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Suggested Topics /

no. of Assessment Objectives Suggested Activities / Approaches Supplementary

Sub – topics

weeks Resources

4 Weeks 6. GEOMETRY • Use and interpret the geometrical Illustrate common solids, eg. Cube, cuboid, tetrahedron, cylinder.

IGCSE Mathematics

terms: point, line, parallel, bearing, right

angle, acute, obtuse and reflex angles, Discuss the conditions for congruent triangles. Point out that in (2nd edition) by Ric

6.1 Fundamental perpendicular, similarity, congruence; naming triangles which are congruent it is usual to state letters in Pimentel and Terry Wall

Properties corresponding order, i.e. ∆ ABC is congruent to ∆ EFG implies

Pg 198 – 206

• use and interpret vocabulary of that the angles at A is the same as the angle at E.

triangles, quadrilaterals, circles, Pg 207 – 219

6.2 Polygons polygons and simple solid figures Introduce similar triangles/shapes. Use the fact that

including nets corresponding sides are in the same ratio to calculate the length Pg 305 – 310

of an unknown side.

6.2.1 Symmetry • Use the relationship between areas of

Properties similar triangles, with corresponding Define the terms line of symmetry and order of rotational

Pictures of tessellations

results for similar triangles, with symmetry for two dimensional shapes. Revise the symmetries of

triangles (equilateral, isosceles) and quadrilaterals (square, produced by Escher at

corresponding results of similar figures

6.2.2 Angle Properties and extension to volumes and surface rectangle, rhombus, parallelogram, trapezium, kite). http://library.thinkquest.

areas of similar solids Class activity: Investigate tessellations. Produce an Escher-type org/16661/

drawing.

6.3 Circles

Define the terms plane of symmetry and order of rotational Classifying angles at

• Recognize rotational and line symmetry

symmetry for three dimensional shapes. Use diagrams to

6.3.1 Symmetry (including order of rotational symmetry)

illustrate the symmetries of cuboids (including a cube), prisms

http://www.math.com/sc

Properties in two dimensions and properties of hool/subject3/lessons/S

(including a cylinder), pyramids (including a cone) and spheres.

triangles, quadrilaterals and circles 3U1L4GL.html

directly related to their symmetries.

Draw simple diagrams to illustrate the circle symmetry properties

6.3.2 Angle Properties (a), (b) and (c). Solve a variety of problems.

• Recognize symmetry properties of the IGCSE Mathematics by

prism (including cylinder) and the

6.4 Solids Revise basic angle properties by drawing simple diagrams which Karen Morrison

pyramid (including cone); illustrate (a), (b) and (c). Define acute, obtuse and reflex angles;

equilateral, isosceles and scalene triangles. Pg 133 – 138

• use the following symmetry properties

6.4.1 Nets of circles: Pg 154 – 156

Define the terms (irregular) polygon and regular polygon. Use

(a) equal chords are equidistant from examples which include: triangles, quadrilaterals, pentagons,

6.4.2 Symmetry the centre, Pg 161 – 162

hexagons and octagons.

(b) the perpendicular bisector of a

Properties chord passes through the centre,

By dividing an n-sided polygon into a number of triangles show Pg 166 - 168

that the sum of the interior angles is 180(n - 2) degrees. Show

(c) tangents from an external point also that each exterior angle is 360°n

6.5 Congruency are

equal in length Solve a variety of problems which use these formulae.

6.6 Similarity • Calculate unknown angles using the Class activity: Draw a table of information for regular polygons.

following geometrical properties: Use as headings: number of sides, name, exterior angle, sum of

(a) angles at a point, interior angles, interior angle

6.6.1 Areas of Similar (b) angles on a straight line and

Triangles and intersecting straight lines Use diagrams to introduce the angle properties (a) to (e).

(c) angles formed within parallel lines,

Figures (d) angle properties of triangles and

quadrilaterals, Solve a variety of problems that involve the angle properties.

6.6.2 Volumes and (e) angle properties of regular

polygons

Surface Areas of (f) angle properties of irregular

Similar Solids polygons.

1

Suggested Topics /

no. of Assessment Objectives Suggested Activities / Approaches Supplementary

Sub – topics

weeks Resources

• Calculate unknown angles using the Class activity: Investigate cyclic quadrilaterals. For example,

following geometrical properties: explain why all rectangles are cyclic quadrilaterals. What other

(a) angle in a semi-circle, quadrilateral is always cyclic? Is it possible to draw a

parallelogram that is cyclic? etc.

(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 in the same segment are

equal,

(e) angles in opposite segments are

supplementary; cyclic quadrilaterals

4 Weeks 7. TRIGONOMETRY • Apply Pythagoras’ theorem and Use simple examples involving the sine, cosine and tangent

IGSCE Mathematics

the sine, cosine and tangent ratios for ratios to calculate the length of an unknown side of a right-angled

triangle given an angle and the length of one side. (2nd Edition) by Ric

acute angles to the calculation of a side

7.1 Pythagoras’ or of an angle of a right-angled triangle Pimentel and Terry

(angles will be quoted in, and answers Use simple examples involving inverse ratios to calculate an Wall,

Theorem unknown angle given the length of two sides of a right-angled Pg 220 - 249

required in, degrees and decimals to

one decimal place). triangle.

7.2 Trigonometric Re-state Pythagoras’ theorem. Try the Degree Ceremony

• Interpret and use three-figure investigation at

Ratio Class activity: Solve problems in context using Pythagoras’ http://nrich.maths.org/publi

bearings measured clockwise from the

north (i.e. 000º - 360º). theorem and trigonometric ratios (include work with any shape c/leg.php

7.3 Angle of Elevation that may be partitioned into right-angled triangles).

Maps from around the

and Depression • Solve trigonometrical problems in Class activity: Calculate the area of a segment of a circle given world at

two dimensions involving angles of the radius and the sector angle. http://www.theodora.com/m

elevation and depression, extend sine aps/abc_world_maps.html

7.4 Sine Rule Discuss how bearings are measured and written. Use simple

and cosine functions to angles between

examples to show how to calculate bearings, e.g. calculate the Various problems at

and solve problems using the

7.5 Cosine Rule bearing of B from A if you know the bearing of A from B. http://nrich.maths.org/publi

sine and cosine rules for any triangle c/leg.php

and the formula area of triangle = Class activity: Use a map to determine distance and direction

7.6 Area of a Triangle ½absinC; between two places, etc. Try the investigation at

http://nrich.maths.org/publi

Draw a sine curve and discuss its properties. Use the curve to c/leg.php

7.7 Bearings show, for example, sin 150º = sin 30º . Repeat for the cosine

curve.

IGCSE Mathematics by

7.8 Three- • Solve simple trigonometrical

Define angles of elevation and depression. Use straightforward Karen Morrison

problems in three dimensions including

Dimensional examples to illustrate how to solve problems using the sine and

angle between a line and a plane. Pg 169 – 171

Problems cosine rules.

Pg 176 - 209

Class activity: Solve two dimensional trigonometric problems in

context.

Rearrange the formula for the area of a triangle (½bh) to the form

½absinC. Illustrate its use with a few simple examples.

Introduce problems in three dimensions by finding the length of

the diagonal of a cuboid and determining the angle it makes with

the base. Extend by using more complex figures, e.g. a pyramid.

2

Suggested Topics /

no. of Assessment Objectives Suggested Activities / Approaches Supplementary

Sub – topics

weeks Resources

2 Weeks 8. LOCUS / • Measure lines and angles; Class activity: Reinforce accurate measurement of lines and Information and ideas for

angles through various exercises. For example, each student teachers on geometric

GEOMETRICAL draws two lines that intersect. Measure the length of each line to constructions at

the nearest millimetre and one of the angles to the nearest http://www.mathforum.org/li

CONSTRUCTION • Construct a triangle given the three degree. Each student should then measure another student’s brary/topics/constructions/

sides using ruler and compasses only; drawing and compare answers.

8.1 Construction of Show how to: construct a triangle using a ruler and compasses IGCSE Mathematics

only, given the lengths of all three sides; bisect an angle using a (2nd edition) by Ric

Simple Figures • Construct other simple geometrical straight edge and compasses only; construct a perpendicular

figures from given data using Pimentel and Terry Wall

bisector using a straight edge and compasses only.

protractors and set squares as Shape and Space

Class activity: Construct a range of simple geometrical figures

8.2 Loci and necessary; from given data, investigate a nine-point circle, etc. Pg 191-196

Intersection of Use a straightforward example to revise the topic of scale

Loci • Construct angle bisectors and drawing. Show how to calculate the scale of a drawing given a IGCSE Mathematics by

perpendicular bisectors using straight length on the drawing and the corresponding real length. Point Karen Morrison Pg

edges and compasses only; out that measurements should not be included on a scale 172-173

drawing and that the scale of a drawing is usually written in the

form 1 : n.

• Read and make scale drawings.

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

• Use the following loci and the method of the floor, plan an orienteering course, etc.

intersecting loci for sets of points in two

dimensions: Draw simple diagrams to illustrate (a), (b), (c) and (d). Use the

(a) which are at a given distance from a convention of a broken line to represent a boundary which is not

given point, included in the locus of points.

(b) which are at a given distance from a Class activity: A rectangular card is ‘rolled’ along a flat surface.

given straight line, Trace out the locus of one of the vertices of the rectangle as it

(c) which are equidistant from two moves.

given points,

(d) which are equidistant from two

given intersecting straight lines.

3 Weeks 9. MATRICES • Display information in the form of a Use simple examples to illustrate that information can be stored IGCSE Mathematics

matrix of any order; in a matrix. For example, the number of different types of (2nd edition) by Ric

chocolate bar sold by a shop each day for a week. Pimentel and Terry

9.1 Order of a Matrix • Calculate the sum and product Wall, pg 290 – 303

(where appropriate) of two matrices; Define the order/size of a matrix as the number of rows x number

of columns.

9.2 Matrix Operations

• Calculate the product of a matrix Class activity: Investigate networks - recording information in a IGCSE Mathematics by

and a scalar quantity; matrix. (This is not on the syllabus but it will broaden candidates Karen Morrison

9.3 Determinant of a mathematical knowledge of matrices)

Matrix Pg 265 - 276

• Use the algebra of 2x2 matrices Explain how to identify matrices that you may add/subtract or

including the zero and identity 2x2 multiply together.

9.4 Inverse of a Matrix matrices;

Use straightforward examples to illustrate how to add/subtract

and multiply matrices together.

• Calculate the determinant and

inverse A-1 of a non-singular matrix A Define the identity matrix and the zero matrix.

3

Suggested Topics /

no. of Assessment Objectives Suggested Activities / Approaches Supplementary

Sub – topics

weeks Resources

Use simple examples to illustrate multiplying a matrix by a scalar

quantity.

determinant and the inverse of a non-singular 2x2 matrix.

simultaneous equations.

• Reflect simple plane figures in Draw an arrow shape () on squared paper. Use this to Try the investigation at

6 Weeks 10. horizontal or vertical lines; illustrate: reflection in a line (mirror line), rotation about any point http://nrich.maths.org/publi

TRANSFORMATIONS (centre of rotation) through multiples of 90º(in both clockwise and c/leg.php

• Rotate simple plane figures about

anti-clockwise directions) and translation by a vector.

the origin, vertices or mid points of Several different examples of each translation should be drawn.

10.1 Simple edges of the figures, through multiples IGCSE Mathematics

Transformation of 90o ; (2nd edition) by Ric

Use the word image appropriately.

Pimentel and Terry

• Construct given translations and Class activity: Using a pre-drawn shape on (x,y) coordinate Wall, Pg 311 – 345

10.1.1 Translation enlargements of simple plane figures; axes to complete a number of transformations using the

equations of lines to represent mirror lines and coordinates to

• Recognize and describe For further information

10.1.2 Reflection reflections, rotations, translations and

represent centres of rotation.

about transformations

enlargements. Work with (x,y) coordinate axes to show how to find: the equation search for 'rotation',

10.1.3 Rotation of a simple mirror line given a shape and its (reflected) image, the 'enlargement', 'reflection' or

• Use the following transformations centre and angle of rotation given a shape and its (rotated) 'translation' at

of the plane: reflection (M); rotation (R); image, the vector of a translation. http://www.learn.co.uk

10.1.4 Enlargement translation (T); enlargement (E); shear

(H); stretching (S) and their Draw a triangle on squared paper. Use this to illustrate

combinations. enlargement by a positive integer scale factor about any point IGCSE Mathematics by

10.1.5 Shear (centre of enlargement). Karen Morrison

• (If M(a) = b and R(b) = c the

10.1.6 Stretch notation RM(a) = c will be used; Show how to find the centre of enlargement given a shape and Pg 247 – 254

invariants under these transformations its (enlarged) image.

may be assumed). Pg 262 – 265

10.2 Combined Draw straightforward enlargements using negative and/or Pg 265 – 276

Transformation • Identify and give precise fractional (½) scale factors.

descriptions of transformations

connecting given figures; Show how to calculate the area of an image after enlargement by

scale factor k.

show how to find the scale factor and the equation of the

invariant line.

axes, perform combinations of the following transformations:

translation, rotation, reflection, stretch, shear and enlargement.

• Describe transformations using co- Use a unit square and the base vectors and to identify IGCSE Mathematics

10.3 Matrix ordinates and matrices (singular matrices which represent the various transformations met so far, (2nd edition) by Ric

Transformation matrices are excluded).

4

Suggested Topics /

no. of Assessment Objectives Suggested Activities / Approaches Supplementary

Sub – topics

weeks Resources

e.g. represents a rotation about (0,0) through 90º anti- Pimentel and Terry

Wall, Pg 334 – 340

clockwise.

Work with a simple object drawn on (x,y) coordinate axes to IGCSE Mathematics

illustrate how it is transformed by a variety of given matrices. by Karen Morrison

Pg 265

Use one of these transformations to illustrate the effect of an

inverse matrix.

that the area scale factor of a transformation is numerically equal

to the determinant of the transformation matrix. For example use

the matrix .

4 Weeks 11. STATISTICS • Collect, classify and tabulate statistical Use simple examples to revise collecting data and presenting it in Try the ‘Bat Wings’

data; a frequency (tally) chart. For example, record the different makes problem at

of car in a car park, record the number of letters in each of the http://nrich.maths.org/pu

11.1 Data first 100 words in a book, etc.

blic/leg.php

Representation • Read, interpret and draw simple Use the data collected to construct a pictogram, a bar chart and a

inferences from tables and statistical pie chart. Point out that the bars in a bar chart can be drawn

apart. Compare the median

diagrams;

11.1.1 Bar Chart and the mean

Class activity: Design and use a questionnaire, collate results interactively at

• Construct and use bar charts, pie and present them in diagramatic form. http://www.standards.nc

11.1.2 Pie Chart charts, pictograms, simple frequency tm.org/document/eexam

distributions, histograms with equal From data collected show how to work out the mean, the median ples/chap6/6.6/index.ht

intervals and scatter diagrams and the mode. Use simple examples to highlight how these

11.1.3 Pictogram (including drawing a line of best fit by

m

averages may be used. For example in a discussion about

eye); average wages the owner of a company with a few highly paid

managers and a large work force may wish to quote the mean Download newspaper

11.1.4 Simple

Frequency • Understand what is meant by positive,

wage rather than the median. Point out how the mode can be

recognised from a frequency diagram.

stories - worldwide

negative and zero correlation; coverage at

Distribution http://www.newsparadis

Use a simple example to show how discrete data can be grouped

• Calculate the mean, median and mode into equal classes. Draw a histogram to illustrate the data (i.e. e.com

11.1.5 Histogram for individual and discrete data and with a continuous scale along the horizontal axis). Point out that

distinguish between the purposes for this information could also be displayed in a bar chart (i.e. with IGCSE Mathematics

which they are used; bars separated). (2nd edition) by Ric

11.1.6 Scatter Pimentel and Terry Wall

Diagram Class activity: Investigate the length of words used in two Pg 346 – 368

different newspapers and present the findings using statistical

• Calculate the range diagrams.

IGCSE Mathematics by

11.2 Mean, Median Explain cumulative frequency and use a straightforward example

Karen Morrison

and Mode • Construct and read histograms with to illustrate how a cumulative frequency table is constructed.

Pg 210 - 233

equal and unequal intervals (areas Draw the corresponding cumulative frequency curve. Point out

proportional to frequencies and vertical that this can be approximated by a cumulative frequency

11.3 Cumulative axis labelled ‘frequency density’);

polygon.

Frequency

• Construct and use cumulative Use a cumulative frequency curve to help explain percentiles.

frequency diagrams; Introduce the names given to the 25th, 50th and 75th percentiles

and show how to estimate these from a graph. Show how to

5

Suggested Topics /

no. of Assessment Objectives Suggested Activities / Approaches Supplementary

Sub – topics

weeks Resources

calculate the range of a set of data and how to estimate the inter-

• Estimate and interpret the median,

quartile range from a cumulative frequency diagram.

percentiles, quartiles and inter-quartile

range;

Record sets of continuous data, e.g. heights, weights etc., in

• Calculate an estimate of the mean for grouped frequency tables. Use examples that illustrate equal and

grouped and continuous data; unequal class widths. Draw the corresponding histograms (label

the vertical axis of a histogram as ‘frequency density’ and point

• Identify the modal class from a grouped out that the area of each bar is proportional to the frequency).

frequency distribution. Show how to calculate frequencies from a given histogram and

how to identify the modal class.

estimate for the mean of data in a grouped frequency table.

number in family, etc. Use different methods of display to help

analyse the data and make statistical inferences.

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