Home page - AQA All About Maths · Web viewRepeated percentage change and compound interest will only be assessed in Higher tier Unit 1. For example, a 15% increase in the value

Amendments to Assessment Guidance

This document tracks all of the changes that have been made between the original version of the Assessment Guidance document we made available to you, and the current version on the site.

The changes have for the most part been expansions of the original material. Since the original version, the Chief Examiner for the specification has provided additional guidance, notes, and examples to the document.

However, there have also been a small number of amendments to the fundamental content – and each heading below will clarify whether the amendment in question is a replacement, addition, or erratum.

All page references below refer to the version of the Assessment Guidance document currently on AQA All About Maths.

All amendments featuring on this document are indicated by red text. Moreover, for both this document and the latest version of the Assessment Guidance document, changes are indicated by a sidebar (single vertical line) on the left-hand side of the text.

For this Unit, there is one specification reference that does not sit in any of the above topics, but teachers are advised to ensure students understand the concept:

N4.1 Distinguish the different roles played by letter symbols in algebra, using the correct notation.In this Unit, students only need to be able to appreciate that a letter, eg x, can be used to represent a number.

Pages 2 & 3 – Addition to ‘Contents’ page

Under the Contents for Unit 1F on page 2, and likewise under the Contents for Unit 1H on page 3, we have added the following clarification:

Pages 33, 52, 59, 239, 253, 262, 269 – Addition (expansion of assessment requirements for candidates)

Original version reads:

’Candidates should be able to:

draw any of the above charts or diagrams draw composite bar charts as well as dual bar charts…’

New version reads:

‘Candidates should be able to:

draw any of the above charts or diagrams draw composite bar charts as well as dual and multiple charts…’

This applies to pages:

33 (Collecting Data, S3.2, Unit 1F) 52 (Representing Data, S3.2, Unit 1F)

59 (Scatter Graphs, S3.2, Unit 1F)

239 (Collecting Data, S3.2h, Unit 1H)

253 (Statistical Measures, S3.2h, Unit 1H)

262 (Representing Data, S3.2h, Unit 1H)

269 (Scatter Diagrams, S3.2h, Unit 1H)

Page 56 – Replacement (example changed)


‘Examples:

1. From two box plots:Compare the data for the yield of plants with and without fertiliser(median and inter-quartile range comparisons expected)…’

New version reads:

‘Examples:

1. The table shows the gender of pupils in each year group in a school.

Gender / Y 7 8 9 10 11Male 82 89 101 95 92

Female 75 87

87

99 101

Compare the data for the boys with the data for girls...’

Page 62 – Error (examples changed)


‘Examples:

1. Jerry has a hypothesis that most days at his house are dry.In June there were 20 dry days at his house.Give a reason why this may not support Jerry’s hypothesis.

The data shows the number of passengers on bus services during one day.

29 45 43 38 29 21 14 12 11 7 1217 22 31 37 43 45 45 38 27 21 15’

New version reads:

‘Examples:

1. Jerry has a hypothesis that most days at his house are dry.In June there were 20 dry days at his house.Give a reason why this may not support Jerry’s hypothesis.

2. The data shows the number of passengers on bus services during one day.

29 45 43 38 29 21 14 12 11 7 1217 22 31 37 43 45 45 38 27 21 15

Buses are every 30 minutes from 7 am.

a. What time was the bus with the fewest passengers? b. Estimate the time of:

i. the morning rush hour

ii. the afternoon rush hour

c. Give a reason why you chose the times in part (b).’

Pages 76/77 – Addition (additional candidate requirements, additional notes and additional examples)



multiply and divide integers, limited to 3-digit by 2-digit calculations multiply and divide decimals, limited to multiplying or dividing by a single

digit integer or a decimal number to 1 significant figure

interpret a remainder from a division problem.

Notes:

Candidates may use any algorithm for addition, subtraction, multiplication and division.

Examples:

1. The population of Cambridge is 108,863; the population of Oxford is 153,904.How many more people live in Oxford than Cambridge?

2. Work out

3. 75 students are travelling in 16-seater mini-coaches.If as many of the mini-coaches as possible are full, how many students travel in the mini-coach that is only partly full?’

New version reads:


multiply and divide integers, limited to 3-digit by 2-digit calculations multiply and divide decimals, limited to multiplying by a single digit integer, for

example 0.6 × 3 or 0.8 ÷ 2 or 0.32 × 5 or limited to multiplying or dividing by a decimal to one significant figure, for example 0.84 × 0.2 or 6.5 ÷ 0.5

interpret a remainder from a division problem

recall all positive number complements to 100 recall all multiplication facts to 10 × 10 and use them to derive the corresponding

division facts.

Notes:

Candidates may use any algorithm for addition, subtraction, multiplication and division. Candidates are expected to know table facts up to 10 × 10 and squares up to 15 × 15.

Questions will be set using functional elements. For example in household finance questions, candidates will be expected to know and understand the meaning of profit, loss, cost price, selling price, debit, credit and balance.

[ continued on next page ]

[ continued from previous page ]

Examples:

1. The population of Cambridge is 108,863; the population of Oxford is 153,904.How many more people live in Oxford than Cambridge?

2. Work out 3. 75 students are travelling in 16-seater mini-coaches.

If as many of the mini-coaches as possible are full, how many students travel in the mini-coach that is only partly full?

4. Four cards are numbered 3, 5, 7 and 8.

Use each card once to make this calculation work.

.... ..... + ..... ..... = 158

5. Here is a bank statement.

a Write what you understand by the word ‘balance’.

b Complete the statement.

Date Description Credits Debits Balance

Starting balance £63.50

12/12/2010 Cash £120.00 .............

16/12/2010 Gas bill £102.50 ............

17/12/2010 Electricity bill £220.00 ............

Page 80 – Addition (additional example)

A fourth example has been added to this page (Number, N1.5, Unit 2F):

4. Which of these is closest to ?

0.35 0.29 34%

Show how you decide.


A fourth example has been added to this page (Number, N1.7, Unit 2F):

4. Three numbers add up to 60.

The first number is a square number.

The second number is a cube number.

The third number is less than 10.

What could the numbers be?

Page 86 – Addition (additional notes and examples)

An additional sentence has been added to the notes, for further clarification:

At Foundation tier, candidates will not be required to expand the product of two linear expressions. Candidates will be expected to simply algebraic expressions, for example by cancelling common factors in fractions or using index laws.

Three new examples have also been provided to supplement the three already there:

4. Simplify

5. Simplify fully

6. The expression 7(x + 4) – 3(x – 2) simplifies to a(2x + b)

Work out the values of a and b


A fourth example has been added to this page (Fractions, N2.1, Unit 2F)

4. Write down an improper fraction with a value between 3 and 4.

Page 95 & 104 – Addition (additional notes and example)

For both pages 95 (Fractions, N2.4, Unit 2F) and 104 (Decimals, N2.4, Unit 2F), notes have been added for further clarification:

Notes:Candidates should know a method for converting a fraction to a decimal.

Candidates should know that 0. = and 0. =

At foundation tier candidates will not be required to change recurring decimals to fractions.

In addition, a fourth example has been added:

4. Which is greater 0.3 or 0. ?

Show how you decide.

Pages 98-9 – Addition (additional candidate requirements, notes and example)

On pages 98-98 (Fractions, N2.7, Unit 2F) additional bullet points have been added under the ‘Candidates should be able to section:

‘calculate a fraction of a quantity work out one quantity as a fraction of another quantity

use fractions to calculate proportions

understand and use unit fractions as multiplicative inverses multiply and divide a fraction by an integer, by a unit fraction and by a general

fraction’.

There are now also supplementary notes here, and an additional eight examples to add to the original two:

‘Notes:

This is part of the core number work required across all units. Candidates should understand

that, for example, multiplication by is the same as division by 5.

Questions involving mixed numbers may be set but at Foundation tier non calculator questions involving multiplication of two or more mixed numbers will not be set. The core number work will be assessed so that it is linked to other specification references within this unit.

Examples:

1. In a school there are 600 students and 50 teachers.15% of the students are left-handed. 12% of the teachers are left-handed.How many left-handed students and teachers are there altogether?

2. Chris earns £285 per week. He gets a 6% pay rise. How much per week does he earn now?

3. Work out of 56

4. Work out 1 +

5. Work out 3 2

6. Work out 2 × 3

7. Work out 4 ×

8. Work out ÷ 3

9. Work out ×

10. Write down the answer to ÷ ’

Pages 107, 142 & 163 – Content error (notes changed)


‘Notes:

This is part of the core number work required across all units. The core number work will be assessed so that it is linked to other specification references within this unit.Candidates will not be required to calculate repeated percentage change or compound interest in this unit. These are assessed in Unit 1 only’.

New version reads:

This is part of the core number work required across all units. The core number work will be assessed so that it is linked to other specification references within this unit.

The original reference to Unit 1 assessment is erroneous, since repeated percentage change and compound interest are only assessed in Unit 1 at higher tier and not Foundation.

This amendment applies to pages:

107 (Decimals, N2.7, Unit 3F)

142 (Number, Fractions and Decimals, N2.7, Unit 3F)

163 (Percentage and Ratio, N2.7, Unit 3F)

Page 109 – Addition (examples added)

Examples have been added to this page:

‘Examples

1. A rectangle has three of its vertices at (-2, 1), (6, 1) and (6, 7).Plot these points on a grid and write down the coordinates of the fourth vertex of the rectangle.

2. For the rectangle above, write down the coordinates of the midpoint of the diagonals of the rectangle.

3. An isosceles triangle has two of its vertices at (3, 2) and (5, 2).Write down the coordinates of a possible point for its third vertex’.

Pages 117 and 130 – Replacement (example changed)

On both pages 117 (Equations and Inequalities, N5.9, Unit 2F) and 130 (Formulaic and Algebraic Argument, N5.9, Unit 2F), the third example has been changed:


3. Alice says that the sum of three consecutive numbers will always be even.Explain why she is wrong.

New version reads:

3. a. Give an example to show three consecutive numbers with an even sum.

b. Give an example to show three consecutive numbers with an odd sum.

Page 121 – Content error (notes changed)

There was an error on page 121 (Percentages, N2.7, Unit 2F) of the original Assessment Guidance document:


‘Notes:

This is part of the core number work required across all units. The core number work will be assessed so that it is linked to other specification references within this unit.Candidates will not be required to calculate repeated percentage change or compound interest in this unit. These are assessed in Unit 1 only’.

New version reads:


Numbers used on Unit 2 will be appropriate to non-calculator methods.

The original reference to Unit 1 assessment is erroneous, since repeated percentage change and compound interest are only assessed in Unit 1 at higher tier and not Foundation.

Page 125 – Addition (extra sentence added to question)

An extra sentence has been added to the third and final question in the Examples section.


3. Tim says that is greater than . Is he correct?

New version reads:

3. Tim says that is greater than . Is he correct? You must show your working.

Page 126 – Addition (notes and an extra example provided)

On page 126 (Indices, N1.9, Unit 2F), a Notes section has been added for further clarification:

Notes:

Candidates will be expected to apply index laws to simplification of algebraic expressions.

An additional example has also been added to supplement the original three:

4. a Simplify x² × x4

b Simplify x16 ÷ x4

Page 132 – Addition (two extra examples provided)

The following two examples have been added to page 132 (Ratio and Proportion, N3.1, Unit 2F), to supplement the three provided on the original version:

4. I have five more coins than my friend.The ratio of the number of coins we each have is 4 : 3How many coins have we altogether?

5. The number of coins in two piles are in the ratio 5 : 3The coins in the first pile are all £1 coins.The coins in the second pile are all 50 pence pieces.Which pile has the most money?Show how you decide.

Page 133 – Addition (extra example provided)

The following example has been added to page 133 (Ratio and Proportion, N3.2, Unit 2F) to supplement the three provided on the original version.

4. The number of coins in two piles are in the ratio 5 : 3The coins in the first pile are all 2p coins.The coins in the second pile are all 5p coins.There is 45p in the second pile.How much is in the first pile?

Pages 141, 162 & 357 – Addition (expansion of candidate requirements)

A sentence has been moved from the Notes section to the candidate requirements. This is to be consistent with other areas of the Assessment Guidance, and to emphasise that candidates may be assessed in the area stated.



interpret a fraction, decimal or percentage as a multiplier when solving problems

use fractions, decimals or percentages to compare proportions of shapes that are shaded

use fractions, decimals or percentages to compare lengths, areas or volumes

Notes:


Questions may be linked to the assessment of scale factor’.

New version reads:


interpret a fraction, decimal or percentage as a multiplier when solving problems use fractions, decimals or percentages to compare proportions of shapes that are

shaded

use fractions, decimals or percentages to compare lengths, areas or volumes

candidates should recognise that questions may be linked to the assessment of scale factor.

Notes:

This is part of the core number work required across all units. The core number work will be assessed so that it is linked to other specification references within this unit’.

This change applies to the following pages:

141 (Numbers, Fractions and Decimals, N2.6, Unit 3F) 162 (Percentage and Ratio, N2.6, Unit 3F)

357 (Number, Fractions, Decimals, Percentage, Ratio and Proportion, N2.6, Unit 3H)

Page 153 – Addition (extra specification reference added)

Page 153 (Algebraic Manipulation, N4.1, Unit 3F) features the following specification reference that the original Assessment Guidance erroneously omitted i.e. this entire page is new:

Specification References: N4.1

N4.1 Distinguish the different roles played by letter symbols in algebra, using the correct notation

Candidates should be able to:

use notations and symbols correctly understand that letter symbols represent definite unknown numbers in equations,

defined quantities or variables in formulae, and in functions they define new expressions or quantities by referring to known quantities.

Notes:

This is part of the core algebra work required across all units.

The core algebra work will be assessed so that it is linked to other specification references within this unit.

Candidates will be expected to know the standard conventions;

for example, 2x for and or for

x2 is not acceptable for

Page 227 – Addition (extra sentence added to candidate requirements)

For clarification, one of the candidate requirements on page 227 (Collecting Data, S1, U1H) has been expanded:



answer questions related to any of the bullet points above know the meaning of the term ‘hypothesis’

write a hypothesis to investigate a given situation

discuss all aspects of the data handling cycle within one situation

include sampling as part of their understanding of the DHC

discuss their findings in depth with awareness of their significance’.

New version reads:


answer questions related to any of the bullet points above know the meaning of the term ‘hypothesis’

write a hypothesis to investigate a given situation

discuss all aspects of the data handling cycle within one situation

include sampling as part of their understanding of the DHC. Candidates will be expected to choose suitable sampling methods and discuss bias

discuss their findings in depth with awareness of their significance’.

Page 291 – Addition (additional candidate requirements and additional notes)



multiply and divide integers, limited to 3-digit by 2-digit calculations multiply and divide decimals, limited to multiplying or dividing by a single

digit integer or a decimal number to 1 significant figure

interpret a remainder from a division problem.

Notes:

Candidates may use any algorithm for addition, subtraction, multiplication and division.

New version reads:


multiply and divide integers, limited to 3-digit by 2-digit calculations multiply and divide decimals, limited to multiplying by a single digit integer, for

example 0.6 × 3 or 0.8 ÷ 2 or 0.32 × 5 or limited to multiplying or dividing by a decimal to one significant figure, for example 0.84 × 0.2 or 6.5 ÷ 0.5

interpret a remainder from a division problem

recall all positive number complements to 100 recall all multiplication facts to 10 × 10 and use them to derive the corresponding

division facts.

Notes:

Candidates may use any algorithm for addition, subtraction, multiplication and division. Candidates are expected to know table facts up to 10 × 10 and squares up to 15 × 15.

Questions will be set using functional elements. For example in household finance questions, candidates will be expected to know and understand the meaning of profit, loss, cost price, selling price, debit, credit and balance.

Page 313 – Addition (notes added)

On page 313 (Fractions Decimals and Percentages, N2.4, Unit 2H), a Notes section has been added:

Notes:

Candidates should know a method for converting a fraction to a decimal.

Candidates should know that 0. = and 0. =

At Foundation tier candidates will not be required to change recurring decimals to fractions.

Page 316 – Addition (extra sentence added to notes)

An extra sentence has been added to the Notes section on page 316 (Fractions, Decimals and Percentages, N2.7h, Unit 2H).


‘Notes:

This reference includes all the requirements of N2.7 and some additional requirements for the Higher tier only.


In unit 2 reverse percentage problems will be restricted to using numbers consistent with non-calculator skills.

Candidates will not be required to calculate repeated percentage change or compound interest in this unit. These are assessed in Unit 1 only.

Candidates should be able to calculate 1% and 10% of quantities as a starting point’.

New version reads:

‘Notes:

This reference includes all the requirements of N2.7 and some additional requirements for the Higher tier only.


Numbers used on Unit 2 will be appropriate to non-calculator methods.

In unit 2 reverse percentage problems will be restricted to using numbers consistent with non-calculator skills.

Candidates will not be required to calculate repeated percentage change or compound interest in this unit. These are assessed in Unit 1 only.

Candidates should be able to calculate 1% and 10% of quantities as a starting point’.

Page 327 – Addition (notes section added)

Page 327 (Coordinates and Graphs, N6.6h, Unit 2H) features a Notes section not on the original version of the Assessment Guidance document.

Notes:

Gradients of perpendicular lines will not be assessed as a negative reciprocal but candidates should understand the meaning of perpendicular and be able to draw a line perpendicular to another line.

Page 334 – Addition (extra sentence added to Notes )

On page 334 (Quadratic Equations, N5.5h, Unit 2H), the Notes section has been expanded:


‘Notes:

Use of the quadratic formula will not be specifically tested on Unit 2 but candidates may use it to solve a quadratic equation, leaving the answers in surd form where appropriate’.

New version reads:

‘Notes:

Use of the quadratic formula will not be specifically tested on Unit 2 but candidates may use it to solve a quadratic equation, leaving the answers in surd form where appropriate. Equations may be derived from rational expressions’.

Page 334 – Content error (candidate requirement amended)

On page 339 (Inequalities in 1 and 2 Variables, N5.7h, Unit 2H), one of the candidate requirements has been amended to match the topic title.


‘Candidates should be able to

know the difference between solve simple linear inequalities in one variable

represent the solution set of an inequality on a number line, knowing the correct conventions of an open circle for a strict inequality and a closed circle for an included boundary

draw or identify regions on a 2-D coordinate grid, using the conventions of a dashed line for a strict inequality and a solid line for an included inequality.

New version reads:


know the difference between solve simple linear inequalities in one or two variables

represent the solution set of an inequality on a number line, knowing the correct conventions of an open circle for a strict inequality and a closed circle for an included boundary

draw or identify regions on a 2-D coordinate grid, using the conventions of a dashed line for a strict inequality and a solid line for an included inequality.

Page 359 – Content error ( Notes changed)

On page 359 (Number, Fractions, Decimals, Percentage, Ratio and Proportion, N2.7, Unit 3H), the Notes section has been changed to correct an error on the original document:


‘Notes:


Candidates will not be required to calculate repeated percentage change, reverse percentage or compound interest in this unit. These are assessed in Unit 1 Higher tier only.

For example, a 15% increase in the value Y, is calculated as 1.15 x Y. Unit 1 only.For example, a 15% increase in value Y, followed by a 15% decrease is calculated as 1.15 x 0.85 x Y. Higher tier Unit 1 only.’

New version reads:

‘Notes:


Candidates will not be required to calculate reverse percentage, repeated percentage change or compound interest in this unit.

Reverse percentage may be assessed in the Higher tier of Unit 1 or unit 2 (where numbers used will be consistent with a non-calculator examination).

Repeated percentage change and compound interest will only be assessed in Higher tier Unit 1.

For example, a 15% increase in the value Y, is calculated as 1.15 x Y. Unit 1 only.For example, a 15% increase in value Y, followed by a 15% decrease is calculated as 1.15 x 0.85 x Y. Higher tier Unit 1 only’.

Pages 399 & 406 – Addition (extra bullet point added to candidate requirements)



understand the effect of enlargement on perimeter understand the effect of enlargement on areas of shapes

understand the effect of enlargement on volumes of shapes and solids

compare the areas or volumes of similar shapes’.

New version reads:


understand the effect of enlargement on perimeter understand the effect of enlargement on areas of shapes

understand the effect of enlargement on volumes of shapes and solids

compare the areas or volumes of similar shapes.

use the effect of enlargement for perimeter, area and volume in calculations.

This change applies to the following pages:

399 (Reflections, Rotations, Translations and Enlargements; Congruence and Similarity, G3.2h, Unit 3H)

406 (Measures, G3.2h, Unit 3H)

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Home page - AQA All About Maths · Web viewRepeated percentage change and compound interest will only be assessed in Higher tier Unit 1. For example, a 15% increase in the value