Foundation tier knowledge, skills and

understanding

1. Number

Structure and calculation

What students need to learn:
N1 order positive and negative integers, decimals and fractions;
use the symbols =, ≠, <, >, ≤, ≥
N2 apply the four operations, including formal written methods, to integers,
decimals and simple fractions (proper and improper), and mixed numbers
– all both positive and negative; understand and use place value
(e.g. when working with very large or very small numbers, and when
calculating with decimals)
N3 recognise and use relationships between operations, including inverse
operations (e.g. cancellation to simplify calculations and expressions);
use conventional notation for priority of operations, including brackets,
powers, roots and reciprocals
N4 use the concepts and vocabulary of prime numbers, factors (divisors),
multiples, common factors, common multiples, highest common factor,
lowest common multiple, prime factorisation, including using product
notation and the unique factorisation theorem
N5 apply systematic listing strategies

N6 use positive integer powers and associated real roots (square, cube and
higher), recognise powers of 2, 3, 4, 5
N7 calculate with roots, and with integer indices

N8 calculate exactly with fractions and multiples of π

n
N9 calculate with and interpret standard form A × 10 , where 1 ≤ A < 10
and n is an integer

Fractions, decimals and percentages

What students need to learn:
N10 work interchangeably with terminating decimals and their corresponding
fractions (such as 3.5 and 7 or 0.375 or 3 )
2 8
N11 identify and work with fractions in ratio problems

N12 interpret fractions and percentages as operators

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Specification – Issue 2 – June 2015 © Pearson Education Limited 2015
Measures and accuracy
What students need to learn:
N13 use standard units of mass, length, time, money and other measures
(including standard compound measures) using decimal quantities where
appropriate
N14 estimate answers; check calculations using approximation and estimation,
including answers obtained using technology
N15 round numbers and measures to an appropriate degree of accuracy
(e.g. to a specified number of decimal places or significant figures); use
inequality notation to specify simple error intervals due to truncation or
rounding
N16 apply and interpret limits of accuracy

2. Algebra

Notation, vocabulary and manipulation

What students need to learn:
A1 use and interpret algebraic manipulation, including:
• ab in place of a × b
• 3y in place of y + y + y and 3 × y
• a2 in place of a × a, a3 in place of a × a × a, a2b in place of a × a × b
a
• in place of a ÷ b
b
• coefficients written as fractions rather than as decimals
• brackets
A2 substitute numerical values into formulae and expressions, including
scientific formulae
A3 understand and use the concepts and vocabulary of expressions, equations,
formulae, identities, inequalities, terms and factors
A4 simplify and manipulate algebraic expressions (including those involving
surds) by:
● collecting like terms
● multiplying a single term over a bracket
● taking out common factors
● expanding products of two binomials
2
● factorising quadratic expressions of the form x + bx + c, including the
difference of two squares;
● simplifying expressions involving sums, products and powers, including
the laws of indices

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A5 understand and use standard mathematical formulae; rearrange formulae to
change the subject
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
A7 where appropriate, interpret simple expressions as functions with inputs
and outputs.

Graphs
What students need to learn:
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
A10 identify and interpret gradients and intercepts of linear functions graphically
and algebraically
A11 identify and interpret roots, intercepts, turning points of quadratic functions
graphically; deduce roots algebraically
A12 recognise, sketch and interpret graphs of linear functions, quadratic
1
functions, simple cubic functions, the reciprocal function y = with x ≠ 0
x

A14 plot and interpret graphs (including reciprocal 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

Solving equations and inequalities

What students need to learn:
A17 solve linear equations in one unknown algebraically (including those with
the unknown on both sides of the equation); find approximate solutions
using a graph
A18 solve quadratic equations algebraically by factorising; find approximate
solutions using a graph
A19 solve two simultaneous equations in two variables (linear/linear
algebraically; find approximate solutions using a graph
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
A22 solve linear inequalities in one variable; represent the solution set on a
number line

Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in Mathematics 7

Specification – Issue 2 – June 2015 © Pearson Education Limited 2015
Sequences
What students need to learn:
A23 generate terms of a sequence from either a term-to-term or a position-to-
term rule
A24 recognise and use sequences of triangular, square and cube numbers,
simple arithmetic progressions, Fibonacci type sequences, quadratic
n
sequences, and simple geometric progressions (r where n is an integer,
and r is a rational number > 0)
A25 deduce expressions to calculate the nth term of linear sequences

3. Ratio, proportion and rates of change

What students need to learn:
R1 change freely between related standard units (e.g. time, length, area,
volume/capacity, mass) and compound units (e.g. speed, rates of pay,
prices, density, pressure) in numerical and algebraic contexts
R2 use scale factors, scale diagrams and maps

R3 express one quantity as a fraction of another, where the fraction is less than
1 or greater than 1
R4 use ratio notation, including reduction to simplest form

R5 divide a given quantity into two parts in a given part:part or part:whole

ratio; express the division of a quantity into two parts as a ratio; apply ratio
to real contexts and problems (such as those involving conversion,
comparison, scaling, mixing, concentrations)
R6 express a multiplicative relationship between two quantities as a ratio or a
fraction
R7 understand and use proportion as equality of ratios

R8 relate ratios to fractions and to linear functions

R9 define percentage as ‘number of parts per hundred’; interpret percentages

and percentage changes as a fraction or a decimal, and interpret these
multiplicatively; express one quantity as a percentage of another; compare
two quantities using percentages; work with percentages greater than
100%; solve problems involving percentage change, including percentage
increase/decrease and original value problems, and simple interest
including in financial mathematics
R10 solve problems involving direct and inverse proportion, including graphical
and algebraic representations
R11 use compound units such as speed, rates of pay, unit pricing, density and
pressure
R12 compare lengths, areas and volumes using ratio notation; make links to
similarity (including trigonometric ratios) and scale factors

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R13 understand that X is inversely proportional to Y is equivalent to X is
1
proportional to ; interpret equations that describe direct and inverse
Y
proportion
R14 interpret the gradient of a straight line graph as a rate of change; recognise
and interpret graphs that illustrate direct and inverse proportion
R16 set up, solve and interpret the answers in growth and decay problems,
including compound interest

4. Geometry and measures

Properties and constructions

What students need to learn:
G1 use conventional terms and notation: points, lines, vertices, edges, planes,
parallel lines, perpendicular lines, right angles, polygons, regular polygons
and polygons with reflection and/or rotation symmetries; use the standard
conventions for labelling and referring to the sides and angles of triangles;
draw diagrams from written description
G2 use the standard ruler and compass constructions (perpendicular bisector of
a line segment, constructing a perpendicular to a given line from/at a given
point, bisecting a given angle); use these to construct given figures and
solve loci problems; know that the perpendicular distance from a point to a
line is the shortest distance to the line
G3 apply the properties of angles at a point, angles at a point on a straight
line, vertically opposite angles; understand and use alternate and
corresponding angles on parallel lines; derive and use the sum of angles in
a triangle (e.g. to deduce and use the angle sum in any polygon, and to
derive properties of regular polygons)
G4 derive and apply the properties and definitions of special types of
quadrilaterals, including square, rectangle, parallelogram, trapezium, kite
and rhombus; and triangles and other plane figures using appropriate
language
G5 use the basic congruence criteria for triangles (SSS, SAS, ASA, RHS)

G6 apply angle facts, triangle congruence, similarity and properties of

quadrilaterals to conjecture and derive results about angles and sides,
including Pythagoras’ theorem and the fact that the base angles of an
isosceles triangle are equal, and use known results to obtain simple proofs
G7 identify, describe and construct congruent and similar shapes, including on
coordinate axes, by considering rotation, reflection, translation and
enlargement (including fractional scale factors)
G9 identify and apply circle definitions and properties, including: centre, radius,
chord, diameter, circumference, tangent, arc, sector and segment

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G11 solve geometrical problems on coordinate axes

G12 identify properties of the faces, surfaces, edges and vertices of: cubes,
cuboids, prisms, cylinders, pyramids, cones and spheres
G13 construct and interpret plans and elevations of 3D shapes

Mensuration and calculation

What students need to learn:
G14 use standard units of measure and related concepts (length, area,
volume/capacity, mass, time, money, etc.)
G15 measure line segments and angles in geometric figures, including
interpreting maps and scale drawings and use of bearings
G16 know and apply formulae to calculate: area of triangles, parallelograms,
trapezia; volume of cuboids and other right prisms (including cylinders)
G17 know the formulae: circumference of a circle = 2πr = πd ,
2
area of a circle = πr ; calculate: perimeters of 2D shapes, including circles;
areas of circles and composite shapes; surface area and volume of spheres,
pyramids, cones and composite solids
G18 calculate arc lengths, angles and areas of sectors of circles

G19 apply the concepts of congruence and similarity, including the relationships
between lengths, in similar figures
2 2 2
G20 know the formulae for: Pythagoras’ theorem a + b = c , and the
opposite adjacent
trigonometric ratios, sin θ = , cos θ =
hypotenuse hypotenuse
opposite
and tan θ = ; apply them to find angles and lengths in
adjacent
right-angled triangles in two-dimensional figures
G21 know the exact values of sin θ and cos θ for θ = 0°, 30°, 45°, 60° and 90°;
know the exact value of tan θ for θ = 0°, 30°, 45° and 60°

Vectors
What students need to learn:
G24 describe translations as 2D vectors

G25 apply addition and subtraction of vectors, multiplication of vectors by a

scalar, and diagrammatic and column representations of vectors

10 Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Mathematics

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5. Probability
What students need to learn:
P1 record, describe and analyse the frequency of outcomes of probability
experiments using tables and frequency trees
P2 apply ideas of randomness, fairness and equally likely events to calculate
expected outcomes of multiple future experiments
P3 relate relative expected frequencies to theoretical probability, using
appropriate language and the 0-1 probability scale
P4 apply the property that the probabilities of an exhaustive set of outcomes
sum to one; apply the property that the probabilities of an exhaustive set of
mutually exclusive events sum to one
P5 understand that empirical unbiased samples tend towards theoretical
probability distributions, with increasing sample size
P6 enumerate sets and combinations of sets systematically, using tables, grids,
Venn diagrams and tree diagrams
P7 construct theoretical possibility spaces for single and combined experiments
with equally likely outcomes and use these to calculate theoretical
probabilities
P8 calculate the probability of independent and dependent combined events,
including using tree diagrams and other representations, and know the
underlying assumptions

6. Statistics
What students need to learn:
S1 infer properties of populations or distributions from a sample, while knowing
the limitations of sampling
S2 interpret and construct tables, charts and diagrams, including frequency
tables, bar charts, pie charts and pictograms for categorical data, vertical
line charts for ungrouped discrete numerical data, tables and line graphs for
time series data and know their appropriate use
S4 interpret, analyse and compare the distributions of data sets from univariate
empirical distributions through:
● appropriate graphical representation involving discrete, continuous and
grouped data
● appropriate measures of central tendency (median, mean, mode and
modal class) and spread (range, including consideration of outliers)
S5 apply statistics to describe a population

S6 use and interpret scatter graphs of bivariate data; recognise correlation and
know that it does not indicate causation; draw estimated lines of best fit;
make predictions; interpolate and extrapolate apparent trends while
knowing the dangers of so doing

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Specification – Issue 2 – June 2015 © Pearson Education Limited 2015
Higher tier knowledge, skills and
understanding

1. Number

Structure and calculation

What students need to learn:
N1 order positive and negative integers, decimals and fractions; use the
symbols =, ≠, <, >, ≤, ≥
N2 apply the four operations, including formal written methods, to integers,
decimals and simple fractions (proper and improper), and mixed numbers –
all both positive and negative; understand and use place value
(e.g. when working with very large or very small numbers, and when
calculating with decimals)
N3 recognise and use relationships between operations, including inverse
operations (e.g. cancellation to simplify calculations and expressions); use
conventional notation for priority of operations, including brackets, powers,
roots and reciprocals
N4 use the concepts and vocabulary of prime numbers, factors (divisors),
multiples, common factors, common multiples, highest common factor,
lowest common multiple, prime factorisation, including using product
notation and the unique factorisation theorem
N5 apply systematic listing strategies, including use of the product rule for
counting (i.e. if there are m ways of doing one task and for each of
these, there are n ways of doing another task, then the total number
of ways the two tasks can be done is m × n ways)
N6 use positive integer powers and associated real roots (square, cube and
higher), recognise powers of 2, 3, 4, 5; estimate powers and roots of
any given positive number
N7 calculate with roots, and with integer and fractional indices

N8 calculate exactly with fractions, surds and multiples of π;

simplify surd expressions involving squares
(e.g. √12 = √(4 × 3) = √4 × √3 = 2√3) and rationalise
denominators
n
N9 calculate with and interpret standard form A × 10 , where 1 ≤ A < 10 and n is
an integer

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Fractions, decimals and percentages
What students need to learn:
N10 work interchangeably with terminating decimals and their corresponding
fractions (such as 3.5 and 7 or 0.375 or 3 ); change recurring decimals
2 8
into their corresponding fractions and vice versa
N11 identify and work with fractions in ratio problems

N12 interpret fractions and percentages as operators

Measures and accuracy

What students need to learn:
N13 use standard units of mass, length, time, money and other measures
(including standard compound measures) using decimal quantities where
appropriate
N14 estimate answers; check calculations using approximation and estimation,
including answers obtained using technology
N15 round numbers and measures to an appropriate degree of accuracy
(e.g. to a specified number of decimal places or significant figures); use
inequality notation to specify simple error intervals due to truncation or
rounding
N16 apply and interpret limits of accuracy, including upper and lower bounds

2. Algebra

Notation, vocabulary and manipulation

What students need to learn:
A1 use and interpret algebraic manipulation, including:
• ab in place of a × b
• 3y in place of y + y + y and 3 × y
• a2 in place of a × a, a3 in place of a × a × a, a2b in place of a × a × b
a
• in place of a ÷ b
b
● coefficients written as fractions rather than as decimals
● brackets
A2 substitute numerical values into formulae and expressions, including
scientific formulae
A3 understand and use the concepts and vocabulary of expressions, equations,
formulae, identities, inequalities, terms and factors

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A4 simplify and manipulate algebraic expressions (including those involving
surds and algebraic fractions) by:
● collecting like terms
● multiplying a single term over a bracket
● taking out common factors
● expanding products of two or more binomials
2
● factorising quadratic expressions of the form x + bx + c, including the
difference of two squares; factorising quadratic expressions of the
2
form ax + bx + c
● simplifying expressions involving sums, products and powers, including
the laws of indices
A5 understand and use standard mathematical formulae; rearrange formulae to
change the subject
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 and 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’
(the use of formal function notation is expected)

Graphs
What students need to learn:
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 and
perpendicular lines; find the equation of the line through two given points
or through one point with a given gradient
A10 identify and interpret gradients and intercepts of linear functions graphically
and algebraically
A11 identify and interpret roots, intercepts, turning points of quadratic functions
graphically; deduce roots algebraically and turning points by completing
the square
A12 recognise, sketch and interpret graphs of linear functions, quadratic
1
functions, simple cubic functions, the reciprocal function y = with x ≠ 0,
x
x
exponential functions y = k 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
A13 sketch translations and reflections of a given function

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A14 plot and interpret graphs (including reciprocal graphs and exponential
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
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 (this does not include calculus)
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

Solving equations and inequalities

What students need to learn:
A17 solve linear equations in one unknown algebraically (including those with the
unknown on both sides of the equation); find approximate solutions using a
graph
A18 solve quadratic equations (including those that require rearrangement)
algebraically by factorising, by completing the square and by using the
quadratic formula; find approximate solutions using a graph
A19 solve two simultaneous equations in two variables (linear/linear or
linear/quadratic) algebraically; find approximate solutions using a graph
A20 find approximate solutions to equations numerically using iteration

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
A22 solve linear inequalities in one or two variable(s), and quadratic
inequalities in one variable; represent the solution set on a number line,
using set notation and on a graph

Sequences
What students need to learn:
A23 generate terms of a sequence from either a term-to-term or a position-to-
term rule
A24 recognise and use sequences of triangular, square and cube numbers, simple
arithmetic progressions, Fibonacci type sequences, quadratic sequences, and
n
simple geometric progressions (r where n is an integer, and r is a rational
number > 0 or a surd) and other sequences
A25 deduce expressions to calculate the nth term of linear and quadratic
sequences

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Specification – Issue 2 – June 2015 © Pearson Education Limited 2015
3. Ratio, proportion and rates of change
What students need to learn:
R1 change freely between related standard units (e.g. time, length, area,
volume/capacity, mass) and compound units (e.g. speed, rates of pay,
prices, density, pressure) in numerical and algebraic contexts
R2 use scale factors, scale diagrams and maps

R3 express one quantity as a fraction of another, where the fraction is less than
1 or greater than 1
R4 use ratio notation, including reduction to simplest form

R5 divide a given quantity into two parts in a given part:part or part:whole

ratio; express the division of a quantity into two parts as a ratio; apply ratio
to real contexts and problems (such as those involving conversion,
comparison, scaling, mixing, concentrations)
R6 express a multiplicative relationship between two quantities as a ratio or a
fraction
R7 understand and use proportion as equality of ratios

R8 relate ratios to fractions and to linear functions

R9 define percentage as ‘number of parts per hundred’; interpret percentages

and percentage changes as a fraction or a decimal, and interpret these
multiplicatively; express one quantity as a percentage of another; compare
two quantities using percentages; work with percentages greater than 100%;
solve problems involving percentage change, including percentage
increase/decrease and original value problems, and simple interest including
in financial mathematics
R10 solve problems involving direct and inverse proportion, including graphical
and algebraic representations
R11 use compound units such as speed, rates of pay, unit pricing, density and
pressure
R12 compare lengths, areas and volumes using ratio notation; make links to
similarity (including trigonometric ratios) and scale factors
R13 understand that X is inversely proportional to Y is equivalent to X is
1
proportional to ; construct and interpret equations that describe direct
Y
and inverse proportion
R14 interpret the gradient of a straight line graph as a rate of change; recognise
and interpret graphs that illustrate direct and inverse proportion
R15 interpret the gradient at a point on a curve as the instantaneous rate
of change; apply the concepts of average and instantaneous rate of
change (gradients of chords and tangents) in numerical, algebraic
and graphical contexts (this does not include calculus)
R16 set up, solve and interpret the answers in growth and decay problems,
including compound interest and work with general iterative processes

16 Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Mathematics

Specification – Issue 2 – June 2015 © Pearson Education Limited 2015
4. Geometry and measures

Properties and constructions

What students need to learn:
G1 use conventional terms and notations: points, lines, vertices, edges, planes,
parallel lines, perpendicular lines, right angles, polygons, regular polygons
and polygons with reflection and/or rotation symmetries; use the standard
conventions for labelling and referring to the sides and angles of triangles;
draw diagrams from written description
G2 use the standard ruler and compass constructions (perpendicular bisector of a
line segment, constructing a perpendicular to a given line from/at a given
point, bisecting a given angle); use these to construct given figures and solve
loci problems; know that the perpendicular distance from a point to a line is
the shortest distance to the line
G3 apply the properties of angles at a point, angles at a point on a straight line,
vertically opposite angles; understand and use alternate and corresponding
angles on parallel lines; derive and use the sum of angles in a triangle (e.g.
to deduce and use the angle sum in any polygon, and to derive properties of
regular polygons)
G4 derive and apply the properties and definitions of: special types of
quadrilaterals, including square, rectangle, parallelogram, trapezium, kite
and rhombus; and triangles and other plane figures using appropriate
language
G5 use the basic congruence criteria for triangles (SSS, SAS, ASA, RHS)

G6 apply angle facts, triangle congruence, similarity and properties of

quadrilaterals to conjecture and derive results about angles and sides,
including Pythagoras’ theorem and the fact that the base angles of an
isosceles triangle are equal, and use known results to obtain simple proofs
G7 identify, describe and construct congruent and similar shapes, including on
coordinate axes, by considering rotation, reflection, translation and
enlargement (including fractional and negative scale factors)
G8 describe the changes and invariance achieved by combinations of
rotations, reflections and translations
G9 identify and apply circle definitions and properties, including: centre, radius,
chord, diameter, circumference, tangent, arc, sector and segment
G10 apply and prove the standard circle theorems concerning angles,
radii, tangents and chords, and use them to prove related results
G11 solve geometrical problems on coordinate axes

G12 identify properties of the faces, surfaces, edges and vertices of: cubes,
cuboids, prisms, cylinders, pyramids, cones and spheres
G13 construct and interpret plans and elevations of 3D shapes

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Mensuration and calculation
What students need to learn:
G14 use standard units of measure and related concepts (length, area,
volume/capacity, mass, time, money, etc.)

G15 measure line segments and angles in geometric figures, including

interpreting maps and scale drawings and use of bearings

G16 know and apply formulae to calculate: area of triangles, parallelograms,

trapezia; volume of cuboids and other right prisms (including cylinders)

G17 know the formulae: circumference of a circle = 2πr = πd , area of a

2
circle = πr ; calculate: perimeters of 2D shapes, including circles; areas of
circles and composite shapes; surface area and volume of spheres,
pyramids, cones and composite solids
G18 calculate arc lengths, angles and areas of sectors of circles

G19 apply the concepts of congruence and similarity, including the relationships
between lengths, areas and volumes in similar figures
2 2 2
G20 know the formulae for: Pythagoras’ theorem a + b = c , and the
opposite adjacent
trigonometric ratios, sin θ = , cos θ = and
hypotenuse hypotenuse
opposite
tan θ = ; apply them to find angles and lengths in right-angled
adjacent
triangles and, where possible, general triangles in two and three
dimensional figures
G21 know the exact values of sin θ and cos θ for θ = 0°, 30°, 45°, 60° and 90°;
know the exact value of tan θ for θ = 0°, 30°, 45° and 60°

G22 know and apply the sine rule a = b = c ,

sin A sin B sin C
2 2 2
and cosine rule a = b + c – 2bc cos A, to find unknown lengths and
angles
1
G23 know and apply Area = ab sin C to calculate the area, sides or
2
angles of any triangle

Vectors
What students need to learn:
G24 describe translations as 2D vectors

G25 apply addition and subtraction of vectors, multiplication of vectors by a

scalar, and diagrammatic and column representations of vectors; use
vectors to construct geometric arguments and proofs

18 Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Mathematics

Specification – Issue 2 – June 2015 © Pearson Education Limited 2015
5. Probability
What students need to learn:
P1 record, describe and analyse the frequency of outcomes of probability
experiments using tables and frequency trees
P2 apply ideas of randomness, fairness and equally likely events to calculate
expected outcomes of multiple future experiments
P3 relate relative expected frequencies to theoretical probability, using
appropriate language and the 0-1 probability scale
P4 apply the property that the probabilities of an exhaustive set of outcomes
sum to one; apply the property that the probabilities of an exhaustive set of
mutually exclusive events sum to one
P5 understand that empirical unbiased samples tend towards theoretical
probability distributions, with increasing sample size
P6 enumerate sets and combinations of sets systematically, using tables, grids,
Venn diagrams and tree diagrams
P7 construct theoretical possibility spaces for single and combined experiments
with equally likely outcomes and use these to calculate theoretical
probabilities
P8 calculate the probability of independent and dependent combined events,
including using tree diagrams and other representations, and know the
underlying assumptions
P9 calculate and interpret conditional probabilities through
representation using expected frequencies with two-way tables,
tree diagrams and Venn diagrams

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Specification – Issue 2 – June 2015 © Pearson Education Limited 2015
6. Statistics
What students need to learn:
S1 infer properties of populations or distributions from a sample, while knowing
the limitations of sampling
S2 interpret and construct tables, charts and diagrams, including frequency
tables, bar charts, pie charts and pictograms for categorical data, vertical
line charts for ungrouped discrete numerical data, tables and line graphs for
time series data and know their appropriate use
S3 construct and interpret diagrams for grouped discrete data and
continuous data, i.e. histograms with equal and unequal class
intervals and cumulative frequency graphs, and know their
appropriate use
S4 interpret, analyse and compare the distributions of data sets from univariate
empirical distributions through:
● appropriate graphical representation involving discrete, continuous and
grouped data, including box plots
● appropriate measures of central tendency (median, mean, mode and
modal class) and spread (range, including consideration of outliers,
quartiles and inter-quartile range)
S5 apply statistics to describe a population

S6 use and interpret scatter graphs of bivariate data; recognise correlation and
know that it does not indicate causation; draw estimated lines of best fit;
make predictions; interpolate and extrapolate apparent trends while
knowing the dangers of so doing

20 Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Mathematics

Specification – Issue 2 – June 2015 © Pearson Education Limited 2015