SCHEME OF WORK FOR SPN-21 (MATHEMATICS)

YEAR 9 NORMAL TRACK (2 + 3)

Content coverage Scope and Development Suggested Activities Resources

1. ALGEBRA 3
( 5 weeks)

1.1 Factorisation of  Review factorisation by finding the highest Write a few algebraic
Quadratic common factors, grouping and difference of two expressions and arrange
Trinomials squares. them according to the type
( ax 2 +bx +c ) of factorisation they belong
to.
Guide the students to
recognise the pattern of
quadratic trinomials.
http://www.mathste
acher.com.au/year1
0/ch10_factorisation
/06_further_quadrati
c_trinomials/furth.ht
m

Show some expansions

e.g. (x+3)( x +2) = x 2 + 5 x
+6
(x -3)( x -2) = x 2 – 5 x +
6
(x +3)( x -2) = x 2 + x – 6
 Introduce factorisation of ax2 + b x + c where a = 1.
(x -3)( x +2) = x 2 – x – 6
 Proceed to cases where a ≠ 1.

 Writing the x -term as two terms, then perform Use the idea that expansion
is the reverse of http://www.coolmath.c
factorisation by grouping e.g. factorisation and guide the om/algebra/algebra-
students to observe some practice-
2 x 2 + 5 x − 3 = 2 x 2 + 6 x − x − 3 = 2 x ( x + 3) −1( x + 3) important patterns. problems.html
= ( 2 x −1)( x + 3) .
Trial and Error with Cross
 Extend the concept to factorisation of ax + b x y 2 Multiplication is a more
powerful method.
+ cy2.. For more able students, we
should encourage them to
 Extend to situations where a < 1 (e.g. 8 + 2 x -3 x just write down the result of
2
) factorisation by inspection.
SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 1 of 25
 Content coverage Scope and Development Suggested Activities Resources
1.2 Combined  Discuss the method of doing combined Train the students to be http://www.coolmat
factorisations alert to see whether a given h.com/algebra/Alge
Factorisation
expression can be bra2//04_what.htm
e.g. 4y2 – 36 ; 2 x 2 + 6 x - 20 factorised first by taking out
the common factor.

SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 2 of 25

 1.3 Quadratic  Explain that if a ×b = 0 , then either a = 0 or b = Show that the product of http://www.purplemat
Equations 0. two factors being zero h.com/modules/variant
(a) Solving by means that one of the 1.htm
Factorisation
 Apply the concept to solve quadratic equations
factors must be zero is the
ax 2 + bx = 0 and a x 2 + bx + c =0 by
reasoning behind the
factorisation.
method of solution by
 Extend to cases of (ax + b) 2 = c where c is not a factorisation.
perfect square. Emphasise that there are
always two solutions for
quadratic equation with
special situations where the
roots are repeated.

Summarise the key steps:

1. Make one side of the
equation
to become ‘ 0 ‘
2. Factorise the equation
3. Equate each factor to 0
and
solve the two linear
equations

Summarise the different

situations involving
quadratic expression (e.g
x2 -3 x – 4) and quadratic
(b) Solving by equation (e.g. x2 –3 x – 4 =
Taking 0).
Square Root The final answer for x2 –3x –
 Show that a quadratic equation of the form 4 is (x –4)(x+1) whereas
a 2 x 2 − b 2 = 0 can be solved by factorisation e. g. the final answers for x2 -3 x
– 4 = 0 are x = –1 or 4
2
9 x 2 − 4 = 0 gives (3 x + 2)( 3 x − 2) = 0 , x = −
3 Show the students the
2 graph of y = x2−4x +3
or x = or by taking square root on both sides.
3 and that the solutions of
eg 9 x 2 − 4 = 0 gives 9 x 2 = 4 then the quadratic equation
x2 − 4x + 3 = 0 are the
4 2 values of x where the
x =± =± .
9 3 graph intersects the x-
axis. [ solving graphically]
SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 3 of 25
  Extend to cases of (ax + b) 2 = c where c is a
perfect square.

Content coverage Scope and Development Suggested Activities Resources

SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 4 of 25

 (c) Solving by  Introduce the Quadratic Formula Show an example of a
using quadratic equation that
Quadratic does not factorise
− b ± b 2 − 4ac to find solutions to
Formula x=
2a e. g. x 2 − 4 x + 2 = 0 .

ax 2 + bx + c = 0 . Introduce the quadratic

formula to solve the
 Solve equations involving use of the quadratic equation and remind
formula. students the need to
identify a, b and c terms
first and to be careful when
b and c are negative
numbers.
Guide the students to know
when this method is to be
used. The clue is when the
question asks for the
answers to be given to a
certain number of decimal
places. This indicates that
the expression cannot be
factorised and thus have to
be solved using the
Quadratic Formula.
Show clearly the correct
way to write when b is
negative. (e.g. if b = -3,
then we have –(-3) and then
(-3) 2 for b2 , not -32.
Check carefully whether the
students are able to use the
calculator efficiently or not.
If the question asks for
answers to be rounded off
to 2 decimal places, the
working values should be
rounded off to 3 or more
decimal places.

SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 5 of 25

 Content coverage Scope and Development Suggested Activities Resources

SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 6 of 25

1.4 Algebraic
Fractions
 Go through the addition and subtraction of Caution on the common
(a) Addition and numeric fractions and stress on the need to find sign mistakes when
Subtraction the LCM of the denominators. expanding bracket with a
“–“ before the bracket.
 Perform addition and subtraction of algebraic
(e.g. for –2(x +3), some
fractions with numerical denominators and
students may give as –2x +
followed by algebraic denominators.
6
 Emphasise on putting brackets on denominators
and numerators which are algebraic expressions Emphasise on the
before simplifying the numerator. appropriate way to write
the expression. E.g. (x – 4)2
should be written as 2(x –
4). Similarly, (2 x)(4y)
(b) Multiplication should be simplified to 8xy.
and  Revise multiplication and division of arithmetic
Division fractions. Use the numerical fractions
 Explain the method of multiplying algebraic to recall the main idea,
fractions. focussing on cancellation
 Explain the method of division involving algebraic between numerators and
fractions. denominators.

For letter with powers,

encourage the students to
use the rules of indices.
Do not encourage the
students to expand
brackets as brackets will
help in final simplification.

Guide students to transfer

the techniques to
multiplying and dividing
algebraic fractions that
require no factorisation.
Multiply and divide
algebraic fractions that
require factorisation of the
numerator and or the
denominator.

SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 7 of 25

 Content coverage Scope and Development Suggested Activities Resources

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1.5 Word Problems

 Revise solving simple algebraic equations e. g. 3 Start with situations which

– 2x = 7. are easier for students to
visualise. For e.g. the
 Identify key words and use key words to comparison of the ages of
translate word problems into an algebraic some people (common key
expression or equation e. g. “is” (means “=” ), words: older than, younger
older than, increase, twice, etc. than etc). Introduce key
words like twice, half, total,
average, three times etc in
 Introduce symbols/letters to represent the each situation.
unknown quantities and translate word problems
into quadratic equations or algebraic fractional Some students may find it
equations, algebraic expression or equation. hard to stop at situation like
x +3. Very common to find
this to be ‘simplified’ to 3 x
 Solve the algebraic equations and interpret the (Teachers must then stress
solutions obtained. For examples, refer to Past that in Maths x +3 is a
‘O’ level Questions : Jun. possible answers, so is x – 3
2002/Paper2/Qs.10, Nov.2000/Paper2/Qs.11, etc).
Nov.2002/Paper2/Qs.7.
Begin with problems
involving quadratic
equations, then introduce
algebraic equations with
numerical denominators
and with three terms or less
that are reducible to linear
equations in one unknown,
3x +1 5 x
e. g. − =1
4 6
⇒ 3 – x = 12
Provide examples with a
variety of simple fractional
equations.
Proceed with examples
where the denominator is in
algebraic form and are
reducible to linear
SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 9 of 25
 equations in one unknown
or to quadratic equations,
e.g.
3x 2 x −1
− =4
x −1 3x

Content coverage Scope and Development Suggested Activities Resources

SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 10 of 25

2. VARIATIONS
(2 weeks)

2.1 Direct Variation  Define direct variation as the relationship Begin work on variation by Explanations and
whereby one quantity increases as the other using an example such as examples of word
quantity increases in direct proportion and vice the price of a piece of cloth, problems involving
versa. c being proportional to its direct and inverse
length, l, ie. c ∝ l . variations at
 Express a direct variation in the form of an http://regentsprep.org/
Show that the variables are
equation involving two variables and use the regents/math/variation
in direct proportion, i.e.
equation to find unknown quantities. /pracdirect.htm
c1 l1
= = k , constant of
c2 l2
proportionality). http://www.ex.ac.uk/ci
Show how to form the mt/mepres/allgcse/bkc
equation connecting the 15.pdf section 15.5
variables: c = kl. onwards
Relate the equation to y =
mx and explain that the
graph of c against l is a
straight line passing
through the origin.
2.2 Inverse Variation  Define inverse variation as the relationship Give an example that
whereby one quantity increases as the other relates to the ‘Less men,
quantity decreases and vice versa. more share” concept such
as ‘If 12 men were to
 Explain that the two quantities are inversely complete a job in 10 days,
proportional to each other. how long will it take to
 Express an inverse variation in the form of an complete the job if 6 men
equation involving two variables and use the work on it?’ Show that the
equation to find unknown quantities. variables are in inverse
n1 12 2
proportion, i.e. = =
n2 6 1
while
d1 10 1
= = .
d 2 20 2
Explain that the product n x
d is a constant.
Show that if n varies
SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 11 of 25
 inversely as d, in notation,
1 k
n∝ , then n = ,
d d
where k is a constant.

Content coverage Scope and Development Suggested Activities Resources

3. COORDINATE
GEOMETRY 2
http://www.mathsisfun
(REVISIT)
.com/equation_of_line.
(3 weeks)
html

http://www.mathsnet.n
3.1 Formulae for  Review formulae for distance, mid-point and et/asa2/2004/c2.html#
Distance, gradient and solve problems that require the use 2
Mid-point and of these formulae including finding one end-point
Gradient of a line segment given the midpoint and one
other end-point.

[Remark : Covered in Topic 7 in Year 2]

3.2 Gradient and  Solve problems on finding the gradient of a

Parallel Lines straight line and of lines parallel to a given
straight line.

3.3 Equation  Find the equation of the line when given Introduce the use of
of a Straight Line y − y1 = m( x − x1)
- the gradient and the y-intercept,
where ( x1 , y1 ) is any point
- one point and the gradient,
on the line and m is the
- two points, gradient.
- one point and the equation of a parallel line,
- a diagram of a triangle or quadrilateral.

SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 12 of 25

 3.4 Miscellan  Solve miscellaneous problems including finding Ensure that the students
eous Problems coordinates of intersection points, the unknown x are able to state that the
and y-coordinates, area of a triangle, etc. coordinates of the x-
intercept of a line is (x, 0)
and y-intercept of a line
is (0, y).

Content coverage Scope and Development Suggested Activities Resources

4. GRAPHS OF
FUNCTIONS
(3 weeks) http://www.coolmath.c
om/algebra/PreCalc/01
4. 1 Constructing a  Construct tables of values for functions of the Begin with n = 0, 1 and MoreGraphing/01_love
table of n
form y = a x where n = −2, −1, 0, 1, 2, 3. show that they are straight graphs.htm
values and drawing  Calculate the unknown y-value in the table of lines. Proceed to n = 2 for
a values for a given equation the parabola, then n = 3 for
smooth curve the cubic function before n
 Explain the techniques of drawing graphs,
= −1 for the hyperbola and http://www.coolmath.c
stressing the importance of using the given
n = −2. om/algebra/Algebra1/1
scale and to plot points accurately, then draw a
1Quadratics/07_introgr
smooth curve through all the points.
Discuss the basic properties aphing.htm
 Get students to recognise the basic shapes of
of the graphs for the
these graphs and sketch them.
different values of n. Advise
 Interpret graphs of linear, quadratic, cubic, students to memorise the
reciprocal and exponential functions. basic shapes so that they
can sketch the graphs http://www.mathsisfun
easily. .com/graph/index.html
4. 2 Finding the values  Determine from the graph the value of y, given Explain that any function in
of the value of x and vice versa, including the form y = a x n + c has
variables from a maximum and minimum values. a y-intercept of c as it is a
graph translation of the graph of y
= a x n upwards by c units.
The x-intercept can be
found by solving y = 0.

SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 13 of 25

4. 3 Gradient of a  Estimate the gradient of a curve by drawing a
curve tangent to the curve at the given point and
explain that a tangent to a curve is a line that
just touches the graph at that given point.
4. 4 Solve equations  Solve the equations of the form (i) f(x) = g(x),
by graphical (ii) f(x) = a (where a is a constant), using the
method graph drawn.
4.5 Graphs in practical  Extend the skill in graph drawing to some
situations practical situations (E.g. between height and
time, profit and numbers of book printed etc)

 Solve related problem using the graph drawn.

Content coverage Scope and Development Suggested Activities Resources

5. INEQUALITIES
(3 weeks)
5.1 Meaning and  Define the symbols used in inequalities : Use the number line to aid
http://home.xnet.com/
symbols ‘<’ means less than, ‘>’ means greater than, ‘ ≤ in the understanding of the
~fidler/triton/math/rev
’ means less than inequality symbols.
iew/mat085/linIneqone
or equal to and ‘ ≥ ’ means greater than or equal Get students to read, e.g. x
/ineql.htm
to. > 3 as x is greater than 3.
 Compare the size of two numbers using the
symbols ‘<’ and ‘>’.

SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 14 of 25

5.2 Solve Linear  List the values of a linear inequality such as x ≥1 ,
Inequality x ≤ 2 , −2 < x ≤ 3 .
 Represent the linear inequality on a number line
and vice versa.
(Emphasize that for < or > use a circle or
dotted vertical line to
mark the end point whereas for ≤ or ≥ use a
dot or solid
vertical line to mark the end point).
 Solve linear inequalities in one variable. Caution students about
finding the greatest or least
 Solve simultaneous linear inequalities in one values of x2 where x is
variable.
given as a range that
 Determine the possible solutions or solution set stretches from negative to
of a given inequality under various conditions. positive e.g. −5 ≤ x ≤ 3 .The
 Find the least and greatest sum, difference, greatest value of x2 is 25
product and quotient of two variables given in and not 9 and the least value
two separate inequalities. (include their squares) is 0. http://www.coolmath.c
Also for − 5 ≤ x ≤ −3 , the om/
inequality for x2 is algebra/Algebra1/08Sy
stem2x2/06_inequaliti
9 ≤ x 2 ≤ 25 .
es.htm
5.3 Graphical  Review sketching of straight lines and writing Caution the students to
Representation of equations for lines in a given diagram. read the questions carefully
Inequalities  Remind students about the convention in using as it is not always right to
solid and dotted lines and indicate by a sketch, shade the unwanted region
the region defined by an inequality (usually by – sometimes the wanted
shading the unwanted region). region should be shaded.
 Write the inequalities which define a region
(usually unshaded) where the equations of the
boundary lines are given or not given.
 Explain how to obtain the region defined by a
system of linear inequalities.
 Determine the maximum or minimum of ax +by
for a defined region by evaluating the expression
at the vertices of the polygon formed by the
region.
Content coverage Scope and Development Suggested Activities Resources

SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 15 of 25

6. LIMITS OF
ACCURACY
(1 week)

6. 1 Significant  Review the technique of rounding off numbers to

Figures, the required accuracies.
Decimal Places
and
Estimation
(Revisit)

6. 2 Upper and Lower

Bounds  Introduce the concept of absolute error as
1× Use straight forward
examples to determine upper
2 and lower bounds of data.
smallest division of a measuring instrument, For example, a length, l,
measured using an ordinary
and so a measurement x is written as (x ±
ruler as 3 cm (to the nearest
absolute error) where (x – absolute error) is the millimetre) has an absolute
lower bound and (x + absolute error) is the
upper bound.
error of
1× 0.1 cm = 0.05
 Give appropriate upper and lower bounds for
data given to specified accuracy (e.g. measured 2
lengths). cm. This gives a
 Discuss the ideas of greatest and least values of measurement of (3.00 ±
sum, difference, product and quotient. 0.05) cm which has a lower
bound of 2.95 cm and an
 Introduce the idea of lower bound and upper
upper bound of 3.05 cm.
bound of a basic quantity from various types of
Show that this information
statements. For example, can be written using
(a) 8.6 cm measured correct to the nearest 0.1 inequality signs e.g. 2.95 cm
cm, ≤ l < 3.05 cm.
(b) 8300 correct to the nearest hundred
Investigate upper and lower
 Show the common ways of expressing all bounds for quantities
possible values of the given quantity ( l = 8.60 calculated from given
± 0.05 cm or 8.55 cm ≤ l < 8.65 cm) and the formulae by specifying the
method of obtaining the lower bound and upper accuracy of the input data.
bound from these expressions.
Discuss further examples
 Apply lower bound or upper bound of basic on lower and upper bound
quantities to find the least possible and the which includes:
greatest possible perimeter, area, volume, etc. 5.62 correct to 3 sig.
figures,
SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 16 of 25
 24.9 correct to 1 decimal
place.
In each example, prompt
the students to state any
possible value which gives
the stated value after
rounding off according to
the accuracy stated.
Lead them to arrive at the
lowest possible value (lower
bound) and the largest
possible value (upper
bound).

Content coverage Scope and Development Suggested Activities Resources

SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 17 of 25

7. TRAVEL GRAPHS
(3 weeks)

7. 1 Distance-time  Draw and interpret qualitatively distance-time Present a distance-time

graph graphs (horizontal line – stationary, sloping line – graph and have students to
uniform speed, convex curve – speed is create their own story
decreasing and concave curve – speed is describing the journey
increasing). represented by the graph.
 State that the gradient of the graph is the rate of Proceed to introduce the
change of the distance with respect to time, i.e. terms constant or uniform http://www.bbc.co.uk/s
speed. speed, stationary, forward chools/gcsebitesize/ph
journey and returned ysics/forces_and_moti
Use the formula Average Speed = journey. on/representing_motio
Total distance travelled Extend to distance-time nrev5.shtml
.
Total time taken graph with non-uniform
Solve problems involving distance – time graphs. speed, which is a curve. http://www.regentspre
p.org/Regents/physics/
phys-topic.cfm?
7. 2 Speed- time  Draw and interpret qualitatively speed-time Discuss that if the rate is Course=PHYS&Topchi
graphs (horizontal line – constant speed, sloping constant, the speed-time cCode=01a
Graph
line – uniform acceleration or retardation, curve graph will be a straight line
– non-uniform acceleration or retardation). whose gradient is:
- positive, when the speed
is
 State that the gradient of the graph is the rate of increasing (accelerating)
change of the speed with respect to time, i.e. uniformly,
acceleration (positive gradient) or retardation - negative, when the speed
(negative gradient). is
decreasing (retarding)
 State that the distance travelled is equal to the uniformly,
area under a speed-time graph and use it to - zero, when the speed is
solve related problems. constant
(i.e. no acceleration).
Solve problems on the speed-time graph
including finding the speed at a particular time.

Sketch the distance-time or acceleration-time

graph from the given speed-time graph.
Extend the discussion to
the speed-time graph which
accelerate or decelerate
SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 18 of 25
 with non-uniform speeds. In
this case the graph shows a
curve.

Content coverage Scope and Development Suggested Activities Resources

SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 19 of 25

8. FUNCTION
NOTATION
(2 weeks)

8.1 Introduction of  Explain the meaning of a function as a Introduce a function, using http://www.bbc.co.uk/
Function relationship that maps an element of one set diagrams, as a one-one education/asguru/mat
and Evaluation of onto one and only one element in another set. mapping or many-one hs/13pure/02functions
f(x) mapping. Show that a /index.shtml
 Explain that for an object x, the image of x under
function has a one-to-one has some work on
function f is f(x) and introduce the domain as the
mapping or many-to-one inverse functions.
set of objects and the range as the set of images.
mapping (i.e. it has exactly
 Emphasize that there are two ways to indicate one image only). Also search for
the function notation i. e. f(x) = 3x – 5 read as “f Evaluate f(x) for specific functions at
of x is equal to 3x – 5” values of x, describing the http://www.learn.co.uk
and f : x  3x – 5 as “f maps x onto 3x – 5”. functions using f(x) notation /
 Find the image of a function by evaluating f(x). and mapping notation.

Connect this to y = 3x – 5.
Here we say that y is the
function of x and f(x) = 3x –
5 is the same as y = 3x – 5.

8.2 Finding and  Explain the meaning of an inverse function and Introduce the inverse
Evaluating the notation used to represent an inverse function as an operation
Inverse Function function. which ‘undoes’ the effect of
a function i.e.
 Explain the method of finding an expression for
when f : x  y, then
the inverse function and evaluate the inverse
function at a given value of x. f −1 : y →x or when f( x) =
 Explain the method of evaluating an inverse y, then f −1 ( y ) = x .
function without having to find the expression for Point out that only one-to-
the inverse function first one function has an inverse.
e. g. To find f −1 ( 4) given the function f(x) =
3x – 5, we let Evaluate simple inverse
functions for specific
f −1 ( 4) = x. The solution can then be found by
values, describing the
solving functions using f -1(x)
f(x) = 4, giving 3x – 5 = 4 , then x = 3. notation and mapping
notation.

SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 20 of 25

8.3 Solving Equations  Solve equations involving functions using given
Involving Functions information e.g. given f(x) = 4, f(x) = g(x) , etc.

Content coverage Scope and Development Suggested Activities Resources

9. ARITHMETIC
(5 weeks)

9.1 More on H.C.F. and

L.C.M.  Review common factors and common multiples.
Give students practice on word problems
involving HCF / LCM, for example, refer to past
‘O’ level questions : Nov.1998/Paper1/Qs.5 ,
Nov.1999/Paper1/Qs.10.

9.2 Squares, square  Evaluating without using calculator, square root

roots, for perfect squares and non-perfect squares.
cubes and cube
roots of Example 1
numbers
1
Find (a) 2 , (b) 0.0009 , (c) 12100 .
4
Example 2

Given 3.27 =1.808 and 32 .7 =5.718 ,

evaluate (i) 3270 , (ii) 0.00327 .

 Find the cube root for cubic numbers.

SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 21 of 25

9.3 Directed numbers  Use directed numbers in practical situations such Use number line to aid
addition and subtraction of http://www.ex.ac.uk/ci
as in temperature change and tide levels. mt/mepres/allgcse/bkb
positive and negative
numbers. Illustrate by using 10.pdf has work on
practical examples, e.g. directed numbers.
temperature change and
tide levels. Weather statistics for
over 16000 cities at
Stress that when finding http://www.weatherba
difference or change, se.com/
always take the higher
value subtract the lower
value.
9.4 Time  Calculate time in terms of the 12-hour and 24- Let students practise in Use locally-published
hour clock: read clocks, dials and timetables. finding information from timetables e.g. for
time schedules. Calculate buses.
time difference, departure
 Convert between hours, minutes and seconds. time, arrival time and time Practice using
taken for a plane/train to timetables is at
travel from one place to http://www.ex.ac.uk/ci
 Find the sum and differences of times. another. mt/mepres/allgcse/bkb
8.pdf.
Suggestion: Instead of
thinking of a clock as a
round thing, it is easier to
see the relationship of
starting time, duration of
time and finishing time if
we think of it as a straight
line. This is especially
useful in situation where
the finishing time is on the
next day.
Ensure that the students http://www.bbc.co.uk/s
are able to convert between chools/gcsebitesize/ph
hours, minutes and seconds ysics/forces_and_moti
before finding the sum and on/representing_motio
difference of times. nrev2.shtml
 Explain the idea on local time and the terms
used, (e.g. BSB is 8 hours ahead of Caution the students to
SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 22 of 25
 write the final answer for
London) and the method of finding local time.
time correctly (e.g. arrival
time is 13 45 and not 13
hours 45 minutes. Flight
time is 8 hours 30 minutes
and not 08 30).

9.5 Financial Solve word problems involving financial transactions

Transaction and (review cost price, selling price, discounts, profit,
Percentage loss, hire purchase, simple interest and http://www.financefrea
commissions). k.com/
Examples of ‘O’ Level questions : Nov
2000/P2/Q1,Nov 2002/P2/Q6

 Solve word problems involving percentages –

calculate a given percentage of a quantity;
express one quantity as a percentage of
another; percentage increase or decrease;
calculations involving reverse percentages.

Content coverage Scope and Development Suggested Activities Resources

http://www.coolmath.c
10. CONGRUENCE
om/ congruent.html
AND
SIMILARITY
http://regentsprep.org/
(3 weeks)
Regents/math/congrue
 Meaning of congruent figures. Discuss the conditions for
n/Ttriangles.htm
10.1 Congruence  Understand and apply the tests for congruent congruent triangles.
triangles (SSS, SAS, ASA or AAS and RHS) http://www.gcseguide.
 Solve problems and give simple explanations co.uk/
involving congruent triangles.

SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 23 of 25

10.2 Similarity  Meaning of similar figures. Use the fact that
corresponding sides are in
 Understand and apply the tests for similar the same ratio to calculate
triangles.
the length of an unknown
Test 1: Two pairs of corresponding angles are
side.
equal.
Test 2: Corresponding sides are in proportion.
Test 3: Two pairs of sides are in the same ratio
and their included angles are equal. similar_triangles.htm
Solve problems and give simple explanations
involving similarity. http://regentsprep.org/
10.3 Areas of Similar Note that other then Regents/math/similar/
 When two figures are similar, the ratio of the Lstrategy.htm
Plane areas corresponding length, the
Figures = (the ratio of the corresponding lengths)2 i.e. corresponding height, or
sides can also be used. http://www.ex.ac.uk/ci
2
A1  l1  mt/
=  . mepres/book9/y9s14o
A2  l 2  s.pdf
 Use this relationship to solve problems on
areas of similar plane figures. http://www.ex.ac.uk/ci
mt/
10.4 Surface Areas  For two geometrically similar solids, Find in terms of π the mepres/book9/y9s14o
and Ratio of the surface area = (ratio of the surface area and volume of s.pdf
Volumes of Similar 2 spheres of radius 1 cm and 2
Solids SA1  l1  cm and compare the results. http://www.bbc.co.uk/
corresponding lengths)2 i.e. =  .
SA2  l 2 
Try with 3 cm and 5 cm radii schools/gcsebitesize/m
and compare the results of aths/shapeih/areaandv
these two circles with the olumerev1shtml
Ratio of the volumes = (ratio of the circle of radius 1cm.
3 Show how to relate some
V l 
corresponding lengths) i.e. 1 =  1  .
3
situations to length or area or
V 2  l 2  volume. E.g. Price of drink in
a container is proportional to
 Use these relationships to solve problems on the volume of the drink.
surface areas and volumes of geometrically Cost of painting the surface
similar solids. of a container is proportional
to its area etc.

Content coverage Scope and Development Suggested Activities Resources

SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 24 of 25

10.5 Scales and Map Interpret the scale 1 : n as 1 cm on the map is Measure the dimensions of http://www.bbc.co.uk/s
problems equivalent to n cm on the ground. the classroom, including chools/gcsebitesize/ge
 Calculate the actual distance between two doors and windows. Use a ography/geogskills/ge
places on a map, given its scale. suitable scale, draw a plan ogskillsmapsrev1.shtm
 Explain the ideas of linear scale, area scale of the classroom on paper. l
and volume scale and the method of obtaining Then calculate the area of
one scale from the other. the classroom floor and the
the ratio of the areas = (the ratio of the volume of the classroom.
2
A l  Require students to bring
corresponding lengths) 2
i.e. 1 =  1  ,
A2  l 2  their atlas or geography
book and apply their
Ratio of the surface area = (ratio of the
2
knowledge on maps and
SA1  l1  scales to find the actual
corresponding lengths)2 i.e. =  ,
SA2  l 2 
distance between towns.

Ratio of the volumes = (ratio of the

3
V l 
corresponding lengths) i.e. 1 =  1  .
3

V2  l 2 

e.g. Linear scale is 1cm : 5 km,

∴Area scale is 1cm 2 : 25 km 2 and
volume scale is 1cm 3 :125 km 3 .

 Explain the method of changing units (linear,

area and volume units).
 Calculate the distance on a map given the
scale and actual distance.

SPN-21 (Interim Stage) Year 9 Normal Track (2 + 3) Page 25 of 25