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Decide what maths is 'at the top of the tree' for this topic - think about conceptual understanding and what you want students to be able to do.  

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Decide what maths is 'at the top of the tree' for this topic - think about conceptual understanding and what you want students to be able to do.  

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Consider what gaps students might have - procedural understanding 

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Consider what gaps students might have - procedural understanding 

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Plan a lesson for your chosen area. If your area is large, pick a topic within it. 

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Plan a lesson for your chosen area. If your area is large, pick a topic within it. 

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The subject content of this specification matches that set out in the Department for Education's Mathematics GCSE subject content and assessment objectives document. This content is common to all exam boards.

The content has been organised into broad topic areas and given a reference as follows:

Number references start with N

Algebra references start with A

Ratio, proportion and rates of change references start with R

Geometry and measures references start with G

Probability references start with P

Statistics references start with S.

All content can be assessed on any of the three question papers. As such, some questions will draw together elements of maths from different topic areas.

The weighting of the topic areas has been prescribed by Ofqual and is common to all exam boards. The table below shows the approximate weightings of the topic areas for the overall tier of assessment, not for each individual question paper.

Topic Area

Foundation Tier (%)

Higher Tier (%)

Number

25

15

Algebra

20

30

Ratio

25

20

Geometry

15

20

Probability and statistics (combined)

15

15

The subject content, aims and learning outcomes, and assessment objectives sections of this specification set out the knowledge, skills and understanding common to all GCSE Mathematics exams.

Within this specification, the assessment will reflect the key concepts of the subject as articulated in the subject content and assessment objectives document.

In line with the requirements set by the Department for Education, the expectation is that:

all students will develop confidence and competence with the content identified in the "basic foundation content" column

all students will be assessed on the content identified by the "basic foundation content" and "additional foundation content" columns; more highly attaining students will develop confidence and competence with all of this content

only the more highly attaining students will be assessed on the content identified in the "higher content" column. The highest attaining students will develop confidence and competence with this content.

Students can be said to have confidence and competence with mathematical content when they can apply it flexibly to solve problems.

The content in the "basic foundation content" column and "additional foundation content" column can be assessed on Foundation tier question papers.

All content can be assessed on Higher tier question papers.

Notes are added to exemplify some of the specification references.

In addition to this subject content, students should be able to recall, select and apply mathematical formulae. See the Appendix for a list of the DfE prescribed formulae.

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The subject content of this specification matches that set out in the Department for Education's Mathematics GCSE subject content and assessment objectives document. This content is common to all exam boards.

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AQA Maths revision past exam papers for the new 1-9 GCSE Specification.

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Core concept 6.1 covers angle facts and the geometry of intersecting lines, similarity and congruence, and Pythagoras' theorem.

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Pupils select the best position to put a security camera in a shop.

Suitability

National Curriculum levels 4 to 7

Time

30 minutes to 1 hour

Resources

Ruler, calculator, 1cm squared paper; spare copies of shop plan

Representing

Draw correct sight lines to identify which parts of the shop are visible and which are hidden

Analysing

Find the percentage of the shop that is hidden and compare hidden areas from various viewpoints

Interpreting and evaluating

Vary the position of the camera systematically and evaluate each position, trying to minimise the hidden area

Communicating

Explain how they know that this is the best position

Check that students understand the context, eg with pictures of security cameras from the internet and with questions such as:

Have you ever seen a security camera in a shop or a bus? What did it look like?

Some may not look like cameras at all, but like small hemispheres. .

The drawing shows a plan view of the shop, which means we are looking down on the shop from above.

Pupils can tackle the task in different ways but they might be expected to:

construct sight lines

find the areas of triangles and quadrilaterals

calculate fractions and percentages of areas

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Pupils select the best position to put a security camera in a shop.

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