SCHEME OF WORK – IGCSE MATHEMATICS (0580) YEAR 10 2011

Suggested Topics /
no. of Assessment Objectives Suggested Activities / Approaches Supplementary
Sub – topics
weeks Resources
4 Weeks 6. GEOMETRY • Use and interpret the geometrical Illustrate common solids, eg. Cube, cuboid, tetrahedron, cylinder.
terms: point, line, parallel, bearing, right IGCSE Mathematics
angle, acute, obtuse and reflex angles, Discuss the conditions for congruent triangles. Point out that in (2nd edition) by Ric
6.1 Fundamental perpendicular, similarity, congruence; naming triangles which are congruent it is usual to state letters in Pimentel and Terry Wall
Properties corresponding order, i.e. ∆ ABC is congruent to EFG implies
• use and interpret vocabulary of that the angles at A is the same as the angle at E. Pg 198 – 206
triangles, quadrilaterals, circles, Pg 207 – 219
6.2 Polygons polygons and simple solid figures Introduce similar triangles/shapes. Use the fact that
including nets corresponding sides are in the same ratio to calculate the length Pg 305 – 310
of an unknown side.
6.2.1 Symmetry • Use the relationship between areas of
Properties similar triangles, with corresponding Define the terms line of symmetry and order of rotational
Pictures of tessellations
results for similar triangles, with symmetry for two dimensional shapes. Revise the symmetries of
corresponding results of similar figures triangles (equilateral, isosceles) and quadrilaterals (square, produced by Escher at
6.2.2 Angle Properties and extension to volumes and surface rectangle, rhombus, parallelogram, trapezium, kite). http://library.thinkquest.
areas of similar solids Class activity: Investigate tessellations. Produce an Escher-type org/16661/
drawing.
6.3 Circles • Recognize rotational and line symmetry
(including order of rotational symmetry) Define the terms plane of symmetry and order of rotational Classifying angles at
in two dimensions and properties of symmetry for three dimensional shapes. Use diagrams to
6.3.1 Symmetry triangles, quadrilaterals and circles illustrate the symmetries of cuboids (including a cube), prisms
http://www.math.com/sc
Properties (including a cylinder), pyramids (including a cone) and spheres.
hool/subject3/lessons/S
directly related to their symmetries.
3U1L4GL.html
• Recognize symmetry properties of the Draw simple diagrams to illustrate the circle symmetry properties
6.3.2 Angle Properties prism (including cylinder) and the (a), (b) and (c). Solve a variety of problems.
pyramid (including cone); IGCSE Mathematics by
6.4 Solids Revise basic angle properties by drawing simple diagrams which Karen Morrison
• use the following symmetry properties illustrate (a), (b) and (c). Define acute, obtuse and reflex angles;
of circles: equilateral, isosceles and scalene triangles. Pg 133 – 138
6.4.1 Nets (a) equal chords are equidistant from
Pg 154 – 156
the centre, Define the terms (irregular) polygon and regular polygon. Use
(b) the perpendicular bisector of a examples which include: triangles, quadrilaterals, pentagons,
6.4.2 Symmetry hexagons and octagons.
Pg 161 – 162
chord passes through the centre,
Properties (c) tangents from an external point By dividing an n-sided polygon into a number of triangles show Pg 166 - 168
are that the sum of the interior angles is 180(n - 2) degrees. Show
equal in length also that each exterior angle is 360°n
6.5 Congruency
• Calculate unknown angles using the Solve a variety of problems which use these formulae.
following geometrical properties:
6.6 Similarity (a) angles at a point, Class activity: Draw a table of information for regular polygons.
(b) angles on a straight line and Use as headings: number of sides, name, exterior angle, sum of
intersecting straight lines interior angles, interior angle
6.6.1 Areas of Similar (c) angles formed within parallel lines,
Triangles and (d) angle properties of triangles and Use diagrams to introduce the angle properties (a) to (e).
Figures quadrilaterals,
(e) angle properties of regular
polygons Solve a variety of problems that involve the angle properties.
6.6.2 Volumes and (f) angle properties of irregular
Surface Areas of polygons.
Similar Solids • Calculate unknown angles using the
following geometrical properties:

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Suggested Topics /
no. of Assessment Objectives Suggested Activities / Approaches Supplementary
Sub – topics
weeks Resources
(a) angle in a semi-circle, Class activity: Investigate cyclic quadrilaterals. For example,
explain why all rectangles are cyclic quadrilaterals. What other
(b) angle between tangent and radius of quadrilateral is always cyclic? Is it possible to draw a
a circle, parallelogram that is cyclic? etc.
(c) angle at the centre of a circle is twice
the angle at the circumference,
(d) angles in the same segment are
equal,
(e) angles in opposite segments are
supplementary; cyclic quadrilaterals

4 Weeks 7. TRIGONOMETRY • Apply Pythagoras’ theorem and
the sine, cosine and tangent ratios
for acute angles to the calculation
7.1 Pythagoras’ of a side or of an angle of a right-
angled triangle (angles will be
Theorem quoted in, and answers required
in, degrees and decimals to one
7.2 Trigonometric decimal place).
Ratio • Interpret and use three-figure
bearings measured clockwise from
7.3 Angle of Elevation the north (i.e. 000º - 360º).
and Depression • Solve trigonometrical problems in
two dimensions involving angles of
7.4 Sine Rule elevation and depression, extend
sine and cosine functions to
7.5 Cosine Rule angles between 90° and
180°, solve problems using
7.6 Area of a Triangle the sine and cosine rules for any
triangle and the formula area of
7.7 Bearings triangle = ½absinC;
7.8 Three- • Solve simple trigonometrical
Dimensional problems in three dimensions
Problems including angle between a line and
a plane.
Use simple examples involving the sine, cosine and tangent IGSCE Mathematics
ratios to calculate the length of an unknown side of a right-angled
triangle given an angle and the length of one side. (2nd Edition) by Ric
Pimentel and Terry
Use simple examples involving inverse ratios to calculate an Wall,
unknown angle given the length of two sides of a right-angled Pg 220 - 249
triangle.
Re-state Pythagoras’ theorem. Try the Degree Ceremony
investigation at
Class activity: Solve problems in context using Pythagoras’ http://nrich.maths.org/publi
theorem and trigonometric ratios (include work with any shape c/leg.php
that may be partitioned into right-angled triangles).
Maps from around the
Class activity: Calculate the area of a segment of a circle given world at
the radius and the sector angle. http://www.theodora.com/
maps/abc_world_maps.ht
Discuss how bearings are measured and written. Use simple ml
examples to show how to calculate bearings, e.g. calculate the
bearing of B from A if you know the bearing of A from B. Various problems at
http://nrich.maths.org/publi
Class activity: Use a map to determine distance and direction c/leg.php
between two places, etc.
Try the investigation at
Draw a sine curve and discuss its properties. Use the curve to http://nrich.maths.org/publi
show, for example, sin 150º = sin 30º . Repeat for the cosine c/leg.php
curve. IGCSE Mathematics
Define angles of elevation and depression. Use straightforward by Karen Morrison
examples to illustrate how to solve problems using the sine and
cosine rules. Pg 169 – 171
Class activity: Solve two dimensional trigonometric problems in Pg 176 - 209
context.
Rearrange the formula for the area of a triangle (½bh) to the form
½absinC. 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 with
the base. Extend by using more complex figures, e.g. a pyramid.

2 Weeks 8. LOCUS / • Measure lines and angles; Class activity: Reinforce accurate measurement of lines and Information and ideas for
angles through various exercises. For example, each student teachers on geometric
GEOMETRICAL • Construct a triangle given the three draws two lines that intersect. Measure the length of each line to constructions at
sides using ruler and compasses only; the nearest millimetre and one of the angles to the nearest http://www.mathforum.org/l
degree. Each student should then measure another student’s ibrary/topics/constructions/
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Suggested Topics /
no. of Assessment Objectives Suggested Activities / Approaches Supplementary
Sub – topics
weeks Resources
CONSTRUCTION drawing and compare answers.
IGCSE Mathematics
• Construct other simple geometrical Show how to: construct a triangle using a ruler and compasses
(2nd edition) by Ric
8.1 Construction of figures from given data using only, given the lengths of all three sides; bisect an angle using a
Pimentel and Terry Wall
protractors and set squares as straight edge and compasses only; construct a perpendicular
Simple Figures necessary; bisector using a straight edge and compasses only. Shape and Space
Class activity: Construct a range of simple geometrical figures Pg 191-196
• Construct angle bisectors and from given data, investigate a nine-point circle, etc.
8.2 Loci and perpendicular bisectors using straight
Use a straightforward example to revise the topic of scale IGCSE Mathematics by
Intersection of edges and compasses only;
drawing. Show how to calculate the scale of a drawing given a Karen Morrison Pg
Loci length on the drawing and the corresponding real length. Point
172-173
• Read and make scale drawings. out that measurements should not be included on a scale
drawing and that the scale of a drawing is usually written in the
form 1 : n.
• Use the following loci and the method of
intersecting loci for sets of points in two Class activity: Draw various situations to scale and interpret
dimensions: results. For example, draw a plan of a room in your house to
(a) which are at a given distance from a scale and use it to determine the area of carpet needed to cover
given point, the floor, plan an orienteering course, etc.
(b) which are at a given distance from a
given straight line, Draw simple diagrams to illustrate (a), (b), (c) and (d). Use the
(c) which are equidistant from two convention of a broken line to represent a boundary which is not
given points, included in the locus of points.
(d) which are equidistant from two Class activity: A rectangular card is ‘rolled’ along a flat surface.
given intersecting straight lines. Trace out the locus of one of the vertices of the rectangle as it
moves.

3 Weeks 9. MATRICES
9.1 Order of a Matrix
9.2 Matrix Operations
9.3 Determinant of a
Matrix
9.4 Inverse of a Matrix
• Display information in the form of a
matrix of any order;
• Calculate the sum and product
(where appropriate) of two
matrices;
• Calculate the product of a matrix
and a scalar quantity;
• Use the algebra of 2x2 matrices
including the zero and identity 2x2
matrices;
• Calculate the determinant and
inverse A-1 of a non-singular
matrix A
Use simple examples to illustrate that information can be stored IGCSE Mathematics
in a matrix. For example, the number of different types of (2nd edition) by Ric
chocolate bar sold by a shop each day for a week. Pimentel and Terry
Wall, pg 290 – 303
Define the order/size of a matrix as the number of rows x number
of columns.
Class activity: Investigate networks - recording information in a IGCSE Mathematics by
matrix. (This is not on the syllabus but it will broaden candidates Karen Morrison
mathematical knowledge of matrices)
Pg 265 - 276
Explain how to identify matrices that you may add/subtract or
multiply together.
Use straightforward examples to illustrate how to add/subtract
and multiply matrices together.
Define the identity matrix and the zero matrix.

Use simple examples to illustrate multiplying a matrix by a scalar

quantity.

Use straightforward examples to illustrate how to calculate the

determinant and the inverse of a non-singular 2x2 matrix.

Class activity: Investigate how to use matrices to help solve

simultaneous equations.

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Suggested Topics /
no. of Assessment Objectives Suggested Activities / Approaches Supplementary
Sub – topics
weeks Resources
• Reflect simple plane figures in Draw an arrow shape () on squared paper. Use this to
6 Weeks 10. horizontal or vertical lines; illustrate: reflection in a line (mirror line), rotation about any point
Try the investigation at
http://nrich.maths.org/publi
TRANSFORMATIONS (centre of rotation) through multiples of 90º(in both clockwise and c/leg.php
• Rotate simple plane figures about anti-clockwise directions) and translation by a vector.
the origin, vertices or mid points of
10.1 Simple edges of the figures, through Several different examples of each translation should be drawn. IGCSE Mathematics
multiples of 90o ; (2nd edition) by Ric
Transformation Use the word image appropriately.
Pimentel and Terry
• Construct given translations and
Class activity: Using a pre-drawn shape on (x,y) coordinate Wall, Pg 311 – 345
10.1.1 Translation enlargements of simple plane
axes to complete a number of transformations using the
figures;
equations of lines to represent mirror lines and coordinates to
For further information
10.1.2 Reflection • Recognize and describe represent centres of rotation.
about transformations
reflections, rotations, translations
Work with (x,y) coordinate axes to show how to find: the equation search for 'rotation',
and enlargements.
10.1.3 Rotation of a simple mirror line given a shape and its (reflected) image, the 'enlargement', 'reflection' or
centre and angle of rotation given a shape and its (rotated) 'translation' at
• Use the following transformations
image, the vector of a translation. http://www.learn.co.uk
of the plane: reflection (M); rotation
10.1.4 Enlargement (R); translation (T); enlargement
(E); shear (H); stretching (S) and Draw a triangle on squared paper. Use this to illustrate
enlargement by a positive integer scale factor about any point IGCSE Mathematics by
10.1.5 Shear their combinations.
(centre of enlargement). Karen Morrison
• (If M(a) = b and R(b) = c the
10.1.6 Stretch Show how to find the centre of enlargement given a shape and Pg 247 – 254
notation RM(a) = c will be used;
invariants under these its (enlarged) image.
Pg 262 – 265
transformations may be assumed).
10.2 Combined Draw straightforward enlargements using negative and/or Pg 265 – 276
Transformation • Identify and give precise fractional (½) scale factors.
descriptions of transformations
connecting given figures; Show how to calculate the area of an image after enlargement by
scale factor k.

Use straightforward examples to illustrate a shear and a stretch.

Using a shape and its image drawn on (x,y) coordinate axes

show how to find the scale factor and the equation of the
invariant line.

Class activity: Starting with a letter E drawn on (x,y) coordinate

axes, perform combinations of the following transformations:
translation, rotation, reflection, stretch, shear and enlargement.

• Describe transformations using co- Use a unit square and the base vectors 10and 01to identify IGCSE Mathematics
10.3 Matrix ordinates and matrices (singular
matrices which represent the various transformations met so far, (2nd edition) by Ric
Transformation matrices are excluded).
Pimentel and Terry
e.g. 0-110 represents a rotation about (0,0) through 90º anti-
Wall, Pg 334 – 340
clockwise.

Work with a simple object drawn on (x,y) coordinate axes to IGCSE Mathematics
illustrate how it is transformed by a variety of given matrices. by Karen Morrison
Pg 265
Use one of these transformations to illustrate the effect of an
inverse matrix.

Work with a rectangle drawn on (x,y) coordinate axes to illustrate

that the area scale factor of a transformation is numerically equal
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Suggested Topics /
no. of Assessment Objectives Suggested Activities / Approaches Supplementary
Sub – topics
weeks Resources
to the determinant of the transformation matrix. For example use
the matrix 2002.

4 Weeks 11. STATISTICS • Collect, classify and tabulate statistical Use simple examples to revise collecting data and presenting it in Try the ‘Bat Wings’
data; a frequency (tally) chart. For example, record the different makes problem at
of car in a car park, record the number of letters in each of the http://nrich.maths.org/pu
11.1 Data • Read, interpret and draw simple first 100 words in a book, etc.
blic/leg.php
Representation inferences from tables and statistical Use the data collected to construct a pictogram, a bar chart and a
diagrams; pie chart. Point out that the bars in a bar chart can be drawn
apart. Compare the median
11.1.1 Bar Chart and the mean
• Construct and use bar charts, pie Class activity: Design and use a questionnaire, collate results interactively at
charts, pictograms, simple frequency and present them in diagramatic form. http://www.standards.nc
11.1.2 Pie Chart distributions, histograms with equal
tm.org/document/eexam
intervals and scatter diagrams From data collected show how to work out the mean, the median
(including drawing a line of best fit by ples/chap6/6.6/index.ht
and the mode. Use simple examples to highlight how these
11.1.3 Pictogram eye); m
averages may be used. For example in a discussion about
average wages the owner of a company with a few highly paid
11.1.4 Simple • Understand what is meant by positive, managers and a large work force may wish to quote the mean Download newspaper
negative and zero correlation; wage rather than the median. Point out how the mode can be stories - worldwide
Frequency recognised from a frequency diagram. coverage at
Distribution • Calculate the mean, median and mode http://www.newsparadis
for individual and discrete data and Use a simple example to show how discrete data can be grouped
into equal classes. Draw a histogram to illustrate the data (i.e. e.com
distinguish between the purposes for
11.1.5 Histogram which they are used; with a continuous scale along the horizontal axis). Point out that
this information could also be displayed in a bar chart (i.e. with IGCSE Mathematics
bars separated). (2nd edition) by Ric
11.1.6 Scatter • Calculate the range Pimentel and Terry Wall
Diagram Class activity: Investigate the length of words used in two Pg 346 – 368
• Construct and read histograms with different newspapers and present the findings using statistical
equal and unequal intervals (areas diagrams.
11.2 Mean, Median proportional to frequencies and vertical IGCSE Mathematics by
Explain cumulative frequency and use a straightforward example
axis labelled ‘frequency density’); Karen Morrison
and Mode to illustrate how a cumulative frequency table is constructed.
Pg 210 - 233
Draw the corresponding cumulative frequency curve. Point out
• Construct and use cumulative that this can be approximated by a cumulative frequency
11.3 Cumulative frequency diagrams; polygon.
Frequency
• Estimate and interpret the median, Use a cumulative frequency curve to help explain percentiles.
percentiles, quartiles and inter-quartile
Introduce the names given to the 25th, 50th and 75th percentiles
range;
and show how to estimate these from a graph. Show how to
• Calculate an estimate of the mean for
calculate the range of a set of data and how to estimate the inter-
quartile range from a cumulative frequency diagram.
grouped and continuous data;

• Identify the modal class from a grouped
frequency distribution.
Record sets of continuous data, e.g. heights, weights etc., in
grouped frequency tables. Use examples that illustrate equal and
unequal class widths. Draw the corresponding histograms (label
the vertical axis of a histogram as ‘frequency density’ and point
out that the area of each bar is proportional to the frequency).
Show how to calculate frequencies from a given histogram and
how to identify the modal class.

Use straightforward examples to show how to calculate an

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Suggested Topics /
no. of Assessment Objectives Suggested Activities / Approaches Supplementary
Sub – topics
weeks Resources
estimate for the mean of data in a grouped frequency table.

Class activity: Survey a class of students - heights, weights,

number in family, etc. Use different methods of display to help
analyse the data and make statistical inferences.