While writing a GCSE Maths coursework can be challenging for many students, it is essential to

acknowledge that it plays a crucial role in assessing their understanding of mathematical concepts
and problem-solving skills. GCSE coursework often requires a combination of theoretical
knowledge, practical application, and effective communication of findings.

Here are some reasons why students might find it difficult to write a GCSE Maths coursework:

1. Complexity of Topics: GCSE Maths covers a wide range of topics, from algebra and
geometry to statistics and calculus. Understanding and applying these concepts can be
challenging for students, particularly when tasked with integrating them into a coursework
assignment.
2. Application of Mathematics: Coursework often requires students to apply mathematical
concepts to real-world situations. This can be challenging as it requires not only a solid
understanding of the theories but also the ability to apply them in a practical context.
3. Time Management: GCSE students typically have a busy schedule with multiple subjects to
study. Balancing coursework alongside other academic commitments can be challenging,
especially when deadlines are tight.
4. Research and Data Analysis: Depending on the coursework topic, students may need to
conduct research and analyze data. This requires additional skills and can be time-consuming.

For those who find the task overwhelming, seeking assistance is a viable option. However, it's
important to note that promoting or recommending specific external services, such as ⇒
HelpWriting.net ⇔, may not be the best approach. Encouraging students to seek help from their
teachers, classmates, or school resources would be a more responsible recommendation. Additionally,
there are numerous educational resources and tutoring services available that can provide support
without the ethical concerns associated with external writing services.

In conclusion, while writing a GCSE Maths coursework can be challenging, it's essential for students
to approach the task with dedication and seek help responsibly through appropriate channels.
By finding out these problems will help me to fix and solve them before I come to do my real
survey. From this, I decided to re sample the Year 7 boys’ and the Year 11 boys’ data as the other
sample was simply too small to show anything of fairness, I used systematic sample-taking every
third student. For the year sevens, the modal class interval is 140. You also have the option to opt-out
of these cookies. The investigation has gone well and I have made evidence to prove that generally,
year ten girls are heavier and taller than year seven girls. They also have a wide spread inter-quartile
range (middle 50%). Which is the correct answer? A) 4.51 mm B) 20.35 mm C) 6.38 mm D) 40.74
mm Calculator Show answer Answer C) 6.38 mm (4 marks) Answer explanation The first challenge
with this question is the absence of a diagram. I will use this sample of data to compare the heights
and weights of the year seven and 10 girls and to see whether my hypothesis is correct. To a certain
degree of accuracy, this proves my null hypothesis. The question can appear to be challenging upon
first inspection, but once the powers and roots have been simplified, it is an easy question to solve.
From this information, I should be able to infer a judgment on some of the mental changes that take
place during this time of children’s development. There are various methods to completing this
question, but the easiest way is to multiply the numerator and denominator of the first fraction by v2
so that both fractions have a common denominator of v10. I need agility and flexibility during the
game when I am going up for lay-ups and one on one plays. I am investigating this because I want
to see if a person’s Midyis score is high, will there estimating ability be higher than others who have
a lower Midyis score. Instead, the experiment was carried out at lunchtime so there was not a full
attendance. Alternative hypothesis: There is no relationship between the ability to estimate the length
of a straight line and mathematical ability. I also need to improve my agility because I constantly see
that when I am on a fast break and the opponent catches up to me I am not agile enough to avoid
him and put the ball in the hoop. I will increase the duration of my aerobic exercise. A systematic
sample might have been better. (E.g. Every third person.). These results also seem to correlate with
the scientific theory of later male development however to make a solid conclusion of the issue I
would need stronger results. I will carry out this investigation by comparing the accuracy of
estimating year 8 students. The “Difference between the actual length and pupil estimation” will be
measure by taking away the actual length line from the pupil estimation to give the range between
them. Here we provide 25 of these to give students and teachers a flavour of the full range of
question types you’ll need to be familiar with. They need to identify that the x value has decreased
by 1 and the constant value has increased by 5. Learn more or request a personalised quote for your
school to speak to us about your school’s needs and how we can help. This will be useful in this
project for finding out whether my hypothesis is correct. See other similar resources ?3.00 (no rating)
0 reviews BUY NOW Save for later Not quite what you were looking for. Of these people, 21 speak
French 1 speaks French, German and Italian 4 speak French and Italian but not German 7 speak
German and Italian 18 do not speak any of the languages All 11 people who speak German speak at
least one other language. The questions may look simple in their presentation, but they require key
skills to be carefully selected and applied. I need to make the experiment fair, so I need the same
controlled experiment for each person who does the experiment.
This resource hasn't been reviewed yet To ensure quality for our reviews, only customers who have
purchased this resource can review it Report this resource to let us know if it violates our terms and
conditions. The most efficient method is to write each number as a product of its prime factors. A
scatter graph earlier in the piece of coursework proves this as there is strong, positive correlation. For
more GCSE maths questions take a look at our free Density lessons and for more personalised
support schools can plug gaps with our targeted one-to-one interventions. Alternative hypothesis:
There is no relationship between the ability to estimate the length of a straight line and mathematical
ability. 2) Does the estimation of a non straight line improve after practice. GCSE higher maths
questions These GCSE maths questions appear on the higher tier paper and draw on a range of skills.
This shows that the Year 11 boy’s have a wider range of interests and are more open to new things,
this makes them more mature than they where in Year 7. I also took the standard deviation of the
values and plotted each stratums deviation on to a bar chart. Ensuring students are confident with
angle notation and how to recall the circle theorems are essential. Sam says: “There are more letters
weighing between 20 g and 60 g than letters weighing between 60 g and 100 g.” Is Sam correct?
Show how you decide. It is important to set out the calculations clearly. This is the class interval that
contains the most values. This graph proves to me that the taller you are, the heavier you tend to be.
Each vertex of the square is on the circumference of the circle. The number line below shows the
degrees of correlation. Finally, they need to rationalise the denominator by multiplying the numerator
and denominator by v10 and simplifying. Once frequency has been calculated, these sorts of
questions can then relate to other frequency-related question types, such as averages from a
frequency table and cumulative frequency. All data related to this scatter graph can be found in the
results box. Set 5 boys did not do the same exam so these boys will not be sampled. Lowest common
multiple and highest common factor maths questions 20. Since 2013 we’ve helped over 150,000
primary and secondary students become more confident, able mathematicians. All though the ranges
do not necessarily reflect this observation, I can see that the inter-quartile ranges are slowly creeping
up, with the age. Their estimation will be recorded and the difference towards their estimation and
the real measurement will be recorded. It is mandatory to procure user consent prior to running these
cookies on your website. This explains why the inter-quartile range is further spread. If the ability of
the Yr7’s is similar to that of the Yr11’s the results should be in roughly the same place. Year 10 in
the Stamford Endowed schools is a good choice as every person has have the exact same education
and experience and the data is reasonably easy to collect. From the previous scatter diagrams I have
seen that there is strong correlation between height and weight meaning that the Year 10’s are bound
to be heavier. Set of 25 Printable GCSE Maths Questions Try these challenging GCSE maths
questions with your students in class. A) 5 kg B) 17.5 kg C) 19 kg D) 47.5 kg Non-calculator Show
answer Answer D) 47.5 kg (5 marks) Answer explanation The numbers and calculations required for
this question are straightforward.
I only have 52 results for girls as the High School wouldn't allow the experiment to be carried out in
lessons. I have done this as boys grow at different times to girls. This meant I only had 8 Year 11
girls whilst far more Year 8 girls, which may have been the cause of the increased range of their data.
Year 10 at Stamford School and Stamford High School represent a small sample of year 10 pupils in
England. I know this data is reliable as I have sifted through any anomalies and crossed them off. To
answer a GCSE maths question the first thing you need to do is read the question properly. Also, I
can see that not many people are taller than 1.6 cm or are shorter than 1.4 cm. Write a review Update
existing review Submit review Cancel It's good to leave some feedback. Therefore, every exam paper
will have questions that can present difficulties to students. Because weight and height are
continuous data, it makes more sense to find the modal class interval rather than the mode. However,
this question has some unfamiliar elements compared to the usual rearranging questions which
require factorising, due to the placing of the brackets and b appearing on its own as the denominator.
Students may also have cheated as they were told to fold over their first strip of paper after they had
estimated on them, so they couldn’t use it to help estimate the second measurement. I think the
former explanation is the more plausible of the two having studied the charts and the standard
deviations. Another problem was that students tables had rulers on them, so even when we
specifically said not to use a ruler to help calculate the measurements, we are not certain that they did
or didn’t use it to help them. It has become clear throughout my piece of coursework that year tens
are heavier and taller than year seven girls as they are older. To take a stratified sample I will divide
the whole population of children into year group and gender e.g. Year 7 Boys. I will then take 10%
of each stratum to gain fair representation of each stratum. For more GCSE maths questions take a
look at our free Venn diagram lessons and for more personalised support schools can plug gaps with
our targeted one-to-one interventions. 8. Quadratic equations maths question In the diagram, the
square and the trapezium share a common side length of x cm. Each pupil will be given 2 strips of
paper which will have a line measured 15 cm long where they can draw there estimation. Students
are required to know that the diagonal lines within a square are perpendicular and therefore need to
apply Pythagoras’ theorem to calculate the side length of the square. I used stratified sampling to
make it fair and since I am comparing which gender has a better estimating accuracy it was needed,
so I have both the same amount of boys and girls in my data. The modal class interval for the year
tens is between 50. For more GCSE maths questions take a look at our free Lowest common
multiple and Highest common factor lessons and for more personalised support schools can plug
gaps with our targeted one-to-one interventions. 20. Venn diagrams maths question This diagram
represents students in a year group who study Geography (G) or History (H). Fiction by Genre
Historical Humour Romance Short Stories Thrillers View More. The most efficient method is to write
each number as a product of its prime factors. Although there maybe some problems and anomalies
with this sample because someone maybe away, someone maybe blind or have eye problems and
someone might be handicapped. I can see this as the height of the year 10 girls starts at 1.4cm
whereas the year seven girls start at 1.2 cm. I can see this as the height of the year 10 girls starts at
1.4cm whereas the year seven girls start at 1.2 cm. Finally, it is important they correctly round their
answer to 3 significant figures. To a certain degree of accuracy, this proves my null hypothesis.
However, when analysing the Year 10 and 11 charts the inter-quartile range is far smaller.
I have placed these ages in a table with the students IQ. Because weight and height are continuous
data, it makes more sense to find the modal class interval rather than the mode. Question 2 Does the
estimation of a non straight line improve after practice. It might also have been more beneficial to
have used a different sampling technique, as this technique gave me different numbers of students
from each stratum. I will increase the duration of my aerobic exercise. Here we provide 25 of these
to give students and teachers a flavour of the full range of question types you’ll need to be familiar
with. Students need to interpret the question correctly and create their own diagram. This gives me a
total of 90 results which will be used in questions 3 and 4 as well as this one. I can see this as the
height of the year 10 girls starts at 1.4cm whereas the year seven girls start at 1.2 cm. While this is a
correct method, it is a longer process and is therefore subject to potential errors. I created a single
value for the KS2 Result by adding the 3 numbers together. For each question I will use a certain
sample of year 10's at Stamford Endowed schools. For the year sevens, the modal class interval is
140. As these tests, where taken at the same age it is fair to say that the random sample has
represented each Year fairly. Although there maybe some problems and anomalies with this sample
because someone maybe away, someone maybe blind or have eye problems and someone might be
handicapped. Once the equations have been correctly solved, they need to interpret their solutions by
only selecting the positive result. These cookies will be stored in your browser only with your
consent. They all include answers on a separate page and are organised by difficulty. Write a review
Update existing review Submit review Cancel It's good to leave some feedback. Non-necessary Non-
necessary Any cookies that may not be particularly necessary for the website to function and is used
specifically to collect user personal data via analytics, ads, other embedded contents are termed as
non-necessary cookies. A systematic sample might have been better. (E.g. Every third person.).
Finally, students need to correctly round their answer to 3 significant figures. The “Difference
between the actual length and pupil estimation” will be measure by taking away the actual length
line from the pupil estimation to give the range between them. To prevent tedium from occurring I
will include music in my training sessions so that it will keep me motivated and wanting to continue
the exercise program. This is the information on the histogram which I have taken from Autograph
and put into word. There are a variety of mistakes that can be made when expanding brackets and
simplifying the fractions. The diagram shows this as the pink squares, which are the Year tens, are at
a higher level than the year sevens. This meant I only had 8 Year 11 girls whilst far more Year 8 girls,
which may have been the cause of the increased range of their data. However, when analysing the
Year 10 and 11 charts the inter-quartile range is far smaller. No, GCSE maths is not difficult if you
are sitting the right exam and you have prepared.