Oxford GCSE Maths for Edexcel New 2010 Edition courseguide

The four reasons to choose Oxford for 2010 Edexcel GCSE Maths!

The NEW 2010 edition of Oxford GCSE Maths for Edexcel with

our successful four-book approach willhelp your students get top results

EdexcelFor

Fast forward for 2010…with the power of 4-wheel drive learning!

21

Get top results with 4-wheel drive learning, the official Oxford four-book approach that more precisely targets learning to help your results zoom ahead!

This tried-and-tested method offers a choice of four levelled student books, allocating just one single highly-focused text to each student for the whole course. Learning becomes simpler and more strongly targeted, and therefore more successful for all students.

Written by practising teachers and examiners to make sure it really works, Oxford GCSE Maths for Edexcel New 2010 Edition offers you:

precisely targeted learning gives more of your students the best possible chance to achieve that all-important C grade

grades on each page – our books are so tailored to levels that we have space to dedicate a page to each grade, not just a single question

really simple and manageable right from the start, with just one focused book per student

slimmer student books with less irrelevant material are less daunting, lighter to carry, and more cost-effective

highly effective strategies to improve all students grades include stretch and challenge

ideal for use with Results Plus

Major change is happening to GCSE in 2010, and Oxford GCSE Maths for Edexcel New 2010 Edition will help you cope easily and effectively. The new edition has been written specifically for the new curriculum, and in particular provides a great deal of extra help with AO3 problem-solving, QWC

(Quality of Written Communication), functional skills, and grade C borderline, with boosts to help D students get C, and C students go up to B.

Major GCSE change in 2010!

Evaluation‘FREE evaluation for 30 days! An Evaluation Pack is available containing a copy of each of the four Student Books, Foundation Plus Homework Book, plus sample Teacher Guide material, and a demonstration disk of the OxBox CD-ROMs. Oxford GCSE Maths for Edexcel New 2010 EditionSpecification A (Linear) Evaluation Pack 978 019 913933 0 £60.00 Specification B (Modular) Evaluation Pack 978 019 913934 7 £60.00

Plus unique OxBox softwareOxBox CD-ROMs provide motivating resources and everything you need to develop more in an

incredibly easy-to-use format – see pages 7 and 8 for more details.

Foundation covers grades GFE, with an extra booster section covering grades DC. This is for students who have reached Levels 3-4 at KS3, and are aiming at a target GCSE grade of GFE.

NB. The previous edition of Oxford GCSE Maths for Edexcel will continue to be available, ordering details are on the order form enclosed with this catalogue.

Foundation Plus covers grades EDC, with GF consolidation. This is for students who have reached Level 5 at KS3, and are aiming at a target GCSE grade of EDC.

Higher covers grades DCB. This is for students who have reached Level 6 at KS3, and are aiming at a target GCSE grade of DCB.

Higher Plus covers grades BAA* with DC consolidation. This is for students who have reached Levels 7-8 at KS3, and are aiming at a target GCSE grade of BAA*.

Higher Plus Student Book for Specification A (Linear), grades A*-B 978 019 913947 7 £18.00

Higher Plus Student Book for Specification B (Modular), grades A*-B 978 019 913943 9 £18.00

Foundation Student Book for Specification A (Linear), grades E-G978 019 913950 7 £18.00

Foundation Student Book for Specification B (Modular), grades E-G978 019 913946 0 £18.00

Higher Student Book for Specification A (Linear), grades B-D 978 019 913948 4 £18.00

Higher Student Book for Specification B (Modular), grades B-D 978 019 913944 6 £18.00

Foundation Plus Student Book for Specification A (Linear), grades C-E978 019 913949 1 £18.00

Foundation Plus Student Book for Specification B (Modular), grades C-E978 019 913945 3 £18.00

Higher Plus Teacher Guide 978 019 913939 2 £50.00

Higher Plus Homework Book 978 019 913935 4 £6.50

Foundation Teacher Guide 978 019 913942 2 £50.00

Foundation Homework Book 978 019 913938 5 £6.50

Higher Teacher Guide 978 019 913940 8 £50.00

Higher Homework Book 978 019 913936 1 £6.50

Foundation Plus Teacher Guide 978 019 913941 5 £50.00

Foundation Plus Homework Book 978 019 913937 8 £6.50

Choose Spec A or Spec B!

NB. Student Books are available in separate

versions for Spec A (Linear), and Spec B (Modular)

Interactive OxBox CD-ROM978 019 913951 4 £400.00 + VAT

Assessment OxBox CD-ROM978 019 912727 6 £300.00 + VAT




For each student, one single highly focused book covers the whole course

43

NB. The previous edition of Oxford GCSE Maths for Edexcel will continue to be available, ordering details are on the order form enclosed with this catalogue.

Oxford GCSE Maths for Edexcel New 2010 Edition provides four Student Books covering four ability levels: Foundation, Foundation Plus, Higher, Higher Plus.

The Foundation Student Book targets levels E-G, with a special ‘booster’ section allowing access to grade C.

The Higher Student Book targets levels B-D.

The Foundation Plus Student Book targets levels C-E.

The Higher Plus Student Book targets levels A*-B. Sample page from the Specification B (Modular) Foundation Student Book

Sample pages from the Specification B (Modular) Higher Student Book

Sample page from the Specification B (Modular) Higher Plus Student Book

Sample pages from the Specification B (Modular) Higher Plus Student Book

Foundation Plustargets levels C-E

Foundation

targets levels E-G

with access to C

A grade allocated to each page

Frequent opportunities to practise QWC (Quality of Written Communication)

Highertargets levels B-D

Higher Plustargets levels A*-B

Stretch and challenge to help students achieve

higher grades

Plenty of examiners’ tips

Objectives clearly explained right from the start of a topic

Booster section delivers achievable topics at grade C

Grades on every page show clearly the level of demand

Functional maths embedded throughout the course with explicit references to AO2

References to AO2/3

Checklist of key words for each lesson

Full of hints to get your borderline students

from D to C

Arranged by specification unit, for easy navigation

‘Did you know?’ features to provoke interest and explain relevance

Plenty of problem solving to address AO3

Four levels, four Student

Books!




Parallel content between all four

levelled books, so students can switch between tiers easily

if necessary

65

The four Student Books are also available in versions specially created to match Specification A. They cover the same four levels as the Spec B books, to precisely target learning, and have parallel content lists to make teaching easier.

Sample pages from the Specification A (Linear) Foundation Plus Student Book

Rich task draw on, and practise, a variety of skills and range of knowledge

‘What’s the point?’ section makes it easy to see how the maths is useful

and relevant

Student Books for Specification A

Worked examples focus on process skills

Summary pages focus on the key objectives

Lots of exam questions provide essential practice at assessment

Worked exam questions show what examiners look for

Grades on every page show clearly the levels of demand

Functional maths is integrated throughout the course, and specific references to AO2 are provided

Orientation boxes show students exactly where they

are in their learning timetable

Four levels, four Student

Books!




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What OxBox will do for you!Popular OxBox software provides unique electronic support for Oxford GCSE Maths for Edexcel New Edition, to bring engagement to your GCSE maths classroom as well as save you an incredible amount of time.

It includes an extensive bank of highly visual, compelling, interactive resources, lesson plans, and formative and summative assessement, and is incredibly easy to use and customise to suit your own unique requirements.

Customisable lesson plans with handy links

to resources

Interactive case studies

Interactive graphing and geometry tools

Lots of animations, PowerPoints and starter

activities

Interactive

Activities for use with Autograph, Cabri, and

TI software

Schemes of work for flexible planning

Interactive simulations to enhance learning

Assessment

Summative assessment needed to fully prepare

for exams

Self-assessment check lists to track students’

progress

On-screen assessments are all auto-marked

Thorough and flexible on-screen assessment

Formative/adaptive assessment that students need to embed learning

Traffic light system helps build confidence

Easy to customise and

add in your own resources

9

1 a Find these without using a calculator.

i Increase £40 by 10% ii Decrease 160 m by 20%iii Decrease £86 by 15% iv Increase 740 kg by 35%v Increase £48 by 17.5% vi Decrease 480p by 1%

b Calculate these giving your answers correct to 2 decimalplaces.

i Increase £97 by 12% ii Decrease $78 by 27%iii Decrease 89 kg by 58% iv Increase 270 g by 86%v Increase $890 by 17% vi Decrease 1350 m by 83%

2 Use an appropriate method to work out each of theseproblems. Give your answer to 2 decimal places wherenecessary.

a A holiday cost £495 but it is reduced by 15% in a sale.Calculate the new price of the holiday.

b Mr Holmes earns £456 a week. He has a pay increase of3%. Work out how much he will earn after the payincrease.

c A plumber charges Teresa £4389 for new central heating.If the bill is paid within 7 days he reduces the bill by 5%.Teresa pays within 7 days. Work out how much she saves.

3 Copy and complete the table.

4 a A shop buys cakes for 50p each and sells them for 89p.What is the percentage profit?

b Paul buys a car for £3995 and sells it one year later for£3125. Work out the percentage loss.

N5 HW3 Percentage increase and decrease

87

1 Use a suitable method to calculate

a of £33 b of 350 kg c of 63p

d of 100 g e of 45° f of e600

g of $300 h of £104 i of 192 people

j of 500 people k of 168 cm l of 572 miles

2 Express each of these as proportions. Give your answer as afraction in its simplest form.

a 50 kg as a fraction of 80 kgb £20 as a proportion of £50c 16 cm as a fraction of 64 cmd 450 cm as a fraction of 600 cme 44 minutes as a proportion of 60 minutesf 540 metres as a fraction of 4 metresg 78p as a fraction of £2.

3 a Find these percentages without using a calculator.You must show all of your workings.

i 50% of £400 ii 25% of £200iii 10% of £60 iv 1% of 600pv 30% of e550 vi 20% of $350vii 40% of 90p viii 15% of $800ix 55% of 1800 g x 75% of 860 kgxi 35% of e180 xii 13% of 40 cm

b Use a suitable method to calculate these. Whereappropriate round your answers to 2 decimal places.

i 25% of £49 ii 17.5% of 67 miii 34% of $458 iv 12% of 740 tonnesv 98% of 58 kg vi 89% of 2550 mmvii 135% of 135 km viii 7% of 95 m

4 A 500 ml smoothie drink is made up of these juices33% strawberry 21% banana 22% orange11% grape 13% appleCalculate the number of ml of each type of juice.

911

712

120

16

613

56

1425

915

1120

79

57

311

N5 HW2 Fraction and percentage of a quantity

86

Item Cost price Selling price% increaseor decrease

TV

Microwave

Cooker

Fridge

£499

£89.50

£245.50

£389

17.5% increase

10% decrease

20% increase

2.5% decrease

Homework Books There is a handy pocket-sized Homework Book to go with each of the Student Books, providing a huge amount of practice material to help consolidate learning.

Sample pages from the Foundation Plus Homework Book

See reverse for orderin

g details

10

Teacher GuidesTeacher resources are available for each level, and provide comprehensive help with lesson plans and practical advice for all levels of teaching experience. Also ideal for non-specialists and NQTs.

ObjectivesG g Use Pythagoras’s theorem in 2-D – Understand, recall and use

Pythagoras’ theorem in 2-D – Calculate the length of a side of a

right angled triangle given the lengths of the other two sides in a 2-D shape

– Calculate the length of a diagonal of a rectangle given the length and width of the shape

G z Find circumferences and areas of circles

– Find circumferences and areas of circles

– Recall and use the formulae for the circumference of a circle and the area enclosed by a circle

– Use π ≈ 3.142 or use the π button on a calculator

G aa Calculate volumes of right prisms and shapes made from cubes and cuboids

– Find the volume of a cuboid from counting cubes

– Find the volume of a cylinder – Find the volume of a prism, cube

and cuboid – Recall and use the formula for the

volume of a cuboid

Required knowledgeBefore your students start this unit they should be able to:� Calculate with integers and decimals

using the correct order of operations� Understand and use square numbers

and square roots� Round answers to appropriate degrees of

accuracy� Understand and use the correct units

and dimensions for lengths, areas and volumes

� Calculate area and perimeters of rectangles, triangles and trapezia

� Recognise a range of 2-D shapes by their geometric properties

� Understand and use 2-D representations of 3-D shapes

Rich taskA discussion on the shapes of drinks containers should be fruitful at the start of this investigation with cylinders and cuboids presenting themselves as obvious starting points.Encourage pupils to go beyond integer values and to explore different 3D shapes which they have encountered but generally limited to prisms.Practical considerations might involve the material used to make the container, the area of tabs/overlaps for any nets, the comfortable ‘hand’ size of a container and the ability to stack a container on a shelf.Finally encourage pupils to write a report on their design.An extension might be to work out the length of the longest straw you could attach to your drinks carton (for cuboids).

Development and linksCuboids, cylinders, prism and compound shapes made from them describe many of the shapes of everyday objects. Understanding how to calculate areas and volumes allows manufacturers to design packaging which uses the least amount of raw materials to hold a given volume of product.

Extra Resources7 Start of chapter presentation7.1 Cabri Activity: Make a note7.2 Worked solution: Q27.3 Animation: Finding the

volume of a cylinder’

7.4 Autograph: Pythagoras’ theorem

7.5 TI activity: Finding the angle

Consolidation sheet chapter G7 Assessment: chapter G7

Measures and Pythagoras

G7

OGME_TG.Sample.indd 1 8/20/09 8:57:37 AM 3

Objectives� Understand, recall and use Pythagoras’

theorem in 2-D � Calculate the length of a side of a right

angled triangle given the lengths of the other two sides in a 2-D shape

Useful resources� Mini whiteboards� Coloured squares of paper, of different sizes,

labelled with the square’s area size� Past GCSE question

StarterAsk students to estimate square roots, for example of 10, 12, 18 and 20. Accuracy should be initially between two values, then to a rough decimal point. These can be checked with a calculator.

Teaching NotesAsk pairs of students to recall as much as they can about Pythagoras’ theorem for 2–3 minutes.Share the information, and model the theorem using coloured squares of paper to make three triangles. One where two smaller squares add to less than the third square, one with the two smaller squares totalling the third and one where the two smaller add to more than the third. The triangles illustrated can then be examined as obtuse-angled, right-angled and acute-angled.Check that students can recognise which side of a triangle is the largest; ask them to explain how they know.In pairs, ask students to solve two problems on right-angled triangles. Check results and ask them where they think most mistakes are likely to occur in such problems. Share these points, recording important points as a preliminary to some consolidation.

PlenaryTake a straightforward past GCSE question on the topic, extending it with further questions if necessary. Ask as many individual students as possible to give strategies or procedures for each stage of the question, building up the solution from the whole group. Ask others to help in corrections if necessary, or to disagree and offer alternatives, finally showing a complete and thorough solution.

Exercise commentaryA common mistake made by students where the rule is learned with little context is to assume that a procedure involving adding is always applied. However, students readily see the common sense of the ‘two smaller adding to the larger’ when it is made explicit. It helps to have a mix of problems, finding the hypotenuse or another side, rather than dealing with these as two separate types of problems. The other potential area for error is forgetting to find the square root.

SimplificationProvide students with a template to help organise their calculations.

(hypotenuse)2 � (first short side)2 � (second short side squared)2

(hypotenuse)2 � ( )2 � ( )2

�

hypotenuse � √ _________

� cm

ExtensionInvite students to carryout a dissection and rearrangement proof of the theorem.Draw any right angled triangle and construct squares on each side. Find the middle of the mid-sized square and draw lines parallel and perpendicular to the hypotenuse.Cut out the small square and four triangles, can these be rearranged to fit exactly in the square on the hypotenuse?

G7.4 Pythagoras’ theorem

OGME_TG.Sample.indd 3 8/20/09 8:57:38 AM

2

Objectives� Find the volume of a cuboid from counting

cubes� Recall and use the formula for the volume of

a cuboid

Useful resources� Number fans� Nets of cuboids worksheet – four having the

same volume (say 24 cm3) and a fifth having a different but close volume (say 25 cm3)

� Isometric paper� Small cubes

StarterAsk students to give responses using a number fan, to questions on simple squares of numbers, cubes of numbers, and square/cube roots.Build more challenging square root questions as appropriate, asking for estimates or nearest whole number answers.This may be extended to cube roots of numbers near to simple solutions.

Teaching NotesBriefly discuss the meaning of the measure volume.Ensure that students understand what a cuboid is, and discuss strategies for finding its volume. Progress from counting cubes to giving the formula (discuss the analogy with finding the area of a rectangle).Discuss the example in the student book – part b is a shape made from two cuboids.Arrange students in groups of three or four. Give out the worksheet showing nets of five different cuboid boxes. The aim is to establish which box will hold more. The group should first discuss and agree on a box before any cutting or assembling, then revise their decisions afterwards.Comparisons of surface area could be an extension to the group work: which has the largest/smallest surface area?Groups should report their findings to the whole class.

PlenaryChallenge students to find as many different cuboids with volume 36 cm3 as they can. Give thinking time before selecting various dimensions from the students. Are these all the possible ways? How do you know? What if half centimetres are allowed?

G7.2 Volume of a cuboid

Exercise commentarySome students believe that the words length, width (or breadth) and height are specific directional dimensions and will want to know which is which, to enable them to process the volume formula. It is worth pointing out that the names are simply for convenience.A better way of applying the formula might be to take any corner (vertex) and use each of the three dimensions there. This again helps to reinforce the use of correct units and the concept of dimensions.Ensure that students write cubed units in their answers.

SimplificationProvide students with isometric paper and ask them to draw the cuboids in question 1 showing individual unit cubes. Ask students how many cubes are in the top layer; agree that this is most easily found as ‘length � width’. Ask how many layers of cubes are there and then how many unit cubes are in the cuboid; agree that this is most easily found as ‘length � width � height’. Turn the paper on its side and agree that the formula still works in the new orientation. As necessary use small cubes to reinforce understanding.

ExtensionDraw a 3 � 3 � 3 cube and challenge students to find its surface area. (54 cm2) A second cuboid also has surface area 54 cm2, challenge students find its dimensions. (1 � 3 � 6).

OGME_TG.Sample.indd 2 8/20/09 8:57:38 AM

Sample pages from the Foundation Plus Teacher Guide

Rich task commentary to help deliver AO3

Thorough lesson plans, linked to Student Books

Exercise commentary provides focus on new

requirements

Specification objectives clearly spelt out

Plenty of solid graded practice

Real-life scenarios to emphasise relevance and functional skills

Four levels, four Teacher

Guides!

Four levels, four Homework

Books!

fax: 01865 313474 phone: 01536 741068 email: [email protected]

www.OxfordSecondary.co.uk/Edexcelmaths

Please send me an Evaluation Pack, FREE for 30 days:

(Contains the four Student Books, a Foundation Plus Homework Book, sample Teacher Guide material, and an OxBox demo.)

Evaluation Pack for Specification A (Linear) 978 019 913933 0 £60.00

Evaluation Pack for Specification B (Modular) 978 019 913934 7 £60.00

Please send me an OxBox CD-ROM, FREE for 30 days: Interactive OxBox CD-ROM 978 019 913951 4 £400.00+VAT

Assessment OxBox CD-ROM 978 019 912727 6 £300.00+VAT

Oxford GCSE Maths for EdexcelNew 2010 Edition

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Fast forward for 2010…Oxford GCSE Maths for Edexcel New 2010 Edition offers:

the best possible chance to help more of your students achieve that all-important C grade

highly effective strategies to improve all students’ grades, including stretch and challenge

a course that’s really simple and manageable right from the start, with one focused book per student

slimmer student books are easier to carry and more cost effective, and with less irrelevant material to wade through, are less daunting for students

All you need to do is fill in the form below, tear it out, and pop it in the post (no stamp required). Or call, fax, email or order on our website as below.

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Oxford GCSE Maths for Edexcel New 2010 Edition courseguide