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**Scheme of work: GCSE Higher: Year 10: Term 4: Formulae and Kinematics**

- Solve linear equations in one unknown algebraically (including those with the unknown on both sides of the equation)
- Translate simple situations or procedures into algebraic expressions
- Deduce expressions to calculate the nth term of linear sequence
- Use compound units such as speed, rates of pay, unit pricing, density and pressure

- Substitute numerical values into formulae and expressions, including scientific formulae.
- Understand and use the concepts and vocabulary of expressions, equations, formulae, identities inequalities, terms and factors
- Understand and use standard mathematical formulae; rearrange formulae to change the subject
- Use relevant formulae to find solutions to problems such as simple kinematic problems involving distance, speed and acceleration
- 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

- When substituting known values into formulae it is important to follow the order of operations.
- Students need a secure understanding of using the balance method when rearranging formulae. Recap inverse operations, e.g. x
^{2}=> √x;. - When generating formulae it is important to associate mathematical operations and their algebraic notation with key words.
- Sketching a diagram to model a motion enables students to identify the key information and choose the correct Kinematic formula.

- Students often consider 2a
^{3}; to be incorrectly calculated as (2a)^{3};. Recap the order of operations to avoid this. - Students often have difficulty generating formulae from real life contexts. Encourage them to carefully break down the written descriptions to identify key words.
- Knowing which kinematics formula to use often causes students to drop mark in examinations.
- When factorising terms, students often forget to use the highest common factor.

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