Mathematics

I am a Year 11 pupil. Explain deciding from the information given in a diagram in the styl

I am a Year 11 pupil. Explain reading a probability off a sample space diagram in the styl

I am a Year 11 pupil. Explain reading the probability of A or B from a Venn diagram in the

I am a Year 11 pupil. Explain adding across branches when several routes succeed in the st

I am a Year 11 pupil. Explain the probability of one of each colour in two draws in the st

I am a Year 11 pupil. Explain two draws with replacement shown on a tree diagram in the st

I am a Year 11 pupil. Explain the symbols for union, intersection and complement in the st

I am a Year 11 pupil. Explain the complement of an intersection in the style of a Cambridg

I am a Year 11 pupil. Explain the region lying outside all three sets in the style of a Ca

I am a Year 11 pupil. Explain a three-set survey problem solved with a Venn diagram in the

I am a Year 11 pupil. Explain where a cumulative frequency curve should start in the style

I am a Year 11 pupil. Explain an ogive median set against the median of the raw data in th

I am a Year 11 pupil. Explain the interquartile range, and what it measures in the style o

I am a Year 11 pupil. Explain when a scatter diagram is the right display to use in the st

I am a Year 11 pupil. Explain how far to trust a prediction when correlation is weak in th

I am a Year 11 pupil. Explain restricting a domain so that an inverse exists in the style

I am a Year 11 pupil. Explain the domain of a composite function in the style of a Cambrid

I am a Year 11 pupil. Explain checking an inverse by composing the two functions in the st

I am a Year 11 pupil. Explain finding the gradient of the tangent you have drawn in the st

I am a Year 11 pupil. Explain differentiating a sum of simple terms in the style of a Camb