I wonder if you good people can shed some light on some queries we have?
1. We've covered area of the shapes included in KS3, as well as KS2 - should we have covered how to do the area of a trapezium or was that a step too far for this?
2. We've taught DD how to find out the circumference of a circle - is this a something that's necessary for the sake of the 11+?
3. In a past paper from 1999, we noticed that there was a distance chart interpretation question - a grid that shows distances between cities etc. Sorry but DH and I are struggling to recall the correct term
DD knows how to do these and timetables - but could the distance grid-type questions still be in the bank of topics the examiners could draw on...or have these been withdrawn? It's not that we're trying to second-guess questions for September, we merely want to know whether we're over-preparing her brain lol!
4. Also, we have a query about right angles and pie charts, based on our experience of Bond Maths (book 5) and CSSE Past Papers 2011 Q14. In Q14, we noticed that a right angle symbol was given and that ties in with what we've taught both children ie don't assume there's a right angle unless you see the symbol. We explained over the years that maths books often show drawings as a representation and they're not to scale etc. Then, lo and behold Bond appear to want you to assume a right angle from their representational illustrations
In CSSE Maths which involve questions on pie charts and geometry, will we generally be given a right angle symbol or will the children need to infer it from the drawings?