SCHEME OF WORK – IGCSE MATHEMATICS (0580) YEAR 10 2011
Suggestedno. of weeksTopics /Sub – topicsAssessment ObjectivesSuggested Activities / ApproachesSupplementaryResources
6.1 FundamentalProperties6.2 Polygons6.2.1 SymmetryProperties6.2.2 Angle Properties6.3 Circles6.3.1 SymmetryProperties6.3.2 Angle Properties6.4 Solids6.4.1 Nets6.4.2 SymmetryProperties6.5 Congruency6.6 Similarity6.6.1 Areas of Similar Triangles andFigures6.6.2 Volumes andSurface Areas of Similar Solids
Use and interpret the geometricalterms: point, line, parallel, bearing, rightangle, acute, obtuse and reflex angles,perpendicular, similarity, congruence;
use and interpret vocabulary of triangles, quadrilaterals, circles,polygons and simple solid figuresincluding nets
Use the relationship between areas of similar triangles, with correspondingresults for similar triangles, withcorresponding results of similar figuresand extension to volumes and surfaceareas of similar solids
Recognize rotational and line symmetry(including order of rotational symmetry)in two dimensions and properties of triangles, quadrilaterals and circlesdirectly related to their symmetries.
Recognize symmetry properties of theprism (including cylinder) and thepyramid (including cone);
use the following symmetry propertiesof circles:(a)equal chords are equidistant fromthe centre,(b)the perpendicular bisector of achord passes through the centre,(c) tangents from an external pointareequal in length
Calculate unknown angles using thefollowing geometrical properties:(a)angles at a point,(b)angles on a straight line andintersecting straight lines(c)angles formed within parallel lines,(d)angle properties of triangles andquadrilaterals,(e) angle properties of regular polygons(f) angle properties of irregular polygons.Illustrate common solids, eg. Cube, cuboid, tetrahedron, cylinder.Discuss the conditions for congruent triangles. Point out that innaming triangles which are congruent it is usual to state letters incorresponding order, i.e.
ABC is congruent to
EFG impliesthat the angles at A is the same as the angle at E.Introduce similar triangles/shapes. Use the fact thatcorresponding sides are in the same ratio to calculate the lengthof an unknown side.Define the terms line of symmetry and order of rotationalsymmetry for two dimensional shapes. Revise the symmetries of triangles (equilateral, isosceles) and quadrilaterals (square,rectangle, rhombus, parallelogram, trapezium, kite).Class activity: Investigate tessellations. Produce an Escher-typedrawing.Define the terms plane of symmetry and order of rotationalsymmetry for three dimensional shapes. Use diagrams toillustrate the symmetries of cuboids (including a cube), prisms(including a cylinder), pyramids (including a cone) and spheres.Draw simple diagrams to illustrate the circle symmetry properties(a), (b) and (c). Solve a variety of problems.Revise basic angle properties by drawing simple diagrams whichillustrate (a), (b) and (c). Define acute, obtuse and reflex angles;equilateral, isosceles and scalene triangles.Define the terms (irregular) polygon and regular polygon. Useexamples which include: triangles, quadrilaterals, pentagons,hexagons and octagons.By dividing an
-sided polygon into a number of triangles showthat the sum of the interior angles is 180(
- 2) degrees. Showalso that each exterior angle is 360°
Solve a variety of problems which use these formulae.
Draw a table of information for regular polygons.Use as headings: number of sides, name, exterior angle, sum of interior angles, interior angleUse diagrams to introduce the angle properties (a) to (e).Solve a variety of problems that involve the angle properties.
edition) by RicPimentel and Terry WallPg 198 – 206Pg 207 – 219Pg 305 – 310Pictures of tessellationsproduced by Escher athttp://library.thinkquest.org/16661/Classifying angles athttp://www.math.com/school/subject3/lessons/S3U1L4GL.htmlIGCSE Mathematics byKaren MorrisonPg 133 – 138Pg 154 – 156Pg 161 – 162Pg 166 - 168