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Maths Igcse Scheme of Work 0580_2011

Maths Igcse Scheme of Work 0580_2011

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SCHEME OF WORK IGCSE MATHEMATICS (0580) YEAR 10 2011
Suggestedno. of weeksTopics /Sub – topicsAssessment ObjectivesSuggested Activities / ApproachesSupplementaryResources
4 Weeks
6. GEOMETRY
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
n
-sided polygon into a number of triangles showthat the sum of the interior angles is 180(
n
- 2) degrees. Showalso that each exterior angle is 360°
n
Solve a variety of problems which use these formulae.
Class activity:
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.
IGCSE Mathematics(2
nd
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
1
 
Suggestedno. of weeksTopics /Sub – topicsAssessment ObjectivesSuggested Activities / ApproachesSupplementaryResources
Calculate unknown angles using thefollowing geometrical properties:(a) angle in a semi-circle,(b) angle between tangent and radius of a circle,(c) angle at the centre of a circle is twicethe angle at the circumference,(d) angles in the same segment areequal,(e) angles in opposite segments aresupplementary; cyclic quadrilaterals
 
Class activity:
Investigate cyclic quadrilaterals. For example,explain why all rectangles are cyclic quadrilaterals. What other quadrilateral is always cyclic? Is it possible to draw aparallelogram that is cyclic? etc.
4 Weeks
7. TRIGONOMETRY
7.1 Pythagoras’Theorem7.2 TrigonometricRatio7.3 Angle of Elevationand Depression7.4 Sine Rule7.5 Cosine Rule7.6 Area of a Triangle7.7 Bearings7.8 Three-DimensionalProblems
Apply Pythagoras’ theorem andthe sine, cosine and tangent ratios for acute angles to the calculation of a sideor of an angle of a right-angled triangle(angles will be quoted in, and answersrequired in, degrees and decimals toone decimal place).
Interpret and use three-figurebearings measured clockwise from thenorth (i.e. 000º - 360º).
Solve trigonometrical problems intwo dimensions involving angles of elevation and depression, extend sineand cosine functions to angles betweenand solve problems using thesine and cosine rules for any triangleand the formula area of triangle =½absinC;
Solve simple trigonometricalproblems in three dimensions includingangle between a line and a plane.Use simple examples involving the sine, cosine and tangentratios to calculate the length of an unknown side of a right-angledtriangle given an angle and the length of one side.Use simple examples involving inverse ratios to calculate anunknown angle given the length of two sides of a right-angledtriangle.Re-state Pythagoras’ theorem.
Class activity:
Solve problems in context using Pythagoras’theorem and trigonometric ratios (include work with any shapethat may be partitioned into right-angled triangles).
Class activity:
Calculate the area of a segment of a circle giventhe radius and the sector angle.Discuss how bearings are measured and written. Use simpleexamples to show how to calculate bearings, e.g. calculate thebearing of B from A if you know the bearing of A from B.
Class activity:
Use a map to determine distance and directionbetween two places, etc.Draw a sine curve and discuss its properties. Use the curve toshow, for example, sin 150º = sin 30º . Repeat for the cosinecurve.Define angles of elevation and depression. Use straightforwardexamples to illustrate how to solve problems using the sine andcosine rules.
Class activity:
Solve two dimensional trigonometric problems incontext.Rearrange the formula for the area of a triangle (½bh) to the form½absinC. 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 withthe base. Extend by using more complex figures, e.g. a pyramid.
IGSCE Mathematics(2
nd
Edition) by RicPimentel and TerryWall,Pg 220 - 249
Try the Degree Ceremonyinvestigation athttp://nrich.maths.org/public/leg.phpMaps from around theworld athttp://www.theodora.com/maps/abc_world_maps.htmlVarious problems athttp://nrich.maths.org/public/leg.phpTry the investigation athttp://nrich.maths.org/public/leg.php
IGCSE Mathematics byKaren MorrisonPg 169 – 171Pg 176 - 209
2
 
Suggestedno. of weeksTopics /Sub – topicsAssessment ObjectivesSuggested Activities / ApproachesSupplementaryResources
2 Weeks
8. LOCUS /GEOMETRICALCONSTRUCTION
8.1 Construction of Simple Figures8.2 Loci andIntersection of Loci
Measure lines and angles;
Construct a triangle given the threesides using ruler and compasses only;
Construct other simple geometricalfigures from given data usingprotractors and set squares asnecessary;
Construct angle bisectors andperpendicular bisectors using straightedges and compasses only;
Read and make scale drawings.
Use the following loci and the method of intersecting loci for sets of points in twodimensions:(a) which are at a given distance from agiven point,(b) which are at a given distance from agiven straight line,(c) which are equidistant from twogiven points,(d) which are equidistant from twogiven intersecting straight lines.
Class activity:
Reinforce accurate measurement of lines andangles through various exercises. For example, each studentdraws two lines that intersect. Measure the length of each line tothe nearest millimetre and one of the angles to the nearestdegree. Each student should then measure another student’sdrawing and compare answers.Show how to: construct a triangle using a ruler and compassesonly, given the lengths of all three sides; bisect an angle using astraight edge and compasses only; construct a perpendicular bisector using a straight edge and compasses only.
Class activity:
Construct a range of simple geometrical figuresfrom given data, investigate a nine-point circle, etc.Use a straightforward example to revise the topic of scaledrawing. Show how to calculate the scale of a drawing given alength on the drawing and the corresponding real length. Pointout that measurements should not be included on a scaledrawing and that the scale of a drawing is usually written in theform 1 :
n
.
Class activity:
Draw various situations to scale and interpretresults. For example, draw a plan of a room in your house toscale and use it to determine the area of carpet needed to cover the floor, plan an orienteering course, etc.Draw simple diagrams to illustrate (a), (b), (c) and (d). Use theconvention of a broken line to represent a boundary which is notincluded in the locus of points.
Class activity:
A rectangular card is ‘rolled’ along a flat surface.Trace out the locus of one of the vertices of the rectangle as itmoves.Information and ideas for teachers on geometricconstructions athttp://www.mathforum.org/library/topics/constructions/
IGCSE Mathematics(2
nd
edition) by RicPimentel and Terry Wall
Shape and Space
Pg 191-196IGCSE Mathematics byKaren Morrison Pg172-173
3 Weeks
9. MATRICES
9.1 Order of a Matrix9.2 Matrix Operations9.3 Determinant of aMatrix9.4 Inverse of a Matrix
Display information in the form of amatrix of any order;
Calculate the sum and product(where appropriate) of two matrices;
Calculate the product of a matrixand a scalar quantity;
Use the algebra of 2x2 matricesincluding the zero and identity 2x2matrices;
Calculate the determinant andinverse
A
-1
of a non-singular matrix
A
Use simple examples to illustrate that information can be storedin a matrix. For example, the number of different types of chocolate bar sold by a shop each day for a week.Define the order/size of a matrix as the number of rows x number of columns.
Class activity:
Investigate networks - recording information in amatrix. (This is not on the syllabus but it will broaden candidatesmathematical knowledge of matrices)Explain how to identify matrices that you may add/subtract or multiply together.Use straightforward examples to illustrate how to add/subtractand multiply matrices together.Define the identity matrix and the zero matrix.
IGCSE Mathematics(2
nd
edition) by RicPimentel and TerryWall, pg 290 – 303IGCSE Mathematics byKaren MorrisonPg 265 - 276
3

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