# Category Archives: Maths GCSE 2010 Syllabus

## Triangles, Polygons and Constructions

Inte­rior and Exte­rior Angles of a Tri­an­gle First a cou­ple of rules using this tri­an­gle:- Rule 1 — The sum of the angles of a tri­an­gle (x + y + z) equals 180° Rule 2 — The exte­rior angle (angle … Con­tinue read­ing

## Angles, Parallel Lines and Bearings

Angles In Par­al­lel Lines We use arrow­heads to indi­cate that 2 lines are par­al­lel:-           When a line crosses 2 par­al­lel lines it cre­ates pairs of equal angles Inte­rior Angles In the dia­gram below x and … Con­tinue read­ing

## Further Algebra

This another sec­tion where all the ques­tions are in the B to A* range. I think that algebra’s rep­u­ta­tion as being very dif­fi­cult is exag­ger­ated. Like all maths top­ics if you really get to grips with the basics, you’ll be … Con­tinue read­ing

The whole of this topic is in the range grade B to grade A*. I sus­pect that the mere men­tion of “qua­dratic equa­tions” is enough to put off many peo­ple. There is no doubt that some of the equa­tions look … Con­tinue read­ing

## Linear Graphs

You could be intim­i­dated by graphs but I don’t think there’s any need. You just need to learn a few def­i­n­i­tions and prac­tice a few tech­niques to pick up some rel­a­tively easy marks. Line Seg­ments and Mid-points A graph paints a … Con­tinue read­ing

## Percentages

This sec­tion builds on Unit 1 Sta­tis­tics and Num­ber, Sec­tion 2 Frac­tions, Dec­i­mals and Per­cent­ages. It’s my kind of maths, mainly because it’s not really math­e­mat­ics it’s just arith­metic. I think if you learn one or two def­i­n­i­tions and do … Con­tinue read­ing

## Sequences and Proof

When I started look­ing at “Sequences and Proof”, I fell into the trap of look­ing at some of the most dif­fi­cult ques­tions (A and A*) first. What a sur­prise to find that I couldn’t do them! I now think it’s … Con­tinue read­ing

Posted in 17. Sequences and Proof | 1 Comment

## Indices and Standard Form

Overview This cov­ers; Laws of Indices, Frac­tional and Neg­a­tive Pow­ers, Stan­dard Form (build­ing on knowl­edge gained in Com­plex Cal­cu­la­tions and Accu­racy) and Surds. Some of this is quite com­pli­cated (some Grade A and A* ques­tions). I think the trick is … Con­tinue read­ing