SCHEME OF WORK – IGCSE MATHEMATICS (0580) YEAR 11 2012

Suggested Topics /
no. of Assessment Objectives Suggested Activities / Approaches Supplementary
Sub – topics
weeks Resources
3 Weeks 12. PROBABILITY • Calculate the probability of simple Use simple examples to illustrate how possibility diagrams
and tree diagrams can help to organise data.
Various problems involving
probability at
combined events,
12.1 Definition of http://nrich.maths.org/public/leg.
Use possibility diagrams and tree diagrams to help calculate php
Probability • Using possibility diagrams and tree probabilities of simple combined events, paying particular
diagrams where appropriate attention to how diagrams are labelled. IGCSE Mathematics (2nd
12.2 Probability of (impossibility diagrams outcomes
edition) by Ric Pimentel and
Combined Events will be represented by points on a Solve straightforward problems involving independent and
grid and in tree diagrams outcomes Terry Wall Pg 369-378
dependent events, e.g. picking counters from a bag with and
12.2.1 Possibility will be written at the end of without replacement.
branches and probabilities by the
Diagrams side of the branches). IGCSE Mathematics by
Karen Morrison Pg 236-244
12.2.2 Tree Diagrams

3 Weeks 13. SETS • Use language, notation and Venn Give examples from work already covered to illustrate the Information and references to
diagrams to describe sets and language and notation of sets. Distinguish between a subset activities for teachers at
represent relationships between and a proper subset. http://www.mathworld.wolfram.c
13.1 Set language and om/VennDiagram.html
sets as follows:
Notation Draw Venn diagrams and shade the regions which represent
• Definition of sets, e.g. the sets A ∪B, A ∩B, A' ∪B, A ∪B', A' ∩B, A ∩ B ', A'
A = {x: x is a natural number} ∪B' and A' ∩ B' . Show that (A ∪B) ' is the same as A' ∩B' IGCSE Mathematics (2nd
13.2 Set Operations B = {(x,y): y= mx+ c} and that (A ∩B) ' is the same as A' ∪ B' . edition) by Ric Pimentel and
C = {x: a≤x≤b} Terry Wall Pg 30-40
Use Venn diagrams to solve problems involving sets.
13.3 Venn Diagrams D = {a, b, c, .....}
IGCSE Mathematics by
• Notation: Karen Morrison Pg 9-14
number of elements in set A n(A)
“.... is an element of ....” ∈
“.... is not an element of ....” ∉
Complement of the set A A'
The empty set ∅
Universal set ξ
A is a subset of B, A ⊆B
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

3–4 14. VECTORS • Describe a translation by using a Use the concept of translation to explain a vector. Interactive work on vector sums
vector represented by x, or a. at
Weeks 14.1 Vector Use simple diagrams to illustrate column vectors in two http://www.standards.nctm.org/d
dimensions, explaining the significance of positive and
Representation • Add and subtract vectors and negative numbers.
ocument/eexamples/chap7/7.1/
multiply a vector by a scalar. part2.htm
Introduce the various forms of vector notation.

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Suggested Topics /
no. of Assessment Objectives Suggested Activities / Approaches Supplementary
Sub – topics
weeks Resources

14.2 Addition and
Subtraction of
Vectors
14.3 Multiplication by a
Scalar
14.4 Column Vectors
• Calculate the magnitude of a vector
xy as x2+y2. (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 ).
Show how to add and subtract vectors algebraically and by IGCSE Mathematics (2nd
making use of a vector triangle. edition) by Ric Pimentel and
Terry Wall, Pg 278 – 289
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 IGCSE Mathematics by
magnitude of a vector (Pythagoras’ theorem may have to be Karen Morrison
revised). Pg 255 - 261
Define a position vector and solve various straightforward
problems in vector geometry.

14.5 Parallel Vectors • Represent vectors by directed line

segments.

14.6 Magnitude • Use the sum and difference of two

vectors to express given vectors in
terms of two coplanar vectors.

• Use position vectors.

2 Weeks 15. NUMBER • Continue a given number sequence;
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.
Define a sequence of numbers. Work with simple Various problems involving
sequences, e.g. find the next two numbers in a sequences of numbers at
sequence of even, odd, square, triangle or Fibonacci
numbers, etc. http://nrich.maths.org/public/l
eg.php
Find the term-to-term rule for a sequence, e.g. the
IGCSE Mathematics (2nd
sequence 3, 9, 15, 21, 27, .... has a term-to-term rule
edition) by Ric Pimentel and
of +6 Terry Wall
Pg 25 – 29
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 .
IGCSE Mathematics by
Class activity: Square tables are placed in a row so Karen Morrison
that 6 people can sit around 2 tables, 8 people can sit Pg 7 - 8
around 3 tables, and so on. How many people can sit
around n tables?

3 Weeks 16. MENSURATION • Carry out calculations involving the
perimeter and area of a rectangle
and triangle, the circumference and
16.1 Perimeter and
area of a circle, the area of a
Areas parallelogram and a trapezium.
• Solve problems involving the arc
16.1.2 Common length and sector area as fractions
Figures
Revise, using straightforward examples, how to calculate the IGSCE Mathematics (2nd
circumference and area of a circle, and the perimeter and Edition) by Ric Pimentel and
area of a rectangle and a triangle. Extend this to calculating Terry Wall,
the area of a parallelogram and a trapezium.
pg 250 - 276
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

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Suggested Topics /
no. of Assessment Objectives Suggested Activities / Approaches Supplementary
Sub – topics
weeks Resources
of the circumference and area of a arc length and the area of a sector.
circle.
Starting with simple examples draw the nets of various solids.
16.1.3 Composite Show, for example, that the net of a cube can be drawn in Calculating areas of
Figures • Carry out calculations involving the different ways. parallelograms and trapeziums
volume of a cuboid, prism and at
cylinder and the surface area of a Class activity: Draw nets on card and make various http://www.bbc.co.uk/schools/gc
16.2 Arc Length and cuboid and a cylinder. geometrical shapes. sebitesize/maths/shapeih/areaa
Use nets to illustrate how to calculate the surface area of a ndvolumerev1.shtml
Area of Sector • Solve problems involving the cuboid, a triangular prism, a cylinder, a pyramid and a cone.
surface area and volume of a Show how to obtain the formula πr(r+l) for the surface area of
Try the dipstick investigation at
16.3 Volume and sphere, pyramid and cone (given a cone. Calculate the surface area of a sphere using the
http://www.ex.ac.uk/cimt/resourc
formula 4πr² .
Surface Area formulae for the sphere, pyramid e/dipstick.htm
and cone). Use straightforward examples to illustrate how to calculate
the volume of various prisms (cross-sectional area x length). Try the dipstick investigation at
16.3.1 Common Calculate the volume of a pyramid (including a cone) using http://www.ex.ac.uk/cimt/resourc
Solids the formula ⅓ x area of base x perpendicular height. e/dipstick.htm
Calculate the volume of a sphere using the formula 4/3πr³ .
16.3.2 Composite IGCSE Mathematics by
Class activity: Find the surface area and volume of various
Solids Karen Morrison
composite shapes.

Class activity: An A4 sheet of paper can be rolled into a Pg 150 – 154

cylinder in two ways. Which gives the biggest volume? If the
area of paper remains constant but the length and width can Pg 157 – 160
vary investigate what width and length gives the maximum
cylinder volume.