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Year 11 Accelerated Group Revision List DT2 2016 (Ms Campbell / Mrs Press)
Know Year 8 – 10 Learning Intentions and Learning Intentions for the following topics
covered to date.
TOPIC 1 – Algebra 1 - Linear Equations and Inequations (T3 /T4)
TOPIC 2 -Transformations (T6)
TOPIC 3 - Similar Shapes (T3/T4/T6)
TOPIC 4 - Trigonometry 1 (T3/T4)
TOPIC 4 - Trigonometry 1 (T3/T4)
TOPIC 6-Indices and Standard Form (T3/T4/T6)
TOPIC 7 Formulae 1 – Changing the Subject (T3/T4 /T6)
TOPIC 1 – Algebra 1 - Linear Equations and Inequations (T3 /T4)
Assumed Knowledge
I can
Solve simultaneous linear equations graphically
You should be able to
Distinguish different role played by letter symbols in algebra and
corresponding vocabulary - expression, equation, inequality and
formulae, relationship
Understand counter-example e.g. x2=4  x=2’ is wrong since (-2)2=4
Multiply and divide algebraic fractions
a c
ac
a
ad
c a d
x
=
and 
= x
=
b d
bd
b
bc
d b c
(remembering to cancel HCFs)
Add and subtract algebraic fractions
a c ad  bc
 =
(or identify the LCM of b and d )
b d
bd
Solve algebraic equations which include linear algebraic fractions
1
1
x3 x  2
to include (x-3)- (x-2) = 6 possibly written as
=6
4
3
3
4
Solve two simultaneous equations by elimination
Solve simple linear inequalities
Solve double inequalities
Display your solution on a number line
Know how the range of values required (real numbers / positive
integers/negative integers) will affect your answer
I can
TOPIC 2 -Transformations (T6)
** Translations and Reflection T5 covered by most students in Yr 10 2014-2015 – work
separately with remaining students and give as homework
You should be able to
Describe the order of rotational symmetry of a shape
Recognise when a shape has been translated
Describe the translation fully in vector notation
Translate a shape
Recognise when a shape has been reflected (KS3)
Find the line of reflection (lines parallel to coordinate axes and y = + x)
Describe the reflection fully (i.e. reflection in….. x axis, y axis, line y=3,
line x=2, y = + x)
Reflect a shape in a given line (lines parallel to coordinate axes, y = + x)
Recognise when a shape has been rotated
State the angle and direction of rotation (90 degrees clockwise or
anticlockwise and 180 degrees)
Find the centre of rotation for above angles
Describe the rotation fully
Rotate a shape through 90 / 180 degrees about any given centre using
tracing paper or otherwise
Recognise when a shape has been enlarged and know that this can
describe a shape getting smaller as well as larger
Find the centre of enlargement
Find the scale factor of the enlargement (positive and negative scale
factor)
Be able to describe the enlargement fully
Be able to enlarge a shape
Describe inverse transformations fully
Understand how transformations are related by combinations and
inverses
I can
TOPIC 3 - Similar Shapes (T3/T4/T6)
You should
I can
Know that any two shapes are similar if and only if corresponding angles
are equal and corresponding sides paired between shapes are in the same
ratio
Know that two triangles are similar if two pairs of angles are equal and
that this automatically implies corresponding sides are in the same ratio
Be able to prove that two shapes are similar
Know that all enlargements are similar
Know that when two shapes are similar corresponding sides paired within
each shape are equal
Be able to calculate the lengths of missing sides in similar shapes
Understand the effect of the scale factor of an enlargement on Area and
Volume (T5 / T6)
Understand the inter-connections between ratios for Length, Area and
Volume and be able to use this to calculate missing lengths, areas and
volumes for similar shapes (T6)
TOPIC 4 - Trigonometry 1 (T3/T4)
You should be able to
Label the sides of a right angled triangle opposite, adjacent, hypotenuse
based around an angle θ° in the triangle
Know the trigonometric ratios for right angled triangles, sine, cosine and
tangent and their connection to similar triangles
Identify which trigonometric ratio to use
Given a right angled triangle with a known side and angle θ, identify which
trigonometric ratio to use and apply this to find an unknown side
Given a right angled triangle with two known sides, identify which
trigonometric ratio to use and apply this to find angle θ
Solve 2D problems involving
 Right-angled triangles
 Isosceles triangles
 Angles of elevation and depression
 Bearings
Solve 3D problems involving
 cubes and cuboids, applying Pythagoras’ theorem and
trigonometry to find lengths of face and space diagonals and
angles
I can
TOPIC 5 - Algebra 2 - Quadratic Expressions and Equations (T3/T4/T6)
Assumed Knowledge
Solve equations in the form x³ + x² = 20 by trial and improvement to 1
or 2 d.p (revision of KS3)
You should be able to
Expand algebraic expressions to include (KS3 but recap)
3(2x-5)-4(x+1)= 2x-19
(2x – 3)(x – 5)= 2x² - 13x + 15
(x – 4)(x + 4)= x² - 16
(a + b)² =a² + 2ab + b²
Factorise a simple algebraic expression by taking the HCF outside the
bracket
Use four-term factorising e.g. xy - 3x + 2y – 6 = (x+2)(y-3) T4
Recognise and factorise a quadratic expression ax²+bx+c
(a1 T4)
Recognise and factorise the difference of two squares
x²-16=(x-4)(x+4) and 9x²-16=(3x-4)(3x+4)
(to include 2x2 – 18 = 2(x-3)(x+3) T4 )
Solve a quadratic equation in the form ax²+bx+c = 0 by factorising
(including a1 T4)
Simplify more complex algebraic expressions such as algebraic fractions
(T4) – may require factorising of numerator and / or denominator
Solve a quadratic equation in the form ax²+bx+c = 0 by using the
quadratic formula T4
Solve a variety of practical problems which involve proving and
ultimately solving a quadratic expression – to include more complex
2
3
formats such as
+
= 1 (T4)
x  2 2x  1
Interpreting solutions and ignoring impossible solutions.
Distinguish different role played by letter symbols in algebra and
corresponding vocabulary - identity
Use algebra to prove identities such as
(2n+1)2 +n – 3n(n+1) Ξ (n+1)2
or to identify coefficients in (x-a)2 +b T6
I can
TOPIC 6-Indices and Standard Form (T3/T4/T6)
Assumed Knowledge
Be able to find multiples of a number
Be able to list the factors of a number (rainbow lines)
Be able to find the highest common factor of two numbers from lists
Be able to find the prime factors of a number
Be able to express a number as a product of primes
Be able to use index laws for multiplication and division (positive integer
powers, excluding negative power answers) to evaluate 3² x 33 = 35 and 45
/ 42 = 43
Know that 31 = 3 and 30 = 1
You should be able to
Write a number as a product of its prime factors including index form
(KS3)
Use product of prime factors to find the HCF and LCM of two whole
numbers
Appreciate that a square number, when written as a product of its
prime factors in index form has even powers (including use to identify
the smallest whole number 24 needs to be multiplied by to get a
square number)
Know and apply the laws of indices for integer and fractional indices
Use the laws of indices to simplify algebraic expressions involving
indices (Negative and Fractional T6)
Simplify algebraic fractions written in index form
3x
6x 2 y
(e.g.
=
)
3
4y2
8 xy
Use the laws of indices to evaluate numerical answers for all indices Negative and Fractional T4
Express numbers in standard index form using integer powers of 10(T6)
Calculate with numbers in standard index form using both positive and
negative integer powers of 10 with and without a calculator (T6) e.g.
3.2 x10 4
1.6 x10 3
Solve exponential equations e.g. Solve 23-x = 16 or Solve 32x =9 T6/T4
I can
Yr 9 14-15
Cover Yr11
15-16
Yr 9 14-15
Cover Yr11
15-16
I can
TOPIC 7 Formulae 1 – Changing the Subject (T3/T4 /T6)
You should be able to
1. Extend changing the subject of formulae (KS3) to include more
difficult cases where the subject appears once
e.g. Transform A = r2 to make r the subject (this example met for UM
task KS3)
100( s  c )
and p =
to make s the subject (T6)
c
2. Extend changing the subject of formulae (KS3) to include cases
where the subject appears in more than one term
100( s  c )
e.g. p =
to make c the subject (T6)
c
I can