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Maths Igcse Scheme of Work 0580_2010

# Maths Igcse Scheme of Work 0580_2010

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SCHEME OF WORK IGCSE MATHEMATICS (0580) YEAR 9 2010
Suggestedno. of weeksTopics /Sub – topicsAssessment ObjectivesSuggested Activities / ApproachesSupplementaryResources
10 Weeks
1. NUMBERS
1.1. Number Facts1.2. Square, squareroots and cubes1.3 Equivalence andConversion1.4 Ordering1.5 The Four Rules1.6 Approximationand Estimation1.7 Limits of Accuracy1.8 Standard Form1.9 Ratio, Proportionand Rate1.9.1 Ratio1.9.2 Direct andInverse Proportion1.9.3 Rate1.9.4 Money1.9.5 Scales1.9.6 Speed, Distanceand Time
Identify and use naturalnumbers, integers (positive,negative and zero), primenumbers, square numbers,common factors and commonmultiples.
Identify and use rational andirrational numbers, real numbers.
Calculate squares, squareroots and cubes and cube roots of numbers.
Use directed numbers inpractical situations.
Use the language andnotation of simple vulgar anddecimal fractions and percentagesin appropriate contexts; recogniseequivalence and convert betweenthese forms.
Order quantities bymagnitude and demonstratefamiliarity with the symbols =, ≠, >,<, ≥, ≤ .
Use the standard form A x10n where n is a positive or negative integer, and 1≤ A < 10.
Use the four rules for calculations with whole numbers,decimal fractions and vulgar (andmixed) fractions, including correctordering of operations and use of brackets.
Make estimates of numbers,quantities and lengths, giveapproximations to specifiednumbers of significant figures anddecimal places and round off answers to reasonable accuracy inthe context of a given problem.
Give appropriate upper andRevise positive and negative numbers using a number line.Define the terms factor and multiple and use simple examples to findcommon factors and common multiples of two or more numbers. Findhighest 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 amultiple of 9? Students make up their own descriptions and test oneanother.Define the term prime number (1 is not prime). Write any integer as aproduct of primes.
Class activity
: Investigate Goldbach’s conjecture.Define the terms real, rational and irrational numbers. Show that anyrecurring decimal can be written as a fraction. Show that any root whichcannot be simplified to an integer or a fraction is an irrational number.Use simple examples to illustrate squares, square roots and cubes andcube roots of numbers.Class activity: 121 is a palindromic square number (when the digits arereversed it is the same number). Write down all the palindromic squarenumbers less than 1000.Use a number line to aid addition and subtraction of positive andnegative numbers. Illustrate by using practical examples, e.g.temperature change and flood levels.Revise long multiplication, short and long division, and the order of operations (including the use of brackets). Use examples which illustratethe rules for multiplying and dividing by negative numbers.
Class activity:
Use four 4’s and the four rules for calculations to obtainall the whole numbers from 1 to 20.Use a number line to describe simple inequalities and ranges of valuese.g. x ≥ 3, -2 ≤ x < 5, etc.
Class activity:
Given a list of quantities (e.g. a list of fractions anddecimals), order them by magnitude making use of inequality signs.Use a range of examples to show how to write numbers in standard formand vice-versa.
Class activity:
Use the four rules of calculation with numbers instandard form.
IGCSE Mathematics(2
nd
edition) by RicPimentel and TerryWallPg 1 – 23Pg 24 – 40Pg 41 – 50Pg 51 – 68Pg 69 – 79IGCSE Mathematicsby Karen MorrisonPg 1 – 47
1

Suggestedno. of weeksTopics /Sub – topicsAssessment ObjectivesSuggested Activities / ApproachesSupplementaryResources
1.10 Time1.11 Percentages1.12 Personal andHousehold finance1.12.1 Simple Interestand Compound Interest1.12.2 Discount1.12.3 Profit and Loss1.13 Use of anElectronic Calculator
lower bounds for data given to aspecified accuracy (e.g. measuredlengths).
Demonstrate anunderstanding of the elementaryideas and notion of ratio direct andinverse proportion; divide aquantity in a given ratio
Express direct and inversevariation in algebraic terms anduse this form of expression to findunknown quantities; increase anddecrease a quantity by a givenratio.
Demonstrate anunderstanding of commonmeasures of rate; use scales inpractical situations, calculateaverage speed.
Carry out calculationsinvolving reverse percentages, e.g.finding the cost price given theselling price and the percentageprofit.
Use an electronic calculator efficiently; apply appropriatechecks of accuracy.
Use current units of mass,length, area, volume, and capacityin practical situations and expressquantities in terms of larger or smaller units.
Calculate times in terms of the 24-hour and 12-hour clock;read clocks, dials and timetables.
Calculate using money andconvert from one currency toanother..
Use given data to solveproblems on personal andhousehold finance involvingearnings, simple interest andRevise equivalent fractions. Use this idea to aid addition and subtractionof fractions. Revise multiplication and division of fractions and convertbetween fractions, decimals and percentages.Use place value (units, tenths, hundredths etc.) to change a simpledecimal into a fraction.Revise rounding numbers to the nearest 10, 100, 1000, etc., or to a setnumber of decimal places.Explain carefully how to round a number to a given number of significantfigures.Use straightforward examples to determine upper and lower bounds for data. For example, a length, l, measured as 3cm to the nearestmillimetre has lower bound 2.95cm and upper bound 3.05cm. Show howthis information can be written using inequality signs e.g. 2.95cm ≤ l <3.05cm.
Class activity:
Investigate upper and lower bounds for quantitiescalculated from given formulae by specifying the accuracy of the inputdata.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.Use straightforward examples to illustrate how a quantity can beincreased or decreased in a given ratio, e.g. enlarging a photograph. Theidea of similar shapes can be introduced here.
Class activity:
Investigate the ratio of the length of one side of an A5sheet of paper to that of the corresponding side of an A4 sheet of paper.Draw and use straight line graphs to convert between different units e.g.between metric and imperial units or between different currencies.Revise: Work covered on percentages in Unit 1.Use simple examples to show how to calculate the original value of something before a percentage increase or decrease took place.Use rounding to 1sf or 2sf to estimate the answer to a calculation. Checkanswers with a calculator.
Class activity:
Investigate the percentage error produced by rounding incalculations using addition/subtraction and multiplication/division.(Percentage error will need to be discussed beforehand)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.
2

Suggestedno. of weeksTopics /Sub – topicsAssessment ObjectivesSuggested Activities / ApproachesSupplementaryResources
compound interest, discount, profitand loss; extract data from tablesand charts.Revise units for measuring time and use examples to convert betweenhours, minutes and seconds.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 singletrack line between two local towns.Work with world time differences.
Class activity:
Research and annotate a world map with times invarious cities assuming it is noon where you live.Solve straightforward problems involving exchange rates.Up to date information from a daily newspaper is usefulSolve simple problems using practical examples where possible, takinginformation from published tables or advertisements. (It is worthintroducing a range of simple words and concepts here to describedifferent aspects of finance, e.g. tax, percentage profit, deposit, loan,etc.)Use the formula Ι = PRT to solve a variety of problems involving simpleinterest.
Class activity:
Use newspapers to research the cost of borrowingmoney from different banks (or money lenders).
7 Weeks
2. ALGEBRA
2.1 Indices2.2 Expansion andSimplification2.3 Factorisation2.4 Substitution2.5 Changing theSubject of a Formula2.6 AlgebraicFractions2.7 Linear Equations
Use and interpret positive,negative and zero indices.
Use letters to expressgeneralized numbers and expressbasic arithmetic processesalgebraically
Substitute numbers for wordsand letters in formulae
Transform simple formula
Construct simple expressionsand set up simple equations
Construct and transformmore complicated formulae andequations
Manipulate directed numbers;use brackets and extract commonfactors
Expand products of algebraicexpressions
Class activity:
Revise writing an integer as a product of primes, writinganswers using index notation.Use simple examples to illustrate the rules of indices.Introduce negative indices, e.g. 2
–1
= 2
(2 – 3)
= = and 2
0
= 2
(3–3)
= = 1Introduce fractional indices by relating them to roots (of positiveintegers), e.g. = x
1
, so that .Use the rules of indices to show how values such as 16
¾
can besimplified.
Class activity:
By writing an integer as the product of primes investigatehow expressions involving square roots can be simplified. For example,the expression √20 + √45 can be written as 5√5. (This is not on thesyllabus but it will broaden candidates mathematical knowledge byintroducing surds)Solve simple exponential equations, e.g. 5
x
= 25,3
(
x
+ 1)
= 27, 2
-
x
= 8, etc.Revise simple algebraic notation, for example,
ab
and
x
2
.Substitute numbers into a formula (including formulae that containInformation andworksheets on manyaspects of algebra athttp://www.algebrahelp.com/worksheets.htmFactorising quadraticexpressions athttp://www.bbc.co.uk/schools/gcsebitesize/maths/algebraih/index.shtml Try the ‘Pyramid’investigation athttp://nrich.maths.org/public/leg.phpInformation aboutinequalities and graphsathttp://www.projectgcse.co.uk/maths/inequalities.htm
3