AQA GCSE Mathematics
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Course version · 8300Version from Sept 2015Change version
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Explore your topics
13 study areas
Number3 subtopics
Algebra4 subtopics
Ratio, proportion and rates of change1 topic
Geometry and measures3 subtopics
Probability1 topic
Statistics1 topic
Assessment and exam guidance
Assessment Objectives
Use and apply standard techniques. Students should be able to: accurately recall facts, terminology and definitions; use and interpret notation correctly; accurately carry out routine procedures or set tasks requiring multi-step solutions.
Reason, interpret and communicate mathematically. Students should be able to: make deductions, inferences and draw conclusions from mathematical information; construct chains of reasoning to achieve a given result; interpret and communicate information accurately; present arguments and proofs; assess the validity of an argument and critically evaluate a given way of presenting information.
Solve problems within mathematics and in other contexts. Students should be able to: translate problems in mathematical or non-mathematical contexts into a process or a series of mathematical processes; make and use connections between different parts of mathematics; interpret results in the context of the given problem; evaluate methods used and results obtained; evaluate solutions to identify how they may have been affected by assumptions made.
Exam Structure
Paper 1 (Non-calculator) (Foundation)
1h 30m
Duration
80
Marks
33.333%
Weighting
Paper 1 (Non-calculator) (Higher)
1h 30m
Duration
80
Marks
33.333%
Weighting
Paper 2 (Calculator) (Foundation)
1h 30m
Duration
80
Marks
33.333%
Weighting
Paper 2 (Calculator) (Higher)
1h 30m
Duration
80
Marks
33.333%
Weighting
Paper 3 (Calculator) (Foundation)
1h 30m
Duration
80
Marks
33.333%
Weighting
Paper 3 (Calculator) (Higher)
1h 30m
Duration
80
Marks
33.333%
Weighting
Tips and common mistakes
Common Exam Mistakes
Pitfalls to avoid in your exams
- •treating −8 as larger than −3 because 8 is larger than 3
- •comparing decimals by how many digits they have, so calling 0.125 bigger than 0.4
- •assuming the fraction with the larger denominator is the larger fraction
- •reading ≤ as strictly less than, and so leaving out a value that is allowed to match
- •lining up the last digits instead of the decimal points for addition, eg in 12.3 + 4.56
- •multiplying decimals and putting the decimal point in the wrong place, eg 0.6 × 0.7 = 4.2 instead of 0.42
- •adding the denominators as well as the numerators when adding two fractions, eg 1/3 + 1/4 = 2/7
- •confusing the rules for negative numbers, eg calculating 5 - (-2) as 3 instead of 7
Top Examiner Tips
Expert advice for exam success
- •Check the direction before you write anything; if it says smallest first, confirm your first value really is the smallest.
- •Turn a mixed list into decimals to compare it, then write the answer using the original numbers unless the question says otherwise.
- •Mark each converted value next to the original in your working so the examiner can follow the comparison.
- •Set out columns clearly so the calculation and place values can be followed. Correct layout alone does not establish a correct method.
- •Estimate first by rounding each number to one significant figure, so an answer ten times too big shows up straight away.
- •On a non-calculator paper, check a division by multiplying your answer back up to the number you started with.
- •Rewrite the calculation one line at a time, doing a single operation per line, so the order you used is visible.
- •Put your own brackets round the whole numerator and the whole denominator when typing a fraction into a calculator.
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