Year 8

Knowledge Organisers

Block: Proportional reasoning

Ratio and Scale
Multiplicative Change
Multiplying and Dividing Fractions

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 Year 8 - Proportional reasoning…
@whisto_maths Ratio and Scale
What do I need to be able Keywords
to do? Ratio: a statement of how two numbers compare
Equal Parts:: all parts in the same proportion, or a whole shared equally
By the end of this unit you should be able to: Proportion: a statement that links two ratios
• Simplify any given ratio
Order: to place a number in a determined sequence
• Share an amount in a given ratio
• Solve ratio problems given a part Part: a section of a whole
Equivalent: of equal value
Solutions should be modelled, explained and Factors: integers that multiply together to get the original value
solved. Scale: the comparison of something drawn to its actual size.

Representing a ratio “For every 5 boys there are 3 girls” This represents the 5 boys Double Number Line
This is the “whole” – boys and girls together
This is the
“whole” –
5:3 boys and girls
together
This represents the 5 boys This represents the 3 girls This represents the 3 girls

Order is Important Simplifying a ratio Cancel down the ratio to its lowest form Ratio 1:n (or n:1)
This is asking you to cancel down until the part
“For every dog there are 2 cats” “For every 6 days of rain there are 4 days of sun” indicated represents 1.
Dogs: Cats

1:2
6:4 Find the biggest common
factor that goes into all
parts of the ratio
Show the ratio 4:20 in the ratio of 1:n

The ratio has to be written in the

÷ by 2 rain sun The
question 4 : 20
This side
has to be
For 6 and 4 the biggest states that divided by
same order as the information is factor (number that

3:2
this part 4 too – to
given. multiplies into them is 2) has to be
1 unit.
1:5 keep in
proportion
e.g. 2:1 would represent 2 dogs for Therefore
“For every 3 days of rain there are 2 days of sun” – when this happens twice the ratio becomes 6:4. *H* the n part does not have to be an integer
every 1 cat. Divide by 4 for this type of question

Units are important: Useful Conversions

mm
x10
cm
x100
m
x1000
km g
x1000
kg ml
x1000
L
When using a ratio – all parts should be in the same units ÷10 ÷100 ÷1000 ÷1000
÷1000

Sharing a whole into a given ratio Finding a value given 1:n (or n:1) Ratio as a fraction
Trees
James and Lucy share £350 in the ratio 3:4. Inside a box are blue and red pens in the ratio 5:1. Trees: Flowers
Ratio

Work out how much each person earns If there are 10 red pens how many blue pens are
Model the Question James there? 3:7
James: Lucy Model the Question
Blue pens Flowers
£350 Blue : Red
3:4 There are 3 parts for trees Fraction of trees
5:1
Fraction

Lucy One unit Number of parts of in group 3

Find the value of one part £350 ÷ 7 = £50 = one part Red pens = 10 pens Total number of parts
= 10 pens 10
Whole: £350
= one part
7 parts to share between
= £50 Put back into the question
(3 James, 4 Lucy) Tree parts 3 + Flower parts 7 = 10
Blue pens = 5 x 10 = 50 pens
Put back into the question Blue : Red

James: Lucy
James = 3 x £50 = £150
x 10 5:1 x 10 Pi ∏ Circumference

x 50 3:4 x 50 £350 50: 10 Red pens = 1 x 10 = 10 pens Diameter The ratio of a circles
circumference to its
£150:£200 There are 50 Blue Pens diameter
Lucy = 4 x £50 = £200
Year 8 - Proportional reasoning…
@whisto_maths Multiplicative Change
What do I need to be able Keywords
to do? Proportion: a statement that links two ratios
By the end of this unit you should be able to: Variable: a part that the value can be changed
• Solve problems and explain direct Axes: horizontal and vertical lines that a graph is plotted around
proportion Approximation: an estimate for a value
• Use conversion graphs to make
statements, comparisons and form
Scale Factor: the multiple that increases/ decreases a shape in size
conclusions. Currency: the system of money used in a particular country
• Understand and use scale factors for Conversion: the process of changing one variable to another
length Scale: the comparison of something drawn to its actual size.

Direct Proportion As one variable changes the other changes at

the same rate.
Conversion Graphs Compare two variables

This is always a straight line because as one variable

This is a multiplicative change
kilometres

increases so does the other at the same rate

4 cans of pop = £2.40 4 cans of pop = £2.40
x3
x3

12 cans of pop = £7.20 miles

4 cans of pop = £2.40 To make conversions between units you need to find the
x 0.5
x 0.5

point to compare – then find the associated point by

2 cans of pop = £1.20 using your graph.
Sometimes this is easiest Labelling of both axes
This multiplier is the same if you work out how much is vital Using a ruler helps for accuracy
In the same way that this one unit is worth first Showing your conversion lines help as a “check” for
would be for ratio e.g. 1 can of pop = £0.60 solutions

Conversion between currencies Ratio between similar shapes

Angles in similar shapes do not change.
Currency is directly proportional
For every £1 e.g. if a triangle gets bigger the angles can
£1 = 90 Rupees
x 10

not go above 1800

x 10

I have 90 Rupees
£10 = 900 Rupees
Currency can be converted
using a conversion graph
Rupees

Convert 630 Rupees into Pounds

900 Corresponding sides Note
£1 = 90 Rupees 630 ÷ 90 = 7 3m : 4.5m 8m : 12m Simplify to the
x7
x7

x8
÷3

x8
÷3

10 Pounds 1 m : 1.5 m 1 m : 1.5 m same ratio

£7 = 630 Rupees

Understand Scale Factor Draw and interpret scale diagrams Interpret maps with scale factors
A picture of a car is drawn with a scale of 1:30 ÷ 10 ÷ 100 ÷ 1000

For every 1cm on my image is mm cm m km

3 x 1.5 = 4.5 30cm in real life
This is a multiplicative change x 10 x 100 x 1000
Use corresponding Missing length
8 x 1.5 = 12m The car image is Ratios need to be in the
sides to calculate a same units
10cm Image : Real life
scale factor
1cm : 30cm
x 10

1 cm : 250m
x 10

10cm : 300cm 250 x 100 = 25000

Scale factor can also Bigger corresponding side 1 cm : 25000cm
be calculated by: Smaller corresponding side
The car in real life
For every 1cm on my map is
is 210cm Image : Real life
x SF 25000cm in real life.
1cm : 30cm
x7

Small corresponding side Big corresponding side

x7

7cm : 210 cm
÷ SF
 Year 8 - Proportional reasoning…
@whisto_maths Multiplying and Dividing Fractions
What do I need to be able Keywords
to do? Numerator : the number above the line on a fraction. The top number. Represents how many parts are taken
Denominator: the number below the line on a fraction. The number represent the total number of parts..
Whole: a positive number including zero without any decimal or fractional parts.
By the end of this unit you should be able to:
Commutative: an operation is commutative if changing the order does not change the result.
• Carry out any multiplication or division
Unit Fraction: a fraction where the numerator is one and denominator a positive integer.
using fractions and integers.
Non-unit Fraction: a fraction where the numerator is larger than one.
• Solutions can be modelled, described and
Dividend : the amount you want to divide up.
reasoned
Divisor: the number that divides another number.
Quotient: the answer after we divide one number by another. e.g. dividend÷ divisor = quotient
Reciprocal: a pair of numbers that multiply together to give 1.

Representing a fraction Repeated addition = multiplication by an integer Revisit

Numerator When adding fractions with
2 2 2 2 2
Denominator Number of parts represented 4x 5 5
+ 5 + 5 + 5
the same denominator = add
the numerators
Numerator How many parts are shaded?
3
Integer What each part represents
(Whole number)
5
+ + +
2 2 2 2
8
= 5 5 5 5
Each part 1 5
Number of parts to make up the whole
represents 5
Denominator 3
= 1 5
ALL PARTS of a fraction are of equal size 0 1 2
Each whole is split into the same number of parts as the denominator

Multiplying unit fractions Multiplying non-unit fractions

1 1
4
x 31 = 12
Parts shaded Shade in 3
parts
Repeat it
on this
3
4
x 32 = 12
6 Parts shaded
many rows
Modelled: Modelled:
Total number of Total number of
3 3
parts in the diagram parts in the diagram

This many columns This many rows

4 4

Quick Multiplying and Cancelling down The reciprocal When you multiply a number by its reciprocal the answer is always 1
1
1
3 4
3 x =1 Reciprocals for division

5
x The 3 and the 9 have a common factor and
can be simplified
1 1
3
1
e.g Multiplying by
a reciprocal
9 3
Quick Solving 3 + 3+ 3= 1
x
gives the
same
Multiply the numerators
1x4
= 4 1 5 4 = 20 outcome
Multiply the denominators 5x3 15 The reciprocal of 3 is 3 and vice versa

Dividing an integer by an unit fraction Dividing any fractions Remember to use reciprocals
“There are 4 quarters in
1 whole.
2
5 ÷ 3
4
Multiplying by
a reciprocal
Represented
8

÷ =
1 Therefore, there are 20 gives the
1 4 = 4 quarters in 5 wholes” 2
x 4 same
outcome
15
5 3
How many quarters
are in 1?
5 ÷ 1
4 = 20
 Year 8
Knowledge Organisers

Block: Representations
Working in the Cartesian plane
Representing data
Tables
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Year 8 - representations…
@whisto_maths Working in the Cartesian plane
What do I need to be able Keywords
to do? Quadrant: four quarters of the coordinate plane.
By the end of this unit you should be able to: Coordinate: a set of values that show an exact position.
• Label and identify lines parallel to the Horizontal: a straight line from left to right (parallel to the x axis)
axes Vertical: a straight line from top to bottom (parallel to the y axis)
• Recognise and use basic straight lines
• Identify positive and negative gradients
Origin: (0,0) on a graph. The point the two axes cross
• Link linear graphs to sequences Parallel: Lines that never meet
• Plot y = mx + c graphs Gradient: The steepness of a line
Intercept: Where lines cross

Coordinates in four quadrants Lines parallel to the axes All the points on this line have ‘a’ can be ANY positive
y-axis a x coordinate of 10 or negative value
Coordinate (x, y) (6, 4) including 0

From the origin this coordinate is

x-axis 6 places along the positive x Lines parallel to the y axis take the form
axis and 4 places up the positive Intersection x = a and are vertical
y axis. points
Will be always be a point Lines parallel to the x axis take the form
(0, a) on the y axis. (a can be y = a and are horizontal
(x, y) any number)
Always the Always the All the points on this line have e.g. (3, -2) (7, -2) (-2, -2)
position on the position on the (a, 0) Will be always be a point
all lay on this line because the
x axis first y axis second
on the x axis. (a can be a y coordinate of -2
any number) y coordinate is -2

Recognise and use the line y=x This means the x and the y
Recognise and use the lines y=kx The value of k changes the steepness
of the line
coordinate have the same
value y = 3x y = x Note: y =x is the same as y=1x

Examples of coordinates on this line: (0, 0) (-3, -3) (8, 8)

y=½x The bigger the value of k the steeper the line will
be.

The axes scale is important – if the scale is the They will always go The closer to 0 the value of k the closer the line
same y = x will be a straight line at 450 through (0,0) will be to the x axis.

Direct Proportion ysing y=kx Lines in the form y = x + a Plotting y = mx + c graphs

The line must be straight to be
directly proportional – variables y=x+5 3 x the x coordinate then – 1
y=x
because the gradients are

increase at the same rate k

All the lines are parallel

Draw a table to display this

y=x-6 -10 -1 8 information
the same

This represents a coordinate pair

(-3, -10)
Direct proportion graphs always start at (0,0) as they are
describing relationships between two variables You only need two points to form
y=x+a a straight line

Lines with negative gradients This is the line y=x when

the y and x coordinate are This shows the translation Plotting more points helps you
Any straight-line graph with a of that line.
the same decide if your calculations are
negative x value has a e.g. y = x + 5 correct (if they do make a
negative gradient. Is the line y=x moved 5 straight line)
places up the graph
E.g. y = -2x
5 has been added to each
y = -x y + x = 12 Remember to join the points to
of the x coordinates
make a line
Direction of all negative gradients
Year 8 - Representations…
@whisto_maths Representing Data
What do I need to be able to Keywords
do? Variable: a quantity that may change within the context of the problem.
Relationship: the link between two variables (items). E.g. Between sunny days and ice cream sales
By the end of this unit you should be able to: Correlation: the mathematical definition for the type of relationship.
…
• Draw and interpret scatter graphs Origin: where two axes meet on a graph.
• Describe correlation and relationships.
…
• Identify different types of non-linear
Line of best fit: a straight line on a graph that represents the data on a scatter graph.
Outlier: a point that lies outside the trend of graph.
relationships. …
• Design and complete an ungrouped Quantitative: numerical data
frequency table. … Qualitative: descriptive information, colours, genders, names, emotions etc.
• Read and interpret grouped tables Continuous: quantitative data that has an infinite number of possible values within its range.
…
(discrete and continuous data) Discrete: quantitative or qualitative data that only takes certain values.
• Represent data in two way tables. Frequency: the number of times a particular data value occurs.
…
Draw and interpret … a scatter graph. Linear Correlation
All axes should be labelled

…
…
• This data may not be given in size order
• The data forms information … pairs for the scatter graph Positive Correlation Negative Correlation No Correlation
• Not all data has a relationship
… “This scatter graph show as As one variable
increases so
As one variable
increases the
There is no
relationship
the age of a car increases the between the two
The link between the data can
… value decreases” The axis should fit all the values
on and be equally spread out
does the other
variable
other variable
decreases variables
be explained verbally
…
The line of best… fit Using a line of best fit Extrapolation is where we use our
line of best fit to predict information
The Line of best fit is used to make estimates
. scatter graph
about the information in your
outside of our data.
**This is not always useful – in this
Interpolation is using the line of best example you cannot score more
Things to know:
•
.
The line of best fit DOES NOT need to
fit to estimate values inside our data that 100%. So revising for longer
go through the origin (The point the point. can not be estimated**
axes cross) It is only an estimate
• There should be approximately the because the line is e.g. 40 hours revising predicts a
same number of points above and designed to be an average percentage of 45.
below the line (It may not go through representation of the data This point is an “outlier”
any points) It is an outlier because it doesn’t fit
• The line extends across the whole this model and stands apart from
It is always a straight line.
graph
the data

Ungrouped Data The table shows the number of Grouped Data If we have a large spread of data it is Representing data in two-way tables
siblings students have. The better to group it. This is so it is easier to look for a trend. Form Two-way tables represent discrete information in a visual way that allows you
The number of times an answers were groups of equal size to make comparison more valid and spread the to make conclusions, find probability or find totals of sub groups
event happened 3, 1, 2, 2, 0, 3, 4, 1, 1, 2, 0, 2 groups out from the smallest to the largest value. There are 5 green
There are 2 green
shapes
2 people had 0 siblings. This means there squares
The groups do not
Discrete Data

are 0 siblings to be counted here 7 Total

overlap

11 2 3 5
5 2 1 3
0 Total 4 4
3 8
3
2 + 2 + 2 + 2 OR 2 x 4 = 8 We do not know the exact value of each item in a group – so an
Using your two-way table There are 8
3 + 3 OR 3 x 2 = 6 estimate would be bused to calculate the overall total (Midpoint)
items in total
4
included inequalities represent
To make sure all values are

To find a fraction
2 people have 3 siblings so there are 6 e.g. What fraction of the items are red? 3 red items
Continuous Data

the subgroups

Best represented by siblings in total e.g. this group 3

but 8 items in total =
discrete data. (Not includes every weight 8
Interleaving: Use your fraction,
OVERALL there are
always a number) bigger that 60Kg, up decimal percentage equivalence
0+3+8+6+4 to and including knowledge
Siblings = 21 siblings 70Kg.
Year 8 - representations…
@whisto_maths Tables and Probability
What do I need to be able Keywords
to do? Outcomes: the result of an event that depends on probability.
By the end of this unit you should be able to: Probability: the chance that something will happen.
• Construct a sample space diagram. Set: a collection of objects.
• Systematically list outcomes.
• Find the probability from two-way tables. Chance: the likelihood of a particular outcome.
• Find the probability from Venn diagrams. Event: the outcome of a probability – a set of possible outcomes.
Biased: a built in error that makes all values wrong by a certain amount.
Union: Notation ‘∪’ meaning the set made by comparing the elements of two sets.

Construct sample space diagrams This is the set

The possible outcomes from rolling a dice notation to list the In between the { } are
outcomes S = a;; the possible
The possible outcomes
from tossing a coin

outcomes
H 1,H 2,H 3,H 4,H 5,H 6,H
Sample space diagrams provide a
T 1,T 2,T 3,T 4,T 5,T 6,T S = { 1H, 2H, 3H, 4H, 5H, 6H, 1T, 2T, 3T, 4T, 5T, 6T}
systematic way to display
outcomes from events

Probability from sample space What is the probability that an outcome There are three
The possible outcomes from rolling a dice has an even number and a tails? even numbers with
tails Numerator:
the event
The possible outcomes

This is the set

from tossing a coin

notation that P (Even number and Tails) = 3 .

H 1,H 2,H 3,H 4,H 5,H 6,H Denominator:
represents the 12 the total number
T 1,T 2,T 3,T 4,T 5,T 6,T question P In between the ( ) is
There are twelve of outcomes
the event asked for
possible outcomes

Probability from two-way tables The event Product Rule

Car Bus Walk Total P (Girl walk to school) = 21 .
The number The number
Boys 15 24 14 53 100 of items in x of items in
event a event b
Girls 6 20 21 47 The total in the
set
Total 21 44 35 100
The total number of items

Probability from Venn diagrams 100 students were questioned if they played badminton or went to swimming club.
40 went swimming, 25 went to badminton and 11 went to both.
This whole curve includes
everyone that went This whole curve includes
swimming. Swimming Badminton everyone that went to
Because 11 did both we badminton.
calculate just swimming by Because 11 did both we P (Just swimming) = 29 .
calculate just badminton
40- 11 29 11 14 by 25 - 11
100
The intersection 46
represents both. The number outside represents those
Swimming AND badminton that did neither badminton or swimming 100 – 29 – 11 – 14
 Year 8
Knowledge Organisers

Block: algebraic techniques

Brackets, Equations & Inequalities
Sequences
Indices
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Year 8 - algebraic techniques…
@whisto_maths Brackets, Equations & Inequalities
What do I need to be able Keywords
to do? Simplify: grouping and combining similar terms
By the end of this unit you should be able to: Substitute: replace a variable with a numerical value
• Form Expressions Equivalent: something of equal value
• Expand and factorise single brackets Coefficient: a number used to multiply a variable
• Form and solve equations
Product: multiply terms
• Solve equations with brackets
• Represent inequalities Highest Common Factor (HCF): the biggest factor (or number that multiplies to give a term)
• Form and solve inequalities Inequality: an inequality compares who values showing if one is greater than, less than or
equal to another

Form expressions For unknown variables, a letter Directed numbers Multiply single brackets 3 (2x + 4)
is normally used in its place 1
x
More than – ADD
Less than/ difference – SUBTRACT
++ + 2x 4
3 x 2x 3 x 4
e.g. 4 more than t t+4 -- + 3
6x 12
8 less than k k-8
+- - 6x + 12 6x + 12
Only similar terms can be grouped together
e.g. Find the perimeter of this shape
-+ - 2x + 4 2x + 4 2x + 4
e.g. a = -5 and b = 2 Different
t (Perimeter = length around outside of shape) x x 4 x x 4 x x 4 representations of
a2 = a x a = -5 x – 5 = 25 3(2x+4) = 6x + 12
2t + 1 t + 2t + 1 + t + 2t + 1 6t + 2 b + a = 2 + - 5 = -3 6x + 12

Factorise into a single bracket 8x + 4 Solve equations with brackets 3 (2x + 4) = 30

8x + 4 4 Try and make this the highest 3 (2x + 4) = 30
common factor Expand the brackets

2x + 1 6x + 12 = 30
Substitute to check your answer.
The two values multiply together (also the area) of the rectangle -12 -12
This could be negative or a
Note: fraction or decimal
8x + 4 ≡ 4 (2x + 1) 8x + 4 ≡ 2(4x + 2) 6x = 18
This is factorised but the ÷6 ÷6 x=3
HCF has not been used

Simple Inequalities Form and solve inequalities Algebraic constructs

< less than ≤ Less than or Two more than treble my Expression
equal to number is greater than 11 A sentence with a minimum of two numbers and
> More than ≥ More than or one maths operation
Find the possible range of values
equal to Equation
x < 10 Form x x3 +2 11 A statement that two things are equal
Say this out loud Term
“x is a value less than 10” 3x + 2 > 11
A single number or variable
Note:
10 > x Solve
Say this out loud x ÷3 -2 11
x<10 and 10>x Identity
“10 is more than the value”
represent the same x>3 An equation where both sides have variables
values that cause the same answer includes ≡
x + 2 ≤ 20
Check
This would suggest any value bigger than 3 satisfies the Formula
“my value + 2 is less than or equal to 20” A rule written with all mathematical symbols
statement
x ≤ 18
The biggest the value can be is 18
3 x 3 + 2 = 11  10 x 3 + 2 = 32  e.g. area of a rectangle A = b x h
Year 8 - algebraic techniques…
@whisto_maths Sequences
What do I need to be able Keywords
Sequence: items or numbers put in a pre-decided order
to do? Term: a single number or variable
By the end of this unit you should be able to:
Position: the place something is located
• Generate a sequence from term to term
Linear: the difference between terms increases or decreases (+ or -) by a constant value each time
or position to term rules
• Recognise arithmetic sequences and find Non-linear: the difference between terms increases or decreases in different amounts, or by x or ÷
the nth term Difference: the gap between two terms
• Recognise geometric sequences and Arithmetic: a sequence where the difference between the terms is constant
other sequences that arise Geometric: a sequence where each term is found by multiplying the previous one by a fixed non zero
number

Linear and Non Linear Sequences Sequence in a table and graphically

Linear Sequences – increase by addition or subtraction and the same amount each time Position: the place in the sequence
Non-linear Sequences – do not increase by a constant amount – quadratic, geometric 1 2 3
and Fibonacci. “The term in
• Do not plot as straight lines when modelled graphically position 3
• The differences between terms can be found by addition, subtraction, multiplication or has 7 squares”
division. 3 5 7
Fibonacci Sequence – look out for this type of sequence Term: the number or variable Graphically
(the number of squares in each image)
0 1 1 2 3 5 8 …
In a table
Each term is the sum of the previous two terms.

+2 +2
Sequences from algebraic rules This is substitution! Because the terms increase by the same addition each time this

3n + 7 3n2 + 7 is linear – as seen in the graph

Misconceptions and comparisons

This will be linear - note the single This is not linear as there is a Complex algebraic rules
power of n. The values increase at a power for n
constant rate 2n2 (2n)2
Substitute the number of the term you are looking for
2n - 5 in place of ‘n’ 2 tijmes whatever n squared is 2 times n then square the answer
e.g.
1st term = 2 (1) – 5 = -3 e.g.
2nd term = 2 (2) – 5 = -1 e.g.
1st term = 2 x 12 = 2 1st term = (2 x 1 )2 = 4
100th term = 2 (100) – 5 = 195 2st term = (2 x 2 )2 = 16
2st term = 2 x 22 = 8
100th term = (2 x100 )2 = 40000
Checking for a term in a sequence Form an equation 100th term = 2 x1002 = 2000
Is 201 in the sequence 3n – 4? Term to check e.g.
3n – 4 = 201 n (n + 5) 1st term = 1 (1 + 5) = 6 You don’t need to
Algebraic rule 2st term = 2 (2 + 5) = 14 expand the
Solving this will find the position of the term in the sequence. 100th term = 100 (100 + 5) = 10500 expression
ONLY an integer solution can be in the sequence.

Finding the algebraic rule

4n + 3
This is the 4
times table
4, 8, 12, 16, 20…..
4n This has the same constant This is the constant
This is the comparison
(difference) between the
7, 11, 15, 19, 22 difference – but is 3 more than
the original sequence
difference between the terms
in the sequence
original and new sequence

4n + 3
Year 8 - algebraic techniques…
@whisto_maths Indices
What do I need to be able Keywords
to do? Base: The number that gets multiplied by a power
By the end of this unit you should be able to: Power: The exponent – or the number that tells you how many times to use the number in multiplication
• Add/ Subtract expressions with indices Exponent: The power – or the number that tells you how many times to use the number in multiplication
• Multiply expressions with indices Indices: The power or the exponent.
• Divide expressions with indices Coefficient: The number used to multiply a variable
• Know the addition law for indices Simplify: To reduce a power to its lowest term
• Know the subtraction law for indices Product: Multiply

Addition/ Subtraction with indices Multiply expressions with indices

Coefficient Power
Each square 4b x 3a 5tx9t
5x2 + 4x4 represents x2 and ≡4 x b x 3 x a ≡5 x t x 9 x t
each cube
Term Term ≡4 x 3 x b x a ≡5 x 9 x t x t
represents x4
≡ 12 ab ≡ 45 t2
Expression
Only similar terms can be simplified
If they have different powers, they
are unlike terms 2b4 x 3b2
There are often
≡2 x b x b x b x b x 3 x b x b
misconceptions with this
≡2 x 3 x b x b x b x b x b x b calculation but break down
5x2 + 2x2 ≡ 6 b6 the powers
7x2

Addition/ Subtraction laws for indices

5x2 + 6x4 – 3x2 + x4 2x2 + 7x4
35 x 32 37
= (3 x 3 x 3 x 3 x 3) x (3 x 3)

The base number is all the same so the terms

Divide expressions with indices can be simplified
24 2x2x2x3 2.
Addition law for indices
36 2x3x2x3 3
a m x a n = a m+n
5 a3 b2 . 5xaxaxaxbxb . . a2
15 a b6 3x5xaxbxbxbxbxbxb 3b4 35 ÷ 32 33
3x3x3x3x3 33 . 33 .
Cross cancelling factors shows cancels the expression
3x3 30 . 1 .

Subtraction law for indices

This expression cannot be divided
23 a7 y2 (cancelled down) because there are a m ÷ a n = a m-n
5 d b6 no common factors or similar terms
 Year 8
Knowledge Organisers

Block: Developing number

Fractions and Percentages

Standard Index Form
Number Sense
@whisto_maths
Year 8 - Developing number…
@whisto_maths Fractions & Percentages
What do I need to be able Keywords
Percent: parts per 100 – written using the % symbol.
to do? Decimal: a number in our base 10 number system. Numbers to the right of the decimal place are called decimals.
By the end of this unit you should be able to: Fraction: a fraction represents how many parts of a whole value you have.
• Convert between FDP less than and Equivalent: of equal value.
more than 100. Reduce: to make smaller in value.
• Increase or decrease using multipliers. Growth: to increase/ to grow.
• Express an amount as a percentage. Integer: whole number, can be positive, negative or zero.
• Find percentage change. Invest: use money with the goal of it increasing in value over time (usually in a bank).

Convert FDP Fraction/ Percentage of amount

70 out of 100 70 hundredths
70 This also
squares = 70%
3
Find of £60 £12 £12 £12 £12 £12
100 means 5
70 “hundredths”
70 ÷ 100 £36
Using a = 7 “tenths”
Remember
calculator 0.7 Be careful of recurring decimals Remember 3
3 10% of £60 = £6 = 60% = 0.6
e.g 1 = 0.3333333 = 60% 50% of £60 = £30 5
5
S D Convert to a decimal 3 = 0. 3ሶ 60% of £60 = £36 60% of £60
= 0.6 x 60
The dot above the 3
This will give you the answer × 100 converts : = £36
in the simplest form to a percentage

Convert FDP < and > 100% Percentage decrease: Multipliers Percentage increase: Multipliers
100% 100% 12%
100 hundredths 40 hundredths
10 tenths 4 tenths
100% 40%

42% Decrease by 58% Increase by 12%

140 hundredths
14 tenths
100%+40% 100% - 58% = 42%
140%
Multiplier 100% + 12% = 112% Multiplier
1 + 0.40
1.00 – 0.58 = 0.42 Less than 1 1.00 + 0.12 = 1.12 More than 1
= 1.40

Express as a % - Non-calculator Percent – per hundred Express as a % - Calculator

7 per every 10 are orange This means that 70 per every 100
7. are orange 70 . 70%
100 13 . 43.3333….%
10 13 . × 100
30 43%
30
27 per every 50 shaded 54 per every 100 shaded
27 . 54 . 54% This the same as
50 100 Can’t use equivalence 13 ÷ 30
easily to find ‘per Decimal percentages
Denominator 100 Equivalent fractions hundred’ are still a percentage.

Percentage change Choose appropriate method

I bought a house for £180,000, I
I bought a phone for £200. later sold it for £216,000.
A year later sold it for £125.
100% The language and wording of
100% the question is the key.
All values of change £180,000
£200 compare to the
£125 ORIGINAL value
Percentage loss Percentage profit Have you represented the question in a
75 × 100 =37.5% Difference in value . × 100 36000 bar model?
× 100 =20%
200 Original value Money made (profit value) 180000 Can you use a calculator?
 Year 8 - Developing number…
@whisto_maths Standard Form
What do I need to be able Keywords
to do? Standard (index) Form: A system of writing very big or very small numbers
By the end of this unit you should be able to: Commutative: an operation is commutative if changing the order does not change the result.
• Write numbers in standard form and as Base: The number that gets multiplied by a power
ordinary numbers Power: The exponent – or the number that tells you how many times to use the number in multiplication
• Order numbers in standard form Exponent: The power – or the number that tells you how many times to use the number in multiplication
• Add/ Subtract with standard from Indices: The power or the exponent.
• Multiply/ Divide with standard form Negative: A value below zero.
• Use a calculator with standard form

Positive powers of 10 Standard form with numbers >1 Negative powers of 10

1 billion – 1 000 000 000
10 x 10 x 10 x 10 x 10 x10 x 10 x10 x 10 x10 = 109
Any number
between 1 and A x 10 n
Any integer
.
0 001 10 1 1
10
1
100
1
1000
less than 10 1
Addition rule for indices 10a x 10b = 10a+b 1 x 1000 101 100 10-1 10-2 10-3

0 0 0 0 1
Subtraction rule for indices 10a ÷ 10b = 10a-b Example Non-example 1 x 10-3
.
3 2 x 10 4 .
0 8 x 10 4
.
= 3 2 x 10 x 10 x 10 x 10
Any value to Negative powers do not
Numbers between 0 and 1 5.3 x 10
the power 0

..
0.7 indicate negative solutions
= 32000 always = 1
1 1 1
0 05.4 1
10 100 1000
= 5 4 x 10-2 Order numbers in standard form 102 101 100 10-1 10-2 10-3 10-4

. . . .
100 10-1 10-2 10-3

0 0 5 4 1 3 x 10-1 Look at the power first

6 4 x 10-2 3 3 x 100

.
2 4 x 102

.
will the number be = > or < than 1
A negative power does not mean a negative 240 0 13 Use a place value grid to compare the
0 064 1
answer – it means a number closer to 0 numbers for ordering

Addition and Subtraction Tip: Convert into ordinary numbers first and back to

..
Mental calculations standard from at the end.
6 4 x 102 x1000 Not in Standard Form 8 x 105 x 3

.
= 6 4 x 102 x 103
= 6 4 x 105
Use addition for indices rule
= 24 x 105

.
Not in Standard Form Method 1
= 600000 + 800000
6 x 105 + 8 x 105 Method 2
= (6 + 8) x 105

.
= 2 4 x 101 x 105 Use addition for
= 14 x 105

(2 x 103) ÷ 4 Divide the values

= 2 4 x 106 indices rule
.
= 1400000
= 1 4 x 105
This is not the
final answer
.
.
= 1 4 x 101 x 105
= 1 4 x 105
= (2 ÷ 4) x 103 Remember the layout for standard form More robust method

.
= 0 5 x 103 Any number
Any integer
Less room for misconceptions
Easier to do calculations with Only works if the powers are
between 1 and A x 10 n negative indices
Can use for different powers
the same
less than 10

Multiplication and division For multiplication and division you can look at the
Using a calculator 1.4 x 105 x 3.9 x 103
Use a calculator to work out this

..
question to a suitable degree of
Division questions values for A and the powers of 10 as two accuracy.
1 5 x 105 can look like this separate calculations Input 1.4 and press Then press 5 (for the power)
0 3 x 103 Press
This gives you the solution

. ÷ (0.3 x 10
Input 3.9 and press Then press 3 (for the power)

(1 5 x 105 ) 3 ) Press
Revisit addition and subtraction laws for indices –
Click calculator for video tutorial
1.5 ÷ 0.3 x 105 ÷ 103 they are needed for the calculations
To put into standard form and a suitable degree of accuracy
Addition law for indices Subtraction law for indices Press and then press 7 for sci mode.
= 5 x 102 Answer: 5.5 x 108
a m x a n = a m+n a m ÷ a n = a m-n Choose a degree of accuracy so in most cases press 2
 Year 8 - Developing number…
@whisto_maths Number Sense
What do I need to be able Keywords
to do? Significant: Place value of importance
By the end of this unit you should be able to: Round: Making a number simpler but keeping its value close to what it was.
• Round numbers to powers of 10 and 1 sf Decimal: Place holders after the decimal point.
• Round numbers to any dp Overestimate: Rounding up – gives a solution higher than the actual value
• Estimate solutions Underestimate: Rounding down – gives a solution lower than the actual value.
• Calculate using order of operations Metric: A system of measurement.
• Calculate with money, units of Balance: The amount of money in a bank account
measurement and time Deposit: Putting money into a bank account.

Round to powers of 10 and 1 sig. figure If the number is halfway between we “round up” 370 to 1 significant figure is 400
37 to 1 significant figure is 40
5495 to the nearest 1000 5475 to the nearest 100 5475 to the nearest 10 3.7 to 1 significant figure is 4
0.37 to 1 significant figure is 0.4
5000 5400 5500 5470 5480
6000 0.00037 to 1 significant figure is 0.0004
Round to the first non-zero number

Round to decimal places 2 46192 . Focus on the numbers

after the decimal point
Estimate the calculation
. .
Round to 1 significant figure to estimate

. .
“To 1.d.p” – to one number after the decimal.
“To 2.d.p” – to two numbers after the decimal 4 2 + 6 7 ≈ 4. + 7 ≈ 11 This is an overestimate because the 6.7 was rounded up more

2 46192 (to 1.d.p) - Is this closer to 2.4 or 2.5 2 4 6192

. .
This shows The equal sign changes to show it is an estimation
the number is

. .
2.4 closer to 2.5 21 4 x 3 1 ≈ 20 x 3 ≈ 60 This is an underestimate because both values were rounded down
2.5

2 46192 (to 12d.p) - Is this closer to 2.46 or 2.47 2 46 192 This shows the It is good to check all calculations with an estimate in all aspects of maths – it
number is closer helps you identify calculation errors.
2.46 2.47 to 2.46

Order of operations Calculations with money

Brackets Operations in brackets are calculated first Debit - You have £0 or more in an account Money calculations are to
Other operations e.g. powers, roots, 2.d.p
Multiplication/ Division Credit - You have less than £0 in an account
They are carried out in the order from left to right in the
question Using a calculator – ensure you are working in the
correct units.
Addition/ Subtraction £1.30 + 50p = 130 + 50 (in pence)
They are carried out in the order from left to right in the £1 = 100p
question = 1.30 + 0.50 (in pouinds)

Units are important: Useful Conversions

mm
x10
cm
x100
m
x1000
km g
x1000
kg
x1000
T ml
x1000
L
÷10 ÷100 ÷1000 ÷1000 ÷1000 ÷1000

Metric measures of length Time and the calendar 12 Months = one year = 52 weeks 1 day – 24 hours
1 1 hour - 60 minutes
Kilo = 1000 x meter Centi - x meter 31 days – Jan, March, May, July
100
Aug, Oct, Dec 1 minute – 60 seconds
1 Year – the amount of time it 30 days – April, June, Sept, Nov
1
Milli - x meter takes Earth to go around the 28 days – Feb (29 leap year)
1000
sun 365 (and a quarter) days 1 week – 7 days Use a number line for
Leap Year – 366 days (every Monday, Tuesday, Wednesday, time calculations!
Units of weight/ capacity Analogue Clock
4 years) Thursday, Friday, Saturday, Sunday

Weight = g, kg, t 12-hour clock Digital Clock (24-hour times)

24-hour clock
Capacity (volume of liquid) = ml, L • Use am (morning) and pm (afternoon) • 0-11 (morning hours)
• Only use hour times up to 12 • 12-23 (afternoon hours)
 Year 8
Knowledge Organisers

Block: Developing geometry

Angles in parallel lines and polygons

Area of trapezia and circles
Line symmetry and reflection
@whisto_maths
Year 8 - Developing geometry…
@whisto_maths Angles in parallel lines and polygons
What do I need to be able Keywords
to do? Parallel: Straight lines that never meet
By the end of this unit you should be able to: Angle: The figure formed by two straight lines meeting (measured in degrees)
• Identify alternate angles Transversal: A line that cuts across two or more other (normally parallel) lines
• Identify corresponding angles Isosceles: Two equal size lines and equal size angles (in a triangle or trapezium)
• Identify co-interior angles Polygon: A 2D shape made with straight lines
• Find the sum of interior angles in polygons Sum: Addition (total of all the interior angles added together)
• Find the sum of exterior angles in polygons
• Find interior angles in regular polygons
Regular polygon: All the sides have equal length; all the interior angles have equal size.

Basic angle rules and notation The letter in the middle is the angle
The arc represents the part of the angle
Parallel lines Still remember to look for angles on Lines AF and BE are transversals
straight lines, around a point and (lines that bisect the parallel lines)
Acute Angles Right Angles vertically opposite!!
0°< angle <90° 90°
Angle Notation: three letters ABC Corresponding Alternate angles
Obtuse This is the angle at B = 113 ° angles often
Right angle notation often identified by
90°< angle <180° Line Notation: two letters EC
identified by their their “Z shape” in
The line that joins E to C.
“F shape” in position
Straight Line Vertically opposite angles position.
Reflex
180°< angle <360° 180° Equal
Angles around a point
360 ° This notation identifies parallel lines

Alternate/ Corresponding angles Co-interior angles Triangles & Quadrilaterals Link to

steps
Side, Angle, Angle
Because alternate angles are Because co-interior angles have
equal the highlighted angles are a sum of 180° the highlighted
the same size angle is 110° Side, Angle, Side

Side, Side, Side

Because corresponding angles
are equal the highlighted angles As angles on a line add up to 180° co-interior angles can also be
are the same size calculated from applying alternate/ corresponding rules first

Properties of Quadrilaterals Parallelogram Sum of exterior angles Exterior angles all add up to 360°
Square Opposite sides are parallel
All sides equal size Opposite angles are equal
All angles 90° Co-interior angles Using exterior angles
Opposite sides are parallel
Trapezium Exterior Angle
Rectangle One pair of parallel lines
All angles 90° Interior angle + Exterior angle = straight line = 180°
Opposite sides are parallel Kite Exterior angle = 180 – 165 = 15°
Exterior Angles
No parallel lines
Are the angle formed from
Number of sides = 360° ÷ exterior angle
Rhombus Equal lengths on top sides Interior Angle Number of sides = 360 ÷ 15 = 24 sides
All sides equal size the straight-line extension
Equal lengths on bottom sides
Opposite angles are equal at the side of the shape
One pair of equal angles

Sum of interior angles (number of sides – 2) x 180 Missing angles in regular polygons
Interior Angles
The angles enclosed by the Exterior angle = 360 ÷ 8 = 45°
Sum of the interior angles = (5 – 2) x 180
polygon
Interior angle = (8-2) x 180 = 6 x 180 = 135°
This shape can be made from
three triangles
8 8
Each triangle has 180°
Exterior angles in regular polygons = 360° ÷ number of sides
Sum of the interior angles = 3 x 180
This is an irregular polygon = 540°
– the sides and angles are Interior angles in regular polygons = (number of sides – 2) x 180
different sizes Remember this is all of the interior angles added together number of sides
Year 8 - Developing geometry…
@whisto_maths Area of trapezia and Circles
What do I need to be able Keywords
to do? Congruent: The same
Area: Space inside a 2D object
By the end of this unit you should be able to:
Perimeter: Length around the outside of a 2D object
• Recall area of basic 2D shapes
Pi (𝝅): The ratio of a circle's circumference to its diameter.
• Find the area of a trapezium
• Find the area of a circle
Perpendicular: At an angle of 90° to a given surface
• Find the area of compound shapes Formula: A mathematical relationship/ rule given in symbols. E.g. b x h = area of rectangle/ square
• Find the perimeter of compound shapes Infinity (∞): A number without a given ending (too great to count to the end of the number) – never ends
Sector: A part of the circle enclosed by two radii and an arc.

Area – rectangles, triangles, parallelograms

Rectangle Parallelogram/ Rhombus A triangle is half the size of the
Triangle
Base x Height Base x Perpendicular height rectangle it would fit in
½ x Base x Perpendicular height
h h

b b

Area of a trapezium Compound shapes

Area of a trapezium To find the area compound shapes often need splitting into more manageable shapes first.
( a + b ) x h. . Identify the shapes and missing sides etc. first.
2
Why? Shape A - Isosceles
• Two congruent trapeziums
make a parallelogram trapezium
• New length (a + b) x height
• Divide by 2 to find area of
one Shape B- nonstandard
8cm trapezium

. .
Area of a circle (Non-Calculator) Units
Shape A + Shape B = total area
Read the question – leave in Area of a circle
(5 + 7) x 4 + (5 + 8) x 7 = 24 + 45 5 = 69 5cm2
terms of 𝝅 or if 𝝅 ≈3 (provides 𝝅 x radius2
2 2
an estimate for answers)

Diameter = 8cm Compound shapes including circles

∴ Radius = 4cm Compound shapes are not always area questions.
Radius = 4cm Circumference
For Perimeter you will need to use the
𝝅 x diameter
𝜋 x radius2 Find the area of circumference
4
= 𝜋 x 42 one quarter of the Spotting diameters and radii
= 𝜋 x 16 circle Circle Area = 16𝜋 cm2
= 16𝜋 cm2 Quarter= 4𝜋 cm2

This dimension is also the diameter of the semi

Area of a circle (Calculator) circles.
Arc lengths = 𝜋 x 64 Don’t need to halve this because there
Area of a circle are 2 ends which make the whole
𝝅 x radius2 = 64 𝜋 circle

How to get 𝝅 symbol on the

calculator Arc lengths + Straight lengths = total perimeter
= 64 𝜋 + 150 + 150
Still remember to split up the
It is important to round your answer suitably – to significant figures or = (300 + 64 𝜋) m
compound shape into smaller more
decimal places. This will give you a decimal solution that will go on forever! OR = 501.1 m
manageable individual shapes first
Year 8 - Developing geometry…
@whisto_maths Line symmetry and reflection
What do I need to be able Keywords
to do? Mirror line: a line that passes through the center of a shape with a mirror image on either side of the line
Line of symmetry: same definition as the mirror line
By the end of this unit you should be able to: Reflect: mapping of one object from one position to another of equal distance from a given line.
• Recognise line symmetry Vertex: a point where two or more-line segments meet.
• Reflect in a horizontal line Perpendicular: lines that cross at 90°
• Reflect in a vertical line Horizontal: a straight line from left to right (parallel to the x axis)
• Reflect in a diagonal line Vertical: a straight line from top to bottom (parallel to the y axis)

Lines of symmetry Rhombus Reflect horizontally/ vertically (1 )

Mirror line (line of reflection) two lines of symmetry Reflection on an axis grid
Note: a reflection
doubles the area of
Parallelogram the original shape
No lines of symmetry

Reflection in the line y=-2

Reflection in a vertical line

Reflection in a horizontal line

Shapes can have more than A circle has an infinite amount of
one line of symmetry…. lines of symmetry
This regular polygon (a
regular pentagon has 5 lines
of symmetry) Reflection in the line x=2

Reflect horizontally/ vertically ( 2 ) Reflect Diagonally (1 ) Turn your image

If you turn your image it
Points on the mirror line don’t change position becomes a vertical/ horizontal
reflection (also good to check
All points need your answer this way)
to be the same
distance away
from the line of
reflection Drawing perpendicular lines
Perpendicular lines to and
from the mirror line can help
Reflection in the line y axis – this is also a you to plot diagonal reflections
reflection in the line x=0 Fold along the line of symmetry to check
the direction of the reflection

Reflect Diagonally ( 2 )
This is the line y = x (every y coordinate is the
same as the x coordinate along this line)

This is the line y = - x

The x and y coordinate have the
same value but opposite sign

Lines parallel to the x and y axis Turn your image

REMEMBER If you turn your image it
Lines parallel to the x-axis are y = ____ becomes a vertical/ horizontal
reflection (also good to check
Lines parallel to the y-axis are x = ____
your answer this way)
 Year 8
Knowledge Organisers

Block: Reasoning with data

The data handling cycle

Measures of location

@whisto_maths
Year 8 - Reasoning with data…
@whisto_maths The data handling cycle
What do I need to be able Keywords
to do? Hypothesis: an idea or question you want to test
By the end of this unit you should be able to: Sampling: the group of things you want to use to check your hypothesis
• Set up a statistical enquiry Primary Data: data you collect yourself
• Design and criticise questionnaires Secondary Data: data you source from elsewhere e.g. the internet/ newspapers/ local statistics
• Draw and interpret multiple bar charts Discrete Data: numerical data that can only take set values
• Draw and interpret line graphs
Continuous Data: numerical data that has an infinite number of values (often seen with height, distance, time)
• Represent and interpret grouped quantitative
data Spread: the distance/ how spread out/ variation of data
• Find and interpret the range Average: a measure of central tendency – or the typical value of all the data together
• Compare distributions Proportion: numerical relationship that compares two things

Set up a statistical enquiry Design and criticise a questionnaire

Write a Design a Pros/ Pros/ Discrete or The Question - be clear with the question - don’t be too leading/ judgemental
suitable data Cons of Cons continuous e.g. How much pocket money do you get a week?
hypothesis collection sampling primary or data?
sheet secondary Responses – do you want closed or open responses? – do any options overlap? – Have
data you an option for all responses?
Features of a data collection sheet
Total number of Zero More
£0 £0.01 - £2 £2.01 - £4 more than £4
Grouped or Data Title Tally Frequency that group option option
ungrouped observed
categories NOTE: For responses about continuous data include inequalities < x ≤

Pictograms, bar and line charts Represents quantitative data Multiple Bar chart Compares multiple groups of data
Pictogram Bar Chart Line Chart Key/ Colour code for separate
- Clearly labelled axes groups of information
- Scale for axes
- Comparable data bars
drawn next to each
= 4 people
other
- Gaps between the bars - Gaps between the lines
- Need to remember a key
- Clearly labelled axes - Clearly labelled axes
- Visually able to identify mode
- Scale for the axes - Scale for the axes
- Title for the bar chart Gap between different
- Discrete Data
- Discrete Data categories of data

Draw and interpret Pie Charts Remember a circle has 360° Draw and interpret line graphs
There were 60 people asked in this survey - Commonly used to show changing over time
(Total frequency) - The points are the recorded information
and the lines join the points.
32 Multiple method
“32 out of 60 people had a dog” As 60 goes into 360 – 6 times.
60 Line graphs do not need to start from 0
Each frequency can be multiplied by 6 to find
Dog
the degrees (proportion of 360)
This fraction of the 360 degrees More than one piece of
represents dogs data can be plotted on
the same graph to It is possible to make estimates from the line
32 X 360 = 192° Use a protractor to draw Represents quantitative, compare data e.g. temperature at 9.30am is 5℃
60 This is 192° discrete data

Grouped quantitative data This is a frequency diagram

There are no gaps between
Find and interpret the range Difference between the biggest and smallest values
the bars The range is a measure of spread
Shop 1 highest value Shop 1 lowest value
4 10
8
A smaller range means there is less variation in
5 6 Grouping the the results – it is more consistent data
8 4
2 data is useful if
10
1 there is a A range of 0 means all the data is the same
large spread value
The use of inequalities shows that this will be of data to
“More than or equal Shop 1 has the smallest range – this
a frequency diagram begin with
to 25 and less than indicates it has a more consistent flow of Range of customers = 25 – 22 = 3
30 minutes” customers each week. (Shop 1)
Year 8 - Reasoning with data…
@whisto_maths Measures of location
What do I need to be able Keywords
to do? Spread: the distance/ how spread out/ variation of data
Average: a measure of central tendency – or the typical value of all the data together
By the end of this unit you should be able to:
Total: all the data added together
• Understand and use mean, median and
mode
Frequency: the number of times the data values occur
• Choose the most appropriate average Represent: something that show’s the value of another
• Identify outliers Outlier: a value that stands apart from the data set
• Compare distributions using averages and Consistent: a set of data that is similar and doesn’t change very much
range

Mean, Median, Mode

The Mean The Median The Mode (The modal value)
A measure of average to find the central tendency… The value in the center (in the middle) of the data This is the number OR the item that occurs the most (it does not
a typical value that represents the data have to be numerical)
24, 8, 4, 11, 8, 24, 8, 4, 11, 8, 24, 8, 4, 11, 8,

Find the sum of the data (add the values) 55 Put the data in order 4, 8, 8, 11, 24 This can still be easier if it the data is ordered first
Divide the overall total by how many Find the value in the middle 4, 8, 8, 11, 24 4, 8, 8, 11, 24
55 ÷ 5
pieces of data you have NOTE: If there is no single middle Mode = 8
Mean = 11 Median = 8 value find the mean of the two
numbers left

Choosing the appropriate average

Here are the weekly wages of a small firm
Which average best represents
£240 £240 £240 £240 £240 the weekly wage?
£260 £260 £300 £350 £700
The average should be a representative of the
data set – so it should be compared to the Put the data back into context
set as a whole - to check if it is an The Mean = £307 Mean/Median – too high (most of this company earn £240)
appropriate average Mode is the best average that represents this wage
The Median = £250
The Mode = £240 It is likely that the salaries above £240 are more senior staff members – their salary
doesn’t represent the average weekly wage of the majority of employers

Identify outliers Comparing distributions

Outliers are values that stand well apart from the rest of the data Comparisons should include a statement of average and central tendency, as well as
a statement about spread and consistency.

Outliers can have a big impact on range and mean. Sometimes it is

best to not use
Here are the number of runs scored last month by Lucy and James in
They have less impact on the median and the mode
an outlier in cricket matches
calculations Lucy: 45, 32, 37, 41, 48, 35
James: 60, 90, 41, 23, 14, 23

Where an outlier is Lucy

identified try to give it Mean: 39.6 (1.d.p), Median: 38. Mode: no mode, Range: 16 James has two
some context. Outliers can also be
James extreme values that
This is likely to be a taller identified graphically have a big impact on
member of the group. e.g. on scatter graphs Mean: 41.8 (1.d.p), Median: 32, Mode: 23, Range: 76 the range
Could the be an older “James is less consistent that Lucy because his scores have a greater range.
student or a teacher? Lucy performed better on average because her scores have a similar mean and
a higher median”