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[quote=bob bundy]hi Mandy,

I'm glad the flash cards all work for you.  What I have in mind is this:

When you have a full set of cards in your hand you can sort them out into piles that have the same fraction.  Then we can learn some more about same fractions.

And it will fit in nicely when we start to look at percentages and decimals.

So I'll make the rest of the cards.  It may not be until the end of the week; sorry.

[u]dyslexia.[/u]

The reason I asked is that exam boards have to allow candidates with 'special needs' to have the help they need.  Obviously, they cannot tell you the answers but they can print special papers that are [b]larger in size[/b], printed on [b]coloured paper[/b] etc etc.  You can even get a[b] reader[/b] ( a person who reads the questions to you ) and a [b]scribe[/b] ( a person who re-writes your answers neatly and with no spelling mistakes.  These people must not help you to get the answers however!

To get this help you have to apply to the board explaining what you need and, for some things, providing evidence that you need it.  If you were still a pupil at school it would be easy as the school's learning support department would do all that for you and they would probably be the ones to act as reader or scribe.  As you are not at school, it is going to be harder to get this accepted. And harder still to get the help once it has been approved.

If you are happy for me to act for you, I will contact the board, explaining the circumstances, and see what can be arranged.  Having large print seems to be easy;  the other things may be more difficult but I thought it would be worth starting now as it may take a while to get going.  [b]Have you got any paperwork that could be used as 'proof' of your needs?[/b]  That would help a lot.  But if not, starting now to get the evidence should help.

[b]Let me know if you want me to go ahead and investigate.[/b]

[u]Topic List.[/u]

This is the list I have made.  Don't worry if you don't know what some bits mean;  those of us who are helping you do know and will be able to teach you the right things.

I suggest you copy the list into a document that you can keep on your computer.  You can add comments like " I can do this!!" or "Need help with this" or "What on Earth does this mean!!!"

Anonimnystefy wants to see the list.  Then he will help you make[b] a timetable[/b].  The code letters and numbers refer to the items off the exam board syllabus.  I cannot promise I haven't made a mistake editing the board's pages but it looks right to me.  (I have taught this for years so if there was something wrong, I think I'd spot it!)

(note we have been working on N2.1)

N1.1 Understand integers and place Including questions where the value to deal with arbitrarily answer to one calculation can large positive numbers.

N1.2 Add, subtract, multiply and divide any number.

N1.3 Understand and use number operations and the relationships between them, including inverse operations and hierarchy of operations.

N1.4 Approximate to a given power of 10,  up to three decimal places and one significant figure.

Nearest ten, hundred or thousand

N1.5 Order rational numbers.

N1.6 The concepts and vocabulary of factor (divisor), multiple,  common factor, highest common factor, least common multiple,  prime number and prime factor decomposition.

N1.7 The terms square, positive and negative square root, cube and cube root.
Square numbers up to 15 by15 and the cubes of 1, 2, 3, 4,

N1.8 Index notation for squares, cubes and powers of 10
Candidates should know, for example, that 1 million = 10 to the power 6

N1.9 Index laws for multiplication and division of integer powers.

N1.14 Use calculators effectively and efficiently, including statistical functions.
            
 Candidates should know not to round off values during the intermediate steps of a calculation.

N2.1 Understand equivalent fractions, simplifying a fraction by cancelling all common factors.

N2.2 Add and subtract fractions.

N2.3 Use decimal notation and recognise that each terminating decimal is a fraction.

N2.4 Recognise that recurring decimals are exact fractions, and that some exact fractions are recurring decimals.

N2.5 Understand that ‘percentage’ means ‘number of parts per 100’ and use this to compare proportions.

N2.6 Interpret fractions, decimals, percentages as operators.

The term common denominator will not be used.
Candidates should be able to interpret percentage problems using a multiplier.

N2.7 Calculate with fractions, decimals and percentages.

Candidates should be able to use a calculator to apply the four rules to fractions and decimals in problems

Candidates should be able to calculate 1% and 10% of quantities without a calculator as a starting point.

N3.1 Use ratio notation, including reduction to its simplest form and its various links to fraction notation.

N3.2 Divide a quantity in a given ratio.

N3.3 Solve problems involving ratio and proportion, including the unitary method of solution.

N4.1 Distinguish the different roles played by letter symbols in algebra, using the correct notation.

N4.2 Distinguish in meaning between the words ‘equation’, ‘formula’, and ‘expression’

Candidates should understand the words.  Candidates should also know the meaning of the word ‘term’.

N5.1 Manipulate algebraic  expressions by collecting like terms, by multiplying a single term over a bracket, and by taking out common factors.

N5.4 Set up and solve simple linear equations.

Questions will include geometrical problems, problems set in a functional context and questions requiring a graphical solution.

N5.6 Derive a formula, substitute numbers into a formula and change the subject of a formula.

Formulae to be rearranged will need at most two operations.

N5.7 Solve linear inequalities in one variable and represent the solution set on a number line.

Candidates should know and the use the symbols >, <, (with and without =)

Candidates should know the convention of an open circle on a number line for a strict inequality and a closed circle for an included boundary.

N5.8 Use systematic trial and improvement to find approximate solutions of equations where there is no simple analytical method of solving them.

N5.9 Use algebra to support and construct arguments.

N6.1 Generate terms of a sequence using term-to-term and position-to-term definitions of the sequence.

N6.2 Use linear expressions to describe the nth term of an arithmetic sequence.

N6.3 Use the conventions for coordinates in the plane and plot points in all four quadrants, including using geometric information.

N6.4 Recognise and plot equations that correspond to straight-line graphs in the coordinate plane,  graphs including finding their gradients.

N6.11 Construct linear functions from real-life problems and plot their corresponding graphs.

N6.12 Discuss, plot and interpret graphs (which may be non-linear) modelling real situations, including statistics contexts.  For example distance-time graphs

N6.13 Generate points and plot graphs of simple quadratic functions , and use these to find approximate solutions.

Foundation tier questions will be restricted to finding the approximate value of y for a given value of x or the approximate values of x for a given value of y.

G1.1 Recall and use properties of angles at a point, angles at a point on a straight line (including right angles), perpendicular lines, and opposite angles at a vertex.

G1.2 Understand and use the angle properties of parallel and intersecting lines, triangles and quadrilaterals.

Candidates should know the meaning and properties of ‘alternate’, ‘corresponding’, ‘interior’ and ‘vertically opposite’ angles. Colloquial terms such as ‘Z angles’ should not be used.

Candidates should know the names and properties of isosceles, equilateral and scalene triangles, and also right-angled, acute-angled and obtuse-angled triangles.

G1.3 Calculate and use the sums of the interior and exterior angles of polygons.

Candidates should be able to calculate the values of the interior angle, exterior angle and angle at the centre of regular polygons.

G1.4 Recall the properties and definitions of special types of quadrilateral, including square, rectangle, parallelogram, trapezium, kite and rhombus.

G1.5 Distinguish between centre, radius, chord, diameter, circumference, tangent, arc, sector and segment.

G1.6 Recognise reflection and rotation symmetry of 2D shapes.

G1.7 Describe and transform 2D shapes using single or combined rotations, reflections, translations, or enlargements by a positive scale factor and distinguish properties that are preserved under particular transformations.

G1.8 Understand congruence and similarity.

G2.1 Use Pythagoras’ theorem.

G2.3 Justify simple geometrical properties.

G2.4 Use 2D representations of 3D shapes.

G3.1 Use and interpret maps and scale drawings.

G3.2 Understand the effect of enlargement for perimeter,  area and volume of shapes and solids.

Questions at Foundation tier, area and volume will always include a diagram.

G3.3 Interpret scales on a range of measuring instruments and recognise the inaccuracy of measurements.

G3.4 Convert measurements from one unit to another.

Metric conversions should be known. 
Imperial to metric conversions will be limited to 5 miles =  8 kilometres, 4.5 litres = 1 gallon, 2.2 pounds = 1 kilogram and 1 inch = 2.5 centimetres.  (approximately = here)

G3.5 Make sensible estimates of a range of measures.

G3.6 Understand and use bearings.

G3.7 Understand and use compound measures.

Including area, volume and speed at Foundation tier. Other measures will be defined in the question.

G3.8 Measure and draw lines and angles.

G3.9 Draw triangles and other 2D shapes using a ruler and protractor.

G3.10 Use straight edge and a pair of compasses to do constructions.

Foundation tier will be restricted to perpendicular bisector and angle bisector.

G3.11 Construct loci. Foundation tier will be restricted to at most two constraints.

G4.1 Calculate perimeters and areas of shapes made from triangles and rectangles.

G4.3 Calculate circumferences and areas of circles.

G4.4 Calculate volumes of right prisms, including cylinders and of shapes made from cubes and cuboids.

G5.1 Understand and use vector notation for translations.

S1 Understand and use the statistical problem solving process which involves specifying the problem and planning; collecting data; processing and presenting the data; interpreting and discussing the results.

Including knowing and using the term ‘hypothesis’ for a general prediction which is to be tested.

S2.1 Types of data: qualitative, discrete, continuous.

Use of grouped and ungrouped data.

S2.2 Identify possible sources of bias.

S2.3 Design an experiment or survey.

An understanding of the terms ‘primary data’ and ‘secondary data’ is expected.

S2.4 Design data-collection sheets distinguishing between different types of data.

Includes observation,  controlled experiment, data  logging, questionnaires and surveys.

S2.5 Extract data from printed tables and lists.

S3.1 Design and use two-way tables for grouped and ungrouped data.

S3.2 Produce charts and diagrams for various data types. 
Scatter graphs, stem-and-leaf, tally charts, pictograms, bar charts, dual bar charts, pie charts, line graphs, frequency polygons, histograms with equal class intervals.

Candidates should be able to read information from and interpret these charts and diagrams.

S3.3 Calculate median, mean,  range, mode and modal class.  
From charts, diagrams, lists and tables of data.

S4.1 Interpret a wide range of graphs and diagrams and draw conclusions.

Including median and range from a stem-and-leaf diagram.

S4.2 Look at data to find patterns and exceptions.

For example, identifying a ‘rogue’ value from a scatter diagram.

S4.3 Recognise correlation and draw and/or use lines of best fit by eye, understanding what these represent.

Candidates will be required to recognise when correlation is weak or strong, positive or negative, but will not be asked to comment on the reliability of the data.

Candidates should understand that using a line of best fit outside the plotted range may not be valid.

S4.4 Compare distributions and make inferences.

Comparisons of average and range.

S5.1 Understand and use the vocabulary of probability and the probability scale.

Words used will be ‘impossible’,‘very unlikely’, ‘unlikely’, ‘evens’, ‘likely’, ‘very likely’ and ‘certain’.

S5.2 Understand and use estimates or measures of probability from theoretical models (including equally likely outcomes), or from relative frequency.

Probabilities should be written as fractions, decimals or percentages. Cancelling a fraction to its simplest form may be required.

S5.3 List all outcomes for single events, and for two successive events, in a systematic way and derive related probabilities.

S5.4 Identify different mutually exclusive outcomes and know that the sum of the probabilities of all these outcomes is 1.

The phrase ‘mutually exclusive’ will not be used in the examination.

S5.7 Compare experimental data and theoretical  probabilities.

Knowledge of the term ‘relative frequency’.

S5.8 Understand that if an experiment is repeated, this may – and usually will – result in different outcomes.

Knowledge that the more trials carried out then the better the reliability of the results.

S5.9 Understand that increasing sample size generally leads to better estimates of probability and population characteristics.

And that's all!     :)

Bob[/quote]

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Topic review (newest first)

mandy jane: 2012-07-10 07:22:22

Hi bob sorry for not being on early but we r on holiday in wals and just got reseption ok i will be home next monday ok?very sorry about early ok? Get back if you like?

bob bundy: 2012-07-09 20:08:16

bob bundy: 2012-06-25 07:11:22

bob bundy: 2012-06-25 06:54:52

mandy jane: 2012-06-25 06:45:03

Hi bob bundy yes it was 92 seconds ok not 192 ok i stund myslef ok!

bob bundy: 2012-06-25 04:06:28

bob bundy: 2012-06-25 04:02:42

mandy jane: 2012-06-25 03:59:53

Hi bob bundy i did some more time table and i did them in

237
92
186
109
is that good or not? let me know please

mandy jane: 2012-06-25 03:46:18

Hi bob bundy mandy here the the answers to the 8 qustions are

(1) 50% is 2/4 and 12/24

(2) 3/6

(3) 1/2 2/4 3/6 4/8 6/12 12/24

(4) 30% and 70% = 100%

(5) 1/2 + 1/2 = 100

(6) 100% is 1 whole

(7) 30% is larger then 1/4

(8) 3/4 is larger then 70%

send message back and let me know am i right or not?

bob bundy: 2012-06-23 01:27:31

mandy jane: 2012-06-23 00:44:48

Hi bob i have 4 new flash cards now what shoul i do with them? Send message now?

bob bundy: 2012-06-22 21:05:20

mandy jane: 2012-06-22 20:17:55

Hi bob i need to do ratio & percentage ok? What do u thin k of that then? Send me some work please? Thank's

bob bundy: 2012-06-22 19:13:46

mandy jane: 2012-06-22 18:42:33

Hi bob bundy i did the time tables test & did it in 179 this time good or not? What should i do noxt then? Send me message so i know what to do over the weekend ok?

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