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For many years, schools have been using Cambridge GCE curriculum as a preparation for students to further their studies. Now, as an approach to better
the education system in Brunei, a new curriculum called Cambridge IGCSE is introduced. Cambridge IGCSE is an international curriculum and is widely
recognised by higher education institutions and employers throughout the world. It enables students to gain skills in creative thinking, enquiry and problem
solving, and gives them excellent preparation for the next stage in their education.
Cambridge IGCSE uses a tiered approach so as to offer a diversity of routes for students of different abilities. Students will follow either a Core or an
Extended curriculum, depending on their examination performance. However, they can change level during the course according to their progress. Grading is on
an eight-point scale (A*-G) and grades A to E are equivalent to O level grades A to E. In some countries, IGCSE qualifications will satisfy the entry requirements
for university. In others, they are widely used as a preparation for A level and AS. Core curriculum students are eligible for grades C to G. Extended curriculum
students are eligible for grades A* to E.
Cambridge IGCSE offer a variety of Mathematics syllabus (syllabus with or without coursework) and Cambridge IGCSE Mathematics 0850 (without
coursework) has been chosen to be offered in schools in Brunei. Hence, students are assessed by written papers only.
This scheme of work is prepared for students who will follow the extended curriculum only. There are two sets of schemes of work. One set is to be
completed in 2 years and the other set in 3 years. Students who follow the 2 years scheme of work will sit for their exam in the year 2011. This scheme of work is
for those students taking 2 years course. The content is the same with the 3 years course but the time frame is different. This students have covered most of the
IGCSE syllabus in their lower secondary. The topics which are new to them are: Compound Interest, Functions, Locus, Vectors and Probability. In Statistics, they
have not studied Scatter diagrams and the meaning of positive, negative and zero correlation. Enlargement, Shear and Stretch are also included in the syllabus.
This Scheme of Work focuses on enhancing their previous knowledge as well as introducing new topics. The suggested activities for teachers and students will
make their teaching and learning more related to real life situation. The suggested websites enable the teachers to get extra exposure besides the textbooks and
reference books.
IGCSE MATHEMATICS 0580 (EXTENDED 2 YEARS)
SCHEME OF WORK FOR YEAR 9 (2010)
SUGGESTE
D NO. OF TOPICS/SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES RESOURCES
WEEKS
3 1. NUMBERS
1.1 Number Facts Identify and use natural numbers, integers Revise positive and negative numbers Investigation about prime numbers at
(positive, negative and zero), prime using a number line. http://www.atm.org.uk/links/keystage
numbers, square numbers, common factors links.html
and common multiples. Define the terms factor and multiple and
use simple examples to find common
factors and common multiples of two or
more numbers. Find highest common
factors and lowest common multiples.
Class activity: Identify a number from a
description of its properties, for example,
which number less than 50 has 3 and 5 as
factors and is a multiple of 9? Students
make up their own descriptions and test
one another.
Identify and use rational and irrational Define the terms real, rational and Information about rational and
numbers, real numbers. irrational numbers. Show that any irrational numbers at
recurring decimal can be written as a http://nrich.maths.org/public/leg.php
fraction. Show that any root which cannot
be simplified to an integer or a fraction is
an irrational number.
1.2 Squares, Cubes and Roots Calculate squares, square roots and cubes Use simple examples to illustrate squares,
and cube roots of numbers. square roots and cubes and cube roots of
numbers.
Class activity: 121 is a palindromic
square number (when the digits are
reversed it is the same number). Write
down all the palindromic square numbers
less than 1000.
1.3 Vulgar and Decimal Use the language and notation of simple Revise long multiplication, short and long Writing decimals as fractions at
Fractions and Percentages vulgar and decimal fractions and division, and the order of operations http://www.ex.ac.uk/cimt/resource/de
percentages in appropriate contexts. (including the use of brackets). Use cimals.htm
examples which illustrate the rules for
Recognise equivalence and convert between multiplying and dividing by negative
these forms. numbers.
Class activity: Use four 4’s and the four
rules for calculations to obtain all the
whole numbers from 1 to 20.
1.4 Directed Numbers Use directed numbers in practical situations. Use a number line to aid addition and Weather statistics for over 16000
subtraction of positive and negative cities at
numbers. Illustrate by using practical http://www.weatherbase.com/
examples, e.g. temperature change and
flood levels.
1.5 Ordering Order quantities by magnitude and Use a number line to describe simple For ordering quantities, search for
demonstrate familiarity with the symbols =, inequalities and ranges of values e.g. ‘ordering fractions’ or ‘ordering
≠, >, <, ≥, ≤ . x ≥ 3, -2 ≤ x < 5. decimals’ at
Class activity: Given a list of quantities http://www.learn.co.uk
(e.g. a list of fractions and decimals),
order them by magnitude making use of
inequality signs.
1.6 The Four Rules Use the four rules for calculations with Revise equivalent fractions. Use this idea
whole numbers, decimal fractions and to aid addition and subtraction of
vulgar (and mixed) fractions, including fractions.
correct ordering of operations and use of
brackets. Revise multiplication and division of
fractions and convert between fractions,
decimals and percentages.
1.7 Approximation and Make estimates of numbers, quantities and Revise rounding numbers to the nearest Revision of estimating and rounding
Estimation lengths. 10, 100, 1000, etc., or to a set number of at
decimal places. Explain carefully how to http://www.math.com/school/subject1
Give approximations to specified numbers round a number to a given number of /lessons/S1U1L3GL.html
of significant figures and decimal places. significant figures.
1.8 Limits of Accuracy Give appropriate upper and lower bounds Use straightforward examples to
for data given to a specified accuracy (e.g. determine upper and lower bounds for
measured lengths). data. For example, a length, l, measured as
3cm to the nearest millimetre has lower
bound 2.95cm and upper bound 3.05cm.
Show how this information can be written
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.
Obtain appropriate upper and lower bounds Extend the work on accuracy to include
to solutions of simple problems (e.g. the calculating upper and lower bounds for
calculation of the perimeter or the area of a various perimeters and areas, given
rectangle) given data to a specified lengths to a specified accuracy.
accuracy.
1.9 Standard Form Use the standard form A x 10n where n is a Use a range of examples to show how to
positive or negative integer, and 1≤ A < 10. write numbers in standard form and vice-
versa. Interpret how a calculator displays
standard form.
Class activity: Use the four rules of
calculation with numbers in standard
form.
Use current units of mass, length, area, Use practical examples to illustrate how to
volume, and capacity in practical situations convert between: millimetres, centimetres,
and express quantities in terms of larger or metres and kilometres; grams, kilograms
smaller units. and tonnes; millilitres, centilitres and
litres. Use standard form where
Use scales in practical situations. appropriate.
1.11 Time Calculate times in terms of the 24-hour and Revise units for measuring time and use Case study: scheduling aircraft at
12-hour clock examples to convert between hours, http://www.ex.ac.uk/cimt/resource/sc
minutes and seconds. hedair.pdf
Read clocks, dials and timetables
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.
1.12 Percentages Calculate a given percentage of a quantity. Solve simple problems involving
percentages, interpreting a calculator
Express one quantity as a percentage of display in calculations with money.
another.
1.13 Personal and Household Use given data to solve problems on Solve simple problems using practical Information about interest rates can
Finance personal and household finance involving examples where possible, taking be found from most banks. They
1.13.1 Simple and Compound earnings, simple interest, compound information from published tables or usually have their own web site in the
Interest interest, discount, profit and loss. advertisements. (It is worth introducing a format
range of simple words and concepts here http://www.bank name.com/
1.13.2 Discount Extract data from tables and charts. to describe different aspects of finance,
e.g. tax, percentage profit, deposit, loan.)
1.13.3 Profit and Loss
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).
Carry out calculations involving reverse Use simple examples to show how to
percentages, e.g. finding the cost price calculate the original value of something
given the selling price and the percentage before a percentage increase or decrease
profit. took place.
1.13 Use of a Calculator Use an electronic calculator efficiently. Use rounding to 1sf or 2sf to estimate the
answer to a calculation. Check answers
Apply appropriate checks of accuracy. 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)
4 2. ALGEBRA
2.1 Indices Use and interpret positive, negative, Class activity: Revise writing an integer
fractional and zero indices. 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
2 1
2−1 = 2(2−3) = 3
= and
2 2
3
2
20 = 2(3-3) = 3
=1
2
Manipulate directed numbers; use brackets Use straightforward examples (with both Factorising quadratic expressions at
and extract common factors. positive and negative numbers) to http://www.bbc.co.uk/schools/gcsebit
illustrate factorising simple expressions. esize/maths/algebraih/index.shtml
Factorise where possible expressions of the Extend this technique to factorising
form ax + bx + kay + kby, a2x2 – b2y2, quadratic expressions, including spotting
a2 + 2ab + b2, ax2 + bx + c. expressions which are the difference of
two squares.
Substitute numbers for words and letters in Substitute numbers into a formula
formulae. (including formulae that contain brackets).
Class activity: Investigate the difference
between simple algebraic expressions
which are often confused. For example,
find the difference between 2x, 2 + x and
x2 for different values of x.
2.3.3 Quadratic Equations Solve simultaneous linear equations in two Revise how to solve linear equations
unknowns. (including expressions with brackets).
2.3.4 Linear Inequalities
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.
Solve simple linear inequalities. Use straightforward examples to illustrate Information about inequalities and
how to solve simple linear inequalities. graphs at
Start by showing that multiplying or http://www.projectgcse.co.uk/maths/i
dividing an expression by a negative nequalities.htm
number reverses the inequality sign.
3. GRAPHS I
3 3.1 Straight Line Graphs Calculate the gradient of a straight line from Using examples which illustrate both
the coordinates of two points on it. positive and negative gradients, show how
to calculate the gradient of a straight line
Calculate the length of a straight line. given only the coordinates of two points
on it.
Calculate the coordinates of the midpoint of
a straight line segment from the coordinates
of its end points.
Interpret and obtain the equation of a Class activity: Revise drawing a graph of
straight line graph in the form y=mx+c. y=mx+c from a table of values.
Determine the equation of a straight line Starting with a straight line graph show
parallel to a given line. how its equation (y=mx+c) can be
obtained.
3.2 Linear Programming Represent inequalities graphically and use Use straightforward examples to illustrate Information about inequalities and
this representation in the solution of simple how to solve linear programming graphs at
linear programming problems (the problems by graphical means. Construct http://www.projectgcse.co.uk/maths/i
conventions of using broken lines for strict inequalities from constraints given and nequalities.htm
inequalities and shading unwanted regions show that a number of possible solutions
will be expected). to a problem exist, indicated by the
unshaded region on a graph.
2 4. FUNCTIONS
4.1 Evaluation of Functions Use function notation, e.g. f(x) = 3x - 5, Define f(x) to be a rule applied to values
f: x → 3x - 5 to describe simple functions, of x. Evaluate simple functions for specific
4.2 Inverse Functions and the notation f-1(x) to describe their values, describing the functions using f(x)
inverses. notation and mapping notation.
4.3 Composite Functions
Introduce the inverse function as an
operation which ‘undoes’ the effect of a
function. Evaluate simple inverse
functions for specific values, describing
the functions using f-1(x) notation and
mapping notation.
5. GRAPHS II
3 5.1 Graphs of Functions Construct tables of values for functions of Draw lines x = constant and y = constant. Graphing linear equations at
the form ax + b, ± x2 + ax + b, a/x (x ≠ 0) http://www.math.com/school/subject2
where a and b are integral constants; draw Draw a straight line graph from a table of /lessons/S2U4L3GL.html
and interpret such graphs. values.
Construct tables of values and draw graphs Use simple examples to show how to
for functions of the form axn where a is a calculate the gradient (positive, negative
rational constant and n = -2, -1, 0, 1, 2, 3 or zero) of a straight line from a graph.
and simple sums of not more than three of The gradient should be expressed as a
these and for functions of the form ax where fraction or a decimal. Use these results to
a is a positive integer. consider the gradient of the line x =
constant.
Find the gradient of a straight line graph.
Show how the solutions to a quadratic
Solve linear and quadratic equations equation may be approximated using a
approximately by graphical methods. graph. Extend this work to show how the
solution(s) to pairs of equations (e.g. y = x2
- 2x - 3 and y = x ) can be estimated using
a graph.
Class activity: Computer packages such
as Omnigraph or Derive are useful here.
Apply the idea of rate of change to easy Draw and use distance-time graphs to Information on speed, distance and
kinematics involving distance-time and calculate average speed (link to time at
speed-time graphs, acceleration and calculating gradients). Interpret http://www.mathforum.org/dr.math/fa
deceleration. information shown in travel graphs. Draw q/faq.distance.html
travel graphs from given data.
Calculate distance travelled as area under a Class activity: Draw a travel graph for the
linear speed-time graph. 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?
6.2 Polygons
6.2.1 Symmetry Properties Recognise rotational and line symmetry Define the terms line of symmetry and Pictures of tessellations produced by
(including order of rotational symmetry) in order of rotational symmetry for two Escher at
6.2.2 Angle Properties two dimensions and properties of triangles, dimensional shapes. Revise the http://library.thinkquest.org/16661/
quadrilaterals and circles directly related to symmetries of triangles (equilateral,
their symmetries. isosceles) and quadrilaterals (square,
rectangle, rhombus, parallelogram,
trapezium, kite).
Class activity: Investigate tessellations.
Produce an Escher-type drawing.
Calculate unknown angles using the Revise basic angle properties by drawing
following geometrical properties: simple diagrams which illustrate (a), (b)
(a) angles at a point, and (c). Define acute, obtuse and reflex
(b) angles on a straight line and angles; equilateral, isosceles and scalene
intersecting straight lines, triangles.
(c) angles formed within parallel lines,
(d) angle properties of triangles and Define the terms (irregular) polygon and
quadrilaterals, regular polygon. Use examples that
(e) angle properties of regular polygons. include: triangles, quadrilaterals,
pentagons, hexagons and octagons.
Calculate unknown angles using the Use diagrams to introduce the angle
following geometrical properties: properties (a) and (b). Solve a variety of
(a) angle in a semi-circle, problems which involve the angle
(b) angle between tangent and radius of a properties.
circle, Class activity: Investigate cyclic
(c) angle at the centre of a circle is twice quadrilaterals. For example, explain why
the angle at the circumference, all rectangles are cyclic quadrilaterals.
(d) angles at the same segment are equal, What other quadrilateral is cyclic? Is it
(e) angles in the opposite segments are possible to draw a parallelogram that is
supplementary; cyclic quadrilaterals. cyclic? etc.
6.4 Solids
6.4.1 Nets Use and interpret vocabulary of simple solid Illustrate common solids, e.g. cube, Explore geometric solids and their
figures including nets. cuboid, tetrahedron, cylinder, cone, properties at
6.4.2 Symmetry Properties sphere, prism, pyramid, etc. Define the http://www.illuminations.nctm.org/im
terms vertex, edge and face. ath/3-5/GeometricSolids/
Recognise symmetry properties of the prism Define the terms plane of symmetry and
(including cylinder) and the pyramid order of rotational symmetry for three
(including cone); dimensional shapes. Use diagrams to
illustrate the symmetries of cuboids
(including a cube), prisms (including a
cylinder), pyramids (including a cone) and
spheres.
6.5 Congruency Discuss the conditions for congruent For information and activities about
triangles. Point out that in naming congruent triangles and shapes, search
triangles which are congruent it is usual to for ‘congruent’ at
state letters in corresponding order, i.e. http://www.learn.co.uk
ΔABC is congruent to ΔEFG implies that
the angle at A is the same as the angle at
E.
6.6 Similarity
6.6.1 Areas of Similar Triangles Use the relationships between areas of Introduce similar triangles / shapes. Use
and Figures similar triangles, with corresponding results the fact that corresponding sides are in the
for similar figures and extension to volumes same ratio to calculate the length of an
6.6.2 Volumes and Surface and surface areas of similar solids. unknown side.
Areas of Similar Solids
4 7. TRIGONOMETRY
7.1 Pythagoras’ Theorem Apply Pythagoras’ theorem and the sine, Use simple examples involving the sine, Revise Pythagoras’ theorem at
cosine and tangent ratios for acute angles to cosine and tangent ratios to calculate the http://www.bbc.co.uk/schools/gcsebit
7.2 Trigonometric Ratios the calculation of a side or of an angle of a length of an unknown side of a right- esize/maths/shapeih/index.shtml
right-angled triangle (angles will be quoted angled triangle given an angle and the
in, and answers required in, degrees and length of one side. Try the Degree Ceremony
decimals to one decimal place). Class activity: Use trigonometry to investigation at
calculate the height of a building or tree. http://nrich.maths.org/public/leg.php
You will need to discuss how to measure
the angle of elevation practically.
7.4 Sine Rule Solve problems using the sine and cosine Rearrange the formula for the area of a
rules for any triangle and the formula area triangle (½bh) to the form ½absinC.
7.5 Cosine Rule of triangle = ½absinC. Illustrate its use with a few simple
examples.
7.6 Area of a Triangle
7.7 Bearings Interpret and use three-figure bearings Discuss how bearings are measured and Maps of the world at
measured clockwise from the north (i.e. written. Use simple examples to show how http://www.theodora.com/maps
000o - 360o ). 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.
7.8 Three-Dimensional Solve simple trigonometrical problems in Introduce problems in three dimensions by
Problems three dimensions including angle between a finding the length of the diagonal of a
line and a plane. cuboid and determining the angle it makes
with the base. Extend by using more
complex figures, e.g. a pyramid.
8. CONSTRUCTION AND
2
LOCI
8.1 Construction of Simple Measure lines and angles. Class activity: Reinforce accurate Information and ideas for teachers on
Figures measurement of lines and angles through geometric constructions at
various exercises. For example, each http://www.forum.swarthmore.edu/lib
student draws two lines that intersect. rary/topics/constructions/
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.
Construct a triangle given the three sides Show how to construct a triangle using a
using ruler and compasses only. ruler and compasses only, given the
lengths of all three sides; bisect an angle
Construct other simple geometrical figures using a straight edge and compasses only;
from given data using protractors and set construct a perpendicular bisector using a
squares as necessary. straight edge and compasses only.
Construct angle bisectors and perpendicular Class activity: Construct a range of
bisectors using straight edges and simple geometrical figures from given
compasses only. data, e.g. construct a circle passing
through three given points.
8.2 Loci and Intersection of Loci Use the following loci and the method of Draw simple diagrams to illustrate (a), (b),
intersecting loci for sets of points in two (c) and (d). Use the convention of a
dimensions: broken line to represent a boundary that is
(a) which are at a given distance from a not included in the locus of points.
given point, Class activity: A rectangular card is
(b) which are at a given distance from a ‘rolled’ along a flat surface. Trace out the
given straight line, locus of one of the vertices of the
(c) which are equidistant from two given rectangle as it moves.
points,
(d) which are equidistant from two given
intersecting straight lines.
IGCSE MATHEMATICS 0580 (EXTENDED 2 YEARS)
SCHEME OF WORK FOR YEAR 10 (2011)
SUGGESTE
D NO. OF TOPICS/SUB-TOPICS OBJECTIVES SUGGESTED ACTIVITIES RESOURCES
WEEKS
2 9. MATRICES
9.1 Elements, Columns, Rows and Display information in the form of a matrix Use simple examples to illustrate that
Order of Matrix of any order. information can be stored in a matrix. For
example, the number of different types of
9.2 Matrix Operations chocolate bar sold by a shop each day for a
week. Define the order/size of a matrix as
9.3 Determinant and Inverse the number of rows x number of columns.
Class activity: Investigate networks -
recording information in a matrix. (This is
not on the syllabus but it will broaden
candidates mathematical knowledge of
matrices)
Calculate the sum and product (where Explain how to identify matrices that you
appropriate) of two matrices. may add/subtract or multiply together. Use
straightforward examples to illustrate how
Calculate the product of a matrix and a to add/subtract and multiply matrices
scalar quantity. together.
Use the algebra of 2×2 matrices including Define the identity matrix and the zero
the zero and identity 2×2 matrices. matrix. Use simple examples to illustrate
multiplying a matrix by a scalar quantity.
Calculate the determinant and inverse A-1 of Use straightforward examples to illustrate
a non-singular matrix A. how to calculate the determinant and the
inverse of a non-singular 2x2 matrix.
Class activity: Investigate how to use
matrices to help solve simultaneous
equations.
4 10. TRANSFORMATION
10.1 Simple Transformations
10.1.1 Translation Construct given translations of simple Draw an arrow shape on squared paper. Try the investigation at
plane figures. Use this to illustrate: reflection in a line http://nrich.maths.org/public/leg.ph
10.1.2 Reflection (mirror line), rotation about any point p
Reflect simple plane figures in horizontal (centre of rotation) through multiples of 90o
10.1.3 Rotation or vertical lines. (in both clockwise and anti-clockwise For further information about
directions) and translation by a vector. transformations search for 'rotation',
10.1.4 Enlargement Rotate simple plane figures about the Several different examples of each 'enlargement', 'reflection' or
origin, vertices or mid points of edges of translation should be drawn. Use the word 'translation' at
10.1.5 Shear the figures, through multiples of 90°. image appropriately. http://www.learn.co.uk
Class activity: Using a pre-drawn shape on
10.1.6 Stretch Construct given enlargements of simple (x,y) coordinate axes to complete a number
plane figures. of transformations using the equations of
lines to represent mirror lines and
Recognise and describe reflections, coordinates to represent centres of rotation.
rotations, translations and enlargements.
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.
10.3 Matrix Transformations Identify and give precise descriptions of Use a unit square and the base vectors
transformations connecting given figures; 1 0
describe transformations using co-ordinates and to identify matrices which
and matrices (singular matrices are
0 1
excluded). represent the various transformations met
0 −1
so far, e.g. represents a rotation
1 0
about (0,0) through anti-clockwise. Work
with a simple object drawn on (x,y)
coordinate axes to illustrate how it is
transformed by a variety of given matrices.
Use one of these transformations to
illustrate the effect of an inverse matrix.
3 11. STATISTICS
11.1 Data Representation
11.1.1 Pictogram Collect, classify and tabulate statistical Use simple examples to revise collecting Download newspaper stories -
data. data and presenting it in a frequency (tally) worldwide coverage at
11.1.2 Bar Chart chart. For example, record the different http://www.newsparadise.com/
Read, interpret and draw simple inferences makes of car in a car park, record the
11.1.3 Pie Chart from tables and statistical diagrams. number of letters in each of the first 100 Try the ‘Bat Wings’ problem at
words in a book, etc. Use the data collected http://nrich.maths.org/public/leg.ph
11.1.4 Simple Frequency Construct and use bar charts, pie charts, to construct a pictogram, a bar chart and a p
Distribution pictograms, simple frequency distributions, pie chart. Point out that the bars in a bar
histograms with equal intervals and scatter chart can be drawn apart.
11.1.5 Histogram diagrams (including drawing a line of best
fit by eye), understand what is meant by Use a simple example to show how discrete
11.1.6 Scatter Diagram positive, negative and zero correlation. data can be grouped into equal classes.
Draw a histogram to illustrate the data (i.e.
Construct and read histograms with equal with a continuous scale along the horizontal
and unequal intervals (areas proportional to axis). Point out that this information could
frequencies and vertical axis labelled also be displayed in a bar chart (i.e. with
‘frequency density’). bars separated).
Class activity: Investigate the length of
words used in two different newspapers and
present the findings using statistical
diagrams.
11.2 Mean, Median and Mode Calculate the mean, median and mode for Design and use a questionnaire collect Compare the median and the mean
individual and discrete data and distinguish results and present them in diagrammatic interactively at
between the purposes for which they are form. From data collected show how to http://www.standards.nctm.org/docu
used. work out the mean, the median and the ment/eexamples/chap6/6.6/index.ht
mode. Use simple examples to highlight m
Calculate the range. how these averages may be used. For
example in a discussion about average
Calculate an estimate of the mean for wages the owner of a company with a few
grouped and continuous data. highly paid managers and a large work
force may wish to quote the mean wage
Identify the modal class from a grouped rather than the median. Point out how the
frequency distribution. mode can be recognised from a frequency
diagram.
2 12. PROBABILITY
12.1 Definition of Probability Calculate the probability of a single event Discuss probabilities of 0 and 1, leading to Various problems involving
as either a fraction or a decimal (not a the outcome that a probability lies between probability at
ratio). these two values. http://www.nrich.maths.org/public/l
Class activity: Calculate probabilities eg.php
Understand and use the probability scale based on experiment. For example,
from 0 to 1. investigate whether a coin is biased.
Understand that the probability of an event Use theoretical probability to predict the
occurring = 1 – the probability of the event likelihood of a single event. For example,
not occurring. find the probability of choosing the letter M
from the letters of the word
Understand probability in practice e.g. MATHEMATICS.
relative frequency.
12.2 Probability of Combined Events
12.2.1 Possibility Diagrams Calculate the probability of simple Use simple examples to illustrate how
combined events, using possibility possibility diagrams and tree diagrams can
12.2.2 Tree Diagrams diagrams and tree diagrams where help to organise data.
appropriate (in possibility diagrams
outcomes will be represented by points on a Use possibility diagrams and tree diagrams
grid and in tree diagrams outcomes will be to help calculate probabilities of simple
written at the end of branches and combined events, paying particular
probabilities by the side of the branches). attention to how diagrams are labelled.
2 13. SETS
13.1 Set Language and Notation Use language, notation and Venn diagrams Revise: Properties of numbers covered in Information and references to
to describe sets and represent relationships Topic 1. activities for teachers at
13.2 Set Operations between sets as follows: http://www.mathworld.wolfram.co
Definition of sets, e.g. Give examples from work already covered m/VennDiagram.html
13.3 Venn Diagrams A = {x: x is a natural number} to illustrate the language and notation of
B = {(x,y): y = mx + c} sets. Distinguish between a subset and a
C = {x: a ≤ x ≤ b} proper subset.
D = {a, b, c, .....}
Draw Venn diagrams and shade the regions
Notation: which represent the sets A ∪ B, A ∩ B, A'
number of elements in set A n(A) ∪ B, A ∪ B', A' ∩ B, A ∩ B', A' ∪ B' and
“.... is an element of ....” ∈ A' ∩ B' . Show that (A ∪ B) ' is the same as
“.... is not an element of ....” ∉ A' ∩ B' and that (A ∩ B) ' is the same as A'
Complement of the set A A' ∪ B' .
The empty set ∅
Universal set ξ Use Venn diagrams to solve problems
A is a subset of B A⊆B involving sets.
A is a proper subset of B A⊂B
A is not a subset of B A⊆B
A is not a proper subset of B A⊄B
Union of A and B A∪B
Intersection of A and B A∩B
3 14. VECTORS
14.1 Vector Representation Describe a translation by using a vector Use the concept of translation to explain a Interactive work on vector sums at
x vector. Use simple diagrams to illustrate http://www.standards.nctm.org/docu
14.2 Addition and Subtraction of represented by , or a; add and subtract column vectors in two dimensions, ment/eexamples/chap7/7.1/part2.ht
Vectors y explaining the significance of positive and m
vectors and multiply a vector by a scalar. negative numbers. Introduce the various
14.3 Multiplication by a Scalar forms of vector notation.
Represent vectors by directed line
14.4 Column Vectors segments.
14.4.1 Magnitude Show how to add and subtract vectors
Use the sum and difference of two vectors algebraically and by making use of a vector
14.4.2 Parallel Vectors to express given vectors in terms of two triangle. Show how to multiply a column
coplanar vectors. vector by a scalar and illustrate this with a
diagram.
16.2 Arc Length and Area of Sector Solve problems involving the arc length Use straightforward examples to illustrate
and sector area as fractions of the how to calculate arc length and the area of
circumference and area of a circle. a sector.