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MIRI PIRI ACADEMY CURRICULUM MAPPING MATHEMATICS DEPARTMENT(2018-2019

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Grade-11 Cambridge Mathematics

STANDARDS: California Common Core and Cambridge Standards
9-12.N Number and Quantity
9-12.N-Q Quantities
 9-12.Reason quantitatively and use units to solve problems.
o 9-12.N-Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units
consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
o 9-12.N-Q.2 Define appropriate quantities for the purpose of descriptive modeling.
 Vector and Matrix Quantities (N–VM)
o 9-12.N-VN.1 Represent and model with vector quantities.
o 9-12.N-VN.2 Perform operations on vectors.

9-12.A. Algebra
9-12.A-SSE Seeing Structure in Expressions

 9-12.Interpret the structure of expressions
o 9-12.A-SSE.1 Interpret expressions that represent a quantity in terms of its context.
o 9-12.A-SSE.2 Use the structure of an expression to identify ways to rewrite it.
 9-12.Write expressions in equivalent forms to solve problems
o 9-12.A-SSE.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity
represented by the expression.

9-12.A-CED Creating Equations

 9-12.Create equations that describe numbers or relationships

o 9-12.A-CED.1 Create equations and inequalities in one variable including ones with absolute value and use them to solve problems.

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o 9-12.A-CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate
axes with labels and scales.
o 9-12.A-CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions
as viable or non-viable options in a modeling context.

9-12.A-REI Reasoning with Equations and Inequalities

 9-12.Understand solving equations as a process of reasoning and explain the reasoning

o 9-12.A-REI.4 Solve quadratic equations in one variable.

 9-12.Solve systems of equations

o 9-12.A-REI.5 Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a
multiple of the other produces a system with the same solutions.

o 9-12.A-REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two
variables.

o 9-12.A-REI.7 Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically.
9-12.F Functions
9-12.F-IF Interpreting Functions
 9-12.Understand the concept of a function and use function notation
o 9-12.F-IF.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of
the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of
f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
o 9-12.F-IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function
notation in terms of a context.

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o 9-12.F-IF.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.

 9-12.Analyze functions using different representations

o 9-12.F-IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using
technology for more complicated cases.
o 9-12.F-IF.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of
the function.
o 9-12.F-IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in
tables, or by verbal descriptions).

9-12.F-BF Building Functions

 9-12.Build a function that models a relationship between two quantities

o 9-12.F-BF.1 Write a function that describes a relationship between two quantities.

o 9-12.F-BF.2 Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model
situations, and translate between the two forms.

 9-12.Build new functions from existing functions

o 9-12.F-BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both
positive and

o 9-12.F-BF.4 Find inverse functions.

o 9-12.F-BF.4.a Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the
inverse.

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9-12.F-TF Trigonometric Functions

 9-12. Extend the domain of trigonometric functions using the unit circle

o 9-12.F-TF.1 Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.

o 9-12.F-TF.2 Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers,
interpreted as radian measures of angles traversed counterclockwise around the unit circle.

o 9-12.F-TF.2.1 Graph all 6 basic trigonometric functions.

 9-12.Model periodic phenomena with trigonometric functions

o 9-12.F-TF.5 Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.

 9-12.Prove and apply trigonometric identities

o 9-12.F-TF.8 Prove the Pythagorean identity sin²(theta) + cos²(theta) = 1 and use it to find sin(theta), cos(theta), or tan(theta) given
sin(theta), cos(theta), or tan(theta) and the quadrant of the angle.

9-12.G Geometry
9-12.G-SRT Similarity, Right Triangles, and Trigonometry
 9-12.Define trigonometric ratios and solve problems involving right triangles
o 9-12.G-SRT.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to
definitions of trigonometric ratios for acute angles.

o 9-12.G-SRT.7 Explain and use the relationship between the sine and cosine of complementary angles.

o 9-12.G-SRT.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.

o 9-12.G-SRT.8.1 Derive and use the trigonometric ratios for special right triangles (30°,60°,90°and 45°,45°,90°).

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S Statistics and Probability
9-12.S-ID Interpreting Categorical and Quantitative Data
 9-12.Summarize, represent, and interpret data on a single count or measurement variable
o 9-12.S-ID.1 Represent data with plots on the real number line (dot plots, histograms, and box plots).

o 9-12.S-ID.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread
(interquartile range, standard deviation) of two or more different data sets.

o 9-12.S-ID.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of
extreme data points (outliers).
o 9-12.S-ID.4 Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population
percentages.
9-12.S-MD Using Probability to Make Decisions
 9-12.Use probability to evaluate outcomes of decisions

o 9-12.S-MD.6 Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).

o 9-12.S-MD.7 Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey
goalie at the end of a game).

9-12.S-CP Conditional Probability and the Rules of Probability

 9-12.Understand independence and conditional probability and use them to interpret data

o 9-12.S-CP.1 Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the
outcomes, or as unions, intersections, or complements of other events (or,and,not).

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MIRI PIRI ACADEMY CURRICULUM MAPPING MATHEMATICS DEPARTMENT(2018-2019)

o 9-12.S-CP.2 Understand that two events A and B are independent if the probability of A and B occurring together is the product
of their probabilities, and use this characterization to determine if they are independent.
o 9-12.S-CP.3 Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as
saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given
A is the same as the probability of B.

o 9-12.S-CP.2 Understand that two events A and B are independent if the probability of A and B occurring together is the product
of their probabilities, and use this characterization to determine if they are independent.

o 9-12.S-CP.3 Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as
saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given
A is the same as the probability of B.

o 9-12.S-CP.4 Construct and interpret two-way frequency tables of data when two categories are associated with each object
being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional
probabilities.

o 9-12.S-CP.5 Recognize and explain the concepts of conditional probability and independence in everyday language and everyday
situations.

 9-12.Use the rules of probability to compute probabilities of compound events in a uniform probability model

o 9-12.S-CP.6 Find the conditional probability of A given B as the fraction of B's outcomes that also belong to A, and interpret the
answer in terms of the model.

o 9-12.S-CP.7 Apply the Addition Rule, P(A or B) = P(A) + P(B) — P(A and B), and interpret the answer in terms of the model.

o 9-12.S-CP.8 Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and
interpret the answer in terms of the model.

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MIRI PIRI ACADEMY CURRICULUM MAPPING MATHEMATICS DEPARTMENT(2018-2019)

o 9-12.S-CP.9 Use permutations and combinations to compute probabilities of compound events and solve problems.

9-12.S-MD Using Probability to Make Decisions

 9-12.Use probability to evaluate outcomes of decisions

o 9-12.S-MD.6 Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).

C Calculus
Differentiation
 Students demonstrate an understanding of the formal definition of the derivative of a function at a point and the notion of
differentiability.
o Students demonstrate an understanding of the derivative of a function as the slope of the tangent line to the graph of the
function.
o Students demonstrate an understanding of the interpretation of the derivative as an instantaneous rate of change. Students can
use derivatives to solve a variety of problems from physics, chemistry, economics, and so forth that involve the rate of change
of a function.

 Students know the chain rule and its proof and applications to the calculation of the derivative of a variety of composite functions.

 Students find the derivatives of parametrically defined functions and use implicit differentiation in a wide variety of problems in
physics, chemistry, economics, and so forth.

 Students compute derivatives of higher orders.

Integration
 Students know the definition of the definite integral by using Riemann sums. They use this definition to approximate integrals.

 Students apply the definition of the integral to model problems in physics, economics, and so forth, obtaining results in terms of
integrals.

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MIRI PIRI ACADEMY CURRICULUM MAPPING MATHEMATICS DEPARTMENT(2018-2019)

 Students demonstrate knowledge and proof of the fundamental theorem of calculus and use it to interpret integrals as antiderivatives.

 Students use definite integrals in problems involving area, velocity, acceleration, volume of a solid, area of a surface of revolution,
length of a curve, and work.

Yearly Plan Map
Span/Duration Standard/s Content/Resources Essential Questions Skills Assessments
27th August to Understand solving  Quadratics Recognize and Formative
22nd September equations as a  Functions and Graphs How Coordinates understand (Assessment for
process of  Coordinate Defines Space? Complete Square Learning:
reasoning and Geometry form.  Pre-assessment
explain the Textbook : Cambridge How do functions  Individual
reasoning International AS and A model reality? Solve quadratic Whiteboards
Level Mathematics Pure equations and  Graphic
Analyze functions Mathematics 1 by Roger Can Equations justify inequalities Organisor
using different Porkess and Sophie Goldie trajectory planning ? algebraically and  Class Quiz
representations. Graphically.  Student Composed
Questions
Use coordinates to Understand the  Teach a Friend
prove geometric Domain and range
 321
theorems of a function.
 Exit card
algebraically.
Understand and
use the Performance Task/s:
relationships “Exploring Quadratic
between the Functions through
gradients of Angry Birds”
parallel and

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MIRI PIRI ACADEMY CURRICULUM MAPPING MATHEMATICS DEPARTMENT(2018-2019)

perpendicular “Flying T Shirt”
lines.

Understand the
relationship
between a graph
and its associated
algebraic equation
24th September Summarize,  Representation of How decisions are Select a suitable Formative
to 12th October represent, and Data influenced by data way of presenting (Assessment for
interpret data on a  Permutations and Collection ? raw statistical data Learning:
single count or Combinations  Pre-assessment
measurement  Probability Are data driven Discuss advantages  Summary
variable Textbook : Cambridge decisions Always Right and/or  Quick Writes
International AS and A ? disadvantages that  Reflection
Use probability to Level Mathematics particular  Journals
evaluate outcomes Statistics by Roger Porkess How can predictions representations  Repeat Pre-
of decisions and Sophie Goldie be made based on may have. assessments
data ?  Mind Map
Understand the  Reflections
Why is it important to terms permutation Performance Task/s:
critically analyze data and combination Board Game “Rolling
in a 21st
for the Big One”
century world? Solve problems And
involving selections “Selection of Party
How can data be
manipulated to Dress”
Understand the
persuade viewers of a meaning of
certain opinion? exclusive and
independent events

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MIRI PIRI ACADEMY CURRICULUM MAPPING MATHEMATICS DEPARTMENT(2018-2019)

calculate and use
conditional
probabilities in
simple cases,
15th October to Prove and apply  Circular Measure: Can we use understand the Formative
7th December trigonometric Radians Trigonometrical definition of a (Assessment for
identities.  Trigonometry Functions in to models radian, and use the Learning:
 Derivatives and its of reality in general? relationship  Pre-assessment
Using Chain rule and Applications between radians  ThumbsUp,
its proof and  Integration How do we analyze and degrees
Thumbs Down
applications to the And its Applications and quantify
use formulae  Traffic Light
calculation of the instantaneous rates of
derivative of a change? in solving problems  Turn and Talk
Textbook : Cambridge
variety of composite concerning the arc  FishBowl
International AS and A
length and sector
functions. Level Mathematics Pure What are the limits  Think Pair Share
of our geometrical area of a circle.
Mathematics 1 by Roger  3-2-1
Using integrals in Porkess and Sophie Goldie analysis?
Use the  Exit card
problems involving
area, volume of a Trigonometrical  Observation
solid, area of a identities. Performance Task/s:
surface of “Heights and
revolution, length of Find all the Distances“ OR
a curve. solutions of simple “Rate of Change”
trigonometrical “Video Making “
equations lying in a
specified interval. Summative
(Assessment of
apply differentiation Learning):First
to gradients, Semester Exams

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MIRI PIRI ACADEMY CURRICULUM MAPPING MATHEMATICS DEPARTMENT(2018-2019)

tangents and
normals, increasing
and decreasing
functions and rates
of change (including
connected rates of
change)
locate stationary
points, and use
information about
stationary points in
sketching graphs

Use definite
integration to find
the area of a region
bounded by a curve
and lines parallel to
the axes, or
between two curves

use definite
integration a
volume of
revolution about
one of the axes
7th January to Summarize,  Probability Distribution How to manage Huge Construct a Formative
8th February represent, and  The Binomial Data Base Effectively? probability (Assessment for
interpret data on a Distribution distribution table Learning:
single count or  Expectation and How can one select & relating to a given  Pre-assessment

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MIRI PIRI ACADEMY CURRICULUM MAPPING MATHEMATICS DEPARTMENT(2018-2019)

measurement Variance of a Random draw conclusions from situation involving a  Summary
variable Variable samples ? discrete random  Graphic organizers
 Normal Distribution variable X, and  Problem Solving
calculate E(X) and  Show of Hands
Textbook : Cambridge Var(X)  Student Composed
International AS and A Questions
Level Mathematics Use formulae for  Four Corners
Statistics by Roger Porkess the expectation  Strategic
and Sophie Goldie and variance of Questioning
the binomial  Short Quiz:
distribution. The teacher will
understand the use provide students with
of a normal different questions
distribution to with multiple choice
model a continuous answers so he will be
random variable, able to check their
and use normal work.
distribution tables Performance Task/s:
Solve problems “Sampling Medical
concerning a Visits and fitting to the
variable X, where X statistical model ”
~ N( µ,sigma2)

11th February to Write expressions in  Series: Sequences How can patterns be Recognize Formative
12th April equivalent forms to  Geometric Sequence represented? arithmetic and (Assessment for
solve problems  Vectors geometric Learning:
Textbook : Cambridge What are the progressions  Summary
Represent and International AS and A advantages and  Thumbs Up,
model with vector Level Mathematics Pure disadvantages of a Use the formulae Thumbs Down
quantities. Mathematics 1 by Roger recursive rule for the nth term and  Traffic Light

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MIRI PIRI ACADEMY CURRICULUM MAPPING MATHEMATICS DEPARTMENT(2018-2019)

Porkess and Sophie Goldie compared to an for the sum of the  Turn and Talk
explicit rule? first n terms  Math Journal
to solve problems (notebook or
involving arithmetic sheet of paper)
or geometric  Problem Solving
progressions  Questionnaires
 Questioning
Calculate the  Exit card
magnitude of a  Think-Pair-Share.
vector and the The teacher involves
scalar product of students thinking
two about a question,
vectors. pairing off and
discussing the
Use the scalar question with a
product to classmate, and then
determine the angle sharing their answers
between two with the whole class.
directions
and to solve Performance Task/s:
problems “Explaining Patterns in
concerning nature “Presentation
perpendicularity of And
vectors. “Treasure Hunt “

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MIRI PIRI ACADEMY CURRICULUM MAPPING MATHEMATICS DEPARTMENT(2018-2019)

15th April to 3rd Formative
May Past Paper Solving (Assessment for
Mock Tests Learning:
 Student composed
questions
 Think pair share
 Quick Writes
 Reflection
 Journals
Summative
(Assessment of
Learning):
CAIE

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