GCSE MATHEMATICS NOVEMBER 2011 Support events Hilton Hotel

GCSE MATHEMATICS NOVEMBER 2011 Support events Hilton Hotel Templepatrick Armagh City Hotel Silver Birch Hotel

AGENDA FOR THE DAY 0900 – 0915 Registration 0915 – 1045 Welcome Reports on June 2011 papers 0915 – 1000 – 1045 Modules T 1 and T 2 Modules T 3 and T 4 1045 – 1110 Refreshments 1110 – 1155 Reports on Modules N 5 and N 6 1155 – 1215 Issues re new 2011 specification 1215 – 1230 Plenary and questions

Current Specification N Modules January 2011 Revised Specification T Units G 2268 N 1 – N 6 Available for Award June 2011 G 2268 N 1 – N 6 T 1, T 2, T 3 & T 4 No Certification Available for Award January 2012 G 2268 N 1 – N 6 T 1, T 2, T 3 & T 4 No Certification Last Award of G 2268 June 2012 No exams offered T 1, T 2, T 3, T 4 T 5 & T 6 Available for First Award January 2013 T 1, T 2, T 3, T 4 T 5 & T 6 Available for Award June 2013 T 1, T 2, T 3, T 4 T 5 & T 6 Available for Award

CCEA Website

Mathematics microsite

GCE Mathematics page

Projected grade boundaries T 4 A* 71 – 75, A 56 – 70, B 36 – 55 T 3 B 67 – 71, C 46 – 66, D 28 – 45 T 2 C 59 – 63, D 39 – 58, E 19 – 38 T 1 E 57 – 61, F 35 – 56, G 14 - 34 **These are approximate and may vary from series to series!

Projected grade boundaries for T 5 and T 6 for June 2012 (raw marks or percentages) T 6 A* 80 – 85, A 65 – 79, B 47 – 64 C 32 – 46, D 22 – 31 T 5 C 67 – 73, D 55 – 66, E 40 – 54 F 29 – 39, G 17 - 28 **These are very approximate guidelines as this suite of papers have not yet been assessed for the first time!

Uniform Marks Max UMS Unit T 1, T 2, T 3, T 4 Completion Test T 5 Completion Test T 6 AWARD 180 153 220 400 Grade A* 162 – 180 198 – 220 360 – 400 A 144 – 161 176 – 197 320 – 359 B 126 – 143 154 – 175 280 – 319 C 108 – 125 132 – 153 240 – 279 D 90 – 107 110 – 131 200 – 239 E 72 – 89 88 – 109 160 – 199 F 54 – 71 66 – 87 (66 – 87) 120 – 159 G 36 – 53 44 – 65 (44 – 65) 80 – 119 U 0 – 35 0 – 43 0 – 79

QCA guidance: • The new A* grade will help differentiate between candidates at the very highest level. • To achieve an A* grade, students will need to consistently gain marks in the highest level of response of the mark scheme for the more open ended questions.

QCA guidance: • fewer structured questions • more open-ended questions which require the response to be constructed by the candidate • understanding and connectivity to be tested through synoptic questions • improve synoptic assessment

Additional/Further Mathematics • Will remain in its current form and will be examined until Summer 2013 for the last time • New specification will be available for teaching from September 2012 and will be examined in Summer 2013 for the first time • Is being revised and we are still seeking responses via the website link re structure and/or content of the new GCSE Further Mathematics specification. (change of name)

Additional/Further Mathematics Main changes • Each written examination will be in the form of a single question-and-answer booklet which will include a formula sheet. • Sittings in Winter & Summer • Minor Content changes/resit opportunities • At least 40 percent of the assessment (based on unit weightings) must be taken at the end. • Support day … …Tuesday 6 th December at Corr’s Corner Newtownabbey • Book place via microsite

GCSE MATHEMATICS Module T 1 General Advice for Teachers Many common questions with N 11 and N 12 Summer 2011

T 1 Stress the importance of and encourage pupils to: ü Bring the correct equipment (calculator, ruler, protractor etc) ü Show your method especially on QWC questions ü Look out for an answer space which needs units to be supplied

T 1 The following topics were well done: • • • Pictograms Plotting co-ordinates Choosing types of numbers Angles, Area and Perimeter Median and mode Real-life problems (Social Arithmetic)

T 1 The following topics were well done by the stronger candidates: • Calculation of the mean • Sequence of patterns

T 1 The following topics caused problems • • Net of cube Interpreting a pie chart Other real-life problems Especially QWC

T 1 The QWC question (John bought 20 apples and 6 pears) • 5 apples cost £ 1. 20 • So 20 apples cost £ 4. 80 • The pears cost £ 6. 90 - £ 4. 80 = £ 2. 10 • 6 pears cost £ 2. 10 • So one pear cost 35 p Explaining the solution as you go along.

T 1 and…. Other types of QWC questions • Describing from bar chart or pie chart and giving a possible reason for the results • Deciding whether an answer to a question is right or wrong and explaining why • Describing a different way of finding an answer to a question

GCSE MATHEMATICS Module T 2 General Advice for Teachers Summer 2011

T 2 Topics which were generally well done • • • Pie Chart (Q 1 b) Tree Diagram (Q 2) Volume (Q 3) Scale Drawing (Q 4) Number Work (Qs 5 & 6) Sequences & Equations (Q 8)

T 2 Topics which were generally well done Fraction Problem (Q. 10) Frequency diagram (Q 11) Percentage sale price (Q 15) Scatter graph (Q 17) Prime Factors (Q 21) Expanding brackets (Q 22 b) Flow Chart (Q 24)

T 2 The students had some problems with the following • Stem and Leaf Diagram (Q 1) • Price per kilogram (Q 7) • Algebra-setting up equation (Q 9) • Interior Angles (Q 12)

T 2 The students had some problems with the following Circle (Q 13 a & 18 a) Interior angles of polygon (Q 13 b) Straight line graph (Q 14) Sequences (Q 16)

T 2 The students had some problems with the following • Mid-point (Q 18 b) • Pythagoras’ Theorem (Q 19) • Percentages (Q 20) • Trial & Improvement (Q 22 a) • Frequency Polygon (Q 23)

GCSE MATHEMATICS Module T 3 (incorporating much of N 31 and N 32) General Advice for Teachers Summer 2011

T 3 Main areas of improvement noted • Completion of paper from start to finish. • Method being clearly shown – allowing part marks to be awarded even when final solution incorrect. • Topics with notable improvement – Grouped Frequency Diagram, Trial & Improvement

T 3 Main areas for development • Reading/Interpreting scales on Graphs (Q 8, 9, 21) • Reflect on ‘sense’ of answer in context of question. (Q 15, 23) • Application of formulae (Q 3 a, 4 b, 10, 12) • Negative Numbers (basic errors in Q’s involving simultaneous equations, expanding double brackets etc)

T 3 Main areas for development • Recognition of algebraic terms - expression, factorise (fully), evaluate, simplify. • Recognition of term ‘estimate’ in context of mean from a grouped frequency table. • QWC – requirement to explain clearly mathematical thinking (Q 3 b)

DISCRIMINATOR QUESTIONS (weaker/more able) • Q 3 b – Polygons • Q 5 – Forming & Solving linear equations • Q 10 – Circle Calculations • Q 10 – Midpoint (reverse calculation) • Q 20 – Fractional Equation

GCSE MATHEMATICS Module T 4 General Advice for Teachers for Summer 2011

T 4 Summer 2011 Topics which were generally well done • Linear Equations (Q. 2 a) • Comparing box plots (Q 3) • Upper bounds (Q 4) • Finding the original- reverse percentages (Q 6) • Cumulative Frequency and box plot (Q 7)

T 4 Summer 2011 Topics which were generally well done • Factorising/solving equations (Q. 8) • Sine Rule (Q 13) • Histogram (Q 15) • Equations with algebraic fractions (Q 17)

T 4 Summer 2011 Topics which were not well answered • Angle of Elevation (Q 1) • Straight line y = mx + c (Q 2) • Circle Theorems and proofs (Q 5) • Depreciation (Q 9) • Solution of linear & quadratic equations (Q 10) • Fairness of sampling methods (Q 11)

T 4 Summer 2011 Topics which were not well answered • Inverse Proportion (Q 12) • Factorising “fours” (Q 14) • Indices (Q 16 b) • 3 D Trigonometry (Q 18) • Working from area in trigonometry (Q 19)

T 4 Data Question Responses Summer 2011 QUESTION 3 on two differences between the classes Possible Correct Solutions Group AComments about ‘point’ values 1. Class P/Q has a lower/higher median than class Q/P 2. Class P/Q has a lower/higher smallest value than class Q/P 3. Class P/Q has a lower/higher lower quartile than class Q/P 4. Class P/Q has a lower/higher upper quartile than class Q/P Group BComments about ‘dispersion’ 1. Class P/Q has a larger/smaller range than class Q/P 2. Class P/Q has a larger/smaller inter-quartile range than class Q/P 3. Class P has a positive skew, class Q has a negative skew • In general class P/Q performed worse/better than class Q/P • Class P is not streamed while class Q is. For 2 marks the candidate needs to have chosen one comment from group A and one from Group B. Two comments from the same group will only receive one mark in total.

T 4 Data Question Responses Summer 2011 Question 11(a) Explain why this may not produce a fair sample. For two marks you need answer 1. Workers at the end of the alphabet will not be chosen [2 marks] For one mark the following are possible answers 2. Some of the groups in the table may not be fairly represented [1 mark] 3. It is not a random sample [1 mark] 4. All workers do not have an equal chance of being in the sample [1 mark] 5. You might get all women [1 mark] 6. Doesn’t sample according to age or gender ratio [1 mark] 7. You might not get the correct proportion of men and women [1 mark] 8. The first person in the alphabet will not be chosen [1 mark] 9. May end up with more males/females than there should be [1 mark] For no marks the following are possible answers 10. You may not get equal numbers of males and females. [0 marks] 11. Not equal numbers from the age groups selected. [0 marks]

T 4 Data Question Responses Summer 2011 Question 15 (c) Give two comparisons 1. Weights of first/second group are on average lower/higher than those in second/first group. 2. There are roughly the same number around 40 kg 3. Group A has more lighter weights than group B 4. Group A has more heavier weights than group B 5. Weights in group A (have a larger range/are more spread out) than those in group B. • Weights in group B (have a smaller range/are less spread out) than those in group A. For 2 marks the candidate needs to have chosen one comment from 1 - 4 above and one from 5 – 6. Two comments from the same group will only receive one mark in total.

T 4 Data Question Responses Summer 2011 Question 15 (d) Suggest a reason for the difference in the two histograms The following will gain one mark 1. First group could be girls and second group are boys. 2. Second group could be older children. 3. Two groups are from different countries. 4. First/second group is from poorer/richer/(less developed/more developed) country than first. 5. The second group are better at controlling their diet. The following will not gain marks 6. The first group are heavier than the second group. 7. The second group exercise more. 8. The groups may differ in height. 9. These are different groups with different weights.

GCSE MATHEMATICS Module T 5 General Advice for Teachers for Summer 2012

GENERAL ADVICE FOR CANDIDATES SITTING THE NEW T 5 PAPERS • Candidates should be familiar with the two papers per module format and that the first paper will be noncalculator with the calculator paper following immediately afterwards. Schools will usually organise a short break between the two papers. • Candidates should know that each paper is one hour long and that the questions are graded from G to C, with the easier questions at the beginning and the higher graded questions at the end. Candidates should be encouraged to attempt all questions, with any positive work leading to a correct solution being awarded marks.

GENERAL ADVICE FOR CANDIDATES SITTING THE NEW T 5 PAPERS • Where the question says ‘show your working’, no marks will be awarded without this being done. • Where it says ‘estimate’, no marks are given where a straight calculation is done and an estimation technique is not employed. • Where it says ‘explain’, no marks will be given unless a correct mathematical explanation is given either using well written English or proper mathematical notation.

GENERAL ADVICE FOR CANDIDATES SITTING THE NEW T 5 PAPERS • Candidates will be assessed for the ‘quality of their written communication’ and questions testing this will be labelled as QWC questions. • Candidates should be aware that all measure type questions require units in the answer space and where they are absent they need to be entered – there is usually a mark available for this.

GENERAL ADVICE FOR CANDIDATES SITTING THE NEW T 5 PAPERS • Where a question asks for an appropriate degree of accuracy, pupils need to observe the ‘number of significant figures’ used for data in the question and ensure that their answer is not more ‘significant’. • Candidates need to be accurate in all of their calculation work and should be prepared to check it as they go along. They should always ask themselves a final question – “Does my answer look sensible? ”

GENERAL ADVICE FOR CANDIDATES SITTING THE NEW T 5 PAPERS • All graph and construction work needs to be completed carefully as later parts to the question may depend on initial accuracy. • Candidates should always bring the correct equipment needed for every test and use it appropriately when required.

Module N 5 Paper 1 • The following topics were well done: • • Q 1. Reflection Q 2. Probability Q 3. Calculating the cheapest deal Q 7. Calculate using ‘bodmas’ Q 8. (a) (i) Drawing lines of symmetry Q 8. (b) (i) Scale factor of enlargement Q 10 (b) Calculating (-45) ÷ (-9) Q 13 (a) Reading the distance/time graph

A number of students had most problems with the following Q 4. Estimation Q 5. (b) (ii) Write a formula

Students had some problems with the following Q 9. Rewrite in simplest form Q 10 (c) Find the value of

Students had some problems with the following Q 13 (b) Calculate average speed Q 16 Construct the bisector

Module N 5 Paper 2. • The following topics were well done: • • • Q 2. Reading scales Q 4. Positive and negative temperatures Q 6. Probability of a winning ticket Q 7. Symmetry in letters Q 11. € to £ exchange Q 12. Probability and selection

Students had some problems with the following Q 8. Put in brackets Q 13. Reflection/Translation

Students had some problems with the following Q 14. Area of the side view Q 15. Calculate income tax

GCSE MATHEMATICS Module N 6 General Advice for Teachers References to N 61 Summer 2011

N 61 The following topics were well done: • Speed, distance & time (Q 7) • Plans and Elevations (Q 6) • Identifying quadratic graphs (Q 3) • Estimation (Q 2 c)

N 61 The following topics were well done: • Number Work • Given that 84 x 356 = 29904, find 29904 ÷ 8. 4 and 0. 84 x 3560 (Q 2 a) • Use the formula A = B 2(8 – C) to find the value of A when B = -3 and C = 2. (Q 5 a)

N 61 The following topics were well done: • Ratio (Q 8) • Recurring decimals (Q 14 b) • Standard form (Q 14 a)

N 61 The following topics were well done: Simplification of Indices (Q 10) (p 3)2 m 7 m x m 2

N 61 The students had some problems with the following • Probability (Qs 11 & 15) • Changing the subject c – 2 = 10 – b (Q 1) • Planes of Symmetry (Q 4) • Constructions (Qs 9 & 12)

N 61 The students had some problems with the following: • Dimensions (Q 13) • Surds (Q 17) • Express (7 - √ 3)2 in the form a + b√ 3 • Vectors (Q 16) • Transforming graphs (Q 18)

GCSE MATHEMATICS Module N 6 General Advice for Teachers References to N 62 Summer 2011

N 62 The following topics were well done: • Simple proportion (question 1) • Drawing a quadratic graph from a table (question 2) • Probability (question 3 a & 3 b – parts c & d caused more problems) • Transformation geometry (question 6 – although some had problems with part b) • Expectation using probability (question 8)

N 62 There was a mixed response to the following topics: • Solving the double inequality (question 7) • Working with numbers in standard form (question 9) • Simplifying surds (question 12)

N 62 The following topics generally caused problems: • Understanding how income tax is calculated (question 4) • Finding the area of a trapezium (question 5 a) • Knowing how to find the volume of a prism and density (question 5 b) • Proof (question 10 a) • Rearranging a formula with root sign (question 10 a)

N 62 The following topics generally caused problems: • Using the surface area of a sphere to find its radius (question 11) • Inverse proportion (question 13) • Identifying the appropriate straight line to use with a given quadratic to solve another quadratic (question 14) • Calculating the volume of a composite shape consisting of a cylinder and a hemisphere (question 15)

Contact Details Joe Mc. Gurk – Telephone 9026 1443 –Email jmcgurk@ccea. org. uk Ann Comac Telephone 9026 1402 Email acomac@ccea. org. uk Nuala Braniff (Specification Support Officer) –Telephone 9026 1200 extn 2292 –Email nbraniff@ccea. org. uk