Assessed quantitative skills

Calculate, use and understand ratios and fractions.

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

This matters because qs1—ratios 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 and fractions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: QS1—Ratios 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, percentage changes and percentage-point changes.

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

This matters because qs2—percentages and percentage-point 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-point changes to one small, clearly defined case, show the key step or comparison, and explain the result in words.

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

Understand and use the mean and median at AS; at A2, also understand and use relevant percentiles, deciles, quintiles and quartiles.

Use qs3—means, medians and quantiles to connect the rule to the data and decision in the question.

This matters because qs3—means, medians and quantiles determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

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

Boundary: QS3—Means, medians and quantiles 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 qs4—standard graphical forms to connect the rule to the data and decision in the question.

This matters because qs4—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 qs4—standard graphical forms to one small, clearly defined case, show the key step or comparison, and explain the result in words.

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

Calculate and interpret index numbers.

Use qs5—index numbers to connect the rule to the data and decision in the question.

This matters because qs5—index numbers determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply qs5—index numbers to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: QS5—Index numbers is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Calculate total revenue at AS; at A2, calculate marginal, average and total cost, revenue and profit.

Use qs6—revenue, cost and profit calculations to connect the rule to the data and decision in the question.

This matters because qs6—revenue, cost and profit calculations determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

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

Boundary: QS6—Revenue, cost and profit calculations is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Convert money values into real terms.

Use qs7—nominal and real values to connect the rule to the data and decision in the question.

This matters because qs7—nominal and real values determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply qs7—nominal and real values to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: QS7—Nominal and real values is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Calculate elasticity and interpret the result.

Use qs8—elasticity calculations to connect the rule to the data and decision in the question.

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

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

Boundary: QS8—Elasticity calculations 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, tabular and numerical forms.

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

This matters because qs9—analysing economic 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 economic information to one small, clearly defined case, show the key step or comparison, and explain the result in words.

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

Distinguish between a change in the level of a variable and its rate of change.

Use qs10—levels and rates of change to connect the rule to the data and decision in the question.

This matters because qs10—levels and rates of change determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply qs10—levels and rates of change to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: QS10—Levels and rates of change is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand composite indicators.

Use qs11—composite indicators to connect the rule to the data and decision in the question.

This matters because qs11—composite indicators determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply qs11—composite indicators to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: QS11—Composite indicators is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the meaning of seasonally adjusted figures.

Use qs12—seasonally adjusted figures to connect the rule to the data and decision in the question.

This matters because qs12—seasonally adjusted figures determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply qs12—seasonally adjusted figures to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: QS12—Seasonally adjusted figures is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.