There are 383 Empowering Topics
Below are 383 slightly harder topics pushing you towards a Grade 4 pass (These are GCSE Grade 3)
You need to be able to do the first 3 sections containing 778 topics to pass at Foundation Level!
These are the 383 GCSE building blocks at Key Stage 3 & Functional Skills Level 1, not a complete Functional Skills course.
Number
- STEP 04
- Round numbers to significant figures
- Use symbols =, ≠, <, >, ≤, ≥
- Multiply three-digit by two-digit whole numbers
- Divide three-digit by two-digit whole numbers
- Divide three-digit by two-digit whole numbers
- Extend written methods to U.t × U
- Multiply decimals with one or two places by single-digit whole numbers
- Begin to add and subtract simple fractions and those with simple common denominators
- Add and subtract positive integers from negative integers
- Multiply and divide negative integers by a positive number
- Add and subtract integers - positive and negative numbers
- Multiply and divide negative integers by a negative number
- Be able to subtract integers and decimal with up to two decimal places
- Be able to add and subtract integers and decimal with varying numbers of decimal places
- Be able to add and subtract more than two integers or decimals with up to two decimal places, but with varying numbers of significant figures and using a mixture of operation within the calculation
- Use the order of operations with brackets, including in more complex calculations
- Use inverse operations
- Simplify fractions by cancelling all common factors
- Be able to work with calculations where numbers are squared within a bracket
- Know that the contents of brackets are evaluated first
- Use conventional notation for priority of operations, including brackets and powers
- Add and subtract decimals - positive and negative
- Find common factors and primes
- Recognise and use common factor, highest common factor and lowest common multiple
- Find the prime factor decomposition of a number less than 100
- Find the HCF or LCM of two numbers
- Know the prime factorisation of numbers up to 30. They must give their answers as powers
- Recognise two digit prime numbers
- Calculate simple fractions of quantities and measurements (whole-number answers)
- Extend the percentage calculation strategies with jottings to find any percentage, e.g. 17.5% by finding 10%, 5% and 2.5%, and adding
- Use index notation for squares and cubes and for positive integer powers of 10 (e.g. write 27 as 3³ and 1000 as 10³)
- Be able to order negative decimals with the smallest on the left. Decimals should be to 2 or 3 significant figures
- Be able to order negative decimals with the largest on the left. Decimals should be to 2 or 3 significant figures
- Be able to use > or < correctly between two negative decimals. Decimals should be to 2 or 3 significant figures
- Order fractions, decimals and percentages
- Make estimates and approximations of calculations - use a range of ways to find an approximate answer
- Check a result by considering if it is of the right order of magnitude
-
- STEP 05
- Divide decimals with one or two places by single-digit whole numbers
- Add and subtract simple fractions with denominators of any size
- Multiply a fraction by an integer
- Be able to multiply any number by 0.1 and 0.01
- Be able to divide any number by 0.1 and 0.01
- Understand the effect of multiplying by any integer power of 10
- Understand the effect of dividing by any integer power of 10
- Add and subtract negative integers from positive and negative numbers
- Use mental strategies for multiplication - doubling and halving strategies
- Use mental strategies for multiplication - partitioning two 2 digit numbers where one number includes a decimal (both numbers have two significant figures)
- Use mental strategies for multiplication of decimals - doubling and halving strategies
- Have strategies for calculating fractions and decimals of a given number
- Add and subtract up to 3 fractions mixing both addition and subtraction into the calculation, with denominators less than or equal to 12 and using the LCM denominator in the calculation - the
answer can be a mixed number
- Add mixed number fractions without common denominators, where the fraction parts add up to more than 1
- Multiply an integer by a fraction
- Be able to work with calculations where the brackets are squared or square rooted
- Be able to estimate answers to calculations involving 2 or more operations and BODMAS
- Apply systematic listing strategies
- Multipy and divide decimals - positive and negative
- Find lowest common multiple by listing
- Recognise rules relating to odd and even numbers
- Understand the vocabulary of highest common factor, lowest common multiple
- Use division to convert a fraction to a decimal
- Convert a terminating decimal to a fraction and simplify the fraction
- Work interchangeably with terminating decimals and their corresponding fractions ( such as 3.5 and 7/2 or 0.375 or 3/8)
- Learn fractional equivalents to key recurring decimals e.g. 0.333333..., 0.66666666..., 0.11111... and by extension 0.222222...
- Know the denominators of simple fractions that produce recurring decimals, and those that do not
- Interpret percentage as the operator 'so many hundredths of'
- Calculate fractions of quantities and measurements (fraction answers)
- Give the positive and negative square root of a square number
- Know all the squares of numbers less than 16 and be able to know the square root given the square number
- Use index notation for small integer powers, e.g. 24 = 3 × 2³
- Find and interpret roots of non square numbers using square root key
- Extend mental calculations to squares and square roots
- Extend mental calculations to cubes and cube roots
- Be able to estimate square roots of non square numbers less than 100
-
- STEP 06
- Identify upper and lower bounds for rounding of discrete and continuous data
- Identify the upper and lower bounds of a measurement
- Recognise that measurements given to the nearest whole unit may be inaccurate by up to one half in either direction. Use error intervals.
- Understand that each of the headings in the place value system, to the right of the tens column, can be written as a power of ten
- Write numbers as a decimal number of millions or thousands, e.g. 23 600 000 as 23.6 million
- Use knowledge of place value to calculate the product or division of two decimals where one or both are less than 1 and at least one has two digits other than zero.
- Divide integers and decimals, including by decimals such as 0.6 and 0.06 (divisions related to 0.t × 0.t or 0.t × 0.0h, 0.0h × 0.t and 0.0h × 0.0h)
- Use standard column procedures to add and subtract integers and decimals of any size, including a mixture of large and small numbers with different numbers of decimal places
- Multiply and divide by decimals, dividing by transforming to division by an integer
- Divide an integer by a fraction
- Be able to simplify expressions containing powers to complete the calculation
- Understand which part of an expression is raised to a power by knowing the difference between 3 × (7 + 8)² and 3² × (7 + 8) and (3 × (7 + 8))²
- Recognise and use relationships between operations, including inverse operations
- Calculate average speed, distance, time - in mph as well as metric measures
- Convert between metric speed measures
- Understand the effect of multiplying or dividing any number between 0 and 1
- Multiply and divide simple fractions (proper and improper) - positive and negative
- Add and subtract fractions (proper and improper) -positive and negative
- Use halving and doubling strategies on fractions to find decimal equivalents of other fractions, e.g. 1/4 = 0.25 so 1/8 is half of 0.25 etc. Original fact is given
- Convert a fraction to a decimal to make a calculation easier
- Be able to find square roots by factorising, e.g. square root of 324 is square root of 4 × 81 which is 18. 324 = 4 × 81 should be given
- Be able to find cube roots by factorising, e.g. cube root of 216 is cube root of 8 × 27 which is 6. 216 = 8 × 27 should be given to them
- Mentally be able to calculate the squares of numbers less than 16 multiplied by a multiple of ten, e.g. 0.2, 300, 0.400
- Combine laws of arithmetic for brackets with mental calculations of squares, e.g. (23 − 13 + 4 − 8)²
- Combine laws of arithmetic for brackets with mental calculations of cubes, e.g. (23 − 13 + 4 − 8)³
- Combine laws of arithmetic for brackets with mental calculations of square roots, e.g. √(45 + 36)
- Combine laws of arithmetic for brackets with mental calculations of cube roots, e.g. ³√(89 + 36)
- Be able to use mental strategies to solve word problems set in context using square roots and cube roots mentally
- Establish index laws for positive powers where the answer is a positive power
- Extend the patterns by using the index law for division established for positive power answers, to show that any number to the power of zero is 1
- Use an extended range of calculator functions, including +, -, x, , x², √x, memory, xy, x1/y, brackets
- Order fractions by converting them to decimals or otherwise
- Use one calculation to find the answer to another
- Express a multiplicative relationship between two quantities as a ratio or a fraction
- Use numbers of any size rounded to 1 significant figure to make standardized estimates for calculations with one step
- Know there are different ways of finding an approximate answer
The MatheMagician
"Number is about 22-28% of the Foundation exam and 12-18% of the Higher exam."
Algebra
- STEP 04
- Substitute positive integers into simple formulae expressed in letter symbols, e.g. a+/- b, a × b
- Substitute integers into more complex formulae expressed in letter symbols, e.g. a/b, ax +/- b
- Identify variables and use letter symbols, e.g. 'the cost of hiring a van...', c = cost, v = van
- Identify formulae and functions
- Identify the unknowns in a formula and a function
- Explain the distinction between equations, formulae and functions
- Simplify algebraic expressions by collecting like terms
- Create basic expressions from worded examples e.g 6 more than x
- Find outputs of more complex functions and inputs using inverse operations
- Construct functions to describe mappings (completing a number machine)
- Plot a simple distance-time graph (straight-line graphs)
- Read x and y coordinate in all four quadrants
- Identify points with given coordinates and coordinates of a given point in all four quadrants
- Plot and draw graphs of y = a, x = a, y = x and y = -x
- Show inequalities on a number line
- Find a term given its position in a sequence like tenth number in 4 × table is 40 (one operation on n)
- Find a term of a practical sequence given its position in the sequence
- Generate terms of a linear sequence using term-to-term using positive or negative integers.
- Find a specific term in the sequence using term-to-term rules
- Generate and describe integer sequences such as powers of 2 and growing rectangles
- Know that an arithmetic sequence is generated by a starting number , then adding a constant number
- Write the term-to-term definition of a sequence in words
- Know that expressions can be written in more than one way, e.g. 2 × 3 + 2 × 7 = 2(3 + 7)
- Use arithmetic operations with algebra
- Multiply together two simple algebraic expressions, e.g. 2a × 3b
-
- STEP 05
- Substitute positive and negative integers into simple formulae
- Write expressions to solve problems representing a situation
- Understand the difference between an expression and an equation and the meaning of the key vocabulary 'term'
- Understand the different role of letter symbols in formulae and functions
- Select an expression/ equation/ formula from a list
- Express simple functions in symbols
- Generate four quadrant coordinate pairs of simple linear functions
- Draw and use graphs to solve distance-time problems.
- Interpret information from a complex real life graph (fixed charge/unit cost), read values and discuss trends
- Find the coordinates of points identified by geometrical information in 2D ( all four quadrants) for simple shapes e.g. squares and rectangles
- Plot a graph of a simple linear function in the first quadrant.
- Plot and draw graphs of straight lines using a table of values
- Drawing and recognising lines parallel to axes, plus y = x and y = -x
- Generate terms of a linear sequence using position to term with positive integers.
- Recognise arithmetic sequences from diagrams and draw the next term in a pattern sequence
- Predict how the sequence should continue and test for several more terms
- Recognise simple sequences including triangular, square, cube numbers and Fibonacci-type sequences
- Begin to use linear expressions to describe the nth term in a one-step arithmetic sequence (e.g. nth term is 3n or n + 5)
- Begin to use linear expressions to describe the nth term in a two-step arithmetic sequence (e.g. nth term is 3n + 1 or n/2 − 5)
-
- STEP 06
- Substitute positive integers into expressions involving small powers (up to 3)
- Select an expression/ equation/ formula/identity from a list
- Use the distributive law to take out numerical common factors, e.g. 6a + 8b = 2(3a + 4b)
- Manipulate expressions by taking out common factors, not necessarily the highest e.g. 4x + 8 = 2(2x + 4)
- Change the subject of a formula in one step e.g. y = x + 4
- Begin to consider the features of graphs of simple linear functions, where y is given explicitly in terms of x, e.g. y = x, y = 2x, y = 3x are all straight lines that pass through the origin,
vary in steepness depending on the function
- Use gradients to interpret how one variable changes in relation to another
- Discuss and interpret linear and non linear graphs from a range of sources
- Draw distance-time graphs and velocity-time graphs
- Find the coordinates of the midpoint of a line from a given graph
- Plot the graphs of simple linear functions in the form y = mx + c in four quadrants
- Recognise that equations of the form y = mx + c correspond to straight-line graphs in the coordinate plane
- Write down whole number values that satisfy an inequality
- Find a specific term in the sequence using position-to-term rules
- Recognise sequences including those for odd and even numbers
- Begin to use formal algebra to describe the nth term in an arithmetic sequence.
- Know that expressions involving repeated multiplication can be written as n, n², n³
- Understand the difference between 2n and n²
The MatheMagician
"Algebra is about 17-23% of the Foundation exam and 27-33% of the Higher exam."
Geometry &
Measures
- STEP 04
- Identify interior and exterior angles in a shape
- Know the definition of a set of lines which are perpendicular to each other
- Calculate angles around a point
- Recognise and use vertically opposite angles
- Use sum of angles in a triangle to find missing angle values
- Derive and use the sum of angles in a triangle and a quadrilateral
- Derive and use the fact that the exterior angle of a triangle is equal to the sum of the two opposite interior angles
- Use the sum of the interior angle and the exterior angle is 180°
- Calculate the area of simple shapes made from rectangles
- Calculate the area of more complex shapes made from rectangles
- Calculate the surface area of cubes, without a net
- Calculate the perimeter and area of shapes made from rectangles
- Calculate the surface area of simple cuboids (without use of nets)
- Use the basic congruence criteria for triangles (SSS, SAS, ASA, RHS)
- Use ruler and protractor to construct simple nets of 3D shapes, using squares, rectangles and triangles, e.g. regular tetrahedron, square-based pyramid, triangular prism
- Begin to use plans and elevations
- Solve simple problems involving units of measurement in the context of length and area
- Use geometric language appropriately
- Identify regular and irregular polygons
- Draw or complete diagrams with a given number of lines of symmetry
- Draw or complete diagrams with a given order of rotational symmetry
- Recognise and visualise the rotational symmetry of a 2-D shape
- Identify and plot points determined by geometric information
- Find co-ordinates of points determined by geometric information
- Solve geometric problems using side and angle properties of equilateral and isosceles triangles
- List the properties of each, or identify (name) a given shape
- Name all quadrilaterals that have a specific property
- Solve simple geometrical problems using properties of triangles
- Solve simple geometrical problems using properties of quadrilaterals
- Identify and begin to use angle, side and symmetry properties of quadrilaterals
- Use a protractor to draw obtuse angles to the nearest degree
- Use a protractor to draw reflex angles to the nearest degree
- Understand and use the language associated with bearings
- Use bearing to specify direction
- Give a bearing between the points on a map or scaled plan
-
- STEP 05
- Solve harder problems using properties of angles, of parallel and intersecting lines, and of triangles and other polygons - by looking at several shapes together
- Identify alternate and corresponding angles on parallel lines and their values.
- Find the area of triangles by counting i.e. adding full and partial squares
- Know the formulae for the volume of cube and a cuboid
- Use a formula to calculate the area of parallelograms
- Use a formula to calculate the area of triangles
- Deduce and use formulae for the area of a triangle
- Calculate areas of compound shapes made from rectangles and triangles
- Know and understand the term 'congruent'
- Know that triangles given SSS, SAS, ASA or RHS are unique, but that triangles given SSA or AAA are not.
- Know that translations, rotations and reflections map objects on to congruent images
- Identify simple nets of 3D shapes – regular polyhedra
- Use straight edge and compasses to construct the mid point and perpendicular bisector of a line segment
- Draw a circle given the radius or diameter
- Know that translations, rotations and reflections preserve length and angle
- Recognise that enlargements preserve angle but not length
-
- STEP 06
- Given the bearing of point A from point B, work out the bearing of B from A
- Identify co-interior angles and their values.
- Use the sum of the exterior angles of any polygon is 360°
- Calculate the interior angles of regular polygons
- Use the sum of angles in a triangle to deduce and use the angle sum in any polygon
- Deduce and use the formula for the area of a parallelogram
- Use a formula to calculate the area of trapezia
- Deduce and use formula for the area of a trapezium
- Calculate surface areas of shapes made from cuboids, for lengths given as whole numbers
- Know the formulae for the circumference and area of a circle
- Use the formula for the circumference of a circle
- Use the formulae for area of a circle, given the radius or diameter
- Identify congruent shapes
- Identify 2-D shapes that are congruent or similar by reference to sides and angles
- Identify shapes which are similar, including all regular polygons with equal number of sides
- Recognise that all corresponding angles in similar shapes are equal in size when the corresponding lengths of sides are not equal in size
- Identify more complex nets of 3D shapes including irregular polyhedra.
- Deduce properties of simple 3D shapes from their 2D representations
- Analyse 3-D shapes through 2-D representations.
- Analyse 3-D shapes through cross-sections, plans and elevations
- Draw plans and elevations of 3-D shapes
- Use straight edge and compasses to construct the bisector of an angle
- Use straight edge and compasses to construct a triangle given three sides (SSS)
- Construct an equilateral triangle
- Construct a regular hexagon inside a circle
- Begin to use the trigonometric ratios to find the size of an angle in a right-angled triangle
- Draw and label diagrams from given instructions
- Solve geometric problems using side and angle properties of equilateral, isosceles and right-angled triangles
- Know the names of parts of a circle
- Know the definition of a circle
- Draw circles and arcs to a given radius
- Enlarge 2-D shapes, given a centre of enlargement and a positive whole number scale factor
- Explore enlargement using ICT
- Enlarge a given shape using (0, 0) as the centre of enlargement
- Enlarge shapes with a centre other than (0, 0)
- Find the centre of enlargement
The MatheMagician
"Geometry is about 12-18% of the Foundation exam and 17-23% of the Higher exam."
Ratio, proportion &
rates of change
- STEP 04
- Divide a quantity into two parts in a given ratio, where ratio given in ratio notation
- Convert a larger whole number metric unit to a smaller unit (e.g. 3 kilograms to 3000 grams)
- Convert between simple metric units.
- Convert a smaller whole number metric unit to a larger unit (e.g. 3000 grams to 3 kilograms)
- Express one number as a fraction of another
- Express the division of a quantity into a number of parts as a ratio
- Use percentages to compare simple proportions
- Recall equivalent fractions, decimals and percentages including for fractions that are greater than 1. Match across all 3 types, and need to be simple fractions (1/2, 1/4, 1/5, 1/10)
- Express one given number as a percentage of another
- Find a percentage of a quantity using a multiplier
- Interpet percentages and percentage change as a fraction or a decimal
- Use ratio notation
- Reduce a ratio to its simplest form
-
- STEP 05
- Use the unitary method to solve simple word problems involving ratio and direct proportion
- Divide a quantity into more than two parts in a given ratio
- Divide a quantity into more than two parts in a given ratio
- Convert one metric unit to another, including decimals (e.g. 3250 grams to 3.25 kilograms, or 3.25kg to 3250g)
- Use fraction notation to express a smaller whole number as a fraction of a larger one
- Use a ratio to find one quantity when the other is known
- Use proportional reasoning to solve a problem
- Use strategies for finding equivalent fractions, decimals and percentages involving decimal percentages and decimals greater than 0
- Find the outcome of a given percentage increase
- Find the outcome of a given percentage decrease
- Use a multiplier to increase or decrease by a percentage
- Use percentages greater than 100%
- Express one quantity as a percentage of another
- Simplify a ratio expressed in different units
- Reduce ratios in the simplest form, including three-part ratios
-
- STEP 06
- Compare ratios by changing them to the form 1 : m or m : 1
- Solve a ratio problem in context
- Divide a given quantity into two parts in a given part:part or part: whole ratio
- Write as ratio as a fraction
- Know rough metric equivalents of imperial measures in daily use (feet, miles, pounds, pints, gallons)
- Convert between area measures (e.g. mm² to cm², cm² to m², and vice versa)
- Convert between metric measures of volume and capacity eg 1 cm³ = 1 ml
- Set up equations to show direct proportion
- Use expressions of the form y α x
- Identify direct proportion from a graph
- Recognise graphs showing constant rates of change, average rates of change and variable rates of change
- Use a unitary method, e.g. if £40 is 60%, find 1% by dividing by 60 and then 100% by multiplying by 100. Give them the scaffolding to answer the question
- Compare two quantities using percentages, including a range of calculations and contexts
- Use percentages in real-life situations: VAT, value of profit or loss, simple interest, income tax calculations
- Use and interpret maps, using proper map scales (1 : 25 000)
- Simplify a ratio expressed in fractions or decimals
- Write ratios in the form 1: m or m: 1
The MatheMagician
"Ratio, Proportion & Rates of Change is about 22-28% of the Foundation exam and 17-23% of the Higher exam."
Probability
- STEP 04
- Apply the property that the probabilities of an exhaustive set of outcomes sum to 1
- Identify all possible mutually exclusive outcomes of a single event
- Apply probabilities from experimental data to a different experiment in simple situations (only looking at one outcome) - how many successes would you expect?
- Understand and use experimental and theoretical measures of probability, including relative frequency to include outcomes using dice, spinners, coins etc.
- Use the vocabulary of probability
- Understand and use the probability scale from 0 to 1
- Find and justify probabilities based on equally likely outcomes in simple contexts
-
- STEP 05
- Know that if the probability of an event is p, the probability of it not occurring is 1-p
- Identify different mutually exclusive outcomes and know that the sum of probabilities of all outcomes is 1
- Estimate the number of times an event will occur, given the probability and the number of trials
- Compare experimental and theoretical probabilites
- Compare relative frequencies from samples of different sizes
- Identify all mutually exclusive outcomes for two successive events with two outcomes in each event
- Identify all mutually exclusive outcomes for two successive events with three outcomes in each event
- Record outcomes of events in tables and grids
- Apply probabilities from experimental data to a different experiment (a combination of two outcomes) - how many successes would you expect?
- When interpreting results of an experiment use vocabulary of probability
- Find the probability of an event happening using relative frequency
- Write probabilities in words, fractions, decimals and percentages
- Work out probabilities from frequency tables
- Work out probabilities from two-way tables
-
- STEP 06
- Draw a probability tree diagram based on given information (no more than 3 branches per event)
- Apply probabilities from experimental data to a different experiment in applying to two step outcomes, e.g. spin a spinner twice and total the two numbers. Which total is the most likely?
- Identify conditions for a fair game - from a small set of options
- Calculate the probability of the final event of a set of mutually exclusive events.
- Use and draw sample space diagrams
- Draw a frequency tree based on given information and use this to find probability and expected outcome
- Record outcomes of probability experiments in tables
- Use tree diagrams to calculate the probability of two independent events
The MatheMagician
"Statistics & Probability is about 12-18% of the Foundation exam and 12-18% of the Higher exam."
Statistics
- STEP 04
- Group data, where appropriate in equal class intervals
- Design and use data collection sheets for grouped, discrete and continuous data
- Use information provided to complete a two-way table
- Produce pie-charts for categorical data and discrete/continuous numerical data
- Calculate the mean of a set of data
- Compare two simple distributions using the range and the median
- Calculate the mean from a simple frequency table
- Compare two simple distributions using the range and the mean
- Recognise when it is appropriate to use range, mean, median or mode in simple cases (nice data, with no extreme values)
- Interpret data from simple compound and comparative bar charts
- Calculate find the range, modal class, interval containing the median and find an estimate of the mean of a grouped data frequency table.
- From a pie chart find the mode; total frequency
-
- STEP 05
- Interpret and/or compare bar graphs and frequency diagrams which are misleading (with false origins, different scales etc.)
- Interpret pie charts and line graphs taking into account different sized samples
- Construct on paper and using ICT simple pie charts using categorical data - e.g. two or three categories
- Use simple two way tables
- Construct a simple (no boundary data) frequency table with given equal class intervals for continuous data.
- Construct a frequency table with given equal class intervals for continuous data (boundary data given)
- Identify where boundary data would go for different use of inequalities. Discrete and continuous data.
- Design tables recording discrete and continuous data
- Construct complex bar graphs (should be compound)
- Construct with ICT simple line graphs for time series
- Design a question for a questionnaire
- Criticise questions for a questionnaire
- Design and use two-way tables for discrete and grouped data
- Produce grouped frequency tables for continuous data
- Compare two distributions given summary statistics in simple cases.
- Compare two distributions given summary statistics in more complex cases.
- Compare two distributions using the range of data
- Interpret data from compound and comparative bar charts
- Interpret a scatter graph
- Draw scatter graphs
-
- STEP 06
- Identify which graphs are the most useful in the context of the problem
- Interpret and discuss data
- Produce ordered back-to-back stem and leaf diagrams
- Make inferences about data through extracting information from a two way table
- Recognise when it is appropriate to use mean, median or mode in more complex cases (put in extreme values)
- Recognise when modal class is the most appropriate statistic for grouped data
- Construct and use frequency polygons to compare sets of data
- Identify and explain anomalies (outliers) in a data set
- Understand that the expression 'estimate' will be used where appropriate, when finding the mean of grouped data using mid-interval values
- Calculate the mean and range from a frequency table for discrete data
- Understand how different sample sizes may not be representative of a whole population
- Identify what primary data to collect and in what format including grouped data
- Recognise quantitative and qualitative data
- Identify possible sources of bias and plan to minimise it
- Understand what is meant by a sample and a population
- Understand primary and secondary data sources
The MatheMagician
"Statistics & Probability is about 12-18% of the Foundation exam and 12-18% of the Higher exam."
Disclaimer: We try to ensure that the information is as accurate as possible BUT here is the legal bit We do not warrant, represent or guarantee:
the accuracy of the information published on this website; the completeness of the information published on this website; that the information published on this website is up-to-date; or the information on the website can be applied
to achieve any particular result. To the maximum extent permitted by applicable law we exclude all representations, warranties and guarantees relating to this website and the use of this website (including, without limitation, any
warranties implied by law of satisfactory quality, fitness for purpose and/or the use of reasonable care and skill). Click here to read our Terms and Conditions.
