SCHEME OF WORK – IGCSE MATHEMATICS (0580)

CORE 3 YEARS
YEAR 9 – 2010

Suggested
No of Topics/Sub-topics Assessment Objectives
weeks
2 Weeks 1. Numbers
a) Natural numbers, Integers, Prime, • Identify and use the
Square, Rational & Irrational natural numbers,
Numbers integers (negative,
b) Common factors, common multiples zero, and positive)
c) Number sequence ( to the nth term) prime, rational and
irrational numbers
• Identify and use
common factors and
common multiples
Suggested Activities/Approaches Supplementary Resources
Revise positive and negative numbers using a Investigation on prime numbers at
number line. http://www.atm.org.uk/links/keyst
Define the terms real, rational and irrational
numbers. Show that any recurring decimal can Information about rational and
irrational numbers at
be written as a fraction. Show that any root http://nrich.maths.org/public/leg.php
which cannot be simplified to an integer or a
fraction is an irrational number.
Define the term prime number (1 is not prime).
Write any integer as a product of primes

• Recognise patterns in Define the terms factor and multiple and use Various problems involving sequences
simple examples to find common factors and of numbers at
sequences and http://nrich.maths.org/public/leg.php
relationships between common multiples of two or more numbers.
different sequences Find highest common factors and lowest
common multiples.
• Generalise to simple Class activity: Identify a number from a
algebraic statements description of its properties, for example,
(including expressions which number less than 50 has 3 and 5 as
for the nth term) factors and is a multiple of 9? Students make
relating to such up their own descriptions and test one another.
sequences
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 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
1 Week 2. Squares & square roots
Cube & cube roots
1 Week 3. Directed numbers in
practical situation
2 Weeks 4. Vulgar and decimal
fractions
& Percentages
a) Vulgar fraction
b) Decimal fractions
c) Percentages
1 Week 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
Use simple examples to illustrate
• Calculate Squares, squares, square roots and cubes and cube Weather statistics for over 16000 cities at
square roots, cubes roots of numbers. http://www.weather.com/
and cube roots of Class activity: 121 is a palindromic
numbers square number (when the digits are Case study: scheduling aircraft at
reversed it is the same number). Write http://www.ex.ac.uk/cimt/resource/schedair.pdf
down all the palindromic square Time zone information at
http://www.ex.ac.uk/cimt/resource/timezone.htm
numbers less than 1000.
• Use directed Use a number line to aid addition and
numbers in practical subtraction of positive and negative
situation 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/decimal.htm
vulgar and decimal percentages. Use place value (units,
fractions and tenths, hundredths etc.) to change a
percentages in simple decimal into a fraction.
appropriate contexts;
• recognise For ordering quantities, search for ‘ordering
equivalence and fractions’ or ordering decimals’ at
http://www.learn.co.uk
convert between
these forms.
• Recognize order Use a number line to describe simple
quantities by inequalities and ranges of values e.g. x ≥
magnitude and 3, -2 ≤ x < 5, etc.
demonstrate Class activity: Given a list of quantities
familiarity with the (e.g. a list of fractions and decimals),
symbols : = , >, <, ≥, order them by magnitude making use of
≤ ,≠ inequality signs
• Use the standard
form A x 10n where Use a range of examples to show how to www. Gcse.wm/maths/standard-form.htm
n is a positive or write numbers in standard form and vice-
negative integer, and versa. Interpret how a calculator displays
1≤ A < 10 standard form.
Class activity: Use the four rules of
• Express any number calculation with numbers in standard
in standard form and form.
vice versa
• Evaluate expressions
in standard form
4 Weeks 7. The four rules
a) The four rules with • Use the four rules Revise long multiplication, short and Writing decimals as fractions at
whole numbers for calculations long division, and the order of http://www.ex.ac.uk/cimt/resource/decimal.htm
without calculator with whole operations (including the use of
b) Combined operations numbers, decimals brackets). Use examples which
c) Equivalent fractions fractions and illustrate the rules for multiplying and
d) Addition & subtraction vulgar and mixed dividing by negative numbers.
of fractions fractions, including Class activity: Use four 4’s and the
e) Multiplication and correct ordering of four rules for calculations to obtain all
divisions of fractions operations and use the whole numbers from 1 to 20.
f) Changing fraction to of brackets.
decimal Use previous ideas to aid addition and
g) Changing decimal to subtraction of fractions. Revise
fraction multiplication and division of
fractions.
1 Week 8. Estimation Revision of estimating and rounding off at
a) Rounding off • Give Revise rounding numbers to the www.math.com/schools/subject1/lesson/SLU1L3GL.html
i) decimal places approximations to nearest 10, 100, 1000, etc., or to a set
ii) significant figures specified numbers number of decimal places. Explain
of significant carefully how to round a number to a
9. Limits of Accuracy figures and decimal given number of significant figures.
Appropriate upper and places
lower bounds for data to Use straightforward examples to
a specific accuracy • Round off answers determine upper and lower bounds for
to reasonable data. For example, a length, l,
accuracy in the measured as 3cm to the nearest
context of a given millimetre has lower bound 2.95cm
problem and upper bound 3.05cm. Show how
this information can be written using
• Give appropriate inequality signs e.g. 2.95cm ≤ l <
upper and lower 3.05cm.
bounds for data to Class activity: Investigate upper and
a specific accuracy. lower bounds for quantities calculated
from given formulae by specifying the
accuracy of the input data.
2 Weeks 10. Ratio, proportion rate • Demonstrate an Define the term ratio and use www.maths league.com/help/ratio.htm
a) Ratio understanding of examples to illustrate how a quantity
b) Direct Proportion the elementary idea can be divided into a number of
c) Inverse Proportion and notation of unequal parts.
d) Common measures ratio, direct and Write a ratio in an equivalent form e.g.
of rate inverse proportion 6:8 can be written as 3:4, leading to
e) Scale drawings • Demonstrate an the form 1:n .
understanding of Class activity: Investigate the ratio of
common measures the length of one side of an A5 sheet
 of rate, of paper to that of the corresponding
• Use scales in side of an A4 sheet of paper.
practical situations
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.

Draw a graph to determine whether

two quantities are in proportion.
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 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.

2 Weeks 11. Percentages www.bgfl.org/bgfl/custom/resources-ftp/client-

a) Simple percentages • Calculate a given Solve simple problems involving ftp/IGS2/maths/percentages/indes.htm
b) Calculating a percentage of a percentages, interpreting a calculator
percentage of a quantity display in calculations with money. www.mathsisfun.com/percentage.html
quantity • Express one
c) Expressing one quantity quantity as a Use rounding to 1sf to estimate the
as a percentage of percentage of answer to a calculation. Check
 another another answers with a calculator.
d) Percentage increases • Calculate Class activity: Investigate the
and decreases percentage increase percentage error produced by
or decrease rounding in calculations using
12. Use of Calculators addition/subtraction and
• Use an electronic multiplication/division. (Percentage
calculator error will need to be discussed
efficiently; beforehand)

• apply appropriate
checks of accuracy

1 Week 13. Measures (Converting www.convert-me/en

from one unit to another) • Use current units of Use practical examples to illustrate
a) Length mass, length, area, how to convert between: millimetres, to see conversion of most units of measures
b) Mass volume and centimetres, metres and kilometres;
c) Capacity capacity in grams, kilograms and tonnes;
practical situations millilitres, centilitres and litres. Use
and express standard form where appropriaate
quantities in terms
of larger or
smaller units.
2 Weeks 14. Time
Case study: scheduling aircraft at
a) 12 hour and 24 hour • Calculate times in Revise units for measuring time and http://www.ex.ac.uk/cimt/resource/schedair.pdf
clock terms of the 24- use examples to convert between Time zone information at
b) Reading time-table, hour and 12-hour hours, minutes and seconds. http://www.ex.ac.uk/cimt/resource/timezone.htm
clock & dials clock Use television schedules and bus/train
c) Average speed • Read clocks, dials timetables to aid calculation of lengths
and timetables of time in both 12-hour and 24-hour
• Calculate average clock formats.
speed 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
http://cnnfn.cnn.com/markets/currencies/
Conversion from one • Calculate using Solve straightforward problems
currency to another money involving exchange rates. Up-to-date
a) from graph • Convert from one information from a daily newspaper is
b) from table currency to another useful.
from graph or table
Use straight line graphs or table to
convert between different units e.g.
between metric and imperial units or
between different currencies
3 Weeks 16. Personal & house hold
finance • Use given data to Solve simple problems using practical
a) Earnings solve problems on examples where possible, taking
b) Simple interest personal and information from published tables or
c) Compound interest household finance advertisements. (It is worth
d) Discount involving earnings, introducing a range of simple words
e) Profit & loss simple interest, and concepts here to describe different
f) Percentage profit & compound interest, aspects of finance, e.g. tax, percentage
loss discount, profit and profit, deposit, loan, etc.)
loss, extract data Use the formula I = PRT to solve a
from tables and variety of problems involving simple
charts interest.
Class activity: Research the cost of
borrowing money from different
banks (or money lenders)
 SCHEME OF WORK – IGCSE MATHEMATICS (0580)
CORE 3 YEARS
YEAR 10 – 2011

Suggested
Assessment
No of Topic/ Sub topics Suggested Activities/Approaches Supplementary Resources
Objectives
weeks
3 Weeks 17. Graphs in practical situations For online revision
a) Cartesian coordinates • Demonstrate Revise coordinates in two dimensions. http://info.bgphs.moe.edu.sg/mathematics
b) Interpret graphs in familiarity Class activity: For candidates studying the
practical situations with core syllabus, draw a picture by joining
c) Conversion graphs & Cartesian dots on a square grid. Draw x and y axes
draw graphs coordinates on the grid and note the coordinates of
d) Speed in two each dot. Ask another student to draw the
e) Interpreting and draw dimensions picture from a list of coordinates only.
travel graph • Interpret and
use graphs Draw and use straight line graphs to
in practical convert between different units e.g.
situations between metric and imperial units or
including between different currencies.
travel
graphs and Draw and use distance-time graphs to
conversion calculate average speed (link to calculating
graphs gradients in Unit 1). Interpret information
• Calculate shown in travel graphs. Draw travel graphs
average from given data.
speed Class activity: Draw a travel graph for the
• Draw graphs journey to and from school. Answer a set
from given of questions about the journey, e.g. what is
data the average speed on the journey to
school?
3 Weeks 18. Graphs of functions Graphing linear equations at
http://www.math.com/school/subject2/lessons/S2U4L3GL.html
a) Drawing straight line • Construct Draw a straight line graph from a table of
graphs tables for values. www.s-cool.co.uk/gcse/maths/algebra
b) i) Finding gradient of a functions of
straight line from the the form ax Draw lines x = constant and y = constant. www.analyzemaths .com/quadraticg/html
graph + b where a
ii) Finding gradient and b are Use simple examples to show how to
using the formula integral calculate the gradient (positive, negative or
c) Equation of straight constants zero) of a straight line from a graph. The
line graph and draw gradient should be expressed as a fraction
y = mx + c such graphs or a decimal. Use these results to consider
d) Equation of special • Find the the gradient of the line x = constant and
lines gradient of a parallel lines.
 e) Equation of 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
5 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
straight line
graph. Class activity: Revise drawing a graph of
• Interpret and y=mx+c from a table of values.
obtain the Starting with a straight line graph show
equation of how its equation (y=mx+c) can be
a straight obtained. This includes special and parallel
line graph in lines
the form y =
mx + c
• Determine
the equation
of a straight
line parallel
to a given
line.
• Construct tables of Draw quadratic functions from a table of values.
values for functions of Show how the solutions to a quadratic equation
the form ±х² + ax + b, may be approximated using a graph. Extend this
a/x ( x ≠ 0) work to show how the solution(s) to pairs of
• Draw and interpret such equations (e.g. y = x2 - 2x - 3 and
graphs y = x ) can be estimated using a graph.
Class activity: Computer packages such as
• Solve quadratic Omnigraph or Derive are useful here.
equations approximately
by graphical method
For more examples
• Use letters to express Revise simple algebraic notation, for example, ab www.algebra.com
generalised numbers and and x2 . http://quiz.ewn.usyd.edu.au
express basic arithmetic Substitute numbers into a formula (including
processes algebraically formulae that contain brackets). Try the ‘Pyramid’ investigation at
• Substitute numbers for Class activity: Investigate the difference between http://nrich.maths.org/public/leg.php
words and letters in simple algebraic expressions which are often
algebraic expressions confused, for example, find the difference between
• Transform simple 2x , 2 + x and x2 for different values of x .
formulae Transform simple formulae, e.g., rearrange y = ax
• Construct simple + b to make x the subject.
expressions and set up Use straightforward examples to show how to
simple equations solve simple linear equations, e.g. 3x + 2 = -1
• Solve simple linear
equations in one Revise how to solve linear equations (including
unknown expressions with brackets).
Use straightforward examples to illustrate how to
• Solve simultaneous
solve simultaneous equations by elimination and
linear equations in two

2 Weeks 21. Algebraic Manipulation
a) Expanding brackets
b) Simple Factorization
c) Substitution of formulae
d) Transformation of formulae
unknowns by substitution.
Class activity: Approximate the solution to
simultaneous linear equations by graphical means.
• Manipulated directed Class activity: Revise transforming simple
numbers, use brackets formulae (use examples similar to those used in
• Manipulated directed Unit 1).
numbers and extract Use straightforward examples (with both positive
common factors and negative numbers) to illustrate expanding
• Substitute numbers for brackets. Extend this technique to multiplying two
words and letters in brackets together - use a 2x2 grid to help
formulae understanding.
• Transform simple Class activity: Use algebra to show that the
formulae 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.

1 Week 22. Indices

a) Law of indices • Demonstrate
i) Addition familiarity and
ii) Subtraction understanding of the
iii) Multiplication law of Indices
b) Positive, Zero & Negative • Use and interpret
indices positive, negative and
zero indices
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
23 2
2 = 2 = 23 = 1
0 (3-3)

3 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
23
Very basic instructions at
• Use and interpret the This section is best covered as different topics are met. The www.mathsleague.com/help/geo
geometrical terms geometrical terms can then be used in the context of solving metry
• Use and interpret problems
vocabulary of simple
solid figures Illustrate common solids, e.g. cube, cuboid, tetrahedron,
including nets cylinder, cone, sphere, prism, pyramid, etc. Define the terms
• Demonstrate vertex, edge and face.
understanding the Starting with simple examples draw the nets of various solids.
relationship of Show, for example, that the net of a cube can be drawn in
congruency and different ways.
congruent triangles Class activity: Draw nets on card and make various
• Interpret and use geometrical shapes.
similar triangles
Discuss the conditions for congruent triangles. Point out that in

4 Weeks 24. Geometrical
constructions
a) Lines and Angles
b) Constructing Triangles
c) Constructing simple
Geometrical figures
d) Bisecting lines and angles
e) Scale Drawing
1 Week 25. Symmetry
a) Recognize rotational and
line symmetry in two
dimensions
b) Symmetry properties of
triangles, quadrilaterals &
circles
5 Weeks 26. Angle Properties
Calculate unknown angles
using the following
geometrical properties:
a) Angles at a point
b) Angles formed within
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.
• Measure lines and Class activity: Reinforce accurate measurement of lines and
angles angles through various exercises. For example, each student
• Construct a triangle draws two lines that intersect. Measure the length of each line
given the three sides to the nearest millimetre and one of the angles to the nearest
using ruler and degree. Each student should then measure another student’s
compasses only drawing and compare answers.
• Construct simple
Geometrical figures Show how to: construct a triangle using a ruler and compasses
from given data only, given the lengths of all three sides; bisect an angle using
• Construct angle a straight edge and compasses only; construct a perpendicular
bisectors and bisector using a straight edge and compasses only.
perpendicular Class activity: Construct a range of simple geometrical figures
bisectors using from given data, e.g. construct a circle passing through three
straight edges and given points.
compasses only.
• Read and make scale Use a straightforward example to revise the topic of scale
drawing 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 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
• Recognize rotational Define the terms line of symmetry and order of rotational http://library.thinkquest.org/16661/
and line symmetry in symmetry for two dimensional shapes. Revise the symmetries
two dimensions 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/
• Calculate unknown Revise basic angle properties by drawing simple diagrams lessons/S3U1L4GL.html
angles using the which illustrate (a), (b) and (c). Define acute, obtuse and reflex
following geometrical angles; equilateral, isosceles and scalene triangles.
properties: Define the terms (irregular) polygon and regular polygon. Use
examples that include: triangles, quadrilaterals, pentagons,
 parallel lines a. Angles at a point hexagons and octagons.
c) Angle properties of b. Angles on a straight By dividing an n-sided polygon into a number of triangles
triangles line and intersecting show that the sum of the interior angles is 180(n - 2) degrees.
d) Angle properties of straight lines Show also that each exterior angle is 360°n
quadrilaterals c. Angles formed within . Solve a variety of problems that use these formulae.
e) Sum of Interior angles of parallel lines Class activity: Draw a table of information for regular
a polygon d. Angle properties of polygons. Use as headings: number of sides, name, exterior
f) Sum of exterior angles triangles and angle, sum of interior angles, interior angle.
of a polygon quadrilaterals
g) The angle in a semi- e. Angle properties of Use diagrams to introduce the angle properties (f) and (g).
circle regular polygons Solve a variety of problems which involve the angle
h) The angle between a f. Angle in a semi-circle properties.
tangent and a radius of g. Angle between
a circle tangent and radius of
a circle
 SCHEME OF WORK – IGCSE MATHEMATICS (0580)
CORE 3 YEARS
YEAR 11– 2012

Suggested
Topics/Sub topics
No of Assessment Objectives Suggested Activities/Approaches Supplementary Resources
weeks
2 Weeks 27. Locus
a) The locus of the • Use the Draw simple diagrams to illustrate
points which are at a following loci (a) and (b),Use the convention of a
given distance from a and the method broken line to represent a boundary
given point of intersecting that is not included in the locus of
b) The locus of the loci for sets of points.
points which are points in two Class activity: A rectangular card is
equidistant from two dimensions ‘rolled’ along a flat surface. Trace
given points out the locus of one of the vertices
c) The locus of the a. Which are at a of the rectangle as it moves.
points which are given distance
equidistant from from a given
two intersecting point and a
straight lines straight lines

b. Which are
equidistant
from two given
points and two
given
intersecting
straight lines
4 Weeks 28. Mensuration Calculating areas of parallelograms and trapeziums at
http://www.bbc.co.uk/schools/gcsebitesize/maths/shape/index.shtml
a) Perimeter and area of • Carry out Revise, using straightforward
Explore geometric solids and their properties at
rectangle calculations examples, how to calculate the http://www.illuminations.nctm.org/imath/3-5/GeometricSolids/
b) Area of triangle involving the circumference and area of a circle, Calculating volumes and surface areas at
c) Circumference and perimeter and and the perimeter and area of a http://www.bbc.co.uk/schools/gcsebitesize
area of circle area of rectangle and a triangle. Extend this
d) Area of parallelogram rectangle, to calculating the area of a
and trapezium triangle, parallelogram and a trapezium.
e) Surface area of circumference Class activity: Using isometric dot
cuboid and cylinder and area of paper investigate the area of shapes
f) Volume of cuboid, circle and area that have a perimeter of 5, 6, 7, ….
prism and cylinder of units.
parallelogram
and trapezium Use nets to illustrate how to
• Carry out calculate the surface area of a
calculations cuboid, and a cylinder.

• Carry
4 29. Trigonometry
Weeks a) Bearing • Interpret and use
b) Phythagoras’
Theorem
c) Trigonometric Ratios:
i) Tangent Ratio
- Use tangent ratio to
calculate the
unknown sides and • Apply Pythagoras’
the unknown angles
ii) Sine Ratio
- Use Sine ratio to
calculate the
unknown sides and
unknown angles
iii) Cosine Ratio
- Use Cosine ratio to
calculate the
unknown sides and
the unknown angles
involving the Use straightforward examples to
volume of a illustrate how to calculate the
cuboid, prism volume of a cuboid and various
and cylinder prisms (cross-sectional area x
out length).
calculations Class activity: Find the surface area
involving the and volume of various composite
surface area of shapes.
a cuboid and Class activity: An A4 sheet of
cylinder 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.
Maps of the world at
http://www.theodora.com/maps
Discuss how bearings are
three-figure measured and written. Use
bearings measured simple examples to show how to
clockwise from the calculate bearings, e.g. calculate
north (i.e. 000° - the bearing of B from A if you
360°) know the bearing of A from B.
Class activity: Use a map to
determine distance and direction
theorem, sine, between two places, etc.
cosine and tangent
ratios for acute
angles to the Use simple examples involving
calculation of a side the sine, cosine and tangent
or of an angle of a ratios to calculate the length of
right-angled an unknown side of a right-
triangle ( angles angled triangle given an angle
will be quoted in, and the length of one side.
and answers Class activity: Use
required in, degrees trigonometry to calculate the
and decimals to one height of a building or tree. You
decimal place) 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)
6 30. Statistics Compare the median and the mean interactively at
http://www.standards.nctm.org/document/eexamples/chap6/6.6/index.htm
Weeks a) Tally charts and • Collect, classify Use simple examples to revise Download newspaper stories - worldwide coverage at
frequency tables and tabulate collecting data and presenting it http://www.newsparadise.com/
b) Understanding and statistical data in a frequency (tally) chart. For
interpreting • Read, interpret and example, record the different
data draw simple makes of car in a car park,
c) i) Draw Bar chart inferences from record the number of letters in
ii) Draw Histogram tables and statistical each of the first 100 words in a
iii) Draw Pie Chart diagrams book, etc. Use the data collected
iv) Draw Scatter • Construct and use to construct a pictogram, a bar
Graphs bar charts, pie chart and a pie chart. Point out
charts, pictorgrams, that the bars in a bar chart can be
d) Types of correlation simple frequency drawn apart.
Meaning of positive, distributions, From data collected show how
negative histograms with to work out the mean, the
and zero correlation equal intervals and median and the mode. Use
e) Average scatter diagrams simple examples to highlight
i) Mode (including drawing how these averages may be
ii) Mean a line of best fit by used. For example in a
iii) Mean eye) discussion about average wages
f) Range • Understand what is the owner of a company with a
meant by positive, few highly paid managers and a
negative and zero large work force may wish to
correlation quote the mean wage rather than
• Calculate the mean, the median. Point out how the
median and mode mode can be recognised from a
for individual and frequency diagram.
discrete data Use a simple example to show
how discrete data can be
• Calculate the range
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 31. Probability Various problems involving probability at
http://www.nrich.maths.org/public/leg.php
Weeks a) Calculate the • Calculate the Discuss probabilities of 0 and 1,
probability of single probability of a leading to the outcome that a
event single event as a probability lies between these
fraction or a two values.
b) Relative frequency decimal Class activity: Calculate
• Understanding that probabilities based on
the probability of experiment. For example,
an event occurring investigate whether a coin is
equals one minus biased.
the probability of it Use theoretical probability to
not occurring predict the likelihood of a single
• Use and understand event. For example, find the
relative frequency probability of choosing the letter
M from the letters of the word
MATHEMATICS
2 32. Vectors • Describe a Interactive work on vector sums at
http://www.standards.nctm.org/document/eexamples/chap7/7.1/part2.htm
Weeks a) Describe a translation translation by using Use the concept of translation to
using vector a vector represented explain a vector. Use simple
b) Addition of vectors diagrams to illustrate column

 x
c) Subtraction of vectors in two dimensions,
vectors explaining the significance of
d) Multiplying a vector positive and negative numbers.

  , A ,a B
by a scalar Introduce the various forms of
vector notation.
by . Show how to add and subtract

 y
vectors algebraically and by
making use of a vector triangle.
Show how to multiply a column
vector by a scalar and illustrate
this with a diagram.
• Add and subtract
vectors
• Multiply a vector
by a scalar.
3 33. Transformation Try the investigation at
http://nrich.maths.org/public/leg.php
Weeks a) Reflection • Reflect simple Draw an arrow shape on squared
b) Rotation plane figures in paper. Use this to illustrate:
c) Translation horizontal or reflection in a line (mirror line),
d) Enlargement vertical lines rotation about any point (centre
of rotation) through multiples of
 • Rotate simple plane 90o (in both clockwise and anti-
figures about the clockwise directions) and
origin, vertices or translation by a vector. Several
mid points of edges different examples of each
of the figures, translation should be drawn. Use
through multiples the word image appropriately.
of 90° Class activity: Using a pre-
• Construct given drawn shape on (x,y) coordinate
translations and axes to complete a number of
enlargements of transformations using the
simple plane equations of lines to represent
figures mirror lines and coordinates to
• Recognise and represent centres of rotation.
describe reflections, Work with (x,y) coordinate axes
rotations, to show how to find: the
translations and equation of a simple mirror line
enlargements. 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