# | Section | Progress |
---|---|---|
N | Number |
|
A | Algebra |
|
R | Ratio, proportion and rates of change |
|
G | Geometry and measures |
|
P | Probability |
|
S | Statistics |
|
X | Appendix |
|
Content from any part of the specification may be assessed (including the bold parts).
A mix of question styles, from short, single-mark questions to multi-step problems. The mathematical demand increases as a student progresses through the paper.
Content from any part of the specification may be assessed (including the bold parts).
A mix of question styles, from short, single-mark questions to multi-step problems. The mathematical demand increases as a student progresses through the paper.
Content from any part of the specification may be assessed (including the bold parts).
A mix of question styles, from short, single-mark questions to multi-step problems. The mathematical demand increases as a student progresses through the paper.
Content from any part of the specification may be assessed (excluding the bold parts).
A mix of question styles, from short, single-mark questions to multi-step problems. The mathematical demand increases as a student progresses through the paper.
Content from any part of the specification may be assessed (excluding the bold parts).
A mix of question styles, from short, single-mark questions to multi-step problems. The mathematical demand increases as a student progresses through the paper.
Content from any part of the specification may be assessed (excluding the bold parts).
A mix of question styles, from short, single-mark questions to multi-step problems. The mathematical demand increases as a student progresses through the paper.