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Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Edexcel GCSE Maths Foundation
New two-tier specification mapped to the old three-tier Heinemann series
References to relevant sections in the old books are given in the following form: F15.2 refers to
the Foundation tier book Chapter 15 section 2.
Page numbers are not included, so this document can be used with any of the previous versions of
the textbooks.
Ma2 Number and algebra
Content
1
Section reference
Using and Applying Number and Algebra
Students should be taught to:
Problem solving
a
select and use suitable problem-solving
strategies and efficient techniques to solve
numerical and algebraic problems
Questions in this section will normally be
found in the Mixed exercises at the end of
each chapter on Number and Algebra.
identify what further information may be
required in order to pursue a particular line
of enquiry and give reasons for following or
rejecting particular approaches
b
break down a complex calculation into
simpler steps before attempting to solve it
and justify their choice of methods
c
use algebra to formulate and solve a simple
problem — identifying the variable, setting
up an equation, solving the equation and
interpreting the solution in the context of the
problem
d
make mental estimates of the answers to
calculations
F21.5
use checking procedures, including use of
inverse operations
work to stated levels of accuracy
Communicating
e
interpret and discuss numerical and algebraic
information presented in a variety of forms
f
use notation and symbols correctly and
consistently within a given problem
g
use a range of strategies to create numerical,
algebraic or graphical representations of a
problem and its solution
1
Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
Section reference
move from one form of representation to
another to get different perspectives on the
problem
h
present and interpret solutions in the context
of the original problem
i
review and justify their
mathematical presentation
choice
of
Reasoning
j
explore, identify, and use pattern and
symmetry
in
algebraic
contexts,
investigating whether particular cases can be
generalised further, and understanding the
importance of a counter-example
identify exceptional cases when solving
problems
k
show step-by-step deduction in solving a
problem
l
understand the difference between a practical
demonstration and a proof
m
recognise the importance of assumptions
when deducing results
recognise the limitations of any assumptions
that are made and the effect that varying the
assumptions may have on the solution to a
problem
2
Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
2
Section reference
Numbers and the Number System
Students should be taught to:
Integers
a
a
use their previous understanding of integers
and place value to deal with arbitrarily large
positive numbers and round them to a given
power of 10
F1.1, F1.2, F1.5
I1.1. I 6.1
understand and use positive numbers and
negative integers, both as positions and
translations on a number line
F1.3, F1.10
I1.5
order integers
F1.10, I1.3
use the concepts and vocabulary of factor
(divisor), multiple, common factor, highest
common factor, least common multiple,
prime
number
and
prime
factor
decomposition
F1.6, F1.7
I14.1, I14.8, I14.9, I14.10
Powers and roots
b
use the terms square, positive and negative
square root, cube and cube root
F1.8, I14.2, I14.3, I14.4
use index notation for squares, cubes and
powers of 10
F1.9, I14.3, I14.7
use index laws for multiplication and
division of integer powers
I14.7
express standard index form both in
conventional notation and on a calculator
display
I14.12
3
Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
Section reference
Fractions
c
understand equivalent fractions, simplifying
a fraction by cancelling all common factors
F4.1, F4.2, F4.3, F4.4, F4.6
I11.1, I11.2, I11.3
order fractions by rewriting them with a
common denominator
F4.7
I 11.4
Decimals
d
d
use decimal notation and recognise that each
terminating decimal is a fraction
F6.1, F6.7
I11.4
order decimals
F6.2
I1.2
I 11.4
recognise that recurring decimals are exact
fractions, and that some exact fractions are
recurring decimals
Percentages
e
understand that ‘percentage’ means ‘number
of parts per 100’ and use this to compare
proportions
F14.1, F14.2, F14.3
I22.1
interpret percentage as the operator ‘so many
hundredths of ’
F14.4, F14.6, I22.2
use percentage in real-life situations
F14.5, I 22.3, I22.5, I22.6, I22.7, I22.8
Ratio
f
use ratio notation, including reduction to its
simplest form and its various links to
fraction notation
3
Calculations
F17.1, F17.2, F17.3, F17.5
I25.1, I25.2, I25.3
Students should be taught to:
Number
operations
and
relationships between them
a
a
the
add, subtract, multiply and divide integers
and then any number
F1.4, F6.4, F6.5, F6.6
I1.1, I1.4
multiply or divide any number by powers of
10, and any positive number by a number
between 0 and 1
F1.4, F6.4
I1.2
find the prime factor decomposition of
positive integers
I14.8, I14.9, I14.10
understand ‘reciprocal’ as multiplicative
inverse, knowing that any non-zero number
multiplied by its reciprocal is 1 (and that
zero has no reciprocal, because division by
zero is not defined)
4
Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
Section references
multiply and divide by a negative number
F1.11, F21.3, I1.5
use index laws to simplify and calculate the
value of numerical expressions involving
multiplication and division of integer powers
I14.6, I14.7
use inverse operations
b
use brackets and the hierarchy of operations
F2.8, I21.4
c
calculate a given fraction of a given quantity,
expressing the answer as a fraction
F4.5
I11.6
express a given number as a fraction of
another
F4.2, I11.7
add and subtract fractions by writing them
with a common denominator
F4.8, F4.9
I11.5
perform short division to convert a simple
fraction to a decimal
F6.7, I11.4
d
understand and use
multiplicative inverses
F4.5, 11.6
d
multiply and divide a fraction by an integer,
by a unit fraction and by a general fraction
F 4.10, F4.11
I11.6
e
convert simple fractions of a whole to
percentages of the whole and vice versa
F14.2, F14.6
I22.1
unit
fractions
as
understand the multiplicative nature of
percentages as operators
f
divide a quantity in a given ratio
F17.4
I25.4, I25.5
Mental methods
g
recall all positive integer complements to
100
Any Number chapter can be used to
reinforce the ideas behind mental methods.
recall all multiplication facts to 10  10, and
use them to derive quickly the corresponding
division facts
recall integer squares from 11  11 to
15  15 and the corresponding square roots,
recall the cubes of 2, 3, 4, 5 and 10, and the
fraction-to-decimal conversion of familiar
simple fractions
5
Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
h
i
Section references
round to the nearest integer and to one
significant figure
F1.5, F6.3
Chapter I6
estimate answers to problems involving
decimals
F6.3, I6.5
develop a range of strategies for mental
calculation
Use ideas in Chapter F6.4
Use ideas in Chapter I6
derive unknown facts from those they know
add and subtract mentally numbers with up
to two decimal places
multiply and divide numbers with no more
than one decimal digit, using the
commutative, associative, and distributive
laws and factorisation where possible, or
place value adjustments
Written methods
j
use standard column procedures for addition
and subtraction of integers and decimals
F1.4, F6.4, F1.11, F21.3
I1.1, I1.4
k
use standard column procedures for
multiplication of integers and decimals,
understanding where to position the decimal
point by considering what happens if they
multiply equivalent fractions
F1.4, F6.5
I1.4
solve a problem involving division by a
decimal (up to 2 decimal places) by
transforming it to a problem involving
division by an integer
F6.6
I1.4
l
use efficient methods to calculate with
fractions, including cancelling common
factors before carrying out the calculation,
recognising that, in many cases, only a
fraction can express the exact answer
F4.8, F4.8, F4.10, F4.11
I11.2, I11.5, I11.6
m
solve simple percentage problems, including
increase and decrease
F14.4, F14.5, F14.6
I22.3, I 22.6
n
solve word problems about ratio and
proportion, including using informal
strategies and the unitary method of solution
F17.3, F17.4
I25.2
n
use  in exact calculations, without a
calculator
6
Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
Section references
Calculator methods
o
use calculators effectively and efficiently:
know how to enter complex calculations and
use function keys for reciprocals, squares
and powers
F1.8, F1.9, F24.1
I14.2, I14.3, I 14.4, I 14.5, I14.6, I14.7
p
enter a range of calculations, including those
involving standard index form and measures
F24.1, ideas from Chapter F13
I30.1
q
understand the calculator display, knowing
when to interpret the display, when the
display has been rounded by the calculator,
and not to round during the intermediate
steps of a calculation
Ideas for this section need to be emphasised
in any calculations involving more than one
step.
4
Solving Numerical Problems
Students should be taught to:
a
draw on their knowledge of operations,
inverse operations and the relationships
between them, and of simple integer powers
and their corresponding roots, and of
methods of simplification (including
factorisation and the use of the commutative,
associative and distributive laws of addition,
multiplication and factorisation) in order to
select and use suitable strategies and
techniques to solve problems and word
problems, including those involving ratio
and proportion, a range of measures and
compound measures, metric units, and
conversion between metric and common
imperial units, set in a variety of contexts
F1.8, F1.9, F13.2, F14. 4, F17.4, F19.7
I1.1, I1.2, I1 .4, I6.4,
Chapter I11
Chapter I14
Chapter I22
Chapter I25
b
select appropriate operations, methods and
strategies to solve number problems,
including trial and improvement where a
more efficient method to find the solution is
not obvious
F24.4
I14.5
b
estimate answers to problems
a
d
use a variety of checking procedures,
including working the problem backwards,
and considering whether a result is of the
right order of magnitude
F1.5, F6.3
I6.5
give solutions in the context of the problem
to an appropriate degree of accuracy,
interpreting the solution shown on a
calculator
display,
and
recognising
limitations on the accuracy of data and
measurements
Ideas in this section need to be emphasised
whenever questions are set in context
7
Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
5
Section references
Equations, Formulae and Identities
Students should be taught to:
Use of symbols
a
distinguish the different roles played by
letter symbols in algebra, using the correct
notational conventions for multiplying or
dividing by a given number, and knowing
that letter symbols represent definite
unknown numbers in equations, defined
quantities or variables in formulae, general,
unspecified and independent numbers in
identities, and in functions they define new
expressions or quantities by referring to
known quantities
F2.1, F21.1, F21.2
b
understand that the transformation of
algebraic expressions obeys and generalises
the rules of generalised arithmetic
F2.2, F2.3, F2.3, F2.6
manipulate algebraic expressions by
collecting like terms, by multiplying a single
term over a bracket, and by taking out
common factors
F2.4, F2.5, F2.9
I21.4, I21.5
distinguish in meaning between the words
‘equation’,
‘formula’,
‘identity’
and
‘expression’
I7.1
expand the product of two linear expressions
I21.5
b
Index notation
c
use index notation for simple integer powers
F2.7, I21.3
use simple instances of index laws
F2.7, I 21.3
substitute positive and negative numbers into
expressions such as 3x2 + 4 and 2x3
F21.2, F21.4
I21.2
8
Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
Section references
Equations
e
set up simple equations
F21.5
solve simple equations by using inverse
operations or by transforming both sides in
the same way
F15.1, F15.2, F15.3
I28.3
Linear equations
e
solve linear equations, with integer
coefficients, in which the unknown appears
on either side or on both sides of the
equation
F15.1, F15.2
I28.1, I28.2, I28.3
solve linear equations that require prior
simplification of brackets, including those
that have negative signs occurring anywhere
in the equation, and those with a negative
solution
F15.3
I28.3
Formulae
f
use formulae from mathematics and other
subjects expressed initially in words and then
using letters and symbols
F21.2, F21.2
I21.1, I21.2
substitute numbers into a formula
F21.2 F21.4, I21.1, I21.2, I21.6
derive a formula and change its subject
F21.5, I21.7
Inequalities
d
solve simple linear inequalities in one
variable, and represent the solution set on a
number line
F21.6
I28.7
Numerical methods
m
use systematic trial and improvement to find
approximate solutions of equations where
there is no simple analytical method of
solving them
F24.4
I18.8, I30.4
9
Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
6
Section references
Sequences, Functions and Graphs
Students should be taught to:
Sequences
a
a
generate terms of a sequence using term-toterm and position-to-term definitions of the
sequence
F2.10
use linear expressions to describe the nth
term of an arithmetic sequence, justifying its
form by referring to the activity or context
from which it was generated
F2.12
I2.9
generate common integer sequences
(including sequences of odd or even integers,
squared integers, powers of 2, powers of 10,
triangular numbers)
F2.11
I2.5
Ideas in Chapter I2
Graphs of linear functions
b
use the conventions for coordinates in the
plane
F9.1
plot points in all four quadrants
c
recognise (when values are given for m and
c) that equations of the form y = mx + c
correspond to straight-line graphs in the
coordinate plane
F9.5
I7.1, I7.3
plot graphs of functions in which y is given
explicitly in terms of x, or implicitly
F9.5, I7.3
construct linear functions from real-life
problems and plot their corresponding
graphs
F9.2, F9.3, F9.4
I7.2
discuss and interpret graphs modelling real
situations
I7.2, I7.6, I18.9
understand that the point of intersection of
two different lines in the same two variables
that simultaneously describe a real situation
is the solution to the simultaneous equations
represented by the lines
I28.4
draw line of best fit through a set of linearly
related points and find its equation
I2.7, I2.8
Gradients
d
find the gradient of lines given by equations
of the form y = mx + c (when values are
given for m and c)
I7.4, I7.5
investigate the gradients of parallel lines
I7.4
10
Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
Section references
Interpret graphical information
e
interpret information presented in a range of
linear and non-linear graphs
I7.2, I18.9
Quadratic equations
generate points and plot graphs of simple
quadratic functions, then more general
quadratic functions
F9.5
I18.1, I18.2
find approximate solutions of a quadratic
equation from the graph of the corresponding
quadratic function
I18.5
11
Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Ma3 Shape, space and measures
Content
1
Section references
Using and Applying Shape, Space and
Measures
Students should be taught to:
Problem solving
a
select problem-solving strategies and
resources, including ICT tools, to use in
geometrical work, and monitor their
effectiveness
a
consider and explain the extent to which the
selections they made were appropriate
b
select and combine known facts and
problem-solving strategies to solve complex
problems
c
identify what further information is needed
to solve a geometrical problem
break complex problems down into a series
of tasks
c
develop and follow alternative lines of
enquiry
Communicating
d
interpret, discuss and synthesise geometrical
information presented in a variety of forms
d
communicate mathematically with emphasis
on a critical examination of the presentation
and organisation of results, and on effective
use of symbols and geometrical diagrams
f
use geometrical language appropriately
g
review and justify their
mathematics presentation
choices
of
Reasoning
h
distinguish between practical demonstrations
and proofs
i
apply mathematical reasoning, explaining
and justifying inferences and deductions
j
show step-by-step deduction in solving a
geometrical problem
k
state constraints and give starting points
when making deductions
l
recognise the limitations of any assumptions
that are made
understand the effects that varying the
assumptions may have on the solution
12
Questions in this section will normally be
found in the Mixed exercises at the end of
each chapter on Shape, Space and Measures
Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
Section references
m
identify exceptional cases when solving
geometrical problems
2
Geometrical Reasoning
Students should be taught to:
Angles
a
recall and use properties of angles at a point,
angles on a straight line (including right
angles), perpendicular lines, and opposite
angles at a vertex
F3.1, F3.3, F3.6, F3.7
I10 (introduction)
b
distinguish between acute, obtuse, reflex and
right angles
F3.2
estimate the size of an angle in degrees
F3.2
Properties of triangles
rectilinear shapes
and
other
a
distinguish between lines and line segments
c
use parallel lines, alternate angles and
corresponding angles
F3.7, I10.3
understand the consequent properties of
parallelograms and a proof that the angle
sum of a triangle is 180 degrees
F5.1, F3.10, I4.1, I10.3
understand a proof that the exterior angle of
a triangle is equal to the sum of the interior
angles at the other two vertices
F3.10, I10.3
use angle properties of equilateral, isosceles
and right-angled triangles
F3.8
I4.1
understand congruence
F5.4, F5.5, I4.2
explain why the angle sum of a quadrilateral
is 360 degrees
F3.8, I10.1
e
use their knowledge of rectangles,
parallelograms and triangles to deduce
formulae for the area of a parallelogram, and
a triangle, from the formula for the area of a
rectangle
F19.4
I20.1
f
recall the essential properties and definitions
of special types of quadrilateral, including
square, rectangle, parallelogram, trapezium
and rhombus
F5.1
I4.1
classify quadrilaterals by their geometric
properties
F5.1, I4.1
calculate and use the sums of the interior and
exterior angles of quadrilaterals, pentagons
and hexagons
F5.6
I10.1, I10.2
calculate and use the angles of regular
polygons
F5.6, I10.2
d
g
13
Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
h
Section references
understand, recall and use Pythagoras’
theorem
I15.1, I15.2
Properties of circles
i
recall the definition of a circle and the
meaning of related terms, including centre,
radius, chord, diameter, circumference,
tangent, arc, sector and segment
F19.1, F19.4
I10.4
understand that inscribed regular polygons
can be constructed by equal division of a
circle
F5.6
3-D shapes
j
explore the geometry of cuboids (including
cubes), and shapes made from cuboids
F11.1, F11.2, F11.3, F11.4
k
use 2-D representations of 3-D shapes and
analyse 3-D shapes through 2-D projections
and cross-sections, including plan and
elevation
F11.5, F11.6
I4.6
i
solve problems involving surface areas and
volumes of prisms
F19.4, F19.5
I20.4
3
Transformations and Coordinates
Students should be taught to:
Specifying transformations
a
understand that rotations are specified by a
centre and an (anticlockwise) angle
F18.3, F22.2
I23.3
rotate a shape about the origin, or any other
point
F22.2, I23.3
measure the angle of rotation using right
angles, simple fractions of a turn or degrees
F22.2, I23.3
understand that reflections are specified by a
mirror line, at first using a line parallel to
an axis, then a mirror line such as y = x or
y = –x
F18.1, F18.2, F22.3
I23.2
understand that translations are specified by
a distance and direction (or a vector), and
enlargements by a centre and positive scale
factor
F22.1, F22.4
I23.1, I23.4
Properties of transformations
b
recognise and visualise rotations, reflections
and translations, including reflection
symmetry of 2-D and 3-D shapes, and
rotation symmetry of 2-D shapes
14
All Chapters F18 and F22
I4.3, I4.4
Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
Section references
transform triangles and other 2-D shapes by
translation, rotation and reflection and
combinations of these transformations,
recognising that these transformations
preserve length and angle, so that any figure
is congruent to its image under any of these
transformations
I23.1, I23.2, I23.3
distinguish properties that are preserved
under particular transformations
c
d
recognise,
visualise
and
construct
enlargements of objects using positive scale
factors greater than one, then positive scale
factors less than one
I23.4
understand from this that any two circles and
any two squares are mathematically similar,
while, in general, two rectangles are not
I4.2
recognise that enlargements preserve angle
but not length
F22.4
I23.4
identify the scale factor of an enlargement as
the ratio of the lengths of any two
corresponding line segments and apply this
to triangles
F22.4
I26.4
understand the implications of enlargement
for perimeter
use and interpret maps and scale drawings
F17.5
understand the implications of enlargement
for area and for volume
I23.4
distinguish between formulae for perimeter,
area and volume by considering dimensions
I20.5
understand and use simple examples of the
relationship between enlargement and areas
and volumes of shapes and solids
Coordinates
e
understand that one coordinate identifies a
point on a number line, two coordinates
identify a point in a plane and three
coordinates identify a point in space, using
the terms ‘1-D’, ‘2-D’ and ‘3-D’
F9.1, F9.6
I26.5
use axes and coordinates to specify points in
all four quadrants
I26.5
locate points with given coordinates
F9.1
15
Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
Section references
find the coordinates of points identified by
geometrical information
F9.1
find the coordinates of the midpoint of the
line segment AB, given points A and B, then
calculate the length AB
I26.5
Vectors
f
understand and use vector notation for
translations
4
Measures and Construction
I23.1
Students should be taught to:
Measures
a
interpret scales on a range of measuring
instruments, including those for time and
mass
Chapter F7
Chapter I5
know that measurements using real numbers
depend on the choice of unit
recognise that measurements given to the
nearest whole unit may be inaccurate by up
to one half in either direction
I6.6
convert measurements from one unit to
another
F13.1, I12.1, I12.2
know rough metric equivalents of pounds,
feet, miles, pints and gallons
F13.2, I12.2
make sensible estimates of a range of
measures in everyday settings
Chapter F7
Chapter I5
b
understand angle
associated language
F3.2, F3.4, F3.5, F3.11
Chapter I10
c
understand and use compound measures,
including speed and density
measure
using
the
F9.4, F19.7
I7.6, I12.7
Construction
d
measure and draw lines to the nearest
millimetre, and angles to the nearest degree
F7.7, F3.4, F3.5
I5.8, I26.1
draw triangles and other 2-D shapes using a
ruler and protractor, given information about
their side lengths and angles
F5.2, F5.3
I26.1
understand, from their experience of
constructing them, that triangles satisfying
SSS, SAS, ASA and RHS are unique, but
SSA triangles are not
F5.3
I26.1
16
Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
e
Section references
construct cubes, regular tetrahedra, squarebased pyramids and other 3-D shapes from
given information
F11.5
I4.5
use straight edge and compasses to do
standard constructions,
including an
equilateral triangle with a given side, the
midpoint and perpendicular bisector of a line
segment, the perpendicular from a point to a
line, the perpendicular from a point on a line,
and the bisector of an angle
I26.1
Mensuration
f
find areas of rectangles, recalling the
formula, understanding the connection to
counting squares and how it extends this
approach
F19.2, F19.4
I20.1, I20.2, I20.3
recall and use the formulae for the area of a
parallelogram and a triangle
F19.4
I20.1
find the surface area of simple shapes using
the area formulae for triangles and rectangles
F19.4
I20.4
calculate perimeters and areas of shapes
made from triangles and rectangles
F19.4
I20.1
find volumes of cuboids, recalling the
formula and understanding the connection to
counting cubes and how it extends this
approach
F19.3, F19.5
I20.4
calculate volumes of right prisms and of
shapes made from cubes and cuboids
I20.4
h
find circumferences of circles and areas
enclosed by circles, recalling relevant
formulae
F19.1, F19.4
I20.2, I20.3
i
convert between area measures, including
square centimetres and square metres, and
volume
measures,
including
cubic
centimetres and cubic metres
F19.6
I12.4
g
Loci
j
find loci, both by reasoning and by using
ICT to produce shapes and paths
17
I26.3
Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Ma4 Handling data
Content
1
Section references
Using and Applying Handling Data
Students should be taught to:
Problem solving
a
carry out each of the four aspects of the
handling data cycle to solve problems:
(i) specify the problem and plan: formulate
questions in terms of the data needed,
and consider what inferences can be
drawn from the data
decide what data to collect (including
sample size and data format) and what
statistical analysis is needed
(ii) collect data from a variety of suitable
sources, including experiments and
surveys, and primary and secondary
sources
(iii) process and represent the data: turn the
raw data into usable information that
gives insight into the problem
(iv) interpret and discuss the data: answer the
initial question by drawing conclusions
from the data
b
identify what further information is needed
to pursue a particular line of enquiry
b
select the problem-solving strategies to use
in statistical work, and monitor their
effectiveness (these strategies should address
the scale and manageability of the tasks, and
should consider whether the mathematics
and approach used are delivering the most
appropriate solutions)
c
select and organise the appropriate
mathematics and resources to use for a task
d
review progress while working
check and evaluate solutions
Communicating
e
interpret, discuss and synthesise information
presented in a variety of forms
f
communicate mathematically, including
using ICT, making use of diagrams and
related explanatory text
Questions in this section will normally be
found in the Mixed exercises at the end of
each chapter on Handling Data
Chapters F12B and I9B contain ideas on
how to set about a handling data piece of
coursework
Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
g
Content
examine critically, and justify, their choices
of mathematical presentation of problems
involving data
Section references
Reasoning
h
apply mathematical reasoning, explaining
and justifying inferences and deductions
e
identify exceptional or unexpected cases
when solving statistical problems
i
explore connections in mathematics and look
for relationships between variables when
analysing data
j
recognise the limitations of any assumptions
and the effects that varying the assumptions
could have on the conclusions drawn from
data analysis
2
Specifying the Problem and Planning
Chapter I29 contains help on how to
interpret the graphs students may wish to
use in coursework.
Students should be taught to:
a
see that random processes are unpredictable
b
identify key questions that can be addressed
by statistical methods
c
discuss how data relate to a problem, identify
possible sources of bias and plan to minimise
it
d
identify which primary data they need to
collect and in what format, including
grouped data, considering appropriate equal
class intervals
F8.3
I8.5, I8.6, I8.7, I8.8
e
design an experiment or survey
I9B
decide what primary and secondary data to
use
I8.10
3
F8.2
I8.9
Collecting Data
Students should be taught to:
a
design and use data-collection sheets for
grouped discrete and continuous data
F8.4, F8.5
I8.1, I8.2, I8.7
collect data using various methods, including
observation, controlled experiment, data
logging, questionnaires and surveys
F8.3, F8.4, F8.5, F10.1, F10.2, Chapter I8
b
gather data from secondary sources,
including printed tables and lists from ICTbased sources
F8.6, F8.7
Chapter I8
c
design and use two-way tables for discrete
and grouped data
F23.7
I8.1
Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
4
Section references
Processing and Representing Data
Students should be taught to:
a
draw and produce, using paper and ICT, pie
charts for categorical data, and diagrams for
continuous data, including line graphs for
time series, scatter graphs, frequency
diagrams and stem-and-leaf diagrams
All of chapter F10 and F16
All of chapter I8 and I24
b
calculate mean, range and median of small
data sets with discrete then continuous data
All of chapter 20
I16.1, I16.2, I16.3, I16.4
identify the modal class for grouped data
I16.2, I16.3
c
understand and use the probability scale
F23.1, F23.3, I3.1
d
understand and use estimates or measures of
probability
from
theoretical
models
(including equally likely outcomes), or from
relative frequency
F23.2, I3.2, I3.3, I3.4
e
list all outcomes for single events, and for
two successive events, in a systematic way
F23.6, I19.1
f
identify different mutually exclusive
outcomes and know that the sum of the
probabilities of all these outcomes is 1
F23.4, I3.4
g
find the median for large data sets and
calculate an estimate of the mean for large
data sets with grouped data
h
draw lines of best fit by eye, understanding
what these represent
j
use relevant statistical functions on a
calculator or spreadsheet
5
Interpreting and Discussing Results
F25, I24.8
Students should be taught to:
a
relate summarised
questions
data
to
the
initial
F23.5, I29
b
interpret a wide range of graphs and
diagrams and draw conclusions
Chapter F10, I29
c
look at data to find patterns and exceptions
I29
d
compare distributions and make inferences,
using the shapes of distributions and
measures of average and range
F10.3, I29
e
consider and check results and modify their
approach if necessary
Edexcel GCSE Maths (Linear) – Foundation specification mapped to old Heinemann series
Content
f
Section references
appreciate that correlation is a measure of the
strength of the association between two
variables
Chapter F25
I24.8
distinguish between positive, negative and
zero correlation using lines of best fit
I24.8
appreciate that zero correlation does not
necessarily imply ‘no relationship’ but
merely ‘no linear relationship’
g
use the vocabulary of probability to interpret
results involving uncertainty and prediction
I3.1
h
compare experimental data and theoretical
probabilities
F23.5, I3.3, I19.2
i
understand that if they repeat an experiment,
they may — and usually will — get different
outcomes, and that increasing sample size
generally leads to better estimates of
probability and population characteristics
F23.5
I19.2
j
discuss implications of findings in the
context of the problem
k
interpret social statistics including index
numbers
time series
and survey data