 
1  2  3  a  1  2  3   b
So any problem about the use or otherwise of factorial notation need not occur.
162
TASK: EMMA’S DILEMMA ASSESSMENT GUIDANCE
sensible.
Candidates can obtain at least 6 different Candidates should be able to present their work in Candidates should be able to state that names
arrangements for LUCY. an organised manner. such as LUCY have more arrangements than
EMMA.
Candidates find the correct number of Candidates show clearly the words they have Based upon their results with words of 1,2 and
arrangements for words with 1,2 ,and 3 letters. chosen with their (mathematical) reason for the 3 different letters, they make a prediction for 4
choice. letters and test it.
OR OR
They find the correct number of arrangements A complete set of results for LUCY generated
for a 4-letter word. in a clear, systematic way, will suffice for this
award.
163
Candidates make progress towards For the case of n different letters, candidates should By reference to the structure of the task
generalising the result for n different letters be able to communicate the result for the number of candidates explain why their result in strand 2
different arrangements in a way similar to is correct *
Result for n as n  result for (n – 1)
or similar symbolic way.
Candidates now introduce words where the Candidates should be able to express the general Candidates need to offer a reason why the
letters are not all different. They move towards result for n different letters as n(n – 1)…  2  1 result is halved when 2 of the letters are the
the generalisation for any number of letters and the case when 2 letters are the same is ½ of same. Simple testing will not suffice.
with one letter repeated. (e.g. EMMA) that.*
This award cannot be made without the award
Any symbols must be clearly defined. of Mark 5 in this strand.
In order to progress beyond 6, 5, 5 candidates must explore and use the structure of the task.
* Please refer to Teacher guidance for this task
164
enquiry.
Candidates should be examining the case for a Candidates must offer a symbolic result for the Candidates need to correctly argue the case for
set of n letters with a letter repeated m times. cases given in strand 1 at mark 7. These results the result established and communicated at
must be supported by a convincing, reasoned mark 7 in Strands 1 and 2, in particular why it
n! is necessary to divide by m!.
argument.* E.g. .
m!
Candidates should develop their argument to Candidates should be able to offer a symbolic result Candidates need to fully consider the inter -
establish the general case for any group of n! relationship between their expression for the
equivalent to . All variables must be
letters as set in part 3 of the investigation. a! b! ... e! numerator and denominator of their general
clearly defined and must be supported by a concise, result in Strand 2. The significance of 1! is also
reasoned argument. expected.
* Please refer to Teacher guidance for this task
165
166
MATHEMATICS
THE PHI FUNCTION I&H
GCSE
For any positive integer n, the Phi Function (n) is defined as the number of positive integers
less than n which have no factor (other than 1) in common (are co-prime) with n.
So (10) = 4 because the positive integers less than 10 which have no factors other than 1, in
common with 10 are 1, 3, 7 and 9 i.e. 4 of them.
Also (16) = 8 because the integers less than 16 which have no factors other than 1, in
common with 16 are 1, 3, 5, 7, 9, 11, 13 and 15 i.e. 8 of them.
Part 1
Find the value of
(i) (3)
(ii) (8)
(iii) (11)
(iv) (24)
Investigate (n)
Part 2
Check that
(i) (7  4) = (7)  (4)
(ii) (6  4) = (6)  (4)
The Phi Function of a product is not always equal to the product of the Phi Functions of
its components. Investigate.
167
168
TEACHERS’ NOTES: THE PHI FUNCTION
In this activity candidates explore the phi function.
This activity can be introduced very simply through the use of a few numerical examples.
In this task it is the way that candidates establish their results rather than the results
themselves that is important.
It is difficult to make progress without considering and establishing (p) = (p – 1) for p

prime. The role of prime numbers is pivotal in this task and candidates who focus on this
without a complete consideration of (n x m) should not be penalised. The key to the awards
is adequately addressing the third strand.
Solutions – Confidential : For teachers reference only
(n  m) = (n)  (m) if and only if n, m are co-prime
(p²)  p(p – 1) p, prime
 
 p n   p 1p n 1 p, prime
 
 p n q m   p  1p n 1 q  1q m 1 p, q, prime, p  q
 
 p aq b r c   p 1p a 1 q 1q b 1 r 1r c 1 p, q, r, prime, p  q  r
169
TASK: THE PHI FUNCTION ASSESSMENT GUIDANCE
Candidates should find (n) using a sensible, Accepted notation should be used. A Candidates should make a statement, in words,
reasoned range of values. systematic/complete table of (n) (for values of n at least equivalent to
up to 15), with a commentary saying how these will n > m does not necessarily mean
be used, is sufficient. (n) > (m)
(prime) = prime – 1
Candidates start the (n x m) investigation in a Candidates will be communicating confidently Candidates should make – with confirmation
systematic manner using a wide range of using such symbols as (p), (n x m), =,  etc. or refutation – at least two, part generalisations
choices for m and n, i.e. m odd, n prime. on route to (n x m)
Or Or
Explores (p²) and, in particular, the case Show why (p) = p – 1 n ALL cases where p is
where p is prime. prime.
170
Candidates should be able to work strategically Work must contain the appropriate symbols. The (n x m) result should be justified by
to obtain the (n x m) = (n) x (m) when m, n Candidates should state: testing and some explained reason why the
have no common factor, (p2) = p(p – 1) or equivalent. common factor is important,
or start making inroads into (pa). Candidates or
should establish a general result for a = 2 and (p2) = p(p – 1) must be justified.
consider other values of a. This has to be more than numerical testing.
variables. Candidates give detailed reasons for reasoned argument. problems involving a number of features or
enquiry.
Candidates should have established the full Accurate symbolism should be in evidence The general results for (pa) and (pq) where p
result for (n x m) and should be able to throughout. Candidates produce a reasoned and q are prime should be explained by
investigate primes to obtain the correct result argument to support (pa) = (p – 1)pa1 mathematical argument.
for (pa).
171
States clearly that pa and qb are co-prime when The symbolic work needs to be completely A rigorous argument or proof of the result for
p  q to establish the correct result for accurate, efficient and fluent. There must be no (pa qb) is required.
(pa qb). errors.
 
 pa qb   p  1 pa 1q  1qb 1
for conciseness plus a development of the 7c
argument to guarantee it.
172
DATA HANDLING
PROJECTS
0
1
MATHEMATICS
NEWSPAPER COMPARISONS F, I & H
GCSE
Extracts from the front pages of three newspapers are shown below.
Clearly there are differences in content and style between these three extracts.
There are differences between newspapers.
Your task is to choose some newspapers, analyse them for content and style and make
comparisons between them.
Your analysis could consider, for instance,
 the amounts of space devoted to different items, such as sport, headlines,

advertisements, news etc..
 the relative importance, status and space given to various items,
 the sizes, number of pages, area of print and cost of different newspapers,
 the readability, in terms of language levels, evidenced in different newspapers.
You may choose as many different newspapers as you wish. However, credit will be awarded
more for quality and variation of your analysis and the appropriateness of your design and
methods of presentation, rather than for undue repetition.
3
5
TEACHERS NOTES: NEWSPAPER COMPARISONS

This task has been designed by Edexcel as one which is suitable for GCSE Mathematics
candidates across all tiers of entry. The task is also suitable for either teacher or board
marking.
Assessment of the statistics projects is in terms of the three strands as:
Strand 1: Specify the problem and plan.
Strand 2: Collect, process and represent data.
Strand 3: Interpret and discuss results.
It is important that we advise teachers to act, in the first place, as advisers to candidates. This
is in the sense that each teacher makes a judgement as to how any particular line of enquiry
might be or not be appropriate to the tier of entry for each candidate. To a certain extent this
decision will be based on the level of statistical content covered by the GCSE course for
certain tiers.
At the lowest level, the task can be seen to be about nothing more than a very simple analysis
of a single newspaper in terms of the number of pages devoted to categories such as sport,
news, entertainment etc.. This is followed by suitable recordings of such (i.e. bar charts) and a
very limited commentary of the type:
18 of the 72 pages in the xxx were devoted to sport
the equivalent of about 15 pages were advertisements
and similar.
The major difference between the lowest level of Mark 1 and Mark 2 is that at the higher of
these two levels the candidates make some form of very simple comparison across two
different newspapers – which might be the same newspaper on different days.
At the next level up, to cover Marks 3 and 4, it is crucial that candidates choose a line of
enquiry that can lead to an assessment at this level. It is highly likely that the enquiry will
consider comparisons between two types of newspaper. It is important to recognise that the
mark awarded, particularly in the second strand will, to a large extent, be determined by the
level of statistical content and techniques used. At this level teachers marking the work – and
hence in their capacity as advisers – should be giving consideration to pie charts; means,
medians and modes; scatter diagrams and correlation. There is, for instance, a possible
correlation between either the size (in terms of area of print) and cost of a newspaper or even
a correlation between cost and the proportion of the newspaper devoted to advertisements.
Up to and including Mark 4, the assessment can be in terms of the categories of items devoted
to topics such as sport, news etc or features such as pictures, headlines etc. For instance, the
proportion of space devoted to headlines is much higher in tabloids than in qualities and the
cost of tabloids is lower than the cost of qualities.
6
At levels above Mark 4 it is likely that candidates choose readability or quality of language to
be the major comparison to be made. Readability can, for this purpose, be measured in terms
of average word length or, and perhaps more relevantly, average sentence length.
Work on readability at Mark 5 and 6 is likely to be centred around a random or selective

sample of sentences or words taken from the three types of newspaper. This should lead to
measures of central tendency such as the median and dispersion such as the inter-quartile
range, although other measures could be used.
At the highest level, candidates should develop the readability argument but consider
readability across different topics or items covered in each type of newspaper. They should
state some form of hypothesis at all levels from 5 upwards with the quality of the hypothesis
being one factor to consider in the assessment. The relationship between readability and
newspaper topics should be reasonably obvious, although it is recognised by Edexcel that
teachers may need to point candidates in this direction by considering the pages dedicated to
the television programmes or sports results when the language levels of the most differing
types of newspaper can be comparable.
At Mark 5 and above, it is important that candidates recognise the need to make comparisons
in terms of both central tendency (or average) and dispersion. At this level the dispersion
needs to be of a quality above the range but could be the inter-quartile range, mean of the
modulus dispersions about the mean, standard deviation or variance or others.
The crucial factor for the final inference is as related to the diagram below when a comparison
is being made between the two features A and B. The diagram illustrates the situation where
the line shows positive achievement as being measured to the right, the central tendency (or
average) as a and b is marked and the brackets indicate the dispersion around this central
tendency.
b a
[  (  ) ]
This is the situation where it appears that A is higher than B because the central tendency for
A is greater than that for B. But because of the vast differences in dispersion no final
conclusion can be made without further information.
b a
[  ] (  )
This is the situation where we can clearly conclude that, in general terms A is higher than B.
b a
[  ( ]  )
This is the situation where, in general terms, A is higher than B but there are some cases when
the B values could be considerably higher than those for A.
At the highest level, candidates’ reports and inferences should make comments of a correct
nature based on the above sort of scenario.
NEWSPAPER COMPARISONS
7
Marks 1 and 2
Strand 1
Candidates choose a simple well-defined problem. Their aims have some
clarity. The appropriate data to collect are reasonably obvious. An overall
plan is discernible and some attention is given to whether the plan will meet
the aims.
The structure of the report as a whole is loosely related to the aims.
At this level candidates choose a simple line of enquiry such as, or similar to, examining the
amount of space dedicated to categories such as sport, news, entertainment etc.. They use
simple measures such as the number of pages against a background of stating clearly what the
aim(s) of the enquiry is (are).
Work could be on one newspaper – or type of newspaper – but extra credit at the upper end of
the scale should be awarded to candidates who are clear in their intent to make some form of
comparison between at least two newspapers or types of newspaper. This comparison could
for be for the same newspaper on different days.
Strand 2
Candidates collect data with limited relevance to the problem and plan. The
data are collected or recorded with little thought given to processing.
Candidates use calculations of the simplest kind. The results are frequently
correct. Candidates present information and results in a clear and organised
way. The data presentation is sometimes related to their overall plan.
The candidates collect data with a measure as simple as described under strand 1. The results
– as per number of pages to each category (or similar) – are presented in bar chart form,
pictograms or similar.
Comparisons across two newspapers could be made by use of two side-by-side bar charts,
tally charts etc..
8
Strand 3
Candidates comment on patterns in the data. They summarise the results
they have obtained but make little attempt to relate the results to the initial
problem.
They summarise their results for one or more newspaper in forms such as:
 in newspaper XXX, - - - pages out of (total) are devoted to sport, news etc.
 in newspaper XXX, a lot of space is devoted to pictures
or one which may relate between two (or more) newspapers, such as
 in newspaper XXX, - - - pages are devoted to - - - whilst in newspaper YYY it is - - -

pages.
9
Marks 3 and 4
Strand 1
Candidates choose a problem involving routine use of simple statistical
techniques and set out reasonably clear aims. Consideration is given to the
collection of data. Candidates describe an overall plan largely designed to
meet the aims and structure of the project report so that results relating to
some of the aims are brought out. Where appropriate, they use a sample of
adequate size.
At this level candidates need to be able to state that they are making a comparison between
two or more newspapers of different types, the same types or even the same newspaper on
different days of the week.
They should state what data they intend to collect and for what reason. They should define a
set of categories such as sport, news etc. and/or add to it concepts such as headlines, pictures,
advertisements etc.. They should also describe or define a more sophisticated measure of
space such as column centimetre and collect data according to this measure.
Measurements of space, in terms of column centimetre should be given in terms of proportion

or percentage of the whole paper.
In cases where candidates use a sample, they should take steps to ensure that the sample is of
an adequate size.
One particular line of enquiry for the upper end of this level could be an examination of the
correlation between cost of the various types of newspaper and the size of the paper as
measured in terms of area of print. A similar correlation could be examined for cost against
proportion devoted to advertisements. In such cases, some (but very naïve) form of hypothesis
will be helpful to secure the award.
10
Strand 2
Candidates collect data with some relevance to the problem and plan. The
data are collected or recorded with some consideration given to efficient
processing. Candidates use straightforward and largely relevant calculations
involving techniques of at least the level detailed in the handling data
paragraph of the grade description for Grade F. The results are generally
correct. Candidates show understanding of situations by describing them
using statistical concepts, words and diagrams. They synthesise information
presented in a variety of forms. Their writing explains and informs their use
of diagrams, which are usually related to their overall plan. They present
their diagrams correctly, with suitable scales and titles.
At this level, candidates need to provide evidence of the correct and relevant use of statistical
techniques related to at least Grade F of the National Criteria for Handling Data. For the
higher end of the award, in this strand, the statistical techniques should be more akin to
Grades E and D. The work should, therefore, include techniques based on means, modes,
medians and range, pie charts, scatter graphs with correlations or even probability up to and
including p(not) = 1 – p. But whatever techniques are used they must be relevant to the line
of enquiry.
Clearly side by side pie charts or dual bar charts are likely to be particularly relevant to the
line of enquiry.
Relevant information should be presented in more than one form, this could be a pie chart
and proportions or even probabilities but such forms of recording need to be related to the
overall plan in terms of comparing at least two newspapers and diagrams need to be mainly
correct and well defined in terms of their labelling.
One particular set of diagrams could relate cost of the newspaper to its size in terms of area of
print or cost against the amount of advertising space. This could be shown diagrammatically
as something akin to a scatter diagram but this would require a realistic number of
newspapers.
11
Strand 3
Candidates comment on patterns in the data and any exceptions. They
summarise and give a reasonably correct interpretation of their graphs and
calculations. They attempt to relate the summarised data to the initial
problem, though some conclusions may be incorrect or irrelevant. They
make some attempt to evaluate their strategy.
Candidates will need to make some form of comparative comment across two or more
newspapers. This could be something of the form:
In the tabloid X% of space was dedicated to …, a figure which compares to … etc and relate
this to their pie charts, dual bar charts (or similar).
Of particular relevance, at this level, could be a comment that relates (like a correlation) the
sizes of different types of newspapers to their cost and/or the cost to the amount of advertising
space in each paper.
12
Marks 5 and 6
Strand 1
Candidates consider a more complex problem. They choose appropriate
data to collect and state their aims in statistical terms with the selection of
an appropriate plan. Their plan is designed to meet the aims and is well
described. Candidates consider the practical problems of carrying out the
survey or experiment. Where appropriate, they give reasons for choosing a
particular sampling method. The project report is well structured so that the
project can be seen as a whole.
At this level, candidates need to choose a more sophisticated and complex problem than those
deemed more suitable for the lower levels. A typical line of enquiry might be to consider the
differences in readability across tabloid, broadsheet and quality newspapers although it could
be a comparison of readability across various newspapers of a particular type.
Readability could be measured in terms of sentence length, word length or a mixture of both.
Indeed an estimate of the number of words in a typical type of newspaper could be regarded
as an item worthy of assessment at around Mark 5.
They should design a plan by which they collect data about sentence (or word) length by
considering a sample from each type of newspaper. A typical sampling technique could be
from (say) 10% of the printed word perhaps restricting the choice to print of normal size – i.e.
not headlines etc – with the sampling being either random or selective. They should be clear
in stating how they intend to take the sample and eliminate bias. These factors should appear
in the written report.
13
Strand 2
Candidates collect largely relevant and mainly reliable data. The data are
collected in a form designed to ensure that they can be used. Candidates use
a range of more demanding, largely relevant calculations that include
techniques of at least the level detailed in the handling data paragraph of the
grade description for grade C. The results are generally correct and no
obviously relevant calculation is omitted. There is little redundancy in
calculation or presentation. Candidates convey statistical meaning through
precise and consistent use of statistical concepts that is sustained throughout
the work. They use appropriate diagrams for representing data and give a
reason for their choice of presentation, explaining features they have
selected.
Candidates will be making a comparison of readability across at least three types of

newspaper. They need to be aware that any such comparison requires a measure of central
tendency (average) and a measure of dispersion. Their analysis, for an award at this level,
requires evidence of the use of statistics at or above that listed in the Grade C criteria. One of
the most relevant techniques would be to develop a correct frequency table for the numbers of
words per sentence, calculate an estimated mean number of words per sentence and create a
cumulative frequency table with cumulative frequency diagram.
From the diagram the most appropriate measure of central tendency is likely to be the median,
especially as this helps to eliminate any bias in terms of words of an untypical length. The
measure of dispersion is then likely to be the inter-quartile range which could be
demonstrated in a box plot (Box and Whisker diagram), but could be another measure of
dispersion more complex than the range.
Candidates should give sensible reasons for their use of appropriate diagrams, charts or tables.
For instance, an estimated median can be found directly from a frequency table without using
a cumulative frequency curve – this is quite sound and well worthy of credit at this level.
14
Strand 3
Candidates comment on patterns in the data and suggest reasons for
exceptions. They summarise and correctly interpret their graphs and
calculations, relate the summarised data to the initial problem and draw
appropriate inferences. Candidates use summary statistics to make relevant
comparisons and show an informal appreciation that results may not be
statistically significant. Where relevant, they allow for the nature of the
sampling method in making inferences about the population. They evaluate
the effectiveness of the overall strategy and make a simple assessment of
limitations.
Candidates will need to make comments and draw inferences relevant to the statement of their
line of enquiry – which is (in this case) – about readability across the different newspapers. In
order to do so they will need to compare the measures of central tendency and draw
inferences based on the measures of dispersion.
To progress to the higher end of the award in this strand they should also begin to comment
on the possible weaknesses of their strategy – it is this weakness that could lead them into
further development for Marks 7 and 8 in the first strand and make – but not complete – a
suggestion for a further improvement.
If there are any exceptions, which could arise through the sampling technique, they should
make some form of statement about these being untypical or exceptional. This could, for
instance, be a comment about pages almost devoid of sentences or containing a very limited
number of words to support a picture, diagram or chart which are often seen in certain types
of newspaper.
15
Marks 7 and 8
Strand 1
Candidates work on a problem requiring creative thinking and careful
specification. They state their aims clearly in statistical terms and select and
develop an appropriate plan to meet these aims giving reasons for their
choice. They foresee and plan for practical problems in carrying out the
survey or experiment. Where appropriate, they consider the nature and size
of sample to be used and take steps to avoid bias. Where appropriate, they
use techniques such as control groups, or pre-tests of questionnaires or data
sheets, and refine these to enhance the project. The project report is well
structured and the conclusions are related to the initial aims.
Whilst candidates should choose several lines of enquiry, the creativity and statistical analysis
should be at a level equivalent to that given in the guidelines.
Candidates should state clearly that they are going to compare a tabloid, broadsheet and
quality for readability. For readability their measure can be either sentence length or word
length – or both. For their plan they should start by taking a random sample of sentences or
words, to act as a pre-test, to either confirm or establish that there are differences in
readability.
They should then hypothesise that readability is likely to vary according to the topics being
covered in or by various sections of the newspapers. They set up various common categories
across differing newspapers, categories such as news, sport, advertisements or whatever and
establish the proportion of each newspaper dedicated to each category. They then use these
proportions to help take a stratified – either random or selective – sample of sentences or
words from within each of a number of categories. It does not need to be all categories but
should be at least three which are sensibly chosen with every attempt to avoid bias (such as
there being no difference on a page devoted to listing TV and radio programmes which are
likely to be identical in content).
16
Strand 2
Candidates collect reliable data relevant to the problem under consideration.

They deal with practical problems such as non-response, missing data or
ensuring secondary data are appropriate. Candidates use a range of relevant
calculations that include techniques of at least the level detailed in the
handling data paragraph of the grade description for grade A. These
calculations are correct and no obviously relevant calculation is omitted.
Numerical results are rounded appropriately. There is no redundancy in
calculation or presentation. Candidates use language and statistical
concepts effectively in presenting a convincing reasoned argument. They
use an appropriate range of diagrams to summarise the data and show how
variables are related.
Candidates should ensure that they have sufficient and reliable enough data to ensure the
validity of their findings. This will be most likely achieved through the use of a correct
stratified sampling technique which makes use of the proportions assigned to each of their
chosen categories. They should make use of at least one measure of central tendency – such as
mean, mode or median giving their reasons for its choice i.e. the selection of the median
eliminates bias caused by any sentences (or words) of an uncharacteristic length. For the
tabloids they should make a decision over the inclusion or otherwise of “words” such as
gotcha which are not part of the English language.
They decide on at least one appropriate measure of dispersion which needs to be of a standard
equivalent to inter-quartile range or modulus of the dispersions about a mean. Credit should
be awarded to those candidates who research and make appropriate use of standard deviation
– although this advanced measure of dispersion is not necessary to secure full marks.
Where appropriate they make use of rounding – this is likely to be for the proportions which
may be given correct to the nearest whole number of a percentage or similar. They should also
make adequate use of appropriate statistical charts or diagrams when these are relevant to the
line of enquiry. These diagrams or charts will be of a level of sophistication at least equivalent
to box plots and cumulative frequency curves or comparative relevant histograms with –
where appropriate – unequal class intervals.
They write a relevant report of their findings in which they justify their comments in relation
to their data and results. This comment must include both the measure of central tendency
and the measure of dispersion.
17
Strand 3
Candidates comment on patterns and give plausible reasons for exceptions.
They correctly summarise and interpret graphs and calculations. They make
correct and detailed inferences from the data concerning the original
problem using the vocabulary of probability. Candidates appreciate the
significance of results they obtain. Where relevant, they allow for the
nature and size of the sample and any possible bias in making inferences
about the population. They evaluate the effectiveness of the overall strategy
and recognise limitations of the work done, making suggestions for
improvement. They comment constructively on the practical consequences
of the work.
The candidates need to write a report in which they discuss and make relevant inferences
related to their line of enquiry. The line of enquiry here is the difference in readability across
at least one newspaper of each type from tabloid, broadsheet and quality and how these
differences may or may not be influenced according to the categories of items or topics in
each newspaper.
The inferences made need to be based on the measures of central tendency and dispersion
and will be of a level equivalent to:
In category - - - the measures of central tendency are:
Tabloid Broadsheet Quality
Whilst the measures of dispersion are:
Tabloid Broadsheet Quality
The implication of these measures is that …
Please refer to the teaching notes for the sort of relevant implications deemed to be worthy
of an award at the upper end of the level of assessment.
For the very highest level of award in this strand, candidates should include some form of
comment that includes parameters or factors from within a list equivalent or similar to:
How the results and inferences might vary if sample sizes were altered.
Comments such as the probability of a sentence (or word) of length greater than XXX
appearing in a tabloid (or other type) is 0.AB – with supporting evidence.
They make comments about possible limitations or exceptions to their line of enquiry.
Candidates who researched this project further could look at the readability in terms of the
readership of the newspaper, its circulation and cost – such work, where appropriate should be
given credit but is not necessary for the award of full marks. But it does lead to comments
which relate readability and type of advertisements to circulation and cost implications.
18
MATHEMATICS
MAYFIELD HIGH SCHOOL F, I & H
GCSE
Mayfield is a fictitious High School but the data presented is based on a real school.
The following data is provided:
Year Group Number of Boys Number of Girls Total

7 151 131 282
8 145 125 270
9 118 143 261
10 106 94 200
11 84 86 170
The total number of students at the school is 1183.
Data is provided on each student such as

Name, Age, Year Group, IQ, Weight, Height, Hair Colour, Eye Colour, Distance from
home to school, Usual method of travel to school, Number of brothers or sisters, Key
Stage 2 results in English, Mathematics and Science. There is a total of
1183  27 = 31941 datum points

from which you can select some to develop a statistical investigation or line of enquiry.
There are a number of possible lines of enquiry, here are some examples
1. the variations in hair colour,
2. the variations in eye colour,
3. the relationship between the above two colours,
4. the distances travelled to school,
5. the relationship between height and weight,
6. the relationship between two sets of Key Stage 2 results,
7. the relationship between IQ and Key Stage 2 results
8. the height to weight ratio in terms of the body mass index.
After discussions with your teacher, you should choose one of these or a similar line of
enquiry.
It is important that you choose a line of enquiry which will allow you to show what you know
and can do within the area of statistics.
revised page
19
TEACHERS NOTES: MAYFIELD HIGH SCHOOL

Mayfield is a fictitious High School but the data presented is based on a real school.
The following data is provided
Year Group Number of Boys Number of Girls Total

7 151 131 282
8 145 125 270
9 118 143 261
10 106 94 200
11 84 86 170
The total number of students at the school is 1183.
Data is provided on each student such as

Name, Age, Year Group, IQ, Weight, Height, Hair Colour, Eye Colour, Distance from
home to school, Usual method of travel to school, Number of brothers or sisters, Key
Stage 2 results in English, Mathematics and Science. There is a total of
1183  27 = 31941 datum points

from which you can select some to develop a statistical investigation or line of enquiry.
The data provided for the candidates is of a secondary nature so some credit will be awarded
for the appropriateness of sampling techniques and sample sizes chosen by candidates.
Teachers can have preliminary discussions about sample sizes stating that samples in the
region of 25 to 30 can usually be regarded as sufficient. It is also the case that if candidates
intend to present information in a pie-chart then samples which are factors of 360, such as 30
or 36, or factors which have common factors with 360 are sensible.
There are a number of possible lines of enquiry, here are some examples
1. the variations in hair colour,
2. the variations in eye colour,
3. the relationship between the above two colours,
4. the distances travelled to school,
5. the relationship between height and weight,
6. the relationship between two sets of Key Stage 2 results,
7. the relationship between IQ and Key Stage 2 results
8. the height to weight ratio in terms of the body mass index.
revised page
20
Teachers have a crucial responsibility for ensuring that candidates choose a line of enquiry
relevant to their ability, statistical knowledge and tier of entry.
For Strand 1: Specify the problem and plan, teachers are advised to work in an advisory
capacity, helping candidates to choose a problem and design a plan which will meet the sort
of marks they should be capable of achieving.
There is no reason why teachers should not hold a preliminary session informing or reminding
candidates of the appropriate grades associated with various statistical techniques or concepts,
such as:
Grade G : Tally charts, bar charts and frequency tables
Grade D : Scatter diagrams and correlation
Grade B : Cumulative Frequency Curves with medians, IQR and box plots
Grade A : Stratified sampling
It is also crucial that candidates are aware of the expectations for making genuine statistical
comparisons such as those based on measures of central tendency and dispersion.
In terms of dispersion, there are no formal measures now mentioned in the National
Curriculum and hence Mathematics Specification for GCSE at the Higher Tier of entry.
Therefore whilst brief research into or specific teaching of either or both
Mean deviation Standard Deviation
is to be applauded and encouraged, it should also be possible for candidates to secure full
marks by appropriately using a measure of dispersion from within the current specifications.
For this reason Edexcel will support awards at the highest level where statistical comparisons
are based on less formal measures of dispersion such as the inter-quartile range and, in
particular, percentiles derived from cumulative frequency curves.
Teachers are advised to read these notes in harmony with those produced for the primary data
task Newspaper Comparisons.
Note: In all cases we advise teachers to advise candidates to choose a line of enquiry and
develop a system of working that covers about 3 grades - possibly 4 or 2, but certainly not 1 –
appropriate to their tier of entry.
21
MAYFIELD HIGH SCHOOL
Marks 1 and 2
Strand 1
Candidates choose a simple well-defined problem. Their aims have some

clarity. The appropriate data to collect are reasonably obvious. An overall
plan is discernible and some attention is given to whether the plan will meet
the aims.
At this level candidates choose a very simple line of enquiry such as investigating shoe sizes,
hair colours or heights (etc) of students in the school. They collect very simple but
appropriate data. In the simplest of terms they set out how they are going to proceed.
Strand 2
Candidates collect data with limited relevance to the problem and plan. The
data are collected or recorded with little thought given to processing.
Candidates use calculations of the simplest kind. The results are frequently
correct. Candidates present information and results in a clear and organised
way. The data presentation is sometimes related to their overall plan.
In line with their plan, candidates collect data on any simple sample of students; this could,
for instance, be the first 30 names off the register or any 25 names or whatever.
Evidence for this level of award could include tally charts, frequency tables and bar chart.
For the investigation into hair colour, for instance, a tally, frequency table and bar chart will
be sufficient evidence for the upper end of the award at this level.
Strand 3
Candidates comment on patterns in the data. They summarise the results
they have obtained but make little attempt to relate the results to the initial
problem.
The candidates need to make some very simple comment about their results. On the ‘hair
colour’ or ‘shoe size’ investigations, for example, these could be of the type
There are more with brown than blonde
There are lots of size 5s
Any almost correct ordering of the data or correct mention of the mode (or similar), if
appropriate to the line of enquiry, should be automatically awarded credit at the upper end of
this level.
22
Marks 3 and 4
Strand 1
Candidates choose a problem involving routine use of simple statistical
techniques and set out reasonably clear aims. Consideration is given to the
collection of data. Candidates describe an overall plan largely designed to
meet the aims and structure of the project report so that results relating to
some of the aims are brought out. Where appropriate, they use a sample of
adequate size.
At this level it is crucial for candidates to choose a line of enquiry that allows them to
demonstrate statistical skills associated with Grades F to D. This is more likely to be
achieved when they choose a line of enquiry that investigates quantitative rather than
qualitative data such as hair colour. One likely line of enquiry could be to investigate the
relationship between height and weight – but there are several others of a similar type.
The candidates should describe clearly what they are going to do, how they are going to
proceed and what size of sample (likely to be around 25 to 30 but it could be more and is
unlikely to be less) they will choose.
Strand 2
Candidates collect data with some relevance to the problem and plan. The
data are collected or recorded with some consideration given to efficient
processing. Candidates use straightforward and largely relevant calculations
involving techniques of at least the level detailed in the handling data
paragraph of the grade description for Grade F. The results are generally
correct. Candidates show understanding of situations by describing them
using statistical concepts, words and diagrams. They synthesise information
presented in a variety of forms. Their writing explains and informs their use
of diagrams, which are usually related to their overall plan. They present
their diagrams correctly, with suitable scales and titles.
It is crucial for the awards within this level that candidates use, in an appropriate manner,
statistical techniques associated with the grades from F to D. These include dual bar charts,
the use of mean, mode median and range, grouped frequency tables or histograms based on
such, pie charts in terms of their interpretation and construction, scatter diagrams and
correlation and understanding that the sum of the probabilities is always 1.
It is just possible that candidates could achieve the lower end of the spectrum of marks at this
level on data such as hair colour and/or shoe size by offering representations on pie charts
with some commentary about relative proportions.
23
A highly likely line of enquiry could be to investigate the relationship between height and
weight by (say) taking a random sample of 30 students from across the whole school. The
results could be recorded in a frequency table, means, modes, medians and ranges calculated
with summary comments offered. Such an analysis should safely secure the marks for the
lower to middle of this range.
At the higher end of the spectrum within this range, candidates could consider representing
the data on scatter diagrams – which would need to be correctly drawn, correctly plotted and
correctly labelled with only minor errors being condoned. Lines of best fit or general trend
lines could be drawn to help with comments about correlations.
Strand 3
Candidates comment on patterns in the data and any exceptions. They

summarise and give a reasonably correct interpretation of their graphs and
calculations. They attempt to relate the summarised data to the initial
problem, though some conclusions may be incorrect or irrelevant. They
make some attempt to evaluate their strategy.
At this level the candidates should be able to use the data and statistics taken from their line of
enquiry to draw up a range of mainly valid conclusions. These could be comments on the
means and ranges or any particular differences between means and medians being
appropriate at the lower end of this award.
For the higher end of the award in this range it is likely that candidates will make some
correct comment about the correlation between height and weight with a brief explanation of
what this means, i.e. a positive correlation means that in general taller people are likely to
weigh more than smaller people.
24
Marks 5 and 6
Strand 1
Candidates consider a more complex problem. They choose appropriate

data to collect and state their aims in statistical terms with the selection of
an appropriate plan. Their plan is designed to meet the aims and is well
described. Candidates consider the practical problems of carrying out the
survey or experiment. Where appropriate, they give reasons for choosing a
particular sampling method. The project report is well structured so that the
project can be seen as a whole.
At this level the candidates will need to develop a more complex line of enquiry, with one
likely possibility to examine the relationship between height and weight across the gender
divide. To do this they will need to gather data about height and weight for boys and girls and
for the school as a whole (although the latter could already have been done for Mark 4). They
should use an appropriate sampling technique, such as random or selective, for the collection
of data.
Strand 2
Candidates collect largely relevant and mainly reliable data. The data are
collected in a form designed to ensure that they can be used. Candidates use
a range of more demanding, largely relevant calculations that include
techniques of at least the level detailed in the handling data paragraph of the
grade description for grade C. The results are generally correct and no
obviously relevant calculation is omitted. There is little redundancy in
calculation or presentation. Candidates convey statistical meaning through
precise and consistent use of statistical concepts that is sustained throughout
the work. They use appropriate diagrams for representing data and give a
reason for their choice of presentation, explaining features they have
selected.
At this level the candidates need to be able to offer evidence of the appropriate use of
statistical techniques commensurate with Grade C and above. Three of the major areas for
these grades are mean of grouped data, lines of best fit and cumulative frequency curves
with box plots and Edexcel will regard the fitting of the equation in the form y = mx + c and
its use as being worthy of consideration at the upper end of the award in this strand.
One possibility could be that they obtain three lines of best fit on scatter diagrams for height
against weight for the cases (i) across the whole school, (ii) boys only and (iii) girls only
with appropriate comparative comments – such as the correlation is better (no better) when
we separate the genders. They should also show how the line of best fit can be used to
25
establish an estimate of one measure given the other – fitting the equation and showing this
together with a commentary about how meaningless the intercept might be (i.e. as the weight
of a person of zero height being finite or why we should no extrapolate beyond certain
bounds, could be deemed worthy of the higher award at this level.
To be very secure in the award at the higher end of the spectrum at this level, candidates could
construct cumulative frequency curves (or use an alternative approach) to find medians for
height and weight, the various inter-quartile ranges and represent such on box plots; stating
that they are doing so as an aid to making comparative comments.
In all cases candidates should make use of summary tables of their statistical results.
Strand 3
Candidates comment on patterns in the data and suggest reasons for
exceptions. They summarise and correctly interpret their graphs and
calculations, relate the summarised data to the initial problem and draw
appropriate inferences. Candidates use summary statistics to make relevant
comparisons and show an informal appreciation that results may not be
statistically significant. Where relevant, they allow for the nature of the
sampling method in making inferences about the population. They evaluate
the effectiveness of the overall strategy and make a simple assessment of
limitations.
At this level of award candidates should start to make comparisons across the gender divide or
something similar. For instance, this could be comments about the quality of correlation in
the three cases (i) mixed genders, (ii) boys only and (iii) girls only.
A comment might be that there is positive correlation between height and weight and that
(due to the dispersions around the line of best fit) this correlation is better when we separate
the genders. Hence an estimate of weight for a given height will be better if we consider the
single only gender scatter graphs.
For the higher award in this level, candidates might draw three parallel box plots as
__________________________ mixed sample
__________________________ boys only sample
__________________________ girls only sample
and then make valid comments – such as –

in general boys are taller than girls because the median height for the boys is greater than
that for the boys but because of the iqr differences, as shown on the box plots, a certain
proportion (this could and should be estimated for the full security of the award) of the girls
have a height in excess of the median (or upper quartile) of the boys. This should really be
done for both the measures of height and weight.
Comments about the uncertainty of their conclusions and ways they might improve their
strategy (such as also sampling by age as well as gender) should help to secure the award at
the upper end of this level.
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27
Marks 7 and 8
Strand 1
Candidates work on a problem requiring creative thinking and careful

specification. They state their aims clearly in statistical terms and select and
develop an appropriate plan to meet these aims giving reasons for their
choice. They foresee and plan for practical problems in carrying out the
survey or experiment. Where appropriate, they consider the nature and size
of sample to be used and take steps to avoid bias. Where appropriate, they
use techniques such as control groups, or pre-tests of questionnaires or data
sheets, and refine these to enhance the project. The project report is well
structured and the conclusions are related to the initial aims.
These are the highest two levels in which candidates need to be more creative about their line
of enquiry and planning. Evidence of such might be when they decide that the relationship
between height and weight might be a function of not only gender but also age. To continue
with line of enquiry, candidates will need to take samples – which might be random or
selective – from within each of the ten categories defined by the two genders and five Year
Groups; a form of stratified sampling. They should state clearly their sample size, reason for
this selection and any limitations. For instance if they choose a 10% sample within each
category then they should notice that this will give small numbers for each of boys and girls
in Year 11, so the results and implications could be less reliable than might be desired, or
could be subject to a greater degree of bias. They should also state how they will deal with
any untypical results or outliers – for instance a very, very small person with a huge weight
which could over influence a trend line.
They should set up a preliminary enquiry, which could be the sample defined under Marks 3
and 4 or even 5 and 6, which can be used to determine that there is a possible line of enquiry.
Essentially the work at this level should be about refining that line of enquiry.
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Strand 2
Candidates collect reliable data relevant to the problem under consideration.

They deal with practical problems such as non-response, missing data or
ensuring secondary data are appropriate. Candidates use a range of relevant
calculations that include techniques of at least the level detailed in the
handling data paragraph of the grade description for grade A. These
calculations are correct and no obviously relevant calculation is omitted.
Numerical results are rounded appropriately. There is no redundancy in
calculation or presentation. Candidates use language and statistical
concepts effectively in presenting a convincing reasoned argument. They
use an appropriate range of diagrams to summarise the data and show how
variables are related.
This is the level where candidates need to provide evidence of their ability to correctly and
appropriately use statistical techniques at Grade A or above. Officially the two topics at this
grade are ‘Sampling techniques’ and ‘Histograms with unequal class intervals’ which are
supplemented by statements on probability of combined outcomes or events.
Candidates could take an appropriate stratified sampling approach with the ten categories
defined by the two genders and the five Year Groups as the bases for the stratification.
Within each strata a random or selective sampling is taken..
Candidates could repeat work on cumulative frequency curves and box plots across the strata
but the award is most likely to be given for :
 Examinations of lines of best fit and to use the mean distance of points from each line
of best fit as a measure of how good a fit is the line of best fit,
 Examinations of lines of best fit to see if it might be more appropriate to use a curve of
best fit,
 Working out a symbolic curve of best fit,
 Working out an appropriate measure of central tendency (mean, median or mode) for
height and weight in each category and an appropriate measure of dispersion such as
mean deviation from the mean, or standard deviation (both of which are outside
the syllabus) or well constructed box plots or percentiles (90% and 10% say) taken
from the cumulative frequency curve.
29
Strand 3
Candidates comment on patterns and give plausible reasons for exceptions.

They correctly summarise and interpret graphs and calculations. They make
correct and detailed inferences from the data concerning the original
problem using the vocabulary of probability. Candidates appreciate the
significance of results they obtain. Where relevant, they allow for the
nature and size of the sample and any possible bias in making inferences
about the population. They evaluate the effectiveness of the overall strategy
and recognise limitations of the work done, making suggestions for
improvement. They comment constructively on the practical consequences
of the work.
At this level it is expected that candidates will make comments akin to detailed inferences
from the data they have collected and the statistics they have formed. Typical evidence could
be:
 Comparisons of scatter diagrams and lines of best fits where the quality of fitness (or
correlation) is measured by the mean distance of points from the line of best fit.
(Drawing the line through the mean of the datum points could be of benefit, as could
using y = mx + c and calculating distance.) Comments should then be about how good
a fit each line of best fit is and what are the implications as to its use.
 Comparisons of heights and weights of the two genders in differing year groups using
a measure of central tendency (such as the mean) and a measure of dispersion such as
the mean deviation from the mean. Comments could then be of the type: The mean of
the heights of the boys in Year X is greater than the mean height of the girls in that
Year Group. The mean deviation of the boys’ heights is OOO whilst the same statistic
for the girls is QQQ. This means that and then mention that whilst the boys are
generally taller than the girls the evidence is that such and such a percentage of girls
will have a height greater than the mean (say) height of the boys
 They could decide that certain lines of best fit could be improved by finding an
appropriate curve of best fit and comparing how much better this fit is than the
simplistic line.
 They could make probability statements – and even test them by extra sampling – of
the type that if two girls are selected at random from Year 10 then the evidence
suggests that the probability of at least one of them having a height greater than the
upper-quartile height for the boys in Year 10 is 0.xy
In their final report the candidates should provide evidence to take into account the
effectiveness of their strategy in terms perhaps of sample sizes, what they did to eliminate
bias or exceptions and any possible consequences for their line of enquiry.
30
MATHEMATICS
Goal F, I & H
GCSE
The data below is an extract from a newspaper showing information about the scores in some
first-class football matches.
FA CARLING PREMIERSHIP DIVISION TWO

ARSENAL (1) 2 LEEDS (0) 1 BRENTFORD (0) 3 BURY (0) 1
Ljungberg 17, Harte 58 Partridge 51, Jarrett 53
Wiltord 56 38,142 Folan 62,
Ingimarsson 81 4,596
ASTON VILLA (0) 3 COVENTRY (2) 2
Vassell 61, Hadji 18, 26 BRISTOL R (2) 4 WREXHAM (0) 0
Angel 81, Walters
Merson 86 39,761 29(pen),
Partridge 51 6,418
BRADFORD (1) 1 MIDDLESBRO (0) 1
Ellington 66
Jacobs 38 Karembeu 81
20,921 LUTON (1) 1 PORT VALE (1) 1
Howard 15 Tankard 16
5,260
The information, such as

ARSENAL (1) 2 LEEDS (0) 1
Ljungberg 17, Harte 58
Wiltord 56 38,142
means that in an FA Premiership match between Arsenal and Leeds

 Arsenal won by 2 goals to 1
 At half time Arsenal were leading by one goal to nil
 The first Arsenal goal was scored by Ljungberg in the 17th minute
 The match was watched by 38 142 people
The data taken from sets of first-class football matches can be used as the basis for a GCSE
statistical project.
Your task is to choose some sets of football scores, analyse them and make judgements
or comparisons.
Some possible lines of enquiry might be, for instance,

 examining the number of goal scored in a typical match
 examining the attendance figures at matches
 comparing the numbers of goals scored by the home and away team
 comparing the numbers of goals scored in the first and second half
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32
TEACHER’S NOTES: GOAL
Prerequisite
Students will require enough football results – and we suggest that about five weeks’ worth
should be sufficient – to make their project viable.
Lines of Enquiry
Suitable for Marks 1 and 2

At this level the line of enquiry should be very simple such as:
 the results in terms of home wins, away wins and draws,
 the numbers of games in which 0 goals, 1 goal, 2 goals etc are scored
 the numbers of games with a final score of 0 – 0, 1 – 0, 0 – 1, etc
In each case the major instrument for collecting data is likely to be a tally chart and the data
recorded as a simple bar chart.

To be successful at these levels, candidates will almost certainly need to choose a line of
enquiry that allows them to make some form of comparison with some simple data. Teachers
are reminded that making a comparison using mean and range is quoted in the criteria for
Grade F, and could be very significant in the assessment of strand 2. At the simplest level a
suitable comparison might be between the numbers of goals scored by the home and away
teams or in the first and second halves.
Other likely techniques to help the assessment in strand 2 could be correct use of pie charts,
dual bar charts (both perhaps for the numbers of goals scored) and scatter diagrams; with
teachers again being reminded that any relevant comment about correlation is a comparison.
The assessment in strand 3 is likely to be centred on adequate comments about the

comparisons, albeit simple ones which could include correlation.
In the third strand some form of simple comment such as ‘there are more home wins than
…..’ or ‘the most likely score is …….’ could be a minimum requirement for Mark 3.
Possible correlations could include, for instance

number of goals scored in the first 15 minutes and the total number scored
attendance and league position

At this level candidates need to consider a more complex problem than ones that consider
merely the numbers of goals scored by either the home or away team or the halves in which
the goals are scored or any simple correlation.
33
One such more complex problem could be examining the distribution of times at which goals
are scored. To do this, candidates might wish to break down the 90 minutes of a game into
class intervals of 5 minutes (say). They could then examine the timing of goals by both the
home and away side, draw appropriate frequency diagrams and compute appropriate measures
of central tendency. In the third strand, comparisons should be made using these statistics.

At the highest levels the direction which the line of enquiry could follow are many.
It could be for instance,
an examination, across the divisions, of the numbers of goals scored using an

appropriate measure of central tendency and measure of dispersion (such as mean
deviation, percentiles or standard deviation),
an examination of the remark, frequently made by sports commentators, that a team is at

its most vulnerable shortly after it has scored a goal; this would require a detailed
response, analysing whether the probability of conceding a goal is in any way related to
the probability of scoring a goal,
an examination of the ‘time dependency’ of not winning a game given that a team
scores first (or whatever) – for instance a team might score the first goal early in
the game and then lose the match; but if a team scores the first goal late in the very
last minute of a match then they will be extremely unlikely to lose.
Teachers Notes
GOAL provides an opportunity for candidates to demonstrate their statistical skills in
a real-life, albeit sporting, context.
Teachers may, of course, change the task from being about football results to any similar sport
such as hockey or lacrosse. Football was chosen simply because details of statistics are more
readily available through the media than for any other comparable sport.
During the spring of 1996, Edexcel piloted the enquiry themselves, based on three
sets of results from the Premiership and Football league. Some of the statistical
evidence gained through that pilot study is presented here for teachers information
and as a guide. Edexcel did not consider results from the Scottish League but there
is absolutely no reason why candidates should not include such in their analysis or
make comparisons between Scottish results and those in England and Wales. In a
similar way, candidates could consider the ‘Conference’ or other non-league results.
Number of Matches Considered 123

Number of Goals Scored 322
Mean Number of Goals per Match 2.62
Mean Number of Goals per Home Team 1.51
Mean Number of Goals per Away Team 1.11
Modal Number of Goals per Match 3
34
Scores Frequency (% to 1 d.p.)
1–0 13.8 (modal score)
2–1 10.6
1–2 9.6
1–1 9.2
3–0 7.3
3–1 7.3
0–1 6.5
0–0 5.7
2–0 5.7
0–2 5.7
2–3 3.3
1–3 2.4
0–3 1.6
2–2 1.6
3–2 1.6
4–0 1.6
4–2 1.6
0–4 0.8
1–4 0.8
4–1 0.8
There were three other results outside this range.
From these results it can be seen that 48.7% of all matches finish with one or the other
or both teams failing to score a goal. (This is initial evidence which does not really
support the commentator’s remark about vulnerability after scoring.)
These results also provide data for statistical techniques which could include a range
of statistical diagrams, the use of mean, mode and median, cumulative frequency
diagrams, inter-quartile range, standard deviation and so on.
Breaking the scoring patterns into 5 minute blocks, the choice of 5 minutes being
arbitrary, the following statistics arose.
Mean Number of Goals per Block 18 (to nearest whole number)

Standard Deviation of No Goals per Block 5 (to nearest whole number)
Minimum Number of Goals per Block 11
Maximum Number of Goals per Block 28
When examining 5 minute blocks teachers may discuss with candidates the
significance of the last five minute block before half-time and the end of the game
when it is customary for the referee to ‘add on stoppage time’ – which means that
these ‘5 minutes’, as recorded in the newspapers, could actually last much longer than
five minutes – and might affect the number of goals scored.
It is perhaps interesting to note that the Minimum and Maximum number of goals
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per block are within the range mean  2 standard deviations.
During the Edexcel pilot enquiry it was noted that there were 20 occasions (from a
total of 123 matches) when a team conceded a goal within 5 minutes of scoring a goal.
This is again evidence which hardly supports the comment about a team’s vulnerability
shortly after scoring a goal.
Candidates should provide, or be provided with, five sets of football results. The newspapers
on a Monday morning are almost certainly the easiest form of supply. Whilst Edexcel
recommends that five sets will usually be sufficient, candidates can clearly use more sets if
they wish or require, (though some candidates may need to be discouraged from collecting too
much extra data). Indeed to use five sets to obtain estimates and then use these to make
inferences about likely outcomes on a sixth set would be regarded as sensible practice for an
appropriately defined line of enquiry.
Group work, especially on routine aspects of collecting data is not to be discouraged.
Sampling, where appropriate, is also to be encouraged. The random number key on a

scientific calculator could be used for generating a sample.
It is usually recognised that a correct comparison based on mean and standard deviation can
easily be worth credit at Marks 7 and 8. Candidates who decide upon a line of enquiry of this
type will need to consider :
the nature of the distribution of scores – for instance is there evidence of normality,
the effects across divisions and possibly the different halves of a match
or they may wish to concentrate on attendance figures. It is to be noted that merely
concentrating on attendance figures is unlikely to be regarded as a line of enquiry requiring
sufficient creative thinking to warrant a high mark in strand 1.
Whilst five sets of results, which may well be the football results from five Monday
newspapers, has been suggested as sufficient for many, if not most, possible lines of enquiry,
candidates could choose lines of enquiry requiring more results. On the other hand five sets
of results could be more than enough. Candidates need to make decisions, based on their line
of enquiry and plan as to what constitutes a sufficient set of data.
36
GOAL
Marks 1 and 2
Strand 1
Candidates choose a simple well-defined problem. Their aims have some clarity. The
appropriate data to collect are reasonably obvious. An overall plan is discernible and some
attention is given to whether the plan will meet the aims
At this level they choose a simple line of enquiry such as, or similar to, examining the
numbers of games that end with 0 goals, 1 goal, 2 goals etc being scored. They need to add
scores such as 2 – 1 to obtain 3 goals and ensure that they design a suitable method of
collecting data (tally chart for instance).
They may take a sample of the total set of results, with the sampling technique loosely
defined.
They report on their findings.
Strand 2
Candidates collect data with limited relevance to the problem and plan. The data are
collected or recorded with little thought given to processing.
Candidates should make an appropriate collection of data, through using a tally chart perhaps
and present the data as a simple bar chart, pictogram or similar.
Strand 3
Candidates comment on patterns in the data. They summarise the results they have obtained
but make little attempt to relate the results to the initial problem.
The summary should be no more than something akin to ‘the most common (or modal)
number of goal is ….., but this needs to be consistent with the results of their line of enquiry –
i.e. it should be correct at Mark 2.
Placing the results in order, from the modal down to the one which occurs least often is a sign
of top performance at this level.
37
Marks 3 and 4
Strand 1
Candidates choose a problem involving routine use of simple statistical techniques and set
out reasonably clear aims. Consideration is given to the collection of data.
Candidates describe an overall plan largely designed to meet the aims and structure of the
project report so that results relating to some of the aims are brought out. Where
appropriate, they use a sample of adequate size.
At this level candidates may well choose a problem such as comparing results and/or
attendance figures across the various divisions. It is to the candidates’ benefit if they describe
the sort of statistical techniques they intend to use in their analysis – i.e. they state clearly
something akin to “I shall present the results on a pie chart because …..”
They should differentiate between home wins and away wins, in terms of recognizing that 2 –
1 differs from 1 – 2 etc. They should also decide how to record the ‘league position of teams
in various divisions, i.e. the team in 1st position of the First Division is actually in 21st position
overall.
Candidates wishing to take a sample should take steps to ensure that the sample is of an
adequate size for the purposes of recording and drawing conclusions.
Candidates who wish to do further independent research could check on the population of
towns or cities and correlate these to attendance figures in each division, this sort of idea and
planning could achieve the upper end of this scale.
Teachers are asked to actively discourage candidates from correlating results with attendance
on the grounds that people decide to go to a game well in advance of the result being known.
However, the correlation between last week’s result and this week’s attendance might be
interesting.
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Strand 2
Candidates collect data with some relevance to the problem and plan. The data are collected
or recorded with some consideration given to efficient processing. Candidates use
straightforward and largely relevant calculations involving techniques of at least the level
detailed in the handling data paragraph of the grade description for Grade F. The results are
generally correct. Candidates show understanding of situations by describing them using
statistical concepts, words and diagrams. They synthesise information presented in a variety
of forms. Their writing explains and informs their use of diagrams, which are usually related
to their overall plan. They present their diagrams correctly, with suitable scales and titles.
At this level, candidates need to provide evidence of the correct and relevant use of statistical
techniques related to at least the Grade F descriptors of the National Criteria for Handling
data. For the higher end of the award, in this strand, the statistical techniques should be more
akin to Grades E and D. The work should therefore include techniques based on means,
modes, medians and range, pie charts, dual bar charts, scatter diagrams with correlations or
even probability up to and including
p(not) = 1 – p. But whatever techniques are used they must be relevant to the line of
enquiry.
Cleary side by side pie charts or dual bar charts are likely to be particularly relevant to the
possible lines of enquiry. Pie charts or bar charts designed in a form that allows for overlays
could be assigned equal credit.
Relevant information should be presented in more than one form, this could for instance, be a
pie chart and proportions for the games ending with a particular score
(1 – 1 for instance). Again such forms of presentation need to be related to the overall plan
and the statistical results need to be mainly correct.
Correct scatter diagrams relating two relevant variables could be worthy of credit at the top
end of this scale.
Strand 3
Candidates comment on patterns in the data and any exceptions. They summarise and give a
reasonably correct interpretation of their graphs and calculations. They attempt to relate the
summarised data to the initial problem, though some conclusions may be incorrect or
irrelevant. They make some attempt to evaluate their strategy.
Candidates will need to make some form of comparative comment across three or more
categories (divisions) of professional football. These comparisons could be the product of
using overlapping or side by side pie or bar charts – with the reasons being given; comparing
measures of central tendency (mean, mode or median number of goals and/or attendance with
range). For instance, the attendance figures in the Premiership will, in general, be higher than
in the League Division One, but there will be some higher figures in the lower of these
divisions – or a certain proportion of games in the lower division will have higher attendance
figures than in the top division.
Of particular relevance, at this level, could be a correct comment that relates attendance
figures to league position, i.e. some form of correlation, or similar.
39
Marks 5 and 6
Strand 1
Candidates consider a more complex problem. They choose appropriate data to collect and
state their aims in statistical terms with the selection of an appropriate plan. Their plan is
designed to meet the aims and is well described. Candidates consider the practical problems
of carrying out the survey or experiment. Where appropriate, they give reasons for choosing
a particular sampling method. The project report is well structured so that the project can be
seen as a whole.
At this level, candidates need to choose a more sophisticated and complex problem than those
deemed more suitable for the lower levels. A typical line of enquiry might be to examine the
distribution of time in which goals are likely (or unlikely) to be scored and to see if this
relates to the different divisions of first class football.
Candidates can record data in time intervals, with their choice of interval; five minutes might
be deemed as sensible but this time interval is not necessary.
They should describe the type of statistical techniques they intend to utilise; such as modal
class, mean of grouped data (if appropriate), cumulative frequency and even estimated
probability.
Candidates should state clearly how they might deal with missing data, such as postponed
matches or those played at ‘alternative’ times such as Monday evening, if this is deemed
appropriate. They should be clear on whether or not sampling techniques are to be employed.
Strand 2
Candidates collect largely relevant and mainly reliable data. The data are collected in a
form designed to ensure that they can be used. Candidates use a range of more demanding,
largely relevant calculations that include techniques of at least the level detailed in the
handling data paragraph of the grade description for Grade C. The results are generally
correct and no obviously relevant information is omitted. There is little redundancy in
calculation or presentation. Candidates convey statistical meaning through precise and
consistent use of statistical concepts that is sustained throughout the work. They use
appropriate diagrams for representing data and give a reason for their choice of
presentation, explaining features they have selected.
A base line for assessment at this level is likely to be a frequency table of the type or similar
to, and histograms based on,
Time interval No of goals scored

0<t<5 whatever____
5 < t < 10 etc_________
…..
….
85 < t < 90 etc, etc______
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or even
Number of goals scored By a time of
0 to 5___________________m minutes
6 to 10 n minutes_
…
…
whatever 90 minutes
which could be used to make a comparison across different divisions of first class or other
professional football leagues.
Opportunities now arise for the correct use of statistical techniques such as:
modal class, mean of grouped data (which really needs to be supported by an argument which
states clearly why this is used), cumulative frequency diagrams, box plots and even limited
frequency approaches to probability (or proportions).
At the top end of the spectrum for this level it is conceivable that candidates make full use of
cumulative frequency curve, inter-quartile ranges and box plots to compare the
proportions of goals scored by certain times across a number of divisions. This could be
supported by a hypothesis based on an initial prediction – perhaps taken as part of a small
scale sampling exercise.
Candidates who obtain correct medians and quartiles by techniques other than those
depending on the cumulative frequency curve should be awarded comparable credit,
especially if this was done through a listing and the appropriate use of ICT.
Strand 3
Candidates comment on patterns in the data and suggest reasons for exceptions. They
summarise and correctly interpret their graphs and calculations, relate the summarised data
to the initial problem and draw appropriate inferences. Candidates use summary statistics to
make relevant comparisons and show an informal appreciation that results may not be
statistically significant. Where relevant, they allow for the nature of the sampling method in
making inferences about the population. They evaluate the effectiveness of the overall
strategy and make a simple assessment of limitations.
Candidates will need to make comments and draw inferences relevant to their line of enquiry
– which could be about the distribution of the timing of scores across the various divisions. In
order to do so it is likely that they will need to make correct use of measures of central
tendency and dispersion.
One particularly likely line of enquiry and outcome is to focus attention on the proportion of
goals scored by certain times. This could easily lead to comments about
medians, quartiles and box plots but these would need to be made with comparisons in mind.
41
Marks 7 and 8
Strand 1
Candidates work on problems requiring creative thinking and careful specification.

They state their aims clearly in statistical terms and select and develop an appropriate plan to
meet these aims giving reasons for their choice. They foresee and plan for practical problems
in carrying out the survey or experiment. Where appropriate, they consider the nature and
size of sample to be used and take steps to avoid bias. Where appropriate, they use
techniques such as control groups, or pre-tests of questionnaires or data sheets, and refine
these to enhance the project. The project report is well structured and the conclusions are
related to the initial aims.
Whist there are a wealth of possible lines of enquiry candidates could conduct on football
results they may need some guidance on what to interpret as ‘creative thinking’.
To illustrate creative thinking, these guidelines will focus on examining the accuracy or
otherwise of the comment that a team is at its most vulnerable shortly after it has scored a
goal and related features about the timing of goals scored and/or goals conceded.
Candidates should initially approach the enquiry by examining the numbers of goals scored in
pre-determined intervals such as 5 minutes. It would be sensible to see what number of teams
actually concede a goal within 5 minutes of scoring a goal as a proportion of the whole – this
being done across different divisions or levels of football. Answering the question ‘is there
any evidence to suggest that a team is more likely to concede a goal shortly after scoring a
goal’ will be one major aim of the enquiry. This could even be examined for individual
teams.
The enquiry then leads to a further enquiry which is aimed at obtaining the likelihood of a
team winning, not winning or even losing when it scores the first goal, or the first two goals
and so on. Creativity in the thinking here occurs through the recognition that this likelihood
will almost certainly be time dependent; for instance a team that scores the first goal in the
very last minute of a match is very, very unlikely to lose or even not win.
Candidates might wish to consider any number of enquiries such as investigating the chance
of a team scoring twice within any five minutes or losing after being two goals in front, etc
A pre-test, based on a smallish sample of results, perhaps even in one division, to determine
the possible line of enquiry and its viability is deemed as good planning.
To secure the highest level of credit, candidates should relate the planning and analysis to
different divisions and across home teams and away teams or even across similar intervals of
time such as the first and last ten minutes, or the last ten minutes of the first half and the last
ten minutes of the second half.
42
Strand 2
Candidates collect reliable data relevant to the problem under consideration. They deal with
practical problems such as non-response, missing data or ensuring secondary data are
appropriate. Candidates use a range of relevant calculations that include techniques of at
least the level detailed in the handling data paragraph of the grade description for grade A.
These calculations are correct and no obviously relevant calculation is omitted. Numerical
results are rounded appropriately. There is no redundancy in calculation or presentation.
Candidates use language and statistical concepts effectively in presenting a convincing
reasoned argument. They use an appropriate range of diagrams to summarise the data and
show how variables are related.
Candidates should ensure that they have sufficient and reliable enough data to secure the
validity of their findings. This is unlikely to be achieved unless they take into account the
various divisions of first class football and the effects of the first and second halves of a
match. These, along with the 5 minute time intervals, can be regarded as akin to the
categories used for a form of stratified sampling. For instance examining the likelihood of
conceding a goal within five minutes of scoring one in the first half, as opposed to the
likelihood in the second half; or a similar analysis for the first ten minutes as opposed to the
last ten minutes (or similar) could be awarded high credit if completed correctly; similar
comments could be made for comparisons across any well defined class intervals.
It is possible for some candidates to examine the graph of the probability of losing after
scoring first in the nth minute. This sort of graph could be modelled using a ‘naïve’ form of
curve of best fit.
Candidates should be able to present a solid argument to support their findings about the
comment made by sports commentators and, under most normal circumstances, at least one
(or more) line of enquiry as outlined above, or similar.
43
Strand 3
Candidates comment on patterns and give plausible reasons for exceptions. They
correctly summarise and interpret graphs and calculations. They make correct and
detailed inferences from the data concerning the original problem using the
vocabulary of probability. Candidates appreciate the significance of results they
obtain. Where relevant, they allow for the nature and size of the sample and any
possible bias in making inferences about the population. They evaluate the
effectiveness of the overall strategy and recognise limitations of the work done,
making suggestions for improvement. They comment constructively on the
practical consequences of the work.
Candidates need to write a report in which they discuss and make relevant inferences related
to their lines of enquiry. In this case the inferences will be about the likelihood of conceding
a goal shortly after scoring one and how the likelihood of scoring is or is not time dependent
for both home and away teams and across divisions. Clearly these inferences need to be well
supported by statistical evidence and the enhancing of this support could come from testing
on further evidence. The sort of inference could well be of the type:
“The probability (likelihood) of losing after scoring the first goal in the nth minute or of
conceding a goal within m minutes of scoring one or of scoring twice within x minutes, etc, is
……”
Candidates should be able to recognise that whilst these inferences may well be
generally correct, it would be unrealistic to project any inference onto a particular
club. (This is one practical consequence of the work.)
For the very highest level of award in this strand, candidates could make inferences
about the time dependency of losing (or conceding goals) when a team scores the first
goal in the nth minute as n varies from 0 (or 1) to 90.
44
MATHEMATICS
USED CAR PRICES F, I & H
GCSE
The database contains information about some used cars. Many different makes of car are
included.
Use the information to investigate what influences the price of a second hand car.
Credit will be awarded for

1. Specifying clearly what you plan to do and why you are approaching the
investigation in this way.
2. Collating the data you need and representing it in a way which helps to
develop your investigation.
3. Interpreting your results and drawing conclusions from them.
45
46
TEACHER’S NOTES: USED CAR SALES
Used Car Sales is a real life Data Handling project suitable for GCSE Mathematics candidates
across all of the tiers of entry. The information in the database has been taken from recent adverts
and reputable guides to the motor trade. Further data could be collected from other similar
sources.
It is important that teachers advise candidates to include statistical techniques based on the content
appropriate to the GCSE level at which they are entered. The use of ICT to produce diagrams and
to find statistical functions should be encouraged; the marks are given for the candidates’
explanations of how they have used these tools and why they have used particular techniques.
At Foundation tier the decision can be made to look at a single aspect of the cars, e.g. make or
colour and following the use of statistical technique, e.g. drawing a bar chart, pie chart or
pictogram to find the mode together with a conclusion.
The difference between 1 and 2 marks will be in the form of a decision to categorise the data and
make a simple comparison.
At marks 3 and 4 candidates will be expected to state their expectations and investigate them.
Comparisons are essential and must show relevance to the question, which is related to price. A
sensible sample size for the technique chosen should be used, e.g. 36, if they decide to draw a pie
chart. It is important that candidates realise marks, particularly in strand 2, will be determined by
the level of statistical techniques used. Consideration should be given to bar charts, averages,
scatter diagrams and correlation. A statement as to whether there is a relationship to the price and
a statement as to how strong is required for strand 3.
Work at mark 5 must include a selective sample, comparisons between the factors involved and
between different features of different makes of car. Candidates must make and verify
predictions. They could refine their planning based on their results. For example, if they have
produced a scatter graph of price and age for a sample from all of the cars, they might try some
price against age scatter graphs for different makes of car to see if this improves the correlation.
For the candidate to use ICT to sort the database into makes of car would be the most efficient
approach to this. Cumulative frequency used to find the median and interquartile range followed
by a comparison using box-and-whisker diagrams is worth 6 marks in strand 2. The cumulative
frequency diagram could also be used to estimate the probability of a car being over a given price
taken from the box plot. The comments on what the comparisons show need to include a mention
of any weaknesses in their strategy (e.g. ‘although the results suggest ......, there were insufficient
...... cars to arrive at statistically sound conclusions.’)
For marks 7 and 8 the student may have already done some of the above work but they should
now refine their techniques based upon these results. They should decide that they can make
better predictions and minimise bias by choosing a stratified sample (either random or selected).
Sampling technique and size is commented upon. Their analysis must include a comparison using
a measure of central tendency and a measure of spread (mean deviation, standard deviation, etc,
are all acceptable although not on the subject specification). Some method of measuring
dispersion from the line of best fit may be found.
The final report could rank some of the parameters as to the effect they have on used car prices
and comment upon whether there are variations between makes of cars, etc.
47
USED CAR SALES
Marks 1 and 2
Strand 1
Candidates choose a simple well-defined problem. Their aims have some clarity. The
appropriate data to collect are reasonably obvious. An overall plan is discernible and some
attention is given to whether the plan will meet the aims
Candidates choose a simple well-defined problem such as examining which is the most
common make of car, most popular colour, etc. They use simple measures like counting the
number of Fords whilst for 2 marks they should decide to compare more quantitative data
using the range and mean, mode or median. The structure of their project should be loosely
related to their plan.
Strand 2
Candidates collect data with limited relevance to the problem and plan. The data are
collected or recorded with little thought given to processing.
The candidates collect data in a way which enables them to produce bar charts and pictograms
They may use tally charts to help them produce bar charts.
For 2 marks multiple bar charts or some means of comparison involving mean, mode or
median and range must be shown.
Strand 3
Candidates comment on patterns in the data. They summarise the results they have obtained
but make little attempt to relate the results to the initial problem.
Candidates summarise their results. These could be separate for 1 mark.

There are x red cars.
There are y blue cars
or connected, e.g. there are more red cars than blue cars.
At mark 2 the comparison should be justified by reference to the diagrams or calculations.
48
Marks 3 and 4
Strand 1
Candidates choose a problem involving routine use of simple statistical techniques and set
out reasonably clear aims. Consideration is given to the collection of data.
Candidates describe an overall plan largely designed to meet the aims and structure of the
project report so that results relating to some of the aims are brought out. Where
appropriate, they use a sample of adequate size.
A typical response would be for candidates to state that they were going decide to use pie
charts or scatter graphs to compare information from two different manufacturers. They
should state clearly how they will choose their data and use a sample size suitable for the
techniques they will use.
Strand 2
Candidates collect data with some relevance to the problem and plan. The data are collected
or recorded with some consideration given to efficient processing. Candidates use
straightforward and largely relevant calculations involving techniques of at least the level
detailed in the handling data paragraph of the grade description for Grade F. The results are
generally correct. Candidates show understanding of situations by describing them using
statistical concepts, words and diagrams. They synthesise information presented in a variety
of forms. Their writing explains and informs their use of diagrams, which are usually related
to their overall plan. They present their diagrams correctly, with suitable scales and titles.
Candidates will collect their data in a way which enables them to use the statistical techniques
upon which they have decided. They must state how they chose which pieces of data to use.
They will use (at least 2) pie charts or scatter diagrams to look at the relationships between the
price of the used car and other parameters, e.g. used car price and age or used car price and
mileage.
Strand 3
Candidates comment on patterns in the data and any exceptions. They summarise and give a
reasonably correct interpretation of their graphs and calculations. They attempt to relate the
summarised data to the initial problem, though some conclusions may be incorrect or
irrelevant. They make some attempt to evaluate their strategy.
Candidates must refer to the statistical diagrams and calculations they have made in order to
make a reasonably correct comparative comment, e.g. there is a positive correlation between
price and age for both Ford and Vauxhall.
49
Marks 5 and 6
Strand 1
Candidates consider a more complex problem. They choose appropriate data to collect and
state their aims in statistical terms with the selection of an appropriate plan. Their plan is
designed to meet the aims and is well described. Candidates consider the practical problems
of carrying out the survey or experiment. Where appropriate, they give reasons for choosing
a particular sampling method. The project report is well structured so that the project can be
seen as a whole.
The candidate refines the sample of data to sub-divide a variable so that the significance of
each is exposed.
Deciding with reasons to group the data, to find a central tendency, use a measure of spread
and the planned intention of using more complex statistical tools as a meaningful way of
gaining more information from the data are all evidence at this level.
Strand 2
Candidates collect largely relevant and mainly reliable data. The data are collected in a
form designed to ensure that they can be used. Candidates use a range of more demanding,
largely relevant calculations that include techniques of at least the level detailed in the
handling data paragraph of the grade description for Grade C. The results are generally
correct and no obviously relevant information is omitted. There is little redundancy in
calculation or presentation. Candidates convey statistical meaning through precise and
consistent use of statistical concepts that is sustained throughout the work. They use
appropriate diagrams for representing data and give a reason for their choice of
presentation, explaining features they have selected.
Evidence should include a sensible sample, drawing lines of best fit on scatter graphs and
using them to predict prices, etc.
The use of comparative cumulative frequency used in combination with box plots to make a
more detailed comparison is evidence for 6 marks.
Reasons why the techniques and diagrams are being used should be stated.
50
Strand 3
Candidates comment on patterns in the data and suggest reasons for exceptions. They
summarise and correctly interpret their graphs and calculations, relate the summarised data
to the initial problem and draw appropriate inferences. Candidates use summary statistics to
make relevant comparisons and show an informal appreciation that results may not be
statistically significant. Where relevant, they allow for the nature of the sampling method in
making inferences about the population. They evaluate the effectiveness of the overall
strategy and make simple assessment of limitations.
Candidates will need make predictions, e.g. use the line of best fit to predict the price of a car.
They will need to compare the measure of central tendency and draw conclusions based on
the measures of dispersion.
At mark 6 they should be commenting on weaknesses within their strategy and use this to
develop suggestions which could take the investigation further.
51
Marks 7 and 8
Strand 1
Candidates work on problems requiring creative thinking and careful specification.

They state their aims clearly in statistical terms and select and develop an appropriate plan to
meet these aims giving reasons for their choice. They foresee and plan for practical problems
in carrying out the survey or experiment. Where appropriate, they consider the nature and
size of sample to be used and take steps to avoid bias. Where appropriate, they use
techniques such as control groups, or pre-tests of questionnaires or data sheets, and refine
these to enhance the project. The project report is well structured and the conclusions are
related to the initial aims.
At this level several lines of enquiry should be chosen and the aims of the candidate must be
clearly stated in statistical terms.
They should make a hypothesis that a variety of different factors affect the price of a car and
they should plan to find out which make the most difference.
They should decide to take a stratified sample, either random or selective, of cars and look at
a minimum of 3 different aspects.
The categories they choose should be sensibly chosen with an attempt made to avoid bias.
The plan for the project should be clearly structured.
Strand 2
Candidates collect reliable data relevant to the problem under consideration. They deal with
practical problems such as non-response, missing data or ensuring secondary data are
appropriate. Candidates use a range of relevant calculations that include techniques of at
least the level detailed in the handling data paragraph of the grade description for grade A.
These calculations are correct and no obviously relevant calculation is omitted. Numerical
results are rounded appropriately. There is no redundancy in calculation or presentation.
Candidates use language and statistical concepts effectively in presenting a convincing
reasoned argument. They use an appropriate range of diagrams to summarise the data and
show how variables are related.
Candidates should ensure that they have sufficient reliable data to ensure that their findings
have validity. Any problems in the sampling should be commented upon.
Their sample size should make use of proportions assigned to each make of car.
They should use a measure of central tendency giving their reasoning eg median chosen to
eliminate bias caused by rogue results.
They should use at least two measures of dispersion, e.g. interquartile range or mean
deviation. Candidates could develop their investigation through the use of cumulative
frequency, box plots or histograms (where appropriate) with unequal class intervals.
Results should be numerically correct and rounded to an appropriate degree of accuracy.
52
Strand 3
Candidates comment on patterns and give plausible reasons for exceptions. They
correctly summarise and interpret graphs and calculations. They make correct and
detailed inferences from the data concerning the original problem using the
vocabulary of probability. Candidates appreciate the significance of results they
obtain. Where relevant, they allow for the nature and size of the sample and any
possible bias in making inferences about the population. They evaluate the
effectiveness of the overall strategy and recognise limitations of the work done,
making suggestions for improvement. They comment constructively on the
practical consequences of the work.
Candidate need to comment on patterns and give plausible reasons for any exceptions.
They should discuss inferences, comment on results and draw conclusions mentioning both
central tendency and spread to justify them.
Comments about how results and inferences might vary if sample sizes are altered should be
made and cumulative frequency may be linked with probability, e.g. the probability of a Ford
costing more than ......
They must relate their final comments back to the initial problem and comment on the
practical consequences.
53
54
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Coursework Tasks and Projects

Publications Code UG009935

Data Handling Projects

All other tasks are available as centre assessed tasks only.

The bigger cross- shape consists of 25 small squares in total.

Extend your investigation to 3 dimensions.

THIS TASK IS AVAILABLE AS BOTH A CENTRE ASSESSED TASK AND AS AN

Teachers are advised to start with the cross-shape

of squares needed. the system. This could be through

or anything else with a perimeter (or circumference) of 1000 m.

THIS TASK IS AVAILABLE AS BOTH A CENTRE ASSESSED TASK AND A

Look at the stair shape drawn on the 10 by 10 Number Grid below.

This is a 3-step stair.

The total of the numbers inside the stair shape is

The stair total for this 3-step stair is 194.

THIS TASK IS AVAILABLE AS BOTH A CENTRE ASSESSED TASK AND AS AN

Candidates should be encouraged throughout to look at the structure of the task.

All symbolism must be defined.

All symbolism must be clearly defined.

The diagram shows 4 lines which cross over.

THIS TASK IS AVAILABLE AS A CENTRE ASSESSED TASK ONLY.

Explaining Next strip

 working in a well organised, systematic manner,

Lines Cross-Overs Open Regions Closed Regions Regions

or, in symbolic form for n lines

This investigation could be taken beyond Mark 6 by extending it to intersecting planes in

Figure 1 shows a cube placed on a table.

When a cube is placed on a table

Figure 2 shows a row of 5 cubes placed on a table.

These 5 cubes have a total of 30

Investigate the number of hidden faces for other rows of cubes.

THIS TASK IS AVAILABLE AS A CENTRE ASSESSED TASK ONLY.

Teachers are advised to introduce the task by making:

It may be helpful to allow candidates to have access to ‘ multilink’ cubes or similar.

The numbers 3, 4 and 5 satisfy the condition

(smallest number)² + (middle number)² = (largest number)²

The perimeter and area of this triangle are:

Area = ½  3  4 = 6 square units

This is also true for the numbers 7, 24 and

a² + b² = c² in a right angled triangle

Investigate other families of Pythagorean triples.

THIS TASK IS AVAILABLE AS A CENTRE ASSESSED TASK ONLY.

One set of results for a being odd are:

n 2n + 1 2n(n + 1) 2n(n + 1)+1 (2n + 1)(2n + 2) (2n + 1)n(n + 1)

Candidates work to a full generalisation a2  x2 Candidates evaluate the consequences of x

The ‘steepness’ of a curve is measured by its gradient.

The diagram in Figure 1 show the graph of y = x² for values of x from 0 to 4.

Investigate the Gradient Function for the set of graphs

where a and n are constants.

THIS TASK IS AVAILABLE AS A CENTRE ASSESSED TASK ONLY.

There is an accurate way of drawing tangents to a curve using capillary tubes.

and the normal can be drawn.

and at (3, 9) the gradient is 6.

a and with n being a positive integer

The Walden family is considering having a Speakeasy mobile phone.

Talk2U have similar charging schemes. They charge:

All three given schemes are linear in nature.

(i) vary the line rental