SCHEME OF WORK – IGCSE MATHEMATICS (0580)

CORE 2 YEARS
YEAR 9 – 2010

Suggested
No of Topics/Sub-topics Assessment Objectives Suggested Activities/Approaches Supplementary Resources
weeks
1 Week 1. Numbers • Identify and use the Revise positive and negative numbers • Investigation on prime numbers at
a) Natural numbers, Integers, natural numbers, using a number line. http://www.atm.org.uk/links/keyst
Prime, Square, Rational & integers (negative, zero, Define the terms real, rational and
Irrational Numbers and positive) prime, irrational numbers. Show that any Information about rational and irrational numbers
rational and irrational recurring decimal can be written as a at
b) Common factors, common numbers fraction. Show that any root which http://nrich.maths.org/public/leg.php
multiples cannot be simplified to an integer or a
• Identify and use fraction is an irrational number.
common factors and
c) Number sequence ( to the nth common multiples Define the term prime number (1 is not
term) prime).
• Recognise patterns in Write any integer as a product of primes Various problems involving sequences of numbers
sequences and at
Define the terms factor and multiple and http://nrich.maths.org/public/leg.php
relationships between
use simple examples to find common
different sequences
factors and common multiples of two or
more numbers. Find highest common
• Generalise to simple factors and lowest common multiples.
algebraic statements Class activity: Identify a number from
(including expressions a description of its properties, for
for the nth term) example, which number less than 50 has
relating to such 3 and 5 as factors and is a multiple of 9?
sequences Students make up their own descriptions
and test one another.

Define a sequence of numbers. Work

with simple sequences, e.g. find the next
two numbers in a sequence of even,
odd, square, triangle or Fibonacci
numbers, etc.
Find the term-to-term rule for a
sequence, e.g. the sequence 3, 9, 15, 21,
27, .... has a term-to-term rule of +6
Find the position-to-term rule for a
sequence, e.g. the nth term in the
sequence 3, 9, 15, 21, 27, .... is 6n - 3 .
Class activity: Square tables are placed

1 Week 2. Squares & square roots
Cube & cube roots
3. Directed numbers in
practical situation
2 Weeks 4. Vulgar and decimal
fractions & Percentages
a) Vulgar fraction
b) Decimal fractions
c) Percentages
5. Ordering
2 Weeks 6. Standard Form
a) Write in standard form
b) Write in ordinary form
c) Multiplication in standard
form
d) Division in standard form
e) Addition & subtraction in
standard form
in a row so that 6 people can sit around
2 tables, 8 people can sit around 3
tables, and so on. How many people can
sit around n table
• Calculate Squares, Use simple examples to illustrate
square roots, cubes and squares, square roots and cubes and • Weather statistics for over 16000
cube roots of numbers cube roots of numbers. cities at http://www.weather.com/
Class activity: 121 is a palindromic
square number (when the digits are Case study: scheduling aircraft at
• Use directed numbers reversed it is the same number). Write http://www.ex.ac.uk/cimt/resource/schedair.pdf
in practical situation down all the palindromic square Time zone information at
numbers less than 1000. http://www.ex.ac.uk/cimt/resource/timezone.htm
Use a number line to aid addition and
subtraction of positive and negative
numbers. Illustrate by using practical
examples, e.g. temperature change and
flood levels.
• Use the language and Revise equivalent fractions and convert • Writing decimals as fractions at
notation of simple between fractions, decimals and http://www.ex.ac.uk/cimt/resource/decim
vulgar and decimal percentages. Use place value (units, al.htm
fractions and tenths, hundredths etc.) to change a
percentages in simple decimal into a fraction.
appropriate contexts;
• recognise equivalence Use a number line to describe simple
and convert between inequalities and ranges of values e.g. x ≥ For ordering quantities, search for ‘ordering
these forms. 3, -2 ≤ x < 5, etc. fractions’ or ordering decimals’ at
Class activity: Given a list of quantities http://www.learn.co.uk
• Recognize order (e.g. a list of fractions and decimals),
order them by magnitude making use of
quantities by magnitude
inequality signs
and demonstrate
familiarity with the
symbols : = , >, <, ≥,
≤ ,≠
• Use the standard dorm Use a range of examples to show how to
A x 10 where n is a write numbers in standard form and www. Gcse.wm/maths/standard-form.htm
positive or negative vice-versa. Interpret how a calculator
integer, and 1≤ A < 10 displays standard form.
Class activity: Use the four rules of
• Express any number in calculation with numbers in standard
standard form and vice form.
versa
• Evaluate expressions in
standard form
2 Weeks 7. The Four rules
a) The four rules with • Use the four rules for
whole numbers without
calculator
b) Combined operations
c) Equivalent fractions
d) Addition & subtraction
of fractions
e) Multiplication and
divisions of fractions
f) Changing fraction to
decimal
g) Changing decimal to
fraction
1 Week 8. Estimation
a) Rounding off • Give approximations
i) decimal places
ii) significant figures
9. Limits of Accuracy
Appropriate upper and • Round off answers to
lower bounds for data to a
specific accuracy
• Give
Writing decimals as fractions at
Revise long multiplication, short http://www.ex.ac.uk/cimt/resource/decimal.htm
calculations with and long division, and the order of
whole numbers, operations (including the use of
decimals fractions and brackets). Use examples which
vulgar and mixed illustrate the rules for multiplying
fractions, including and dividing by negative numbers.
correct ordering of Class activity: Use four 4’s and the
operations and use of four rules for calculations to obtain
brackets. all the whole numbers from 1 to 20.
Use previous ideas to aid addition
and subtraction of fractions. Revise
multiplication and division of
fractions.
Revision of estimating and rounding off at
Revise rounding numbers to the www.math.com/schools/subject1/lesson/SLU1L3GL.html
to specified numbers nearest 10, 100, 1000, etc., or to a
of significant figures set number of decimal places.
and decimal places Explain carefully how to round a
number to a given number of
significant figures.
reasonable accuracy
in the context of a Use straightforward examples to
given problem determine upper and lower bounds
for data. For example, a length, l,
measured as 3cm to the nearest
appropriate
millimetre has lower bound 2.95cm
upper and lower
and upper bound 3.05cm. Show
bounds for data to a
how this information can be written
specific accuracy.
using inequality signs e.g. 2.95cm ≤
l < 3.05cm.
Class activity: Investigate upper
and lower bounds for quantities
calculated from given formulae by
specifying the accuracy of the input
data.
2 Weeks 10. Ratio, proportion rate www.maths league.com/help/ratio.htm
a) Ratio • Demonstrate an Define the term ratio and use
b) Direct Proportion understanding of the examples to illustrate how a
c) Inverse Proportion elementary idea and quantity can be divided into a
d) Common measures of notation of ratio, number of unequal parts.
rate direct and inverse Write a ratio in an equivalent form
e) Scale drawings proportion e.g. 6:8 can be written as 3:4,
• Demonstrate an leading to the form 1:n .
understanding of Class activity: Investigate the ratio
common measures of of the length of one side of an A5
rate, sheet of paper to that of the
• Use scales in practical corresponding side of an A4 sheet
situations of paper.

Students are asked to measure the

thickness of 10 Mathematics
textbooks. Ask the students to find
the thickness of 1 textbook.
Suggest to the students to find a
method which they can calculate the
thickness of 1 textbook. Teacher
can explore to other areas such as,
the speed in m/s, km/h, the cost of 1
item and so on.

Solve problems involving direct or

inverse proportion using the ratio or
unitary method.
The idea of similar shapes can be
introduced here.

Use a straightforward example to

revise the topic of scale drawing.
Show how to calculate the scale of a
drawing given a length on the
drawing and the corresponding real
length. Point out that measurements
should not be included on a scale
drawing and that the scale of a
drawing is usually written in the
form 1 : n .
Class activity: Draw various
situations to scale and interpret
results. For example, draw a plan of

2 Weeks 11. Percentages
a) Simple percentages • Calculate a given
b) Calculating a percentage percentage of a percentages,
of a quantity quantity
c) Expressing one quantity • Express one quantity
as a percentage of another as a percentage of
d) Percentage increases and another
decreases • Calculate percentage
increase or decrease
12. Use of Calculators
• Use an electronic
calculator efficiently;
• apply appropriate
checks of accuracy
1 Week 13. Measures (Converting
from one unit to • Use current units of
another) mass, length, area,
a) Length volume and capacity
b) Mass in practical situations
c) Capacity
express quantities in
terms of larger or
smaller units.
1 Week 14. Time
a) 12 hour and 24 hour • Calculate times in
clock terms of the 24-hour
b) Reading time-table, and 12-hour clock
clock & dials • Read clocks, dials and
c) Average speed timetables
• Calculate average speed
a room in your house to scale and
use it to determine the area of carpet
needed to cover the floor, plan an
orienteering course, etc.
www.bgfl.org/bgfl/custom/resources-ftp/client-
Solve simple problems involving ftp/IGS2/maths/percentages/indes.htm
interpreting a
calculator display in calculations www.mathsisfun.com/percentage.html
with money.
Use rounding to 1sf to estimate the
answer to a calculation. Check
answers with a calculator.
Class activity: Investigate the
percentage error produced by
rounding in calculations using
addition/subtraction and
multiplication/division. (Percentage
error will need to be discussed
beforehand)
www.convert-me/en
Use practical examples to illustrate
how to convert between: to see conversion of most units of measures
millimetres, centimetres, metres and
kilometres; grams, kilograms and
tonnes; millilitres, centilitres and
litres. Use standard form where
appropriate
Case study: scheduling aircraft at
Revise units for measuring time and http://www.ex.ac.uk/cimt/resource/schedair.pdf
use examples to convert between Time zone information at
hours, minutes and seconds. http://www.ex.ac.uk/cimt/resource/timezone.htm
Use television schedules and
bus/train timetables to aid
calculation of lengths of time in
both 12-hour and 24-hour clock
formats.
 Class activity: Create a timetable
for a bus/train running on a single
track line between two local towns.

Work with world time differences.

Class activity: Research and
annotate a world map with times in
various cities assuming it is noon
where you live.

Introduce the formula relating

speed, distance and time. Solve
simple numerical problems (which
should involve converting between
units e.g. find speed in m/s given
distance in kilometres and time in
hours

1 Week 15. Money

Exchange rates can be found at
Conversion from one • Calculate using money Solve straightforward problems http://cnnfn.cnn.com/markets/currencies/
currency to another • Convert from one involving exchange rates. Up-to-
a) from graph currency to another date information from a daily
b) from table from graph or table newspaper is useful.

Use straight line graphs or table to

2 Weeks 16. Personal & house hold
finance
a) Earnings
b) Simple interest
c) Compound interest
d) Discount
e) Profit & loss
f) Percentage profit & loss
convert between different units e.g.
between metric and imperial units
or between different currencies
• Use given data to solve Solve simple problems using
problems on personal practical examples where possible,
and household finance taking information from published
involving earnings, tables or advertisements. (It is
simple interest, worth introducing a range of simple
compound interest, words and concepts here to describe
discount, profit and different aspects of finance, e.g.
loss, extract data from tax, percentage profit, deposit, loan,
tables and charts etc.)
Use the formula I = PRT to solve a
variety of problems involving
simple interest.
Class activity: Research the cost of
borrowing money from different
banks (or money lenders)
2 Weeks 17. Graphs in practical
situations
a) Cartesian coordinates
b) Interpret graphs in
practical situations
c) Conversion graphs &
draw graphs
d) Speed
e) Interpreting and draw
travel graph
2 Weeks 18. Graphs of functions
a) Drawing straight line
graphs
b) i) Finding gradient of a
straight line from the
graph
ii) Finding gradient using
the formula
c) Equation of straight line
graph y = mx + c
d) Equation of special lines
e) Equation of parallel lines
For online revision
• Demonstrate familiarity Revise coordinates in two http://info.bgphs.moe.edu.sg/mathematics
with Cartesian dimensions.
coordinates in two Class activity: For candidates
dimensions studying the core syllabus, draw a
• Interpret and use graphs picture by joining dots on a square
in practical situations grid. Draw x and y axes on the grid
including travel graphs and note the coordinates of each
and conversion graphs dot. Ask another student to draw
• Calculate average speed the picture from a list of
• Draw graphs from coordinates only.
given data
Draw and use straight line graphs to
convert between different units e.g.
between metric and imperial units
or between different currencies.
Draw and use distance-time graphs
to calculate average speed (link to
calculating gradients in Unit 1).
Interpret information shown in
travel graphs. Draw travel graphs
from given data.
Class activity: Draw a travel graph
for the journey to and from school.
Answer a set of questions about the
journey, e.g. what is the average
speed on the journey to school?
Graphing linear equations at
• Construct tables for Draw a straight line graph from a http://www.math.com/school/subject2/lessons/S2U4L3GL.html
functions of the form table of values.
ax + b where a and b www.s-cool.co.uk/gcse/maths/algebra
are integral constants Draw lines x = constant and y =
www.analyzemaths .com/quadraticg/html
and draw such graphs constant.
• Find the gradient of a
straight line graph. Use simple examples to show how
• Interpret and obtain the to calculate the gradient (positive,
equation of a straight negative or zero) of a straight line
line graph in the form y from a graph. The gradient should
= mx + c be expressed as a fraction or a
• Determine the equation decimal. Use these results to
of a straight line consider the gradient of the line x =
parallel to a given line. constant and parallel lines.

3 Weeks 19. Quadratic functions
a) Construct tables for
values for functions in
the form ± x² + ax + b,
a/x ( x ≠ 0)
b) Drawing and interpret
quadratic graphs
c) Graphical solution of
quadratic equations
Class activity: Revise drawing a
graph of y=mx+c from a table of
values.
Starting with a straight line graph
show how its equation (y=mx+c)
can be obtained. This includes
special and parallel lines
• Construct tables of Draw quadratic functions from a
values for functions of table of values.
the form ±х² + ax + b, Show how the solutions to a
a/x ( x ≠ 0) quadratic equation may be
• Draw and interpret such approximated using a graph. Extend
graphs this work to show how the
solution(s) to pairs of equations
• Solve quadratic (e.g. y = x2 - 2x - 3 and
equations y = x ) can be estimated using a
approximately by graph.
graphical methods. Class activity: Computer packages
such as Omnigraph or Derive are
useful here

Suggested
No of Topic/ Sub topics
weeks
2 Weeks 20. Algebraic representation &
Formulae
a) Representation of unknowns
using symbols and letters
b) Simplify algebraic
expression
c) Evaluation of Algebraic
Expressions
d) Solving simple linear
equations
e) Construct simple equations
f) Solving Simultaneous
equations
i) Elimination Method
ii) Substitution Method
2 Weeks 21. Algebraic Manipulation
a) Expanding brackets
SCHEME OF WORK – IGCSE MATHEMATICS (0580)
CORE 2 YEARS
YEAR 10 – 2011
Supplementary
Assessment Objectives Suggested Activities/Approaches
Resources
For more examples
• Use letters to express Revise simple algebraic notation, for www.algebra.com
generalised numbers and example, ab and x2 . http://quiz.ewn.usyd.edu.au
express basic arithmetic Substitute numbers into a formula
processes algebraically (including formulae that contain Try the ‘Pyramid’ investigation at
• Substitute numbers for words brackets). http://nrich.maths.org/public/leg.php
and letters in algebraic Class activity: Investigate the
expressions difference between simple algebraic
expressions which are often confused,
• Transform simple formulae
for example, find the difference
• Construct simple expressions
between 2x , 2 + x and x2 for different
and set up simple equations
values of x .
• Solve simple linear equations Transform simple formulae, e.g.,
in one unknown rearrange y = ax + b to make x the
• Solve simultaneous linear subject.
equations in two unknowns Use straightforward examples to show
how to solve simple linear equations,
e.g. 3x + 2 = -1
Revise how to solve linear equations
(including expressions with brackets).
Use straightforward examples to
illustrate how to solve simultaneous
equations by elimination and by
substitution.
Class activity: Approximate the
solution to simultaneous linear
equations by graphical means.
• Manipulated directed numbers, Class activity: Revise transforming
 b) Simple Factorization
c) Substitution of formulae
d) Transformation of formulae
1 Week 22. Indices
a) Law of indices
i) Addition
ii) Subtraction
iii) Multiplication
b) Positive, Zero & Negative indices
2 Weeks 23. Geometrical Terms and
Relationships
a) Angles, Triangles, Quadrilaterals,
Circles, Polygons
b) Nets of simple solid figures:
Cube, Cuboid, Cylinder & Prism
c) Congruency and congruent
triangles
d) Similarity & similar triangles
use brackets
• Manipulated directed numbers
and extract common factors
• Substitute numbers for words
and letters in formulae
• Transform simple formulae
• Demonstrate familiarity and
understanding of the law of
Indices
• Use and interpret positive,
negative and zero indices.
• Use and interpret the
geometrical terms
• Use and interpret vocabulary
of simple solid figures
including nets
• Demonstrate understanding the
relationship of congruency and
congruent triangles
• Interpret and use similar
triangles
simple formulae (use examples similar
to those used in Unit 1).
Use straightforward examples (with
both positive and negative numbers) to
illustrate expanding brackets. Extend
this technique to multiplying two
brackets together - use a 2x2 grid to
help understanding.
Class activity: Use algebra to show
that the solution to the following
problem is always 2. “Think of a
number, add 7, multiply by 3, subtract
15, multiply by ⅓, take away the
number you first thought of.”
Investigate similar problems.
Use straightforward examples (with
both positive and negative numbers) to
illustrate factorising simple expressions.
Class activity: Revise writing an
integer as a product of primes, writing
answers using index notation.
Use simple examples to illustrate the
rules of indices. Introduce negative
indices, e.g.
2-1 = 2(2-3) = 22 = 1 and 20 = 2(3-3) = 23 = 1
23 2 23
Very basic instructions at
This section is best covered as different www.mathsleague.com/help/geometry
topics are met. The geometrical terms
can then be used in the context of
solving problems
Illustrate common solids, e.g. cube,
cuboid, tetrahedron, cylinder, cone,
sphere, prism, pyramid, etc. Define the
terms vertex, edge and face.
Starting with simple examples draw the
nets of various solids. Show, for
example, that the net of a cube can be
drawn in different ways.
Class activity: Draw nets on card and
make various geometrical shapes.
 Discuss the conditions for congruent
triangles. Point out that in naming
triangles which are congruent it is usual
to state letters in corresponding order,
i.e. ΔABC is congruent to ΔEFG
implies that the angle at A is the same
as the angle at E.
Introduce similar triangles / shapes. Use
the fact that corresponding sides are in
the same ratio to calculate the length of
an unknown side.

2 Weeks 24. Geometrical constructions Class activity: Reinforce accurate

a) Lines and Angles
b) Constructing Triangles
c) Constructing simple Geometrical
figures
d) Bisecting lines and angles
e) Scale Drawing
• Measure lines and angles
• Construct a triangle given the
three sides using ruler and
compasses only
• Construct simple Geometrical
figures from given data
• Construct angle bisectors and
perpendicular bisectors using
straight edges and compasses
only.
• Read and make scale drawing
measurement of lines and angles through
various exercises. For example, each
student draws two lines that intersect.
Measure the length of each line to the
nearest millimetre and one of the angles to
the nearest degree. Each student should
then measure another student’s drawing
and compare answers.
Show how to: construct a triangle using a
ruler and compasses only, given the
lengths of all three sides; bisect an angle
using a straight edge and compasses only;
construct a perpendicular bisector using a
straight edge and compasses only.
Class activity: Construct a range of
simple geometrical figures from given
data, e.g. construct a circle passing
through three given points.

Use a straightforward example to revise

the topic of scale drawing. Show how to
calculate the scale of a drawing given a
length on the drawing and the
corresponding real length. Point out that
measurements should not be included on a
scale drawing and that the scale of a
drawing is usually written in the form 1 : n
.
Class activity: Draw various situations to

1 Week 25. Symmetry
a) Recognize rotational and
line symmetry in two
dimensions
b) Symmetry properties of
triangles, quadrilaterals &
circles
2 Weeks 26. Angle Properties
Calculate unknown angles
using the following
geometrical properties:
a) Angles at a point
b) Angles formed within
parallel lines
c) Angle properties of
triangles
d) Angle properties of
quadrilaterals
e) Sum of Interior angles of
a polygon
f) Sum of exterior angles
of a polygon
g) The angle in a semi-
circle
h) The angle between a
tangent and a radius of
a circle
scale and interpret results. For example,
draw a plan of a room in your house to
scale and use it to determine the area of
carpet needed to cover the floor, plan an
orienteering course, etc.
Pictures of tessellations produced by Escher at
http://library.thinkquest.org/16661/
• Recognize rotational and Define the terms line of
line symmetry in two symmetry and order of rotational
dimensions symmetry for two dimensional
shapes. Revise the symmetries of
triangles (equilateral, isosceles)
and quadrilaterals (square,
rectangle, rhombus,
parallelogram, trapezium, kite).
Class activity: Investigate
tessellations. Produce an Escher-
type drawing.
Classifying angles at
http://www.math.com/school/subject3/lessons/S3U1L4GL.html
• Calculate unknown angles Revise basic angle properties by
using the following drawing simple diagrams which
geometrical properties: illustrate (a), (b) and (c). Define
acute, obtuse and reflex angles;
a. Angles at a point equilateral, isosceles and scalene
b. Angles on a straight line triangles.
and intersecting straight Define the terms (irregular)
lines polygon and regular polygon. Use
c. Angles formed within examples that include: triangles,
parallel lines quadrilaterals, pentagons,
d. Angle properties of hexagons and octagons.
triangles and By dividing an n-sided polygon
quadrilaterals into a number of triangles show
e. Angle properties of that the sum of the interior angles
regular polygons is 180(n - 2) degrees. Show also
f. Angle in a semi-circle that each exterior angle is 360°n
g. Angle between tangent . Solve a variety of problems that
and radius of a circle use these formulae.
Class activity: Draw a table of
information for regular polygons.
Use as headings: number of sides,
name, exterior angle, sum of
interior angles, interior angle.

2 Weeks 27. Locus
a) The locus of the points • Use the following loci
which are at a given and the method of
distance from a given intersecting loci for
point sets of points in two
b) The locus of the points dimensions
which are equidistant • Which are at a given
from two given points distance from a given
point and a straight
lines
• Which are equidistant
from two given points
and two given
intersecting straight
lines
2 Weeks 28. Mensuration
a) Perimeter and area of • Carry out calculations
rectangle involving the perimeter
b) Area of triangle and area of rectangle,
c) Circumference and area triangle, circumference
of circle and area of circle and
d) Area of parallelogram area of parallelogram
and trapezium and trapezium
e) Surface area of cuboid • Carry out calculations
and cylinder involving the volume
f) Volume of cuboid, prism of a cuboid, prism and
and cylinder cylinder
• Carry out calculations
involving the surface
area of a cuboid and
cylinder
Use diagrams to introduce the
angle properties (f) and (g). Solve
a variety of problems which
involve the angle properties.
Draw simple diagrams to
illustrate (a) and (b),Use the
convention of a broken line to
represent a boundary that is not
included in the locus of points.
Class activity: A rectangular
card is ‘rolled’ along a flat
surface. Trace out the locus of
one of the vertices of the
rectangle as it moves.
Calculating areas of parallelograms and trapeziums at
http://www.bbc.co.uk/schools/gcsebitesize/maths/shape/index.shtml
Revise, using straightforward
Explore geometric solids and their properties at
examples, how to calculate the http://www.illuminations.nctm.org/imath/3-5/GeometricSolids/
circumference and area of a Calculating volumes and surface areas at
circle, and the perimeter and http://www.bbc.co.uk/schools/gcsebitesize
area of a rectangle and a
triangle. Extend this to
calculating the area of a
parallelogram and a trapezium.
Class activity: Using isometric
dot paper investigate the area of
shapes that have a perimeter of
5, 6, 7, …. units.
Use nets to illustrate how to
calculate the surface area of a
cuboid, and a cylinder.
Use straightforward examples
 to illustrate how to calculate the
volume of a cuboid and various
prisms (cross-sectional area x
length).
Class activity: Find the surface
area and volume of various
composite shapes.
Class activity: An A4 sheet of
paper can be rolled into a
cylinder in two ways. Which
gives the biggest volume? If the
area of paper remains constant
but the length and width can
vary investigate what width and
length gives the maximum
cylinder volume.

3 Weeks 29. Trigonometry Maps of the world at

a) Bearing • Interpret and use three-
b) Phythagoras’ Theorem figure bearings
c) Trigonometric Ratios: measured clockwise
i) Tangent Ratio from the north (i.e. 000°
- Use tangent ratio to - 360°)
calculate the
unknown sides and • Apply Pythagoras’
unknown angles theorem, sine, cosine
and tangent ratios for
ii) Sine Ratio acute angles to the
- Use Sine ratio to calculation of a side or
calculate the of an angle of a right-
unknown sides and angled triangle ( angles
unknown angles will be quoted in, and
answers required in,
iii) Cosine Ratio degrees and decimals to
- Use Cosine ratio to one decimal place)
calculate the
unknown sides and
unknown angles
http://www.theodora.com/maps
Discuss how bearings are
measured and written. Use
simple examples to show how
to calculate bearings, e.g.
calculate the bearing of B from
A if you know the bearing of A
from B.
Class activity: Use a map to
determine distance and
direction between two places,
etc.
Use simple examples
involving the sine, cosine and
tangent ratios to calculate the
length of an unknown side of a
right-angled triangle given an
angle and the length of one
side.
Class activity: Use
trigonometry to calculate the
height of a building or tree.
You will need to discuss how
to measure the angle of
elevation practically.
 Use simple examples
involving inverse ratios to
calculate an unknown angle
given the length of two sides
of a right-angled triangle.

Revise Pythagoras’ theorem

using straightforward
examples.
Class activity: Solve problems
in context using Pythagoras’
theorem and trigonometric
ratios (include work with any
shape that may be partitioned
into right-angled triangles)
3 Weeks 30. Statistics Compare the median and the mean interactively at
http://www.standards.nctm.org/document/eexamples/chap6/6.6/index.htm
a) Tally charts and • Collect, classify and Use simple examples to revise Download newspaper stories - worldwide coverage at
frequency tables tabulate statistical data collecting data and presenting http://www.newsparadise.com/
b) Understanding and • Read, interpret and draw it in a frequency (tally) chart.
interpreting data simple inferences from For example, record the
c) i) Draw Bar chart tables and statistical different makes of car in a car
ii) Draw Histogram diagrams park, record the number of
iii) Draw Pie Chart • Construct and use bar letters in each of the first 100
iv) Draw Scatter charts, pie charts, words in a book, etc. Use the
Graphs pictorgrams, simple data collected to construct a
frequency distributions, pictogram, a bar chart and a
d) Types of correlation : histograms with equal pie chart. Point out that the
meaning of positive, intervals and scatter bars in a bar chart can be
negative and zero diagrams (including drawn apart.
correlation drawing a line of best fit From data collected show how
e) Average by eye) to work out the mean, the
i) Mode • Understand what is median and the mode. Use
ii) Mean meant by positive, simple examples to highlight
iii) Mean negative and zero how these averages may be
f) Range correlation used. For example in a
• Calculate the mean, discussion about average
median and mode for wages the owner of a company
individual and discrete with a few highly paid
data managers and a large work
force may wish to quote the
• Calculate the range
mean wage rather than the
median. Point out how the
mode can be recognised from a
frequency diagram.
 Use a simple example to show
how discrete data can be
grouped into equal classes.
Draw a histogram to illustrate
the data (i.e. with a continuous
scale along the horizontal
axis). Point out that this
information could also be
displayed in a bar chart (i.e.
with bars separated).
Class activity: Investigate the
length of words used in two
different newspapers and
present the findings using
statistical diagrams.

2 Weeks 31. Probability • Calculate the probability
a) Calculate the of a single event as a
probability of single fraction or a decimal
event • Understanding that the
probability of an event
b) Relative frequency occurring equals one
minus the probability of
it not occurring
• Use and understand
relative frequency
Various problems involving probability at
http://www.nrich.maths.org/public/leg.php
Discuss probabilities of 0 and
1, leading to the outcome that
a probability lies between
these two values.
Class activity: Calculate
probabilities based on
experiment. For example,
investigate whether a coin is
biased.
Use theoretical probability to
predict the likelihood of a
single event. For example, find
the probability of choosing the
letter M from the letters of the
word MATHEMATICS

2 Weeks 32. Vectors • Describe a translation by Interactive work on vector sums at

a) Describe a translation
using vector
b) Addition of vectors
c) Subtraction of vectors
d) Multiplying a vector
by a scalar
http://www.standards.nctm.org/document/eexamples/chap7/7.1/part2.htm
using a vector Use the concept of translation
to explain a vector. Use simple
diagrams to illustrate column
vectors in two dimensions,
explaining the significance of
positive and negative numbers.
Introduce the various forms of
vector notation.
Show how to add and subtract
vectors algebraically and by
 making use of a vector

 x
triangle. Show how to multiply
a column vector by a scalar

  , A ,a B
and illustrate this with a
diagram.
represented by .

•
 y
Add and subtract vectors
• Multiply a vector by a
scalar.

3 Weeks 33. Transformation • Reflect simple plane figures in Try the investigation at
http://nrich.maths.org/public/leg.php
a) Reflection horizontal or vertical lines Draw an arrow shape on squared paper.
b) Rotation • Rotate simple plane figures Use this to illustrate: reflection in a line
c) Translation about the origin, vertices or mid (mirror line), rotation about any point
d) Enlargement points of edges of the figures, (centre of rotation) through multiples of
through multiples of 90° 90o (in both clockwise and anti-clockwise
• Construct given translations and directions) and translation by a vector.
enlargements of simple plane Several different examples of each
figures translation should be drawn. Use the
• Recognise and describe word image appropriately.
reflections, rotations, translations Class activity: Using a pre-drawn shape
and enlargements. on (x,y) coordinate axes to complete a
number of transformations using the
equations of lines to represent mirror
lines and coordinates to represent centres
of rotation.
Work with (x,y) coordinate axes to show
how to find: the equation of a simple
mirror line given a shape and its
(reflected) image, the centre and angle of
rotation given a shape and its (rotated)
image, the vector of a translation.
Draw a triangle on squared paper. Use
this to illustrate enlargement by a positive
integer scale factor about any point
(centre of enlargement). Show how to
find the centre of enlargement given a
 shape and its (enlarged) image. Draw
straightforward enlargements using
negative and/or fractional (½) scale
factors.
REVISION FOR THE IGCSE