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The content outlines objectives for students (AO2 and AO3) and explains how challenging question types can be supported. It includes a starter activity using a frequency table of customer spending to prompt what questions can be asked and how questions may be adapted. The document also provides poster reminders and guidance on assessment objectives and mathematical reasoning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/difficult-questions-introduction-starter-using-information-to-conjecture/623348/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/difficult-questions-introduction-starter-using-information-to-conjecture/623348.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the key GCSE objectives discussed in the material?","Question",{"text":112,"@type":113},"The material focuses on students meeting assessment objectives, especially AO2 (reasoning, interpretation and communication) and AO3 (solving problems in other contexts). It also includes AO1 as the foundation for knowledge and standard techniques.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the starter activity use information to conjecture?",{"text":117,"@type":113},"Students are given a table of amounts spent (£A) and frequencies from a single day, then asked what questions could be asked and how those questions could be modified.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are inference, interpretation, and evaluation identified as challenging?",{"text":121,"@type":113},"The introduction explains that many difficult questions from practice papers were not well answered and that this assessment area stands out as particularly challenging for students in the newer GCSE.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},623348,1792502302,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","2/27/2018  \n| This meeting will be recorded |  |  |\n| --- | --- | --- |\n| Exam boards have an Ofqual requirement to record event audio.\u003Cbr>Recordings are kept for one year and not shared as an accompaniment to session resources.\u003Cbr>The recording will begin now. |  |  |\n| 2 | Copyright © AQA and its licensors. All rights reserved. | |\n\n2/27/2018  \n\n| Objectives |  |  |\n| --- | --- | --- |\n| • To consider GCSE questions addressing aspects of AO2 and AO3 (inference, interpretation and evaluation) which students find/found challenging.\u003Cbr>• To consider how we might support students in preparing for and overcoming these challenges. |  |  |\n| 4 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Starter – using information to conjecture |  |  |  |\n| --- | --- | --- | --- |\n| The table below gives information about the amount of money, £A, some customers spent on an internet site in one day. |  |  |  |\n| a. What questions could be asked?\u003Cbr>b. With modifications, what questions could be asked? |  | Amount spent (£A) Frequency 0\u003C A≤ 20 11 20\u003C A≤ 40 13 40\u003C A≤ 60 25 60\u003C A≤ 80 23 80\u003C A≤ 100 24 |  |\n| 5 | Copyright © AQA and its licensors. All rights reserved. |  | |\n\n\n| Realising potential |  |  |\n| --- | --- | --- |\n| |  |  |\n| 6 | Copyright © AQA and its licensors. All rights reserved. | |\n\n2/27/2018  \n\n| Poster reminders |  |  |\n| --- | --- | --- |\n| • Where’s the algebra?\u003Cbr>• Consider the converse\u003Cbr>• Assumptions?\u003Cbr>• What if?\u003Cbr>• What do I see? What do I know? What do they want? |  |  |\n| 7 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Difficult questions: introduction |  |  |\n| --- | --- | --- |\n| The following are all questions from Practice Paper Set 3, summer ‘17 and November ‘17 that were not well answered and which test aspects of the assessment objectives around inference, interpretation and evaluation.\u003Cbr>This area stood out more than any other aspect of the new GCSE as an area that appears to be particularly challenging for students. |  |  |\n| 8 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Assessment Objective 1 |  |\n| --- | --- |\n| Use and apply standard techniques Students should be able to:\u003Cbr>• accurately recall facts, terminology and definitions\u003Cbr>• use and interpret notation correctly\u003Cbr>• accurately carry out routine procedures or set tasks requiring multi-step solutions\u003Cbr>Weighting: F 50% H 40% |  |\n| Copyright © AQA and its licensors. All rights reserved. 9 | |\n\n2/27/2018  \n\n| Assessment Objective 2 |  |\n| --- | --- |\n| Reason, interpret and communicate mathematically Students should be able to:\u003Cbr>• make deductions and inferences and draw conclusions from mathematical information\u003Cbr>• construct chains of reasoning to achieve a given result\u003Cbr>• interpret and communicate information accurately\u003Cbr>• present arguments and proofs\u003Cbr>• assess the validity of an argument and critically evaluate a given way of processing information\u003Cbr>Weighting: F 25% H 30% |  |\n| Copyright © AQA and its licensors. All rights reserved. 10 | |\n\n\n| Assessment Objective 3 |  |\n| --- | --- |\n| Solve problems within mathematics in other contexts Students should be able to:\u003Cbr>• translate problems in mathematical or non-mathematical contexts into a process or a series of mathematical processes\u003Cbr>• make and use connections between different parts of mathematics\u003Cbr>• interpret results in the context of the given problem\u003Cbr>• evaluate methods used and results obtained\u003Cbr>• evaluate solutions to identify how they may have been affected by assumptions made\u003Cbr>Weighting: F 25% H 30% |  |\n| Copyright © AQA and its licensors. All rights reserved. 11 | |\n\n\n| Assessment Objective guidance |  |  |\n| --- | --- | --- |\n| [allaboutmaths.aqa.org.uk/1355](allaboutmaths.aqa.org.uk/1355) | |  |\n| Copyright © AQA and its licensors. All rights reserved. 12 |  | |\n\n2/27/2018  \n\n| Assessment Objective 2 |  |\n| --- | --- |\n| Reason, interpret and communicate mathematically Students should be able to:\u003Cbr>","cbCaiuuB6JQLmlP0","https://ap.wps.com/l/cbCaiuuB6JQLmlP0","pdf",466846,17,"English","# Objectives\n## Starter – using information to conjecture\n## Poster reminders\n## Difficult questions: introduction\n## Assessment Objective 1\n## Assessment Objective 2\n## Assessment Objective 3\n## Assessment Objective guidance\n## AO2 by strand","[{\"question\":\"What are the key GCSE objectives discussed in the material?\",\"answer\":\"The material focuses on students meeting assessment objectives, especially AO2 (reasoning, interpretation and communication) and AO3 (solving problems in other contexts). It also includes AO1 as the foundation for knowledge and standard techniques.\"},{\"question\":\"How does the starter activity use information to conjecture?\",\"answer\":\"Students are given a table of amounts spent (£A) and frequencies from a single day, then asked what questions could be asked and how those questions could be modified.\"},{\"question\":\"Why are inference, interpretation, and evaluation identified as challenging?\",\"answer\":\"The introduction explains that many difficult questions from practice papers were not well answered and that this assessment area stands out as particularly challenging for students in the newer GCSE.\"}]","Difficult questions: introduction - Starter - using information to conjecture | PDF",1792468218,43]