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- Years 7 to 11 (up to GCSE) Notes and Worksheets
- STICKY! 9-1 Exam questions by topic – HIGHER TIER – version 2
- Printable Maths Worksheets
- TheWorksheets.com

*Here is a suggestion for how you might use these resources:. Place Value. DQ Quiz.*

NEW see changelog for past updates. Select a topic from the syllabus below, using the quick links provided: 1. Number — Fractions, decimals and percentages — Measures and accuracy 2. Algebra — Graphs — Solving equations and inequalities — Sequences 3. Ratio, proportion and rates of change 4. Geometry and measures under construction — Mensuration and calculation under construction — Vectors under construction 5.

Probability under construction 6. Statistics under construction. N2 apply the four operations, including formal written methods, to integers, decimals and simple fractions proper and improper , and mixed numbers — all both positive and negative; understand and use place value e. N3 recognise and use relationships between operations, including inverse operations e.

N4 use the concepts and vocabulary of prime numbers, factors divisors , multiples, common factors, common multiples, highest common factor, lowest common multiple, prime factorisation, including using product notation and the unique factorisation theorem. N5 apply systematic listing strategies, including use of the product rule for counting i. N6 use positive integer powers and associated real roots square, cube and higher , recognise powers of 2, 3, 4, 5; estimate powers and roots of any given positive number.

N7 calculate with roots, and with integer and fractional indices. N10 work interchangeably with terminating decimals and their corresponding fractions such as 3. N11 identify and work with fractions in ratio problems N12 interpret fractions and percentages as operators. N13 use standard units of mass, length, time, money and other measures including standard compound measures using decimal quantities where appropriate.

N14 estimate answers; check calculations using approximation and estimation, including answers obtained using technology. N15 round numbers and measures to an appropriate degree of accuracy e. A2 substitute numerical values into formulae and expressions, including scientific formulae. A3 understand and use the concepts and vocabulary of expressions, equations, formulae, identities, inequalities, terms and factors.

A5 understand and use standard mathematical formulae; rearrange formulae to change the subject. A10 identify and interpret gradients and intercepts of linear functions graphically and algebraically. A11 identify and interpret roots, intercepts, turning points of quadratic functions graphically; deduce roots algebraically and turning points by completing the square.

A13 sketch translations and reflections of a given function. A14 plot and interpret graphs including reciprocal graphs and exponential graphs and graphs of non-standard functions in real contexts to find approximate solutions to problems such as simple kinematic problems involving distance, speed and acceleration.

A15 calculate or estimate gradients of graphs and areas under graphs including quadratic and other non-linear graphs , and interpret results in cases such as distance-time graphs, velocity-time graphs and graphs in financial contexts this does not include calculus A16 recognise and use the equation of a circle with centre at the origin; find the equation of a tangent to a circle at a given point.

A17 solve linear equations in one unknown algebraically including those with the unknown on both sides of the equation ; find approximate solutions using a graph. A18 solve quadratic equations including those that require rearrangement algebraically by factorising; by completing the square and by using the quadratic formula; find approximate solutions using a graph.

A20 find approximate solutions to equations numerically using iteration. A21 translate simple situations or procedures into algebraic expressions or formulae; derive an equation or two simultaneous equations , solve the equation s and interpret the solution A22 solve linear inequalities in one or two variable s , and quadratic inequalities in one variable; represent the solution set on a number line, using set notation and on a graph.

R1 change freely between related standard units e. R3 express one quantity as a fraction of another, where the fraction is less than 1 or greater than 1. R4 use ratio notation, including reduction to simplest form. R5 divide a given quantity into two parts in a given part:part or part:whole ratio; express the division of a quantity into two parts as a ratio; apply ratio to real contexts and problems such as those involving conversion, comparison, scaling, mixing, concentrations.

R6 express a multiplicative relationship between two quantities as a ratio or a fraction. R7 understand and use proportion as equality of ratios. R8 relate ratios to fractions and to linear functions. R10 solve problems involving direct and inverse proportion, including graphical and algebraic representations.

R11 use compound units such as speed, rates of pay, unit pricing, density and pressure. R12 compare lengths, areas and volumes using ratio notation; make links to similarity including trigonometric ratios and scale factors.

R14 interpret the gradient of a straight line graph as a rate of change; recognise and interpret graphs that illustrate direct and inverse proportion. R15 interpret the gradient at a point on a curve as the instantaneous rate of change; apply the concepts of average and instantaneous rate of change gradients of chords and tangents in numerical, algebraic and graphical contexts this does not include calculus R16 set up, solve and interpret the answers in growth and decay problems, including compound interest and work with general iterative processes.

G3 apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles; understand and use alternate and corresponding angles on parallel lines; derive and use the sum of angles in a triangle e. G4 derive and apply the properties and definitions of special types of quadrilaterals, including square, rectangle, parallelogram, trapezium, kite and rhombus; and triangles and other plane figures using appropriate language.

G7 identify, describe and construct congruent and similar shapes, including on coordinate axes, by considering rotation, reflection, translation and enlargement including fractional and negative scale factors. G8 describe the changes and invariance achieved by combinations of rotations, reflections and translations. G9 identify and apply circle definitions and properties, including: centre, radius, chord, diameter, circumference, tangent, arc, sector and segment.

G10 apply and prove the standard circle theorems concerning angles, radii, tangents and chords, and use them to prove related results. G12 identify properties of the faces, surfaces, edges and vertices of: cubes, cuboids, prisms, cylinders, pyramids, cones and spheres G13 construct and interpret plans and elevations of 3D shapes.

G15 measure line segments and angles in geometric figures, including interpreting maps and scale drawings and use of bearings. G16 know and apply formulae to calculate: area of triangles, parallelograms, trapezia; volume of cuboids and other right prisms including cylinders. G19 apply the concepts of congruence and similarity, including the relationships between lengths, areas and volumes in similar figures. G24 describe translations as 2D vectors G25 apply addition and subtraction of vectors, multiplication of vectors by a scalar, and diagrammatic and column representations of vectors; use vectors to construct geometric arguments and proofs.

P1 record, describe and analyse the frequency of outcomes of probability experiments using tables and frequency trees. P2 apply ideas of randomness, fairness and equally likely events to calculate expected outcomes of multiple future experiments. P3 relate relative expected frequencies to theoretical probability, using appropriate language and the probability scale. P4 apply the property that the probabilities of an exhaustive set of outcomes sum to one; apply the property that the probabilities of an exhaustive set of mutually exclusive events sum to one.

P5 understand that empirical unbiased samples tend towards theoretical probability distributions, with increasing sample size. P6 enumerate sets and combinations of sets systematically, using tables, grids, Venn diagrams and tree diagrams.

P7 construct theoretical possibility spaces for single and combined experiments with equally likely outcomes and use these to calculate theoretical probabilities. P8 calculate the probability of independent and dependent combined events, including using tree diagrams and other representations, and know the underlying assumptions P9 calculate and interpret conditional probabilities through representation using expected frequencies with two-way tables, tree diagrams and Venn diagrams.

S1 infer properties of populations or distributions from a sample, while knowing the limitations of sampling. S2 interpret and construct tables, charts and diagrams, including frequency tables, bar charts, pie charts and pictograms for categorical data, vertical line charts for ungrouped discrete numerical data, tables and line graphs for time series data and know their appropriate use.

S3 construct and interpret diagrams for grouped discrete data and continuous data, i. S6 use and interpret scatter graphs of bivariate data; recognise correlation and know that it does not indicate causation; draw estimated lines of best fit; make predictions; interpolate and extrapolate apparent trends while knowing the dangers of so doing. Parts of this website use Javascript and may not function correctly if you have it disabled.

Each worksheet has a link to view answers at the bottom of the page. To generate a new worksheet, refresh the page using your web browser. NEW see changelog for past updates 13th February G1 worksheets and bug fixes Select a topic from the syllabus below, using the quick links provided: 1. Statistics under construction 1. Ratio, proportion and rates of change What students need to learn: R1 change freely between related standard units e.

Statistics What students need to learn: S1 infer properties of populations or distributions from a sample, while knowing the limitations of sampling S2 interpret and construct tables, charts and diagrams, including frequency tables, bar charts, pie charts and pictograms for categorical data, vertical line charts for ungrouped discrete numerical data, tables and line graphs for time series data and know their appropriate use S3 construct and interpret diagrams for grouped discrete data and continuous data, i.

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Renovation work underwayI'm currently redesigning this area of the site. Giving the resources a face lift and also providing solutions to the questions. Check back in a week for the new image Quick Wits. Higher Quick Wits 1 - 6 are in the new format with answers. Foundation Quick Wits 1 is in the new format with answers. Retention of knowledge activities great for GCSE revision or starters in lessons. Are you looking for free printable PDF math worksheets and answer keys for grades ?

*Very few have answers! The new Help Book has a full range of Videos in for the new spec.*

Many items covered in here is also covered in a corresponding set of videos which I have made neat and accessible on my terrific partner platform: TuitionKit. GCSE Maths. Can be easily printed as single sheets or as 4 page booklets in A4 or A5.

Whether you want a homework, some cover work, or a lovely bit of extra practise, this is the place for you. And best of all they all well, most! Mathster is a fantastic resource for creating online and paper-based assessments and homeworks.

NEW see changelog for past updates. Select a topic from the syllabus below, using the quick links provided: 1. Number — Fractions, decimals and percentages — Measures and accuracy 2. Algebra — Graphs — Solving equations and inequalities — Sequences 3. Ratio, proportion and rates of change 4. Geometry and measures under construction — Mensuration and calculation under construction — Vectors under construction 5.

Printable PDF worksheets and covering all topics in the curriculum. Year 10 maths questions and answers. Our year 10 maths worksheets are the ideal resource for students in their first year of studying for GCSE maths. Our maths.

Make your study room smart! This canvas is artistic quality and simply amazing. No more losing notes — All electronic. This chair will not make you want to leave your study spot. With advanced massage technology and heated seating, at a bargain price. A purchase I am yet to regret.

They should not be used to form a decision as to which board to use as if they would.. PPS — Please do not put these papers on your own website — I am still updating them as and when I find mistakes! Probability — H — Venn Diagrams v2. Probability — H — Probability 1 v2. Probability — H — Probability 2 v2. Probability — H — Frequency Trees v2.

Чего желаете. - Сеньор Ролдан из агентства сопровождения Белена сказал мне, что вы… Взмахом руки консьерж заставил Беккера остановиться и нервно оглядел фойе. - Почему бы нам не пройти сюда? - Он подвел Беккера к конторке. - А теперь, - продолжал он, перейдя на шепот, - чем я могу вам помочь.

Нет. Он подстраховался - передал копию ключа анонимной третьей стороне на тот случай… ну, если с ним что-нибудь случится. Это можно было предвидеть, - подумала Сьюзан.

Парень фыркнул. - Сегодня годовщина Иуды Табу. У всех такие… - На ней майка с британским флагом и серьга в форме черепа в одном ухе. По выражению лица панка Беккер понял, что тот знает, о ком идет речь.

Несмотря ни на что, АН Б это стоило больших денег. Фонд электронных границ усилил свое влияние, доверие к Фонтейну в конгрессе резко упало, и, что еще хуже, агентство перестало быть анонимным. Внезапно домохозяйки штата Миннесота начали жаловаться компаниям Америка онлайн и Вундеркинд, что АНБ, возможно, читает их электронную почту, - хотя агентству, конечно, не было дела до рецептов приготовления сладкого картофеля. Провал Стратмора дорого стоил агентству, и Мидж чувствовала свою вину - не потому, что могла бы предвидеть неудачу коммандера, а потому, что эти действия были предприняты за спиной директора Фонтейна, а Мидж платили именно за то, чтобы она эту спину прикрывала. Директор старался в такие дела не вмешиваться, и это делало его уязвимым, а Мидж постоянно нервничала по этому поводу.

*Хейл очень опасен. Он… Но Стратмор растворился в темноте.*

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## 5 Comments

## Yanquiman A.

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## Emmeline B.

Here you will find notes and worksheets for years 7 to 11, arranged by the broad subject areas in the English National Curriculum, and by topic.

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## Borgtarola1985

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## Nadekomrough1981

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