Introduction

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
numbers, real numbers.
 Define the terms real, rational and  Information about rational and
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
subtraction of positive and negative
numbers. Illustrate by using practical
examples, e.g. temperature change and
flood levels.
 Weather statistics for over 16000
cities at
http://www.weatherbase.com/

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
whole numbers, decimal fractions and
vulgar (and mixed) fractions, including
correct ordering of operations and use of
brackets.
 Revise equivalent fractions. Use this idea
to aid addition and subtraction of
fractions.
 Revise multiplication and division of
fractions and convert between fractions,
decimals and percentages.

 Use place value (units, tenths, hundredths

etc.) to change a simple decimal into a
fraction.

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.

 Round off answers to reasonable accuracy

in the context of a given problem.

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.

 Obtain appropriate upper and lower bounds
to solutions of simple problems (e.g. the
calculation of the perimeter or the area of a
rectangle) given data to a specified
accuracy.
1.9 Standard Form  Use the standard form A x 10n where n is a
positive or negative integer, and 1≤ A < 10.
1.10 Ratio, Proportions and Rate
1.10.1 Ratio  Demonstrate an understanding of the
elementary ideas and notation of ratio.
1.10.2 Direct and Inverse
Proportions  Divide a quantity in a given ratio.
1.10.3 Rate  Increase and decrease a quantity by a given
ratio.
1.10.4 Money
1.10.5 Maps and Scales
1.10.6 Speed, Distance and Time
 Demonstrate an understanding of the
elementary ideas and notation of direct and
inverse proportion.
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.
 Extend the work on accuracy to include
calculating upper and lower bounds for
various perimeters and areas, given
lengths to a specified accuracy.
 Use a range of examples to show how to
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.
 Define the term ratio and use examples to  Exchange rates can be found at
illustrate how a quantity can be divided http://cnnfn.cnn.com/markets/currenci
into a number of unequal parts. es/
 Write a ratio in an equivalent form e.g. 6:8
can be written as 3:4, leading to the form
1:n .
 Use straightforward examples to illustrate
how a quantity can be increased or
decreased in a given ratio, e.g. enlarging a
photograph. The idea of similar shapes can
be introduced here.
Class activity: Investigate the ratio of the
length of one side of an A5 sheet of paper
to that of the corresponding side of an A4
sheet of paper.
 Solve problems involving direct
proportion by either the ratio method or
the unitary method.

 Express direct and inverse variation in
algebraic terms and use this form of
expression to find unknown quantities.
 Demonstrate an understanding of common
measures of rate.
 Calculate using money and convert from
one currency to another.
 Use current units of mass, length, area,
volume, and capacity in practical situations
and express quantities in terms of larger or
smaller units.
 Use scales in practical situations.
 Calculate average speed.
1.11 Time  Calculate times in terms of the 24-hour and
12-hour clock
 Read clocks, dials and timetables
 Draw a graph to determine whether two
quantities (y and x or y and x2, etc.) are in
proportion.
 Solve problems involving direct or inverse
proportion using the notation y ∝ x ⇒ y =
kx and y ∝ 1/x ⇒ y = k/x, where k is a
constant.
 Solve straightforward problems involving
exchange rates. Up-to-date information
from a daily newspaper is useful.
 Solve straightforward problems using
compound measures e.g. problems
involving rate of flow.
 Use practical examples to illustrate how to
convert between: millimetres, centimetres,
metres and kilometres; grams, kilograms
and tonnes; millilitres, centilitres and
litres. Use standard form where
appropriate.
 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).
 Revise units for measuring time and use  Case study: scheduling aircraft at
examples to convert between hours, http://www.ex.ac.uk/cimt/resource/sc
minutes and seconds. hedair.pdf
 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.  Time zone information at
Class activity: Research and annotate a http://www.ex.ac.uk/cimt/resource/ti
 world map with times in various cities mezone.htm
assuming it is noon where you live.

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.

 Calculate percentage increase or decrease.

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).

 Revise: Work covered on percentages in

Topic 1.12.

 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.
 Apply appropriate checks of accuracy.
 Use rounding to 1sf or 2sf 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)

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

 Introduce fractional indices by relating

them to roots (of positive integers), e.g. x
1 1 1
2 ×x 2 = x1 so that x 2 = x .

 Use the rules of indices to show how

3
values such as 16 4 can be simplified.
Class activity: By writing an integer as
the product of primes investigate how
expressions involving square roots can be
simplified. For example, the expression
20 + 45 can be written as 5 5 .
(This is not on the syllabus but it will
broaden candidates mathematical
knowledge by introducing surds)

 Solve simple exponential equations, e.g.

5x = 25, 3(x + 1) = 27, 2 −x = 8.

2.2 Algebraic Representation and

Manipulation
2.2.1 Expansion and  Use letters to express generalised numbers  Revise simple algebraic notation, e.g. ab  Information and worksheets on many
Simplification and express basic arithmetic processes and x2. aspects of algebra at
algebraically. Class activity: Revise transforming http://www.algebrahelp.com/workshe
2.2.2 Factorisation simple formulae. ets.htm
 Construct simple and complicated
2.2.3 Substitution expressions and equations.  Use straightforward examples (with both
positive and negative numbers) to
2.2.4 Changing the Subject of a  Expand products of algebraic expressions. illustrate expanding brackets. Extend this
Formula technique to multiplying two brackets
together - use a 2x2 grid to help
2.2.5 Algebraic Fractions 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.

 Manipulate directed numbers; use brackets
and extract common factors.
 Factorise where possible expressions of the
form ax + bx + kay + kby, a2x2 – b2y2,
a2 + 2ab + b2, ax2 + bx + c.
 Use straightforward examples (with both  Factorising quadratic expressions at
positive and negative numbers) to http://www.bbc.co.uk/schools/gcsebit
illustrate factorising simple expressions. esize/maths/algebraih/index.shtml
Extend this technique to factorising
quadratic expressions, including spotting
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.

 Transform simple and complicated  Transform simple/complex formulae,

formulae. e.g. rearrange y = ax + b to make x the
subject; x2 + y2 = r2, s = ut + ½at2,
expressions involving square roots, etc.

 Manipulate algebraic fractions, e.g.  Use examples to illustrate how to simplify

x x − 4 2 x 3( x − 5) 3a 5ab algebraic fractions - build on the work
+ , − , × , with fractions in Topic 1. Transform
3 2 3 2 4 3
formulae involving algebraic fractions,
3a 9a 1 2
− , − 1 1 1
4 10 x −2 x −3 e.g. = +
f u v

 Factorise and simplify expressions, e.g.

2
x −2x
2
x − 5x + 6
 2.3 Solutions of Equations and
Inequalities
2.3.1 Linear Equations
2.3.2 Simultaneous Equations
2.3.3 Quadratic Equations
2.3.4 Linear Inequalities
3. GRAPHS I
3 3.1 Straight Line Graphs
 Solve simple linear equations in one
unknown.
 Solve simultaneous linear equations in two
unknowns.
 Solve quadratic equations by factorisation
and either by use of the formula or by
completing the square.
 Solve simple linear inequalities.
 Calculate the gradient of a straight line from
the coordinates of two points on it.
 Calculate the length of a straight line.
 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
 Use straightforward examples to show  Try the ‘Pyramid’ investigation at
how to solve simple linear equations, e.g. http://nrich.maths.org/public/leg.php
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.
 Use straightforward examples to illustrate
how to solve quadratic equations by
factorisation, by using the quadratic
formula and by completing the square
(real solutions only).
 Construct equations from information
given and then solve them to find the
unknown quantity. This could involve the
solution of linear, simultaneous or
quadratic equations.
 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.
 Using examples which illustrate both
positive and negative gradients, show how
to calculate the gradient of a straight line
given only the coordinates of two points
on it.
 Class activity: Revise drawing a graph of

3.2 Linear Programming
2 4. FUNCTIONS
4.1 Evaluation of Functions
4.2 Inverse Functions
4.3 Composite Functions
5. GRAPHS II
3 5.1 Graphs of Functions
straight line graph in the form y=mx+c.
 Determine the equation of a straight line
parallel to a given line.
 Represent inequalities graphically and use
this representation in the solution of simple
linear programming problems (the
conventions of using broken lines for strict
inequalities and shading unwanted regions
will be expected).
 Use function notation, e.g. f(x) = 3x - 5,
f: x → 3x - 5 to describe simple functions,
and the notation f-1(x) to describe their
inverses.
 Form composite functions as defined by
gf(x) = g(f(x)).
 Construct tables of values for functions of
the form ax + b, ± x2 + ax + b, a/x (x ≠ 0)
where a and b are integral constants; draw
and interpret such graphs.
 Construct tables of values and draw graphs
for functions of the form axn where a is a
rational constant and n = -2, -1, 0, 1, 2, 3
and simple sums of not more than three of
these and for functions of the form ax where
a is a positive integer.
y=mx+c from a table of values.
 Starting with a straight line graph show
how its equation (y=mx+c) can be
obtained.
 Use straightforward examples to illustrate  Information about inequalities and
how to solve linear programming graphs at
problems by graphical means. Construct http://www.projectgcse.co.uk/maths/i
inequalities from constraints given and nequalities.htm
show that a number of possible solutions
to a problem exist, indicated by the
unshaded region on a graph.
 Define f(x) to be a rule applied to values
of x. Evaluate simple functions for specific
values, describing the functions using f(x)
notation and mapping notation.
 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.
 Using linear and/or quadratic functions,
f(x) and g(x), form composite functions,
gf(x), and evaluate them for specific
values of x.
 Draw lines x = constant and y = constant.  Graphing linear equations at
http://www.math.com/school/subject2
 Draw a straight line graph from a table of /lessons/S2U4L3GL.html
values.
 Use simple examples to show how to
calculate the gradient (positive, negative
or zero) of a straight line from a graph.
The gradient should be expressed as a
fraction or a decimal. Use these results to
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.

 Draw quadratic functions from a table of

values.

 Draw functions of the form

a a 3 x
2
, , ax , a where a is a constant,
x x
from tables of values. Recognise common
types of function from their graphs, e.g.
parabola, hyperbola, quadratic, cubic,
exponential.
 Estimate gradients of curves by drawing
 Use straightforward examples to find the
tangents.
gradient at a point on a curve. Extend this
to find the equation of the tangent at a
 Solve associated equations approximately
point on a curve.
by graphical methods.
2 5.2 Graphs in Practical Situations
5.2.1 Conversion Graphs  Demonstrate familiarity with Cartesian
coordinates in two dimensions.
5.2.2 Travel Graphs
 Interpret and use graphs in practical
situations including travel graphs and
conversion graphs, draw graphs from given
data.
 Apply the idea of rate of change to easy
kinematics involving distance-time and
speed-time graphs, acceleration and
deceleration.
 Calculate distance travelled as area under a
linear speed-time graph.
 Revise coordinates in two dimensions.
Class activity: For candidates studying
the core syllabus, draw a picture by
joining dots on a square grid. Draw x and
y axes on the grid and note the coordinates
of each dot. Ask another student to draw
the picture from a list of coordinates only.
 Solve straightforward problems using
compound measures e.g. problems
involving rate of flow.
 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  Information on speed, distance and
calculate average speed (link to time at
calculating gradients). Interpret http://www.mathforum.org/dr.math/fa
information shown in travel graphs. Draw q/faq.distance.html
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?
 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).
 Revise how to calculate the area of a
rectangle and the area of a right angled
triangle.
 Draw and use speed-time graphs to
calculate acceleration and deceleration.
Use straightforward examples to show that
the area under a linear speed-time graph is
equivalent to the distance travelled.
2 6. GEOMETRY
6.1 Fundamental Properties  Use and interpret the geometrical terms:
point, line, parallel, bearing, right angle,
acute, obtuse and reflex angles,
perpendicular, similarity, congruence.
 Use and interpret vocabulary of triangles,
quadrilaterals, circles and polygons.
6.2 Polygons
6.2.1 Symmetry Properties  Recognise rotational and line symmetry
(including order of rotational symmetry) in
6.2.2 Angle Properties two dimensions and properties of triangles,
quadrilaterals and circles directly related to
their symmetries.
 Calculate unknown angles using the
following geometrical properties:
(a) angles at a point,
(b) angles on a straight line and
intersecting straight lines,
(c) angles formed within parallel lines,
(d) angle properties of triangles and
quadrilaterals,
(e) angle properties of regular polygons.
 Classifying angles at
http://www.math.com/school/subject3
/lessons/S3U1L4GL.html
 Define the terms line of symmetry and  Pictures of tessellations produced by
order of rotational symmetry for two Escher at
dimensional shapes. Revise the http://library.thinkquest.org/16661/
symmetries of triangles (equilateral,
isosceles) and quadrilaterals (square,
rectangle, rhombus, parallelogram,
trapezium, kite).
Class activity: Investigate tessellations.
Produce an Escher-type drawing.
 Revise basic angle properties by drawing
simple diagrams which illustrate (a), (b)
and (c). Define acute, obtuse and reflex
angles; equilateral, isosceles and scalene
triangles.
 Define the terms (irregular) polygon and
regular polygon. Use examples that
include: triangles, quadrilaterals,
pentagons, hexagons and octagons.
 By dividing an n-sided polygon into a
number of triangles show that the sum of
the interior angles is (n − 2)×180°. Show
°
360
also that each exterior angle is .
n
 Solve a variety of problems that 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.
6.3 Circles
6.3.1 Symmetry Properties  Use the following symmetry properties of
circles:
6.3.2 Angle Properties (a) equal chords are equidistant from the
centre,
(b) the perpendicular bisector of a chord
passes through the centre,
(c) tangents from an external point are
equal in length.
 Calculate unknown angles using the
following geometrical properties:
(a) angle in a semi-circle,
(b) angle between tangent and radius of a
circle,
(c) angle at the centre of a circle is twice
the angle at the circumference,
(d) angles at the same segment are equal,
(e) angles in the opposite segments are
supplementary; cyclic quadrilaterals.
6.4 Solids
6.4.1 Nets  Use and interpret vocabulary of simple solid
figures including nets.
6.4.2 Symmetry Properties
 Recognise symmetry properties of the prism
(including cylinder) and the pyramid
(including cone);
6.5 Congruency
 Draw simple diagrams to illustrate the
circle symmetry.
 Use diagrams to introduce the angle
properties (a) and (b). Solve a variety of
problems which involve the angle
properties.
Class activity: Investigate cyclic
quadrilaterals. For example, explain why
all rectangles are cyclic quadrilaterals.
What other quadrilateral is cyclic? Is it
possible to draw a parallelogram that is
cyclic? etc.
 Illustrate common solids, e.g. cube,  Explore geometric solids and their
cuboid, tetrahedron, cylinder, cone, properties at
sphere, prism, pyramid, etc. Define the http://www.illuminations.nctm.org/im
terms vertex, edge and face. ath/3-5/GeometricSolids/
 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.
 Define the terms plane of symmetry and
order of rotational symmetry for three
dimensional shapes. Use diagrams to
illustrate the symmetries of cuboids
(including a cube), prisms (including a
cylinder), pyramids (including a cone) and
spheres.
 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

6.6 Similarity
6.6.1 Areas of Similar Triangles
and Figures
6.6.2 Volumes and Surface
Areas of Similar Solids
4 7. TRIGONOMETRY
7.1 Pythagoras’ Theorem
7.2 Trigonometric Ratios
 Use the relationships between areas of
similar triangles, with corresponding results
for similar figures and extension to volumes
and surface areas of similar solids.
 Apply Pythagoras’ theorem and the sine,
cosine and tangent ratios for acute angles to
the calculation of a side or of an angle of a
right-angled triangle (angles will be quoted
in, and answers required in, degrees and
decimals to one decimal place).
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.
 Introduce similar triangles / shapes. Use
the fact that corresponding sides are in the
same ratio to calculate the length of an
unknown side.
 Use simple examples involving the sine,  Revise Pythagoras’ theorem at
cosine and tangent ratios to calculate the http://www.bbc.co.uk/schools/gcsebit
length of an unknown side of a right- esize/maths/shapeih/index.shtml
angled triangle given an angle and the
length of one side.  Try the Degree Ceremony
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.
 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).
 Class activity: Calculate the area of a
segment of a circle given the radius and
the sector angle.
 Draw a sine curve and discuss its
properties. Use the curve to show, for
example, sin 150° = sin 30° . Repeat for
the cosine curve.
7.3 Angle of Elevation and  Solve trigonometrical problems in two
Depression dimensions involving angles of elevation
and depression, extend sine and cosine
functions to angles between 90o and 180o.
 Define angles of elevation and depression.
Use straightforward examples to illustrate
how to solve problems using the sine and
cosine rules.
Class activity: Solve two dimensional
trigonometric problems in context.
 Various problems at
http://nrich.maths.org/public/leg.php
 Try the investigation at
http://nrich.maths.org/public/leg.php

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.
000o - 360o ).
written. Use simple examples to show how http://www.theodora.com/maps
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
using ruler and compasses only.
 Construct other simple geometrical figures
from given data using protractors and set
squares as necessary.
 Construct angle bisectors and perpendicular
bisectors using straight edges and
compasses only.
 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.

 Read and make scale drawings.  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 :

8.2 Loci and Intersection of Loci
 Use the following loci and the method of
intersecting loci for sets of points in two
dimensions:
(a) which are at a given distance from a
given point,
(b) which are at a given distance from a
given straight line,
(c) which are equidistant from two given
points,
(d) which are equidistant from two given
intersecting straight lines.
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.
 Draw simple diagrams to illustrate (a), (b),
(c) and (d). 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.
 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
appropriate) of two matrices.
 Calculate the product of a matrix and a
scalar quantity.
 Explain how to identify matrices that you
may add/subtract or multiply together. Use
straightforward examples to illustrate how
to add/subtract and multiply matrices
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
a non-singular matrix A.
 Use straightforward examples to illustrate
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
10.1.2 Reflection
10.1.3 Rotation
10.1.4 Enlargement
10.1.5 Shear
10.1.6 Stretch
 Construct given translations of simple
plane figures.
 Reflect simple plane figures in horizontal
or vertical lines.
 Rotate simple plane figures about the
origin, vertices or mid points of edges of
the figures, through multiples of 90°.
 Construct given enlargements of simple
plane figures.
 Recognise and describe reflections,
rotations, translations and enlargements.
 Draw an arrow shape on squared paper.  Try the investigation at
Use this to illustrate: reflection in a line http://nrich.maths.org/public/leg.ph
(mirror line), rotation about any point p
(centre of rotation) through multiples of 90o
(in both clockwise and anti-clockwise  For further information about
directions) and translation by a vector. transformations search for 'rotation',
Several different examples of each 'enlargement', 'reflection' or
translation should be drawn. Use the word 'translation' at
image appropriately. http://www.learn.co.uk
Class activity: Using a pre-drawn shape 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.
 Use straightforward examples to illustrate a
shear and a stretch. Using a shape and its
image drawn on (x,y) coordinate axes show
how to find the scale factor and the
equation of the invariant line.
Class activity: Starting with a letter E
drawn on (x,y) coordinate axes, perform
combinations of the following
transformations: translation, rotation,
reflection, stretch, shear and enlargement.
 10.2 Combined Transformations  Use the following transformations of the
plane: reflection (M); rotation (R);
translation (T); enlargement (E); shear (H);
stretching (S) and their combinations.
(If M(a) = b and R(b) = c the notation
RM(a) = c will be used; invariants under
these transformations may be assumed).
10.3 Matrix Transformations  Identify and give precise descriptions of
transformations connecting given figures;
describe transformations using co-ordinates
and matrices (singular matrices are
excluded).
3 11. STATISTICS
11.1 Data Representation
11.1.1 Pictogram  Collect, classify and tabulate statistical
data.
11.1.2 Bar Chart
 Read, interpret and draw simple inferences
11.1.3 Pie Chart from tables and statistical diagrams.
11.1.4 Simple Frequency  Construct and use bar charts, pie charts,
Distribution pictograms, simple frequency distributions,
histograms with equal intervals and scatter
11.1.5 Histogram diagrams (including drawing a line of best
fit by eye), understand what is meant by
11.1.6 Scatter Diagram positive, negative and zero correlation.
 Use a unit square and the base vectors
1  0 
  and   to identify matrices which
 
0 1 
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.
 Work with a rectangle drawn on (x,y)
coordinate axes to illustrate that the area
scale factor of a transformation is
numerically equal to the determinant of the
transformation matrix. For example use the
2 0 
matrix  .
0 2 
 Use simple examples to revise collecting  Download newspaper stories -
data and presenting it in a frequency (tally) worldwide coverage at
chart. For example, record the different http://www.newsparadise.com/
makes of car in a car park, record the
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
to construct a pictogram, a bar chart and a p
pie chart. Point out that the bars in a bar
chart can be drawn apart.
 Use a simple example to show how discrete
data can be grouped into equal classes.

 Construct and read histograms with equal
and unequal intervals (areas proportional to
frequencies and vertical axis labelled
‘frequency density’).
11.2 Mean, Median and Mode  Calculate the mean, median and mode for
individual and discrete data and distinguish
between the purposes for which they are
used.
 Calculate the range.
 Calculate an estimate of the mean for
grouped and continuous data.
 Identify the modal class from a grouped
frequency distribution.
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.
 Record sets of continuous data, e.g. heights,
weights etc., in grouped frequency tables.
Use examples that illustrate equal and
unequal class widths. Draw the
corresponding histograms (label the vertical
axis of a histogram as ‘frequency density’
and point out that the area of each bar is
proportional to the frequency). Show how
to calculate frequencies from a given
histogram and how to identify the modal
class.
 Design and use a questionnaire collect  Compare the median and the mean
results and present them in diagrammatic interactively at
form. From data collected show how to http://www.standards.nctm.org/docu
work out the mean, the median and the ment/eexamples/chap6/6.6/index.ht
mode. Use simple examples to highlight m
how these averages may be used. For
example in a discussion about average
wages the owner of a company with a few
highly paid managers and a large work
force may wish to quote the mean wage
rather than the median. Point out how the
mode can be recognised from a frequency
diagram.
 Use straightforward examples to show how
to calculate an estimate for the mean of
data in a grouped frequency table.
Class activity: Survey a class of students -
heights, weights, number in family, etc.
Use different methods of display to help
analyse the data and make statistical
inferences.
 11.3 Cumulative Frequency
2 12. PROBABILITY
12.1 Definition of Probability
 Construct and use cumulative frequency
diagrams.
 Estimate and interpret the median,
percentiles, quartiles and inter-quartile
range.
 Calculate the probability of a single event
as either a fraction or a decimal (not a
ratio).
 Understand and use the probability scale
from 0 to 1.
 Understand that the probability of an event
occurring = 1 – the probability of the event
not occurring.
 Understand probability in practice e.g.
relative frequency.
 Explain cumulative frequency and use a
straightforward example to illustrate how a
cumulative frequency table is constructed.
Draw the corresponding cumulative
frequency curve. Point out that this can be
approximated by a cumulative frequency
polygon.
 Use a cumulative frequency curve to help
explain percentiles. Introduce the names
given to the 25th, 50th and 75th percentiles
and show how to estimate these from a
graph. Show how to calculate the range of a
set of data and how to estimate the inter-
quartile range from a cumulative frequency
diagram.
 Discuss probabilities of 0 and 1, leading to  Various problems involving
the outcome that a probability lies between probability at
these two values. http://www.nrich.maths.org/public/l
Class activity: Calculate probabilities eg.php
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.
 12.2 Probability of Combined Events
12.2.1 Possibility Diagrams
12.2.2 Tree Diagrams
 Calculate the probability of simple
combined events, using possibility
diagrams and tree diagrams where
appropriate (in possibility diagrams
outcomes will be represented by points on a
grid and in tree diagrams outcomes will be
written at the end of branches and
probabilities by the side of the branches).
 Use simple examples to illustrate how
possibility diagrams and tree diagrams can
help to organise data.
 Use possibility diagrams and tree diagrams
to help calculate probabilities of simple
combined events, paying particular
attention to how diagrams are labelled.

 Solve straightforward problems involving

independent and dependent events, e.g.
picking counters from a bag with and
without replacement.

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
14.2 Addition and Subtraction of
Vectors
 Describe a translation by using a vector
x
represented by   , or a; add and subtract
y
vectors and multiply a vector by a scalar.
 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
 Interactive work on vector sums at
http://www.standards.nctm.org/docu
ment/eexamples/chap7/7.1/part2.ht
m
 14.3 Multiplication by a Scalar
 Represent vectors by directed line
14.4 Column Vectors segments.
14.4.1 Magnitude
 Use the sum and difference of two vectors
14.4.2 Parallel Vectors to express given vectors in terms of two
coplanar vectors.
 Calculate the magnitude of a vector.
(Vectors will be printed as AB or a and
their magnitudes denoted by modulus signs,
e.g. AB or a . In their answers to
questions candidates are expected to
indicate a in some definite way, e.g. by an
arrow or by underlining thus AB or a.
 Use position vectors.
2 15. NUMBER SEQUENCE
 Continue a given number sequence.
 Recognise patterns in sequences and
relationships between different sequences,
generalise to simple algebraic statements
(including expressions for the nth term)
relating to such sequences.
forms of vector notation.
 Show how to add and subtract 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.
 Use simple diagrams to help show how to
calculate the magnitude of a vector
(Pythagoras’ theorem may have to be
revised).
 Define a position vector and solve various
straightforward problems in vector
geometry.
 Define a sequence of numbers. Work with  Various problems involving
simple sequences, e.g. find the next two sequences of numbers at
numbers in a sequence of even, odd, http://nrich.maths.org/public/leg.ph
square, triangle or Fibonacci numbers, etc. p
 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
tables?
3 16. MENSURATION
16.1 Perimeter and Area
16.1.1 Common Figures
16.1.2 Composite Figures
16.2 Arc Length and Area of Sector
16.3 Volume and Surface Area
16.3.1 Common Solids
16.3.2 Composite Solids
 Carry out calculations involving the
perimeter and area of a rectangle and
triangle, the circumference and area of a
circle, the area of a parallelogram and a
trapezium.
 Solve problems involving the arc length
and sector area as fractions of the
circumference and area of a circle.
 Carry out calculations involving the
volume of a cuboid, prism and cylinder and
the surface area of a cuboid and a cylinder.
 Solve problems involving the surface area
and volume of a sphere, pyramid and cone
(given formulae for the sphere, pyramid
and cone).
 Revise, using straightforward examples,  Calculating areas of parallelograms
how to calculate the circumference and area and trapeziums at
of a circle, and the perimeter and area of a http://www.bbc.co.uk/schools/gcseb
rectangle and a triangle. Extend this to itesize/maths/shape/index.shtml
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 straightforward examples to illustrate
how to calculate arc length and the area of
a sector.
 Use nets to illustrate how to calculate the  Calculating volumes and surface
surface area of a cuboid, a triangular prism, areas at
a cylinder, a pyramid and a cone. Show http://www.bbc.co.uk/schools/gcseb
how to obtain the formula πr(r+l) for the itesize/maths/shapeih/index.shtml
surface area of a cone. Calculate the surface
area of a sphere using the formula 4πr2.  Try the dipstick investigation at
http://www.ex.ac.uk/cimt/resource/d
 Use straightforward examples to illustrate ipstick.htm
how to calculate the volume of various
prisms (cross-sectional area × length).
Calculate the volume of a pyramid
(including a cone) using the formula
1
× area of base × perpendicular height.
3
Calculate the volume of a sphere using the
4
formula πr3 .
3
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.