Assessed quantitative skills

Calculate, use and understand ratios, averages and fractions.

Use qs1—ratios, averages and fractions to connect the rule to the data and decision in the question.

This matters because qs1—ratios, averages and fractions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply qs1—ratios, averages and fractions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: QS1—Ratios, averages and fractions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Calculate, use and understand percentages and percentage changes.

Use qs2—percentages and percentage changes to connect the rule to the data and decision in the question.

This matters because qs2—percentages and percentage changes determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply qs2—percentages and percentage changes to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: QS2—Percentages and percentage changes is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Construct and interpret a range of standard graphical forms.

Use qs3—standard graphical forms to connect the rule to the data and decision in the question.

This matters because qs3—standard graphical forms determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply qs3—standard graphical forms to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: QS3—Standard graphical forms is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Interpret index numbers.

Use qs4—index numbers to connect the rule to the data and decision in the question.

This matters because qs4—index numbers determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply qs4—index numbers to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: QS4—Index numbers is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Calculate cost, revenue, profit and break-even.

Use qs5—cost, revenue, profit and break-even to connect the rule to the data and decision in the question.

This matters because qs5—cost, revenue, profit and break-even determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply qs5—cost, revenue, profit and break-even to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: QS5—Cost, revenue, profit and break-even is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Calculate investment-appraisal outcomes and interpret the results.

Use qs6—investment appraisal to connect the rule to the data and decision in the question.

This matters because qs6—investment appraisal determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply qs6—investment appraisal to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: QS6—Investment appraisal is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Interpret values of price elasticity and income elasticity of demand.

Use qs7—price and income elasticity of demand to connect the rule to the data and decision in the question.

This matters because qs7—price and income elasticity of demand determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply qs7—price and income elasticity of demand to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: QS7—Price and income elasticity of demand is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use and interpret quantitative and non-quantitative information to make decisions.

Use qs8—quantitative and non-quantitative decisions to connect the rule to the data and decision in the question.

This matters because qs8—quantitative and non-quantitative decisions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply qs8—quantitative and non-quantitative decisions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: QS8—Quantitative and non-quantitative decisions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Interpret, apply and analyse information in written, graphical and numerical forms.

Use qs9—analysing business information to connect the rule to the data and decision in the question.

This matters because qs9—analysing business information determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply qs9—analysing business information to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: QS9—Analysing business information is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.