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It explains the rationale and key features of short, adaptive tests funded for schools and colleges, aligned to Key Stages 1-3 guidance. 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They help pinpoint conceptual gaps so corrective instruction can be applied effectively.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the guide describe the relationship between prerequisite knowledge and success in the Proportions strand?",{"text":117,"@type":113},"Mathematics is presented as hierarchical, where foundational knowledge underpins later concepts. The concept map highlights key nodes (notably Unitary Method and multiplicative relationships in a ratio table) that support interconnected successors including direct proportion, conversions, and ratio problem-solving.",{"name":119,"@type":110,"acceptedAnswer":120},"Which learning objectives are included for early Proportions tasks like P1 and P2?",{"text":121,"@type":113},"P1 focuses on recognising ratios (including two-part and three-part ratios) through multiple representations, such as visual diagrams and bar diagrams. 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All rights reserved.  \n| Table of Contents | |\n| --- | --- |\n| 2 Overview and Rationale 3 Concept Map and Key Features 4 P1 Recognise a ratio (a : b) from multiple representations 5 P2 Create a ratio 6 P3 Finding a unit fraction of an amount (calculate equal shares of a whole) 7 P4 Simplifying ratios 8 P5 Know how many parts there are in a ratio 9 P6 Know metric units 10 P7 Given a ratio, express one part as a fraction of another 11 P8 Ratios in the form 1 : n 12 P9 Identify the multiplier within a ratio 12 P10 Direct proportion using 1 : n ratios 13 P11 Convert from a ratio to a proportion 14 P12 Scale factors 15 P13 Unitary method (scaling) quantities / percentages / fractions 16 P14 Calculating fractional increases / decreases 17 P15 Express multiplicative relationships in a ratio table 18 P16 Direct proportion using single multipliers 19 P17 Be able to divide a quantity into a given ratio 20 P18 Find a percentage of an amount 21 P19 Be able to determine one quantity, given the other quantity and their ratio 22 P20 Calculating percentage increases and decreases 23 P21 Be able to determine the whole, given one quantity and the ratio 24 P22 Percentage change 25 P23 Reverse percentages 26 P24 Conversions within metric measures 27 P25 Scales and currency 28 P26 Pie chart calculations 29 P27 Non-metric unit (measures) conversions 30 Contributors |  |\n| 1 | |\n\n| Overview | |\n| --- | --- |\n| Stride is a new offering from AQA which is designed to empower students and quickly identify and close their knowledge gaps in mathematics. Designed to help students starting their GCSEs – either for the first time or as a resit – the tests are accessible for all and adapt to students’ knowledge, delivering the right amount of challenge.\u003Cbr>Our new maths tests will allow teachers to pinpoint gaps in their students’ conceptual knowledge-saving them time and empowering students, who will understand how to improve. They’re fully funded for schools and colleges, easy to use for teachers and engaging for students.\u003Cbr>The five short tests, created with the Key Stage 1 and 2 and Key Stage 3 guidance in mind, focus on key areas of maths that experts have identified as the most impactful for GCSE success. They come with personalised learning and next steps to allow students to develop in both knowledge and confidence.\u003Cbr>Rationale\u003Cbr>We know that maths is hierarchical subject, with knowledge being built upon foundational maths which underpins the new concept. We have analysed data from hundreds of thousands of exam questions and found that even though content is first encountered in the early stages of a learner’s schooling, a significant proportion of learners answer questions on the foundations of maths incorrectly.\u003Cbr>With this in mind, we want to empower teachers to take control of their classrooms and provide a nurturing environment in which gaps within key prerequisite understanding is identified and corrective instruction is deployed, filling the gaps and ensuring that more complex content can be taught, safe in the knowledge that learners have the underlying knowledge required to be successful in their lessons, and thrive in the GCSE examinations.\u003Cbr>Key features\u003Cbr>The Concept Map for Proportions, shown on the next page, highlights the interconnectedness of the ideas which sit in the Proportions test, with two key nodes which underpin the higher order knowledge within the knowledge space.\u003Cbr>P13 Unitary Method is a key node, feeding in to no fewer than seven successors, and P15 Express Multiplicative Relationships in a Ratio Table acts as a predecessor for six other nodes within the map. If learners develop expertise within these two key areas, their chances of success within the Proportions strand of the curriculum will be increased greatly, as it can be seen that these ideas work in tandem to underpin the ideas in direct","cbCaigrtsm4hSZHN","https://ap.wps.com/l/cbCaigrtsm4hSZHN","pdf",1206938,31,"English","# Overview and Rationale\n# Concept Map and Key Features\n# P1 Recognise a ratio (a : b) from multiple representations\n# P2 Create a ratio\n# P3 Finding a unit fraction of an amount\n# P4 Simplifying ratios\n# P5 Know how many parts there are in a ratio\n# P6 Know metric units\n# P7 Given a ratio, express one part as a fraction of another\n# P8 Ratios in the form 1 : n\n# P9 Identify the multiplier within a ratio\n# P10 Direct proportion using 1 : n ratios\n# P11 Convert from a ratio to a proportion\n# P12 Scale factors\n# P13 Unitary method (scaling) quantities / percentages / fractions\n# P14 Calculating fractional increases / decreases\n# P15 Express multiplicative relationships in a ratio table\n# P16 Direct proportion using single multipliers\n# P17 Be able to divide a quantity into a given ratio\n# P18 Find a percentage of an amount\n# P19 Be able to determine one quantity, given the other quantity and their ratio\n# P20 Calculating percentage increases and decreases\n# P21 Be able to determine the whole, given one quantity and the ratio\n# P22 Percentage change\n# P23 Reverse percentages\n# P24 Conversions within metric measures\n# P25 Scales and currency\n# P26 Pie chart calculations\n# P27 Non-metric unit (measures) conversions\n# Contributors","[{\"question\":\"What is the purpose of the “Stride” Proportions assessment tests for GCSE mathematics teachers?\",\"answer\":\"The tests are designed to empower teachers to quickly identify and close learners’ knowledge gaps in mathematics, particularly in the Proportions strand. They help pinpoint conceptual gaps so corrective instruction can be applied effectively.\"},{\"question\":\"How does the guide describe the relationship between prerequisite knowledge and success in the Proportions strand?\",\"answer\":\"Mathematics is presented as hierarchical, where foundational knowledge underpins later concepts. The concept map highlights key nodes (notably Unitary Method and multiplicative relationships in a ratio table) that support interconnected successors including direct proportion, conversions, and ratio problem-solving.\"},{\"question\":\"Which learning objectives are included for early Proportions tasks like P1 and P2?\",\"answer\":\"P1 focuses on recognising ratios (including two-part and three-part ratios) through multiple representations, such as visual diagrams and bar diagrams. P2 focuses on creating ratios by identifying ratios from worded problems, matching comparisons of quantities, and recognising part-to-part ratios.\"}]","Stride Into - THE FUTURE OF ASSESSMENT - Teacher Companion Guide | PDF",1792465111,78]