This resource provides a clear and concise overview of the mathematics involved in grouped frequency tables, making it easy for learners to revise and apply key statistical techniques. It explains how data is organised into class intervals, how to work confidently with frequencies, and how to calculate important measures such as the estimated mean, median, mode, and range. The resource also includes guidance on representing grouped data graphically, covering histograms, frequency polygons, and cumulative frequency curves, with step‑by‑step explanations of how to interpolate the median and quartiles accurately. Throughout, worked examples are provided to demonstrate each method clearly and highlight common pitfalls. Presented on one A3 page, this resource is ideal as a quick-reference guide or exam revision aid, allowing students to see all key methods and formulas in one place while revising statistical concepts involving grouped data.

These resources have been created from past EDEXCEL exam questions between 2017-2023; they mostly contain the last 3-4 questions of the paper and have worked solutions/mark-schemes associated with each question.

These resources have been created from past EDEXCEL exam questions between 2017-2023; they mostly contain the last 3-4 questions of the paper and have worked solutions/mark-schemes associated with each question.

These resources have been created from past EDEXCEL exam questions between 2017-2023; they mostly contain the last 3-4 questions of the paper and have worked solutions/mark-schemes associated with each question.

To build students’ confidence and resilience to tackle GCSE questions To promote and develop strategies for answering multi-staged GCSE questions To promote independent thinking skills How to use I DO – YOU DO approach I DO: In this phase, the teacher models (characterised by explicit instruction) how to complete the task/problem. The teacher may choose to adopt the ‘silent teacher’ approach to avoid cognitive overload during this phase. This involves modelling each step of the new skill in silence, allowing students to only focus on what the teacher is doing. Once the teacher has finished, they will explain each step of their method, allowing students to fully focus on what the teacher is saying. YOU DO: In this phase, the students work independently to complete a similar task/problem. There will still be opportunities for students to ask questions and for individual students to receive additional support from their teacher during this stage, but it is expected that most students will be able to work through the questions independently.

To build students’ confidence and resilience to tackle GCSE questions To promote and develop strategies for answering multi-staged GCSE questions To promote independent thinking skills How to use I DO – YOU DO approach I DO: In this phase, the teacher models (characterised by explicit instruction) how to complete the task/problem. The teacher may choose to adopt the ‘silent teacher’ approach to avoid cognitive overload during this phase. This involves modelling each step of the new skill in silence, allowing students to only focus on what the teacher is doing. Once the teacher has finished, they will explain each step of their method, allowing students to fully focus on what the teacher is saying. YOU DO: In this phase, the students work independently to complete a similar task/problem. There will still be opportunities for students to ask questions and for individual students to receive additional support from their teacher during this stage, but it is expected that most students will be able to work through the questions independently.

To build students’ confidence and resilience to tackle GCSE questions To promote and develop strategies for answering multi-staged GCSE questions To promote independent thinking skills How to use I DO – YOU DO approach I DO: In this phase, the teacher models (characterised by explicit instruction) how to complete the task/problem. The teacher may choose to adopt the ‘silent teacher’ approach to avoid cognitive overload during this phase. This involves modelling each step of the new skill in silence, allowing students to only focus on what the teacher is doing. Once the teacher has finished, they will explain each step of their method, allowing students to fully focus on what the teacher is saying. YOU DO: In this phase, the students work independently to complete a similar task/problem. There will still be opportunities for students to ask questions and for individual students to receive additional support from their teacher during this stage, but it is expected that most students will be able to work through the questions independently.

To build students’ confidence and resilience to tackle GCSE questions To promote and develop strategies for answering multi-staged GCSE questions To promote independent thinking skills How to use I DO – YOU DO approach I DO: In this phase, the teacher models (characterised by explicit instruction) how to complete the task/problem. The teacher may choose to adopt the ‘silent teacher’ approach to avoid cognitive overload during this phase. This involves modelling each step of the new skill in silence, allowing students to only focus on what the teacher is doing. Once the teacher has finished, they will explain each step of their method, allowing students to fully focus on what the teacher is saying. YOU DO: In this phase, the students work independently to complete a similar task/problem. There will still be opportunities for students to ask questions and for individual students to receive additional support from their teacher during this stage, but it is expected that most students will be able to work through the questions independently.

To build students’ confidence and resilience to tackle GCSE questions To promote and develop strategies for answering multi-staged GCSE questions To promote independent thinking skills How to use I DO – YOU DO approach I DO: In this phase, the teacher models (characterised by explicit instruction) how to complete the task/problem. The teacher may choose to adopt the ‘silent teacher’ approach to avoid cognitive overload during this phase. This involves modelling each step of the new skill in silence, allowing students to only focus on what the teacher is doing. Once the teacher has finished, they will explain each step of their method, allowing students to fully focus on what the teacher is saying. YOU DO: In this phase, the students work independently to complete a similar task/problem. There will still be opportunities for students to ask questions and for individual students to receive additional support from their teacher during this stage, but it is expected that most students will be able to work through the questions independently.

To build students’ confidence and resilience to tackle GCSE questions To promote and develop strategies for answering multi-staged GCSE questions To promote independent thinking skills How to use I DO – YOU DO approach I DO: In this phase, the teacher models (characterised by explicit instruction) how to complete the task/problem. The teacher may choose to adopt the ‘silent teacher’ approach to avoid cognitive overload during this phase. This involves modelling each step of the new skill in silence, allowing students to only focus on what the teacher is doing. Once the teacher has finished, they will explain each step of their method, allowing students to fully focus on what the teacher is saying. YOU DO: In this phase, the students work independently to complete a similar task/problem. There will still be opportunities for students to ask questions and for individual students to receive additional support from their teacher during this stage, but it is expected that most students will be able to work through the questions independently.

To build students’ confidence and resilience to tackle GCSE questions To promote and develop strategies for answering multi-staged GCSE questions To promote independent thinking skills How to use I DO – YOU DO approach I DO: In this phase, the teacher models (characterised by explicit instruction) how to complete the task/problem. The teacher may choose to adopt the ‘silent teacher’ approach to avoid cognitive overload during this phase. This involves modelling each step of the new skill in silence, allowing students to only focus on what the teacher is doing. Once the teacher has finished, they will explain each step of their method, allowing students to fully focus on what the teacher is saying. YOU DO: In this phase, the students work independently to complete a similar task/problem. There will still be opportunities for students to ask questions and for individual students to receive additional support from their teacher during this stage, but it is expected that most students will be able to work through the questions independently.

To build students’ confidence and resilience to tackle GCSE questions To promote and develop strategies for answering multi-staged GCSE questions To promote independent thinking skills How to use I DO – YOU DO approach I DO: In this phase, the teacher models (characterised by explicit instruction) how to complete the task/problem. The teacher may choose to adopt the ‘silent teacher’ approach to avoid cognitive overload during this phase. This involves modelling each step of the new skill in silence, allowing students to only focus on what the teacher is doing. Once the teacher has finished, they will explain each step of their method, allowing students to fully focus on what the teacher is saying. YOU DO: In this phase, the students work independently to complete a similar task/problem. There will still be opportunities for students to ask questions and for individual students to receive additional support from their teacher during this stage, but it is expected that most students will be able to work through the questions independently.

To build students’ confidence and resilience to tackle GCSE questions To promote and develop strategies for answering multi-staged GCSE questions To promote independent thinking skills How to use I DO – YOU DO approach I DO: In this phase, the teacher models (characterised by explicit instruction) how to complete the task/problem. The teacher may choose to adopt the ‘silent teacher’ approach to avoid cognitive overload during this phase. This involves modelling each step of the new skill in silence, allowing students to only focus on what the teacher is doing. Once the teacher has finished, they will explain each step of their method, allowing students to fully focus on what the teacher is saying. YOU DO: In this phase, the students work independently to complete a similar task/problem. There will still be opportunities for students to ask questions and for individual students to receive additional support from their teacher during this stage, but it is expected that most students will be able to work through the questions independently.

To build students’ confidence and resilience to tackle GCSE questions To promote and develop strategies for answering multi-staged GCSE questions To promote independent thinking skills How to use I DO – YOU DO approach I DO: In this phase, the teacher models (characterised by explicit instruction) how to complete the task/problem. The teacher may choose to adopt the ‘silent teacher’ approach to avoid cognitive overload during this phase. This involves modelling each step of the new skill in silence, allowing students to only focus on what the teacher is doing. Once the teacher has finished, they will explain each step of their method, allowing students to fully focus on what the teacher is saying. YOU DO: In this phase, the students work independently to complete a similar task/problem. There will still be opportunities for students to ask questions and for individual students to receive additional support from their teacher during this stage, but it is expected that most students will be able to work through the questions independently.

To build students’ confidence and resilience to tackle GCSE questions To promote and develop strategies for answering multi-staged GCSE questions To promote independent thinking skills How to use I DO – YOU DO approach I DO: In this phase, the teacher models (characterised by explicit instruction) how to complete the task/problem. The teacher may choose to adopt the ‘silent teacher’ approach to avoid cognitive overload during this phase. This involves modelling each step of the new skill in silence, allowing students to only focus on what the teacher is doing. Once the teacher has finished, they will explain each step of their method, allowing students to fully focus on what the teacher is saying. YOU DO: In this phase, the students work independently to complete a similar task/problem. There will still be opportunities for students to ask questions and for individual students to receive additional support from their teacher during this stage, but it is expected that most students will be able to work through the questions independently.

To build students’ confidence and resilience to tackle GCSE questions To promote and develop strategies for answering multi-staged GCSE questions To promote independent thinking skills How to use I DO – YOU DO approach I DO: In this phase, the teacher models (characterised by explicit instruction) how to complete the task/problem. The teacher may choose to adopt the ‘silent teacher’ approach to avoid cognitive overload during this phase. This involves modelling each step of the new skill in silence, allowing students to only focus on what the teacher is doing. Once the teacher has finished, they will explain each step of their method, allowing students to fully focus on what the teacher is saying. YOU DO: In this phase, the students work independently to complete a similar task/problem. There will still be opportunities for students to ask questions and for individual students to receive additional support from their teacher during this stage, but it is expected that most students will be able to work through the questions independently.

The questions have been taken from Summer/Nov EDEXCEL GCSE actual exam papers and mostly consist of the last 2-3 questions from each series. They also come with MS and Worked Solutions, which can be used independently by the more able students.

The last 2-3 exam questions from every Mathematics Higher Edexcel (paper 2H) exam series with mark schemes and worked solutions.

A selection of MCQ style questions on GCSE Statistics/Maths; can be used for end of topic tests.

A selection of MCQ style questions on GCSE Statistics/Maths; can be used for end of topic tests/AFL/Exit Tickets.

A selection of MCQ style questions on GCSE Statistics/Maths; can be used for end of topic tests/AFL/Exit Tickets.