Join TSR now and get all your revision questions answeredSign up now

Maths year 11 Watch

    • Thread Starter
    Offline

    2
    ReputationRep:
    (Original post by 34908seikj)
    How 'bout now?
    Clear! Thank youu!

    Posted from TSR Mobile
    Offline

    2
    ReputationRep:
    (Original post by z_o_e)
    Clear! Thank youu!

    Posted from TSR Mobile
    keep dem questions coming fam.
    • Thread Starter
    Offline

    2
    ReputationRep:
    (Original post by 34908seikj)
    How 'bout now?
    Will you be able to make me an example question in a similar way?

    Posted from TSR Mobile
    Offline

    2
    ReputationRep:
    (Original post by z_o_e)
    Will you be able to make me an example question in a similar way?

    Posted from TSR Mobile
    http://www.mrbartonmaths.com/gcsetakeaway.htm

    http://www.mrbartonmaths.com/resourc...e-diagrams.pdf
    • Thread Starter
    Offline

    2
    ReputationRep:
    Omg thank you so much! This link is so helpful.

    Posted from TSR Mobile
    Offline

    2
    ReputationRep:
    (Original post by z_o_e)
    Omg thank you so much! This link is so helpful.

    Posted from TSR Mobile
    http://www.examsolutions.net/maths-r...her/module.php

    http://www.mathsgenie.co.uk/gcse.html

    http://www.themathsteacher.com/gcse_maths.php

    https://mathswebsite.com/gcse

    You might find these just as helpful.
    • Thread Starter
    Offline

    2
    ReputationRep:
    THANK YOU VERY MUCH!

    can you please check this



    Posted from TSR Mobile
    Attached Images
     
    Offline

    2
    ReputationRep:
    (Original post by z_o_e)
    THANK YOU VERY MUCH!

    can you please check this



    Posted from TSR Mobile
    Not drawn to scale, but that's the sort of shape it should be.

    • Thread Starter
    Offline

    2
    ReputationRep:
    (Original post by 34908seikj)
    Not drawn to scale, but that's the sort of shape it should be.

    Oh :/

    Posted from TSR Mobile
    Offline

    2
    ReputationRep:
    The line between A and B should be exactly halfway - no need to use LOCI to find the middle, the measure the length and half it!
    • Thread Starter
    Offline

    2
    ReputationRep:
    (Original post by 34908seikj)
    The line between A and B should be exactly halfway - no need to use LOCI to find the middle, the measure the length and half it!
    Thee First question

    Posted from TSR Mobile
    Attached Images
     
    • Thread Starter
    Offline

    2
    ReputationRep:
    (Original post by 34908seikj)
    The line between A and B should be exactly halfway - no need to use LOCI to find the middle, the measure the length and half it!

    I got this but I'm not sure.

    As isn't 1 percent divide by 100?

    Posted from TSR Mobile
    Attached Images
     
    Offline

    2
    ReputationRep:
    (Original post by z_o_e)
    I got this but I'm not sure.

    As isn't 1 percent divide by 100?

    Posted from TSR Mobile
    Is this calc or non calc? I just used calc, but I can do it non calc if you like.


    • Thread Starter
    Offline

    2
    ReputationRep:
    (Original post by 34908seikj)
    Is this calc or non calc? I just used calc, but I can do it non calc if you like.


    I'm trying to find them mentally. But I kind of understand now it's just that my teacher confused me with this method. I don't know which method to use.

    We did this today.


    This is how I did it... I got it wrong ..

    This is sirs method


    Posted from TSR Mobile
    Attached Images
      
    Offline

    2
    ReputationRep:
    (Original post by z_o_e)
    I'm trying to find them mentally. But I kind of understand now it's just that my teacher confused me with this method. I don't know which method to use.

    We did this today.


    This is how I did it... I got it wrong ..

    This is sirs method


    Posted from TSR Mobile
    The first one, you increased it by 20%, when it actually asked for a reduction of 20% (take away 20%), likewise with the second one you have increased the value when I presume you need to decrease it.

    1200 reduced by 20% is 960 - You can work this out by doing 1200*0.8. 0.8 because you want 80% of the total value. You just divided it by 80. - that's not how percentages work.

    - At least I think that's what you're supposed to do, I couldn't tell what the question was on the second image.
    • Thread Starter
    Offline

    2
    ReputationRep:
    (Original post by 34908seikj)
    The first one, you increased it by 20%, when it actually asked for a reduction of 20% (take away 20%), likewise with the second one you have increased the value when I presume you need to decrease it.

    1200 reduced by 20% is 960 - You can work this out by doing 1200*0.8. 0.8 because you want 80% of the total value. You just divided it by 80. - that's not how percentages work.

    - At least I think that's what you're supposed to do, I couldn't tell what the question was on the second image.
    Ohh the second image is the same question.

    Posted from TSR Mobile
    • Thread Starter
    Offline

    2
    ReputationRep:
    (Original post by 34908seikj)
    Is this calc or non calc? I just used calc, but I can do it non calc if you like.


    Can you do this question one neatly please as an example.



    Posted from TSR Mobile
    Attached Images
     
    Offline

    2
    ReputationRep:
    (Original post by z_o_e)
    Can you do this question one neatly please as an example.



    Posted from TSR Mobile
    • Thread Starter
    Offline

    2
    ReputationRep:
    (Original post by 34908seikj)
    Where did you get 1.1 from?

    It Increases by 10%

    Posted from TSR Mobile
    Offline

    2
    ReputationRep:
    (Original post by z_o_e)
    Where did you get 1.1 from?

    It Increases by 10%

    Posted from TSR Mobile
    You want to add 10% on the 5000

    10% as a decimal is 0.1

    and 100% as a decimal is 1

    If you were to add 10% of 5000 back onto the 5000, you would have 110% of the original value

    Therefore we multiply by 1.1 as 110% = 1.1

    When you want to increase by a percentage aways have the value larger than 1, as it accounts for your current value. want to increase by 58% = 1.58, increase by 240% = 2.4 etc. etc.
 
 
 
Poll
What is your favourite film genre?

The Student Room, Get Revising and Marked by Teachers are trading names of The Student Room Group Ltd.

Register Number: 04666380 (England and Wales), VAT No. 806 8067 22 Registered Office: International House, Queens Road, Brighton, BN1 3XE

Quick reply
Reputation gems: You get these gems as you gain rep from other members for making good contributions and giving helpful advice.