GCSE Maths Specification

AQA 8300

Section A: Algebra

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#A1

use and interpret algebraic notation, including:
- \(ab\) in place of \(a×b\)
- \(3y\) in place of \(y+y+y\) and \(3×y\)
- \(a^2\) in place of \(a×a\), \(a^3\) in place of \(a×a×a\), \(a^2b\) in place of \(a×a×b\)
- \(\dfrac{a}{b}\) in place of \(a÷b\)
- coefficients written as fractions rather than as decimals
- brackets

Notes: it is expected that answers will be given in their simplest form without an explicit instruction to do so.

#A2

substitute numerical values into formulae and expressions, including scientific formulae

Notes: unfamiliar formulae will be given in the question.

See the Appendix for a full list of the prescribed formulae. See also A5

#A3

understand and use the concepts and vocabulary of expressions, equations, formulae, inequalities, terms and factors

to include identities

Notes: this will be implicitly and explicitly assessed.

#A4

simplify and manipulate algebraic expressions by:
- collecting like terms
- multiplying a single term over a bracket
- taking out common factors
- simplifying expressions involving sums, products and powers, including the laws of indices

simplify and manipulate algebraic expressions (including those involving surds) by:
- expanding products of two binomials
- factorising quadratic expressions of the form \(x^2+bx+c\), including the difference of two squares

simplify and manipulate algebraic expressions (including those involving surds and algebraic fractions) by:
- expanding products of two or more binomials
- factorising quadratic expressions of the form \(ax^2+bx+c\)

#A5

understand and use standard mathematical formulae

rearrange formulae to change the subject

Notes: including use of formulae from other subjects in words and using symbols.

See the Appendix for a full list of the prescribed formulae. See also A2

#A6

know the difference between an equation and an identity

argue mathematically to show algebraic expressions are equivalent, and use algebra to support and construct arguments

to include proofs

#A7

where appropriate, interpret simple expressions as functions with inputs and outputs

interpret the reverse process as the ‘inverse function’

interpret the succession of two functions as a ‘composite function’


Notes: understanding and use of \(f(x)\), \(fg(x)\) and \(f^{−1}(x)\) notation is expected at Higher tier.

#A8

work with coordinates in all four quadrants

#A9

plot graphs of equations that correspond to straight-line graphs in the coordinate plane

use the form \(y=mx+c\) to identify parallel lines

find the equation of the line through two given points, or through one point with a given gradient

use the form \(y=mx+c\) to identify perpendicular lines

#A10

identify and interpret gradients and intercepts of linear functions graphically and algebraically

#A11

identify and interpret roots, intercepts and turning points of quadratic functions graphically

deduce roots algebraically

deduce turning points by completing the square

Notes: including the symmetrical property of a quadratic. See also A18

#A12

recognise, sketch and interpret graphs of linear functions and quadratic functions

including simple cubic functions and the reciprocal function \(y=\dfrac{1}{x}\) with \(x≠0\)

including exponential functions \(y=k^x\) for positive values of \(k\), and the trigonometric functions (with arguments in degrees) \(y=\sin{x}\), \(y=\cos{x}\) and \(y=\tan{x}\) for angles of any size

Notes: see also G21

#A13

sketch translations and reflections of a given function

#A14

plot and interpret 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

including reciprocal graphs

including exponential graphs

Notes: including problems requiring a graphical solution. See also A15

#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

Notes: see also A14, R14 and R15

#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

find approximate solutions using a graph

including those with the unknown on both sides of the equation

Notes: including use of brackets.

#A18

solve quadratic equations algebraically by factorising

including those that require rearrangement

including completing the square and by using the quadratic formula


find approximate solutions using a graph

Notes: see also A11

#A19

solve two simultaneous equations in two variables (linear/linear) algebraically

find approximate solutions using a graph

including linear/quadratic

#A20

find approximate solutions to equations numerically using iteration

Notes: including the use of suffix notation in recursive formulae.

#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

Notes: including the solution of geometrical problems and problems set in context.

#A22

solve linear inequalities in one variable

solve linear inequalities in one or two variable(s), and quadratic inequalities in one variable

represent the solution set on a number line

represent the solution set on a number line, using set notation and on a graph

Notes: students should know the conventions of an open circle on a number line for a strict inequality and a closed circle for an included boundary. See also N1

In graphical work the convention of a dashed line for strict inequalities and a solid line for an included inequality will be required.

#A23

generate terms of a sequence from either a term-to-term or a position-to-term rule

Notes: including from patterns and diagrams.

#A24

recognise and use sequences of triangular, square and cube numbers and simple arithmetic progressions

including Fibonacci-type sequences, quadratic sequences, and simple geometric progressions (\(r^n\) where \(n\) is an integer and \(r\) is a rational number \(> 0\))

including other sequences

including where \(r\) is a surd


Notes: other recursive sequences will be defined in the question.

#A25

deduce expressions to calculate the nth term of linear sequences

including quadratic sequences