Mathematical requirements

Use decimal and standard form notation, calculators, means, powers, roots, trigonometric functions, justified significant figures and approximations to check calculated magnitudes.

Use m.1-arithmetic, standard form and significant figures to connect the rule to the data and decision in the question.

This matters because m.1-arithmetic, standard form and significant figures determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply m.1-arithmetic, standard form and significant figures to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: M.1-Arithmetic, standard form and significant figures is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Change the subject of equations, solve simple and simultaneous equations, use the quadratic formula, substitute quantities with consistent units, check dimensional consistency, use percentages and interpret mathematical symbols.

Use m.2-algebra, models, units and dimensional consistency to connect the rule to the data and decision in the question.

This matters because m.2-algebra, models, units and dimensional consistency determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply m.2-algebra, models, units and dimensional consistency to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: M.2-Algebra, models, units and dimensional consistency is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use areas, volumes, Pythagoras, triangle similarity, trigonometric relationships, vector addition and resolution into perpendicular components in physical contexts.

Use m.3-geometry, trigonometry and vectors to connect the rule to the data and decision in the question.

This matters because m.3-geometry, trigonometry and vectors determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply m.3-geometry, trigonometry and vectors to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: M.3-Geometry, trigonometry and vectors is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Select variables and scales, determine gradients/intercepts/intersections, draw best-fit or curved trend lines, recognise common graph forms, use tangents to curves and use area under a curve where physically meaningful.

Use m.4-graphs, gradients, intercepts and areas to connect the rule to the data and decision in the question.

This matters because m.4-graphs, gradients, intercepts and areas determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply m.4-graphs, gradients, intercepts and areas to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: M.4-Graphs, gradients, intercepts and areas is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use radians, small-angle approximations, exponentials and logarithms, recognise logarithmic forms of products, quotients, powers and exponentials, and use logarithmic plots to test exponential or power-law variation.

Use m.5-a level radians, exponentials and logarithms to connect the rule to the data and decision in the question.

This matters because m.5-a level radians, exponentials and logarithms determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply m.5-a level radians, exponentials and logarithms to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: M.5-A Level radians, exponentials and logarithms is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.