Factorising & Expanding
Expanding means multiplying out brackets: a(b + c) = ab + ac. Factorising is the reverse — taking out common factors or writing a quadratic as a product of two brackets. Single-bracket factorising finds the HCF of all terms. Double-bracket factorising splits a quadratic ax² + bx + c into two linear factors. The difference of two squares is a special case: a² - b² = (a+b)(a-b).
Full topic guide: the detailed syllabus page with worked examples and common mistakes lives at studyvector.co.uk/gcse/maths/algebra/factorising-expanding.
Topic preview: Factorising & Expanding
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Coverage and provenance
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Topic explanation
Expanding means multiplying out brackets: a(b + c) = ab + ac. Factorising is the reverse — taking out common factors or writing a quadratic as a product of two brackets. Single-bracket factorising finds the HCF of all terms. Double-bracket factorising splits a quadratic ax² + bx + c into two linear factors. The difference of two squares is a special case: a² - b² = (a+b)(a-b).
Factorising & Expanding is easiest to revise when it is treated as a precise exam behaviour, not a loose note-taking category. In GCSE Mathematics, the goal is to recognise how the topic appears in a question, identify the command word, and decide what evidence, method, or vocabulary earns marks. StudyVector keeps this page tied to AQA · Edexcel · OCR language where coverage is available, then routes practice towards the same topic so revision moves from explanation into retrieval.
A strong revision session starts with a short recall check. Write down the rule, definition, process, or method linked to Factorising & Expanding before looking at any notes. Then answer one exam-style prompt and compare your answer with the mark-scheme logic: did you make a clear point, support it with the right step, and avoid drifting into a nearby topic? This matters because many lost marks come from almost-correct answers that do not match the expected structure.
Use this guide as the first layer: understand the topic, look at the worked examples, complete the mini quiz, then move into full practice. The full StudyVector practice loop is designed to capture whether mistakes are caused by knowledge, method, language, or timing. That distinction is important. If the error is factual, you need reteaching. If the error is method-based, you need a worked retry. If the error is wording, you need command-word calibration. That is how Factorising & Expanding becomes a controlled revision target rather than another page in a folder.
Lost marks → repair task
Why marks are usually lost here
These are the error patterns StudyVector looks for after an attempt. The goal is not a generic explanation; it is one repair move and one follow-up question.
Unit, formula, or method slip
Examiner move: Select the correct method and keep units, substitutions, signs, and rounding visible.
Repair drill: Redo the calculation or method line slowly, naming the formula before substituting values.
Missing chain of reasoning
Examiner move: Show the link between point, method, evidence, and conclusion instead of jumping to the final line.
Repair drill: Write the missing because/therefore step, then retry one isomorphic question.
Timing breakdown
Examiner move: Match answer length to marks and avoid over-writing low-mark questions.
Repair drill: Set a one-mark-per-minute cap and write a compact version before expanding.
Mini quiz
Use these checks before full practice. They test topic recognition, exam technique, and whether you can connect the explanation to a marked response.
1. What should you check first when a Factorising & Expanding question appears in GCSE Mathematics?
- A.The command word and the exact topic focus
- B.The longest paragraph in your notes
- C.A memorised answer from a different topic
2. Which revision action gives the strongest evidence that Factorising & Expanding is improving?
- A.Rereading the explanation twice
- B.Answering a timed exam-style question and reviewing lost marks
- C.Highlighting every key phrase in the topic notes
Sample questions
Topic-specific public question previews are still being reviewed. We keep them off public pages until the topic match is safe.
Exam tips
- Read the command word carefully — "explain" needs reasons; "state" expects a short fact.
- For Factorising & Expanding, show structured working even when you are practising multiple choice — it builds accuracy under time pressure.
- Mark yourself against the mark scheme style: one clear point per mark, in logical order.
- Come back to this topic after a day or two; short spaced reviews beat one long cram.
Worked examples
Example 1
Modelled exam response
Expand and simplify (2x + 3)(x - 4). Use FOIL: 2x² - 8x + 3x - 12 = 2x² - 5x - 12.
Example 2
Identify the task before answering
Question type: a Factorising & Expanding prompt asks for a clear response in GCSE Mathematics. Step 1: underline the command word. Step 2: name the exact part of Factorising & Expanding being tested. Step 3: decide whether the mark scheme wants a definition, method, explanation, comparison, or calculation. Why it works: most weak answers fail before the content starts because they answer the topic generally rather than the exact exam task.
Example 3
Turn feedback into a repair task
Suppose your answer shows partial understanding but loses marks for precision. First, rewrite the missing mark as a short target: "I need to state the mechanism, unit, reason, or evidence explicitly." Then answer one similar question without notes. Finally, compare the second attempt with the first and check whether the same mark was recovered. Why it works: Factorising & Expanding improves faster when feedback creates a specific retry, not another passive reading session.
Next revision routes from this subject
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Common mistakes
- Forgetting to multiply the outer term by EVERY term inside the bracket.
- Not collecting like terms after expanding double brackets (missing the middle terms).
- Factorising x² + 5x + 6 as (x+2)(x+4) instead of (x+2)(x+3) — the factors must multiply to give 6 AND add to give 5.
- Missing the difference of two squares pattern, e.g. not recognising 9x² - 16 = (3x+4)(3x-4).
FAQs
What is the difference of two squares?
It is the identity a² - b² = (a + b)(a - b). Recognise it when you see a subtraction of two perfect squares, like x² - 25 = (x + 5)(x - 5).
How do I factorise when the coefficient of x² is not 1?
For ax² + bx + c where a ≠ 1, find two numbers that multiply to give ac and add to give b. Split the middle term using these numbers, then factorise by grouping.
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