w

w
w
.X
tr
em
eP
ap
Scheme of work – Cambridge IGCSE® Mathematics (US) 0444

er
s.
co
m
Unit 5: Transformations and vectors (Extended)
Recommended prior knowledge
All of Core and particularly Core 5. Only those parts of the learning objectives or notes and exemplars not included in the core units are itemised, so this document
should be read alongside the core document. There is a link to Core 7 (7.2) and Pythagoras Core 8 (8.1) so these need to have been covered particularly.

Context
There are five Core geometry units and this is the second of five Extended Geometry units. Once Core 5 and the other prior experience for Core 5, Core 7 and Core
8 is completed this unit can be slotted in at any point. It is probably best taught as a whole but used to revise some of the Core 5.

Outline
The unit extends the knowledge of Core 5 so be aware that examination questions that relate to aspects of Core 5 may have a greater degree of challenge as they
combine with other areas of mathematics. This unit covers finding a vector, the effects of adding and subtracting vectors, finding the magnitude of a vector,
multiplying a vector by a constant, stretches, and inverse and combined transformations.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

5.1 Vector Notation: Notes and exemplars www.bbc.co.uk/schools/gcsebitesize/math
use appropriate e.g., v, |v| s/shapes/vectorshirev1.shtml
CCSS: symbols for vectors
N-VM1 and their magnitudes General guidance
N-VM2 This needs practicing throughout the unit rather than being treated as a
separate component. However it is necessary to be rigorous with student use
of symbols for vectors and to understand the different forms used in text and
handwritten mathematics.

5.2 Find the components Notes and exemplars http://nrich.maths.org/2390

of a vector by See also section 5.6, translations using column vectors.
CCSS: subtracting the co- http://nrich.maths.org/7453
N-VM2 ordinates of an initial General guidance
point from the co- Students will have already met the idea of finding a vector for transformations http://nrich.maths.org/6632
ordinates of a in Core 5 (5.6) but make need reminding it applies to points to make the http://nrich.maths.org/4890
terminal point connection here.

v1 2Y01 Cambridge IGCSE Mathematics (US) 0444 1

Syllabus ref Learning objectives Suggested teaching activities Learning resources
Use position vectors Use of position vectors needs practice particularly when connected with Past Paper 22 June 2011 Q16
geometric reasoning problems. (syllabus 0580)
Past Paper 43 June 2011 Q10
(syllabus 0580)
Past Paper 42 June 2011 Q8
(syllabus 0580)
Past Paper 21 June 2011 Q18
(syllabus 0580)
5.3 Calculate the General guidance www.bbc.co.uk/schools/gcsebitesize/math
magnitude of a vector This can be linked to Core 7 (7.2) and to Core 8 (8.1) and needs developing s/shapes/vectorshirev1.shtml
CCSS: x 2 2
as a rule and then practicing.
N-VM5   as x + y
 
y
5.4 Add and subtract Notes and exemplars www.bbc.co.uk/schools/gcsebitesize/math
vectors Both algebraic (component) and geometric (parallelogram rule) s/shapes/vectorshirev1.shtml
CCSS: addition/subtraction
N-VM4 www.youtube.com/watch?v=2dHk_yJ9ntQ
Teaching activities
The discussion for the game in Core 5 (5.1) can be extended to the addition
of the vector cards of the two players for consecutive moves and finding the http://nrich.maths.org/1317
vector from start to each end of a move by either player.

Give a grid with the points of a polygon and ask students to find the vectors
for moving from any point to the next until they return to the start point.
Different students can start at different points. They can then add the total set
of vectors and explain the result.
5.5 Multiply a vector by a Notes and exemplars See questions for 5.2 above.
scalar  −4 
CCSS: e.g., 3   = 3 5 = 15
N-VM5 3 
 x   cx 
c  =  
 y   cy 
If c|v| ≠ 0, the direction of cv is either along v (for c > 0) or against v (for c <
0).

General guidance
Link this to the stepping pattern in Core 7 (7.5) and gradient.

v1 2Y01 Cambridge IGCSE Mathematics (US) 0444 2

Syllabus ref Learning objectives Suggested teaching activities Learning resources
Teaching activities
Once the skill has been practised relate to scaling problems and splitting lines
in ratios on a coordinate grid.

5.6 Transformations on Notes and exemplars www.haeseandharris.com.au/samples/igc

the cartesian plane: Representing and describing transformations. se_20.pdf (section 5.4)
CCSS: stretch
G-CO2 General guidance http://nrich.maths.org/4958
G-CO3 Students need to understand the difference between an enlargement and a
G-CO4 stretch. They need to understand that enlargement is the special case where Past Paper 41 June 2011 Q5a and b
G-CO5 the horizontal and vertical scale factors are the same. (syllabus 0580)
G-SRT1 Past Paper 42 June 2011 Q8
G-SRT2 Link to the magnitude of vectors for the effects on the horizontal and vertical (syllabus 0580)
change. Past Paper 43 June 2011 Q8 ignoring
matrix parts
Teaching activities (syllabus 0580)
Ask students to complete a number of stretches recording start and finish
coordinates and to explain the general pattern on the coordinates.

Look at the stretches that take squares to rectangles, rectangles to

parallelograms, kites to rhombi etc. and the effects on lengths of diagonals
and sides.
5.7 Inverse of a General guidance
transformation Students need to understand:
CCSS: 1. the meaning of an inverse operation as one that takes you back to
G-CO5 where you started
2. that reflection is self inverse
3. that translations require a negative of the vector
4. that enlargements require 1 over the original scale factor and the
centre doesn’t change and link to the inverses of stretches.
5. Rotations have take the angle back the other way so clockwise to
anticlockwise or vice versa. Discuss the difference between this and
continuing on 360° - the original angle of rotation. i.e. it takes you
back to the original position but doesn’t reverse the movement.

Teaching activities
Students should find the rules above for themselves by drawing the
transformation and describing the transformation from image to object. This
could be used as revision for describing transformations completely.

v1 2Y01 Cambridge IGCSE Mathematics (US) 0444 3

Syllabus ref Learning objectives Suggested teaching activities Learning resources
5.8 Combined Notes and exemplars www.counton.org/resources/ks3framewor
transformations e.g. find the single transformation that can replace a rotation of 180° around k/pdfs/transformations.pdf page 205
CCSS: 4 
G-CO5 the origin followed by a translation by vector  
 −2 

General guidance
Students need to understand that order matters and to complete several
examples first one way around and then the other to see this in action.

Teaching activities
In Core 5 this activity was used - On page 205 of the framework document
there is a grid of L shapes and an activity that can be used for the
transformations that produce congruent outcomes.

It or something similar can be adapted here to create a competition. Split the

class into groups. Each student in the group describes transformations
between any two of the shapes by a combination of two transformations. 2
points for each one correct as judged by the rest of the group, bonus 1 point
for any that do not include translation as one of the moves. Minus 3 points for
any incorrect.

Discussion with whole class at the end. A translation and vertical / horizontal
reflection will generally be described by using the axes but any line parallel to
the axes will work with different translations. Finding several of these could be
another challenge and will revise naming vertical and horizontal lines.

v1 2Y01 Cambridge IGCSE Mathematics (US) 0444 4