Igcse Accelerated Mathematics 0580 (Extended 2 Years) Scheme of Work For Year 9 (2011)

IGCSE ACCELERATED MATHEMATICS 0580 (EXTENDED 2 YEARS)
SCHEME OF WORK FOR YEAR 9 (2011)

3
1. NUMBERS
Identify and use rational
and irrational numbers, real
numbers.
Suggested
No. Of Topics/Sub-Topics Objectives
1.1 Number Facts Identify and use natural
numbers, integers (positive,
negative and zero), prime
numbers, square numbers,
common factors and common
multiples.
Use the language and
notation of simple vulgar
and decimal fractions and
percentages in appropriate
contexts.
Recognise equivalence
and convert between these
forms.
1.6 The Four Rules Use the four rules for
calculations with whole
numbers, decimal fractions
and vulgar (and mixed)
fractions, including correct
ordering of operations and
use of brackets.
1.5 Ordering Order quantities by
magnitude and demonstrate
familiarity with the symbols
=, , >, <, , .
1.4 Directed Numbers Use directed numbers in
practical situations.
1.3 Vulgar and Decimal Fractions
and Percentages
1.1 Number Facts
1.2 Squares, Cubes and Roots Calculate squares, square
roots and cubes and cube
roots of numbers.
Make estimates of
numbers, quantities and
lengths.
Give approximations to
specified numbers of
significant figures and
decimal places.
Round off answers to
reasonable accuracy in the
context of a given problem.
1.9 Standard Form
1.8 Limits of Accuracy Give appropriate upper and
lower bounds for data given
to a specified accuracy (e.g.
measured lengths).
Obtain appropriate upper
and lower bounds to solutions
Use the standard form A x
10
n
where n is a positive or
negative integer, and 1 A <
10.
1.7 Approximation and Estimation
1.6 The Four Rules Use the four rules for
calculations with whole
numbers, decimal fractions
and vulgar (and mixed)
fractions, including correct
ordering of operations and
use of brackets.
1.10 Ratio, Proportions and Rate
1.10.1 Ratio Demonstrate an
understanding of the
elementary ideas and
notation of ratio.
1.10.2 Direct and Inverse Proportions Divide a quantity in a
given ratio.
1.10.3 Rate Increase and decrease a
quantity by a given ratio.
1.10.4 Money
1.10.5 Maps and Scales
1.10.6 Speed, Distance and Time
1.9 Standard Form Use the standard form A x
10
n
where n is a positive or
negative integer, and 1 A <
10.
Demonstrate an
understanding of the
elementary ideas and
notation of direct and
inverse proportion.
Express direct and
inverse variation in
algebraic terms and use this
form of expression to find
unknown quantities.
Demonstrate an
understanding of common
measures of rate.
Calculate using money
and convert from one
currency to another.
Use current units of mass,
length, area, volume, and
capacity in practical
situations and express
quantities in terms of larger
or smaller units.
Use scales in practical
situations.
Calculate average speed.
Calculate times in terms of
the 24-hour and 12-hour clock
Read clocks, dials and
timetables
Calculate a given
percentage of a quantity.
Express one quantity as a
percentage of another.
Calculate percentage
increase or decrease.

1.12 Percentages
1.11 Time
1.13 Personal and Household Finance Use given data to solve
problems on personal and
household finance involving
earnings, simple interest,
compound interest, discount,
profit and loss.
1.13.1 Simple and Compound Interest
Extract data from tables
and charts.
1.13.2 Discount
1.13.3 Profit and Loss
Carry out calculations
involving reverse percentages,
e.g. finding the cost price
given the selling price and the
percentage profit.
Use an electronic calculator
efficiently.
Apply appropriate checks
of accuracy.
2 15. NUMBER SEQUENCE
Continue a given number
sequence.
1.13 Use of a Calculator
Recognise patterns in
sequences and relationships
between different
sequences, generalise to
simple algebraic statements
(including expressions for
the n th term) relating to
such sequences.
4
2. ALGEBRA
2.1 Indices Use and interpret positive,
negative, fractional and zero
indices.
3
2
2
2
2
1
3
3
2
2
2
1
2
1
2
1
x
4
3
2.2 Algebraic Representation and
Manipulation
2.2.1 Expansion and
Simplification
Use letters to express
generalised numbers and
express basic arithmetic
processes algebraically.
2.2.2 Factorisation Construct simple and
complicated expressions and
equations.
2.2.3 Substitution Expand products of
algebraic expressions.
2.1 Indices Use and interpret positive,
negative, fractional and zero
indices.
4
3
x
2.2.4 Changing the Subject of a
Formula
2.2.5 Algebraic Fractions
Manipulate directed
numbers; use brackets and
extract common factors.
Factorise where possible
expressions of the form ax +
bx + kay + kby , a
2
x
2
b
2
y
2
,
a
2
+ 2ab + b
2
, ax
2
+ bx +
c.
Substitute numbers for
words and letters in formulae.
Transform simple and
complicated formulae.
v u f
1 1 1
+ =
Manipulate algebraic
fractions, e.g.
Factorise and simplify
expressions, e.g.

2.3 Solutions of Equations and
Inequalities
2.3.1 Linear Equations
Solve simple linear
equations in one unknown.
2.3.2 Simultaneous Equations
2.3.3 Quadratic Equations Solve simultaneous linear
equations in two unknowns.
2.3.4 Linear Inequalities
3 2 2 1 , 10 9 4 3 , 3 5 4 3 , 2 ) 5 ( 3 3 2 , 2 4 3 + x x a a ab a x x x x
6 5
2
2
2
+

x x
x x
Solve quadratic equations
by factorisation and either by
use of the formula or by
completing the square.
Solve simple linear
inequalities.
3. GRAPHS I
Calculate the gradient of a
straight line from the
coordinates of two points on
it.
Calculate the length of a
straight line.
Calculate the coordinates of
the midpoint of a straight line
segment from the coordinates
of its end points.
Interpret and obtain the
equation of a straight line
graph in the form y=mx+c.
Determine the equation of a
straight line parallel to a given
line.
2
4. FUNCTIONS
3 3.1 Straight Line Graphs
3.2 Linear Programming Represent inequalities
graphically and use this
representation in the solution
of simple linear programming
problems (the conventions of
using broken lines for strict
inequalities and shading
unwanted regions will be
4.1 Evaluation of Functions Use function notation, e.g.
f(x ) = 3x - 5,
f: x 3x - 5 to describe
simple functions, and the
notation f
-1
(x ) to describe
their inverses.
4.2 Inverse Functions
4.3 Composite Functions
Form composite functions
as defined by gf(x ) = g(f(x )).
5. GRAPHS II
Construct tables of values
for functions of the form ax
+ b, x
2
+ ax + b , a /x (x
0) where a and b are
integral constants; draw and
interpret such graphs.
Construct tables of values
and draw graphs for
functions of the form ax
n
where a is a rational
constant and n = -2, -1, 0,
1, 2, 3 and simple sums of
not more than three of these
and for functions of the
form a
x
where a is a
positive integer.
3 5.1 Graphs of Functions
Find the gradient of a
straight line graph.
Solve linear and
quadratic equations
approximately by graphical
methods.
Estimate gradients of
curves by drawing tangents.
Solve associated
equations approximately by
graphical methods.
5.2 Graphs in Practical Situations
5.2.1 Conversion Graphs Demonstrate familiarity
with Cartesian coordinates
in two dimensions.
3 5.1 Graphs of Functions
2
x
a ax
x
a
x
a
, , ,
3
2
5.2.2 Travel Graphs
Interpret and use graphs
in practical situations
including travel graphs and
conversion graphs, draw
graphs from given data.

Apply the idea of rate of
change to easy kinematics
involving distance-time and
speed-time graphs,
acceleration and
deceleration.
2
Calculate distance
travelled as area under a
linear speed-time graph.
3
11. STATISTICS
11.1 Data Representation
11.1.1 Pictogram Collect, classify and
tabulate statistical data.
11.1.2 Bar Chart Read, interpret and draw
simple inferences from
tables and statistical
diagrams.
2
11.1.3 Pie Chart Construct and use bar
charts, pie charts,
pictograms, simple
frequency distributions,
histograms with equal
intervals and scatter
diagrams (including
drawing a line of best fit by
eye), understand what is
meant by positive, negative
and zero correlation.
11.1.4 Simple Frequency Distribution Construct and read
histograms with equal and
unequal intervals (areas
proportional to frequencies
and vertical axis labelled
frequency density).
11.1.5 Histogram
11.1.6 Scatter Diagram
Calculate the mean,
median and mode for
individual and discrete data
and distinguish between the
purposes for which they are
used.
Calculate the range.
Calculate an estimate of
the mean for grouped and
continuous data.
Identify the modal class
from a grouped frequency
distribution.
Construct and use
cumulative frequency
diagrams.
11.3 Cumulative Frequency
11.2 Mean, Median and Mode
Estimate and interpret the
median, percentiles,
quartiles and inter-quartile
range.
2 12. PROBABILITY
Calculate the probability
of a single event as either a
fraction or a decimal (not a
ratio).
Understand and use the
probability scale from 0 to
1.
Understand that the
probability of an event
occurring = 1 the
probability of the event not
occurring.
Understand probability in
practice e.g. relative
frequency.
12.2 Probability of Combined Events
12.2.1 Possibility Diagrams Calculate the probability of
simple combined events,
using possibility diagrams and
tree diagrams where
appropriate (in possibility
diagrams outcomes will be
represented by points on a
grid and in tree diagrams
outcomes will be written at
the end of branches and
probabilities by the side of the
branches).
12.1 Definition of Probability
11.3 Cumulative Frequency
12.2.2 Tree Diagrams
2
8. CONSTRUCTION AND LOCI
Measure lines and angles. 8.1 Construction of Simple Figures
Construct a triangle given
the three sides using ruler
and compasses only.
Construct other simple
geometrical figures from
given data using protractors
and set squares as
necessary.
Construct angle bisectors
and perpendicular bisectors
using straight edges and
compasses only.
Read and make scale
drawings.
Use the following loci and
the method of intersecting loci
for sets of points in two
dimensions:
(a) which are at a given
distance from a given point,
(b) which are at a given
distance from a given straight
line,
(c) which are equidistant
from two given points,
8.2 Loci and Intersection of Loci
8.1 Construction of Simple Figures
(d) which are equidistant
from two given intersecting
straight lines.
3 14. VECTORS
14.1 Vector Representation Describe a translation by
using a vector represented
by
, or a ; add and subtract
vectors and multiply a
vector by a scalar.
14.2 Addition and Subtraction of
Vectors
Represent vectors by
directed line segments.
14.3 Multiplication by a Scalar
Use the sum and
difference of two vectors to
express given vectors in
terms of two coplanar
vectors.
14.4 Column Vectors
14.4.1 Magnitude
14.4.2 Parallel Vectors Calculate the magnitude
of a vector. (Vectors will be
printed as
or a and their magnitudes
denoted by modulus signs,
e.g.
or
. In their answers to
questions candidates are
expected to indicate a in
some definite way, e.g. by
an arrow or by underlining
thus
or a.
8.2 Loci and Intersection of Loci
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y
x
AB
AB
a
AB
Use position vectors.
2
9. MATRICES
9.1 Elements, Columns, Rows and
Order of Matrix
Display information in
the form of a matrix of any
order.
9.2 Matrix Operations
9.3 Determinant and Inverse
Calculate the sum and
product (where appropriate)
of two matrices.
Calculate the product of a
matrix and a scalar quantity.
Use the algebra of 22
matrices including the zero
and identity 22 matrices.
Calculate the determinant
and inverse A
-1
of a non-
singular matrix A.
4 10. TRANSFORMATION
10.1 Simple Transformations
10.1.1 Translation Construct given
translations of simple plane
figures.
10.1.2 Reflection Reflect simple plane
figures in horizontal or
vertical lines.
10.1.3 Rotation Rotate simple plane
figures about the origin,
vertices or mid points of
edges of the figures,
through multiples of 90.
10.1.4 Enlargement Construct given
enlargements of simple
plane figures.
10.1.5 Shear Recognise and describe
reflections, rotations,
translations and
enlargements.
10.1.6 Stretch
10.2 Combined Transformations Use the following
transformations of the
10.3 Matrix Transformations Identify and give precise
descriptions of
transformations connecting
given figures; describe
transformations using co-
ordinates and matrices
(singular matrices are
excluded).
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0
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0 1
1 0
IGCSE ACCELERATED MATHEMATICS 0580 (EXTENDED 2 YEARS) / ADDITIONAL MATHEMATICS 0606 (1 YEAR)
2
6. GEOMETRY
Use and interpret the
geometrical terms: point, line,
parallel, bearing, right angle,
acute, obtuse and reflex
angles, perpendicular,
similarity, congruence.
Use and interpret
vocabulary of triangles,
quadrilaterals, circles and
polygons.
6.2 Polygons
6.2.1 Symmetry Properties Recognise rotational and
line symmetry (including
order of rotational symmetry)
in two dimensions and
properties of triangles,
quadrilaterals and circles
directly related to their
symmetries.
6.2.2 Angle Properties
TOPICS/SUB-TOPICS OBJECTIVES
10.3 Matrix Transformations Identify and give precise
descriptions of
transformations connecting
given figures; describe
transformations using co-
ordinates and matrices
(singular matrices are
excluded).
6.1 Fundamental Properties
SUGGESTED
NO. OF
WEEKS
|
.
|
\
|
2 0
0 2
Calculate unknown angles
using the following
geometrical properties:
(a) angles at a point,
(b) angles on a straight line
and intersecting straight lines,
(c) angles formed within
parallel lines,
(d) angle properties of
triangles and quadrilaterals,
(e) angle properties of
regular polygons.
6.3 Circles
6.3.1 Symmetry Properties Use the following
symmetry properties of
circles:
(a) equal chords are
equidistant from the
centre,
6.3.2 Angle Properties (b) the perpendicular
bisector of a chord
passes through the
centre,
(c) tangents from an
external point are equal
in length.
n
360
Calculate unknown
angles using the following
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 twice the
angle at the
circumference,
(d) angles at the same
segment are equal,
(e) angles in the
opposite segments are
supplementary; cyclic
quadrilaterals.
6.4 Solids
6.4.1 Nets Use and interpret
vocabulary of simple solid
figures including nets.
6.4.2 Symmetry Properties
Recognise symmetry
properties of the prism
(including cylinder) and the
pyramid (including cone);
6.6 Similarity
6.6.1 Areas of Similar Triangles
and Figures
Use the relationships
between areas of similar
triangles, with corresponding
results for similar figures and
extension to volumes and
surface areas of similar solids.
6.6.2 Volumes and Surface
Areas of Similar Solids
5 7. TRIGONOMETRY
7.1 Pythagoras Theorem
7.2 Trigonometric Ratios
Apply Pythagoras theorem
and the sine, cosine and
tangent ratios for acute angles
to the calculation of a side or
of an angle of a right-angled
triangle (angles will be quoted
in, and answers required in,
degrees and decimals to one
decimal place).
6.5 Congruency
7.4 Sine Rule
7.5 Cosine Rule
7.6 Area of a Triangle
2
13. SETS
13.1 Set Language and Notation Use language, notation and
Venn diagrams to describe
sets and represent
relationships between sets as
follows:
Definition of sets, e.g.
Solve simple
trigonometrical problems in
7.7 Bearings Interpret and use three-
figure bearings measured
clockwise from the north (i.e.
000
o
- 360
o
).
7.8 Three-Dimensional Problems
7.3 Angle of Elevation and Depression Solve trigonometrical
problems in two dimensions
involving angles of elevation
and depression, extend sine
and cosine functions to angles
between 90
o
and 180
o
.
Solve problems using the
sine and cosine rules for any
triangle and the formula area
of triangle = ab sinC.
Apply Pythagoras theorem
and the sine, cosine and
tangent ratios for acute angles
to the calculation of a side or
of an angle of a right-angled
triangle (angles will be quoted
in, and answers required in,
degrees and decimals to one
decimal place).
13.2 Set Operations A = {x : x is a natural
number}
B = {(x,y ): y = mx + c }
13.3 Venn Diagrams C = {x : a x b }
D = {a, b, c, ..... }
Notation:
number of elements in set A
n(A)
.... is an element of ....

.... is not an element of ....

Complement of the set A A'
The empty set

Universal set
A is a subset of B A
B
A is a proper subset of B A

B
A is not a subset of B A
B
A is not a proper subset of B
A
B
Union of A and B A
B
Intersection of A and B A
B
3 16. MENSURATION
16.1 Perimeter and Area
16.1.1 Common Figures Carry out calculations
involving the perimeter and
area of a rectangle and
triangle, the circumference
and area of a circle, the area
of a parallelogram and a
trapezium.
16.1.2 Composite Figures
16.3 Volume and Surface Area
16.3.1 Common Solids Carry out calculations
involving the volume of a
cuboid, prism and cylinder
and the surface area of a
cuboid and a cylinder.
16.3.2 Composite Solids
Solve problems involving
the surface area and volume
of a sphere, pyramid and
cone (given formulae for
the sphere, pyramid and
cone).
16.2 Arc Length and Area of Sector Solve problems involving
the arc length and sector
3
1
3
4
4 1. CALCULUS
understand the idea of a
derived function
use the notations f(x),
f(x),
use the derivatives of the
standard functions
x
a
(for any rational a), sin x,
cos x, tan x, e
x
, ln x,
together with constant
multiples, sums and
composite functions of
these
differentiate products and
quotients of functions
apply differentiation to
gradients, tangents and
normals, stationary
points, connected rates of
change, small increments
and
approximations and
practical maxima and
minima problems
discriminate between
maxima and minima by any
method
understand integration as
the reverse process of
differentiation
integrate sums of terms in
powers of x, excluding x
integrate functions of the
form (ax + b)
c
(excluding c
= 1), e
ax+b
,
sin (ax + b), cos (ax + b)
evaluate definite integrals
and apply integration to the
evaluation of
plane areas
apply differentiation and
integration to kinematics
problems that
involve displacement,
velocity and acceleration of
a particle moving
in a straight line with
variable or constant
acceleration.
IGCSE ACCELERATED MATHEMATICS 0580 (EXTENDED 2 YEARS)
Assessments
Revise positive and negative
numbers using a number line.
Investigation about
prime numbers at
http://www.atm.org.uk/link
s/keystagelinks.html
Formative assessment
throughout
Graded assignments to help
decide grades
Define the terms factor and
multiple and use simple examples to
find common factors and common
multiples of two or more numbers.
Find highest common factors and
lowest common multiples.
Extended Maths David
Rayner Chapter Number
Pages 1 35 and
Examination exercise 1b
Unit tests to be completed by
teacher in this column
Class activity: Identify a number
from a description of its properties,
for example, which number less than
50 has 3 and 5 as factors and is a
multiple of 9? Students make up
their own descriptions and test one
another.
Excluding sequences
Define the terms real, rational and
irrational numbers. Show that any
recurring decimal can be written as a
fraction. Show that any root which
cannot be simplified to an integer or
a fraction is an irrational number.
Variation Algebra 2 pages
171 -176
Pimental Number revision
pages 1 18, Ch 1 page 24 -
27, Ch 2, Ch 3, Ch 4,
Information about rational
and irrational numbers at
http://nrich.maths.org/public/l
eg.php
Suggested Activities Resources/Refrences
Use simple examples to illustrate
squares, square roots and cubes and
cube roots of numbers.
Class activity: 121 is a palindromic
square number (when the digits are
reversed it is the same number).
Write down all the palindromic
square numbers less than 1000.
Revise long multiplication, short
and long division, and the order of
operations (including the use of
brackets). Use examples which
illustrate the rules for multiplying
and dividing by negative numbers.
Class activity: Use four 4s and the
four rules for calculations to obtain
all the whole numbers from 1 to 20.
Weather statistics for over
16000 cities at
http://www.weatherbase.com/
Use a number line to describe
simple inequalities and ranges of
values e.g.
For ordering quantities,
search for ordering fractions
or ordering decimals at
x 3, -2 x < 5. http://www.learn.co.uk
Class activity: Given a list of
quantities (e.g. a list of fractions and
decimals), order them by magnitude
making use of inequality signs.
Revise equivalent fractions. Use
this idea to aid addition and
subtraction of fractions.
Revise multiplication and division
of fractions and convert between
fractions, decimals and percentages.

Use a number line to aid addition
and subtraction of positive and
negative numbers. Illustrate by using
practical examples, e.g. temperature
change and flood levels.
Writing decimals as
fractions at
http://www.ex.ac.uk/cimt/reso
urce/decimals.htm

Use place value (units, tenths,
hundredths etc.) to change a simple
decimal into a fraction.
Revision of estimating and
rounding at
http://www.math.com/school/s
ubject1/lessons/S1U1L3GL.ht
ml
Use straightforward examples to
determine upper and lower bounds
for data. For example, a length, l ,
measured as 3cm to the nearest
millimetre has lower bound 2.95cm
and upper bound 3.05cm. Show how
this information can be written using
inequality signs e.g.
2.95cm l < 3.05cm.
Class activity: Investigate upper
and lower bounds for quantities
calculated from given formulae by
specifying the accuracy of the input
data.
Use a range of examples to
show how to write numbers in
standard form and vice-versa.
Interpret how a calculator displays
standard form.
Extend the work on accuracy to
include calculating upper and lower
bounds for various perimeters and
areas, given lengths to a specified
accuracy.
Revise rounding numbers to the
nearest 10, 100, 1000, etc., or to a
set number of decimal places.
Explain carefully how to round a
number to a given number of
significant figures.
Class activity: Use the four rules
of calculation with numbers in
standard form.
Define the term ratio and use
examples to illustrate how a quantity
can be divided into a number of
unequal parts.
Exchange rates can be
found at
http://cnnfn.cnn.com/markets/
currencies/
Write a ratio in an equivalent
form e.g. 6:8 can be written as 3:4,
leading to the form 1:n .
illustrate how a quantity can be
increased or decreased in a given
ratio, e.g. enlarging a photograph.
The idea of similar shapes can be
introduced here.
Class activity: Investigate the ratio
of the length of one side of an A5
sheet of paper to that of the
corresponding side of an A4 sheet of
paper.
Solve problems involving direct
proportion by either the ratio
method or the unitary method.
Draw a graph to determine
whether two quantities (y and x or
y and x
2
, etc.) are in proportion.
Solve problems involving direct
or inverse proportion using the
notation y
y = kx and y

1/x
y = k/x , where k is a
constant.
Solve straightforward problems
involving exchange rates. Up-to-
date information from a daily
newspaper is useful.
using compound measures e.g.
problems involving rate of flow.
Use practical examples to
illustrate how to convert between:
millimetres, centimetres, metres and
kilometres; grams, kilograms and
tonnes; millilitres, centilitres and
litres. Use standard form where
appropriate.
Introduce the formula relating
speed, distance and time. Solve
simple numerical problems (which
should involve converting between
units e.g. find speed in m/s given
distance in kilometres and time in
hours).
Revise units for measuring time
and use examples to convert
between hours, minutes and
seconds.
Case study: scheduling
aircraft at
http://www.ex.ac.uk/cimt/re
source/schedair.pdf
Use television schedules and
bus/train timetables to aid
calculation of lengths of time in both
12-hour and 24-hour clock formats.
Class activity: Create a timetable
for a bus/train running on a single
track line between two local towns.
.
Class activity: Research and
annotate a world map with times in
various cities assuming it is noon
where you live.
Time zone information at
urce/timezone.htm

Solve simple problems involving
percentages, interpreting a
calculator display in calculations
with money.
Solve simple problems using
practical examples where possible,
taking information from published
tables or advertisements. (It is worth
introducing a range of simple words
and concepts here to describe
different aspects of finance, e.g. tax,
percentage profit, deposit, loan.)
Information about interest
rates can be found from most
banks. They usually have their
own web site in the format
http://www.bank name .com/
Use the formula I = PRT to solve
a variety of problems involving
simple interest.
Class activity: Research the cost of
borrowing money from different
banks (or money lenders).
Revise: Work covered on
percentages in Topic 1.12.
Use simple examples to show how
to calculate the original value of
something before a percentage
increase or decrease took place.
Define a sequence of numbers.
Work with simple sequences, e.g.
find the next two numbers in a
sequence of even, odd, square,
triangle or Fibonacci numbers, etc.
Various problems involving
sequences of numbers at
eg.php

Use rounding to 1sf or 2sf to
estimate the answer to a calculation.
Check answers with a calculator.

Find the term-to-term rule for a
sequence, e.g. the sequence 3, 9, 15,
21, 27, .... has a term-to-term rule of
+6
Rayner Chapter Number
Pages 5 10
Find the position-to-term rule for
a sequence, e.g. the n th term in the
sequence 3, 9, 15, 21, 27, .... is 6n -
3 .
Class activity: Square tables are
placed in a row so that 6 people can
sit around 2 tables, 8 people can sit
around 3 tables, and so on. How
many people can sit around n
tables?
Pimental Ch 1
Class activity: Revise writing an
integer as a product of primes,
writing answers using index
notation.
Rayner Chapter Algebra 2
Pages 176 179
the rules of indices. Introduce
negative indices, e.g.
2
1
= 2
(23)
=
Pimental Ch 11
=
and
2
0
= 2
(3-3)
=
= 1
Introduce fractional indices by
relating them to roots (of positive
integers), e.g. x
x
= x
1
so that x
=
.
Use the rules of indices to show
how values such as 16

can be simplified.

3
2
2
2
2
1
3
3
2
2
2
1
2
1
2
1
x
4
3
Class activity: By writing an integer
as the product of primes investigate
how expressions involving square
roots can be simplified. For
example, the expression
can be written as
. (This is not on the syllabus but it
will broaden candidates
mathematical knowledge by
introducing surds)
Solve simple exponential
equations, e.g.
5
x
= 25, 3
(x + 1)
= 27, 2

= 8.
Revise simple algebraic notation,
e.g. ab and x
2
.
Class activity: Revise transforming
simple formulae.
Information and worksheets
on many aspects of algebra at
http://www.algebrahelp.com/
worksheets.htm
Use straightforward examples
(with both positive and negative
numbers) to illustrate expanding
brackets. Extend this technique to
multiplying two brackets together -
use a 2x2 grid to help
understanding.
Class activity: Use algebra to show
that the solution to the following
problem is always 2. Think of a
number, add 7, multiply by 3,
subtract 15, multiply by , take
away the number you first thought
of. Investigate similar problems.
Pages 52 60 and pages 76-
79
4
3
45 20 + 5 5
x
Use straightforward examples
(with both positive and negative
numbers) to illustrate factorising
simple expressions. Extend this
technique to factorising quadratic
expressions, including spotting
expressions which are the difference
of two squares.
Pages 162 171
Substitute numbers into a formula
(including formulae that contain
brackets). Class activity:
Investigate the difference between
simple algebraic expressions which
are often confused. For example,
find the difference between 2x , 2 +
x and x
2
for different values of x .
Pimental Ch 6,
Transform simple/complex
formulae,
e.g. rearrange y = ax + b to make x
the subject; x
2
+ y
2
= r
2
, s = ut +
at
2
, expressions involving square
roots, etc.
Use examples to illustrate how to
simplify algebraic fractions - build
on the work with fractions in Topic
1. Transform formulae involving
algebraic fractions, e.g.
Factorising
quadraticexpressions at
http://www.bbc.co.uk/schoo
ls/gcsebitesize/maths/algebr
aih/index.shtml
v u f
1 1 1
+ =
show how to solve simple linear
equations, e.g. 3x + 2 = -1.
Try the Pyramid
investigation at
eg.php
Revise how to solve linear
equations (including expressions
with brackets).
illustrate how to solve simultaneous
equations by elimination and by
substitution.
Class activity: Approximate the
solution to simultaneous linear
equations by graphical means.
Pages 60 82
illustrate how to solve quadratic
equations by factorisation, by using
the quadratic formula and by
completing the square (real solutions
only).
Pages 176 179
Construct equations from
information given and then solve
them to find the unknown quantity.
This could involve the solution of
linear, simultaneous or quadratic
equations.
Pages 179 183
illustrate how to solve simple linear
inequalities. Start by showing that
multiplying or dividing an
expression by a negative number
reverses the inequality sign.
3 2 2 1 , 10 9 4 3 , 3 5 4 3 , 2 ) 5 ( 3 3 2 , 2 4 3 + x x a a ab a x x x x
6 5
2
2
2
+

x x
x x
Pimental Ch 7
Information about
inequalities and graphs at
http://www.projectgcse.co.u
k/maths/inequalities.htm
Using examples which illustrate
both positive and negative gradients,
show how to calculate the gradient
of a straight line given only the
coordinates of two points on it.
Rayner Chapter Graphs
Pages 223 227
Pimental Ch 8, Ch 12
Class activity: Revise drawing a
graph of y=mx +c from a table of
values.
Starting with a straight line graph
show how its equation (y = mx + c )
can be obtained.
Information about
inequalities and graphs at
http://www.projectgcse.co.uk/
maths/inequalities.htm
Pages 183 187
illustrate how to solve linear
programming problems by graphical
means. Construct inequalities from
constraints given and show that a
number of possible solutions to a
problem exist, indicated by the
unshaded region on a graph.

Define f(x ) to be a rule applied to
values of x. Evaluate simple
functions for specific values,
describing the functions using f(x )
notation and mapping notation.
Rayner Chapter Sets,
Vectors and Functions
Pages 280 285
Introduce the inverse function as
an operation which undoes the
effect of a function. Evaluate simple
inverse functions for specific values,
describing the functions using f
-1
( x )
notation and mapping notation.
Pimental Ch 9
Using linear and/or quadratic
functions, f(x ) and g(x ), form
composite functions, gf(x ), and
evaluate them for specific values of
x.
Draw lines x = constant and y =
constant.
Graphing linear equations
at
ml
Draw a straight line graph from a
table of values.

Use simple examples to show how
to calculate the gradient (positive,
negative or zero) of a straight line
from a graph. The gradient should
be expressed as a fraction or a
decimal. Use these results to
consider the gradient of the line x =
constant.
Rayner Chapter Graphs
Pages 229 242
Show how the solutions to a
quadratic equation may be
approximated using a graph. Extend
this work to show how the
solution(s) to pairs of equations (e.g.
y = x
2
- 2x - 3 and y = x ) can be
estimated using a graph.
Class activity: Computer packages
such as Omnigraph or Derive are
useful here.
Pimental Ch 10
Draw quadratic functions from a
table of values.
Draw functions of the form
where a is a constant, from tables
of values. Recognise common types
of function from their graphs, e.g.
parabola, hyperbola, quadratic,
cubic, exponential.
find the gradient at a point on a
curve. Extend this to find the
equation of the tangent at a point on
a curve.
Revise coordinates in two
dimensions.
Pages 238 248

x
a ax
x
a
x
a
, , ,
3
2
Class activity: For candidates
studying the core syllabus, draw a
picture by joining dots on a square
grid. Draw x and y axes on the grid
and note the coordinates of each dot.
Ask another student to draw the
picture from a list of coordinates
only.
Pimental Ch 5
using compound measures e.g.
problems involving rate of flow.
Draw and use straight line graphs
to convert between different units
e.g. between metric and imperial
units or between different
currencies.
Draw and use distance-time
graphs to calculate average speed
(link to calculating gradients).
Interpret information shown in
travel graphs. Draw travel graphs
from given data.
Class activity: Draw a travel graph
for the journey to and from school.
Answer a set of questions about the
journey, e.g. what is the average
speed on the journey to school?
Introduce the formula relating
speed, distance and time. Solve
simple numerical problems (which
should involve converting between
units e.g. find speed in m/s given
distance in kilometres and time in
hours).
Revise how to calculate the area
of a rectangle and the area of a right
angled triangle.
Draw and use speed-time graphs
to calculate acceleration and
deceleration. Use straightforward
examples to show that the area
under a linear speed-time graph is
equivalent to the distance travelled.
Information on speed,
distance and time at
http://www.mathforum.org/dr.
math/faq/faq.distance.html
Use simple examples to revise
collecting data and presenting it in a
frequency (tally) chart. For example,
record the different makes of car in
a car park, record the number of
letters in each of the first 100 words
in a book, etc. Use the data collected
to construct a pictogram, a bar chart
and a pie chart. Point out that the
bars in a bar chart can be drawn
apart.
Download newspaper
stories - worldwide coverage
at
http://www.newsparadise.com
/
Use a simple example to show
how discrete data can be grouped
into equal classes. Draw a histogram
to illustrate the data (i.e. with a
continuous scale along the
horizontal axis). Point out that this
information could also be displayed
in a bar chart (i.e. with bars
separated).
Class activity: Investigate the
length of words used in two different
newspapers and present the findings
using statistical diagrams.
Try the Bat Wings
problem at
http://nrich.maths.org/public
/leg.php
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.
Rayner Chapter Statistics
and Probability Pages 325
346
Pimental Ch 21
Design and use a questionnaire
collect results and present them in
diagrammatic form. From data
collected show how to work out the
mean, the median and the mode. Use
simple examples to highlight how
these averages may be used. For
example in a discussion about
average wages the owner of a
company with a few highly paid
managers and a large work force
may wish to quote the mean wage
rather than the median. Point out
how the mode can be recognised
from a frequency diagram.
Compare the median and
the mean interactively at
http://www.standards.nctm.or
g/document/eexamples/chap6/
6.6/index.htm
show how to calculate an 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.
Explain cumulative frequency and
use a straightforward example to
illustrate how a cumulative
frequency table is constructed. Draw
the corresponding cumulative
frequency curve. Point out that this
can be approximated by a
cumulative frequency polygon.

Use a cumulative frequency curve
to help explain percentiles.
Introduce the names given to the
25th, 50th and 75th percentiles and
show how to estimate these from a
graph. Show how to calculate the
range of a set of data and how to
estimate the inter-quartile range
from a cumulative frequency
diagram.
Discuss probabilities of 0 and 1,
leading to the outcome that a
probability lies between these two
values.
Various problems involving
probability at
Class activity: Calculate
probabilities based on experiment.
For example, investigate whether a
coin is biased.
http://www.nrich.maths.org/pu
blic/leg.php
Use theoretical probability to
predict the likelihood of a single
event. For example, find the
probability of choosing the letter M
from the letters of the word
MATHEMATICS.
Rayner Chapter Statistics
and Probability Pages 346
366
Pimental Ch 22
how possibility diagrams and tree
diagrams can help to organise data.

Use possibility diagrams and tree
diagrams to help calculate
probabilities of simple combined
events, paying particular attention to
how diagrams are labelled.
involving independent and
dependent events, e.g. picking
counters from a bag with and
without replacement.
Class activity: Reinforce
accurate measurement of lines and
angles through various exercises.
For example, each student draws
two lines that intersect. Measure the
length of each line to the nearest
millimetre and one of the angles to
the nearest degree. Each student
should then measure another
students drawing and compare
answers.
Information and ideas for
teachers on geometric
constructions at
http://www.forum.swarthmore
.edu/library/topics/constructio
ns/
Show how to construct a triangle
using a ruler and compasses only,
given the lengths of all three sides;
bisect an angle using a straight edge
and compasses only; construct a
perpendicular bisector using a
straight edge and compasses only.
Class activity: Construct a range of
simple geometrical figures from
given data, e.g. construct a circle
passing through three given points.
Rayner Chapter Geometry
Pages 151 156 and
examination exercise

Use a straightforward example to
revise the topic of scale drawing.
Show how to calculate the scale of a
drawing given a length on the
drawing and the corresponding real
length. Point 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 Class activity: Draw
various situations to scale and
interpret results. For example, draw
a plan of a room in your house to
scale and use it to determine the area
of carpet needed to cover the floor,
plan an orienteering course, etc.
Pimental Loci chapter
Draw simple diagrams to illustrate
(a), (b), (c) and (d). Use the
convention of a broken line to
represent a boundary that is not
included 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 it moves.

Use the concept of translation to
explain a vector. Use simple
diagrams to illustrate column
vectors in two dimensions,
explaining the significance of
positive and negative numbers.
Introduce the various forms of
vector notation.
Interactive work on vector
sums at
http://www.standards.nctm.or
g/document/eexamples/chap7/
7.1/part2.htm
Show how to add and subtract
vectors algebraically and by making
use of a vector triangle. Show how
to multiply a column vector by a
scalar and illustrate this with a
diagram.
Rayner Chapter Sets and
Vectors Pages 265 290
Use simple diagrams to help show
how to calculate the magnitude of a
vector (Pythagoras theorem may
have to be revised).
Pimental Ch 17
Define a position vector and solve
various straightforward problems in
vector geometry.

that information can be stored in 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.
Rayner Chapter Matrices
and transformations Pages
291 296
Formative assessment
throughout
Class activity: Investigate networks -
recording information in a matrix.
(This is not on the syllabus but it
will broaden candidates
mathematical knowledge of
matrices)
Graded assignments to
help decide grades
Pimental Ch 18 Unit tests to be completed by
teacher in this column
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.
Extended Maths David Rayner
Chapter Matrices and
transformations Pages 291 296
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.

Draw an arrow shape on squared
paper. Use this to illustrate:
reflection in a line (mirror line),
rotation about any point (centre of
rotation) through multiples of 90
o
(in
both clockwise and anti-clockwise
directions) and translation by a
vector. Several different examples
of each translation should be drawn.
Use the word image appropriately.
Try the investigation at
Class activity: Using a pre-drawn
shape on (x ,y ) coordinate axes to
complete a number of
transformations using the equations
of lines to represent mirror lines and
coordinates to represent centres of
rotation.
eg.php
Work with (x ,y ) coordinate axes
to show how to find: the equation of
a simple mirror line given a shape
and its (reflected) image, the centre
and angle of rotation given a shape
and its (rotated) image, the vector of
a translation.
For further information
about transformations search
for 'rotation', 'enlargement',
'reflection' or 'translation' at
http://www.learn.co.uk
Draw a triangle on squared paper.
Use this to illustrate enlargement by
a positive integer scale factor about
any point (centre of enlargement).
Show how to find the centre of
enlargement given a shape and its
(enlarged) image. Draw
straightforward enlargements using
negative and/or fractional () scale
factors.
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.
Rayner Chapter Matrices
and transformations Pages
296 322
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.

Pimental Ch 20
Use a unit square and the base
vectors
and
to identify matrices which represent
the various transformations met so
far, e.g.
represents a rotation about (0,0)
through anti-clockwise. Work with a
simple object drawn on (x , y )
coordinate axes to illustrate how it is
transformed by a variety of given
matrices. Use one of these
transformations to illustrate the
effect of an inverse matrix.
|
.
|
\
|
0
1
|
.
|
\
|
1
0
|
.
|
\
|
0 1
1 0
Work with a rectangle drawn on
(x ,y ) coordinate axes to illustrate
that the area scale factor of a
transformation is numerically equal
to the determinant of the
transformation matrix. For example
use the matrix
.
IGCSE ACCELERATED MATHEMATICS 0580 (EXTENDED 2 YEARS) / ADDITIONAL MATHEMATICS 0606 (1 YEAR)
Assessment
Classifying angles at
ml
Pages 124 - 129
Pages 132 - 145
Pages 155 - 156
Pimental Ch13, Ch 14
Define the terms line of symmetry
and order of rotational symmetry for
two dimensional shapes. Revise the
symmetries of triangles (equilateral,
isosceles) and quadrilaterals (square,
rectangle, rhombus, parallelogram,
trapezium, kite).
Pictures of tessellations
produced by Escher at
Class activity: Investigate
tessellations. Produce an Escher-
type drawing.
http://library.thinkquest.org/16
661/
SUGGESTED ACTIVITIES RESOURCES

|
.
|
\
|
2 0
0 2
Revise basic angle properties by
drawing simple diagrams which
illustrate (a), (b) and (c). Define
acute, obtuse and reflex angles;
equilateral, isosceles and scalene
triangles.
Define the terms (irregular)
polygon and regular polygon. Use
examples that include: triangles,
quadrilaterals, pentagons, hexagons
and octagons.
By dividing an n-sided polygon
into a number of triangles show that
the sum of the interior angles is (n
2)180
. Show also that each

exterior angle is
.
Solve a variety of problems that
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 angle.
Draw simple diagrams to illustrate
the circle symmetry.
n
360
Use diagrams to introduce the
angle properties (a) and (b). Solve a
variety of problems which involve
the angle properties.
Class activity: Investigate cyclic
quadrilaterals. For example, explain
why all rectangles are cyclic
quadrilaterals. What other
quadrilateral is cyclic? Is it possible
to draw a parallelogram that is
cyclic? etc.
Illustrate common solids, e.g.
cube, cuboid, tetrahedron, cylinder,
cone, sphere, prism, pyramid, etc.
Define the terms vertex, edge and
face.
Explore geometric solids
and their properties at
http://www.illuminations.nctm
.org/imath/3-
5/GeometricSolids/
Starting with simple examples
draw the nets of various solids.
Show, for example, that the net of a
cube can be drawn in different ways.
Class activity: Draw nets on card
and make various geometrical
shapes.

Define the terms plane of
symmetry and order of rotational
symmetry for three dimensional
shapes. Use diagrams to illustrate
the symmetries of cuboids
(including a cube), prisms
(including a cylinder), pyramids
(including a cone) and spheres.
Introduce similar triangles /
shapes. Use the fact that
corresponding sides are in the same
ratio to calculate the length of an
unknown side.
Use simple examples involving
the sine, cosine and tangent ratios to
calculate the length of an unknown
side of a right-angled triangle given
an angle and the length of one side.
Revise Pythagoras theorem
at
Class activity: Use trigonometry to
calculate the height of a building or
tree. You will need to discuss how to
measure the angle of elevation
practically.
http://www.bbc.co.uk/schools/
gcsebitesize/maths/shapeih/in
dex.shtml
Use simple examples involving
inverse ratios to calculate an
unknown angle given the length of
two sides of a right-angled triangle.
Try the Degree Ceremony
investigation at
eg.php
Revise Pythagoras theorem using
straightforward examples.
Class activity: Solve problems in
context using Pythagoras theorem
and trigonometric ratios (include
work with any shape that may be
partitioned into right-angled
triangles).
Pages 129 132

Discuss the conditions for
congruent triangles. Point out that in
For information and
activities about congruent

Class activity: Calculate the area
of a segment of a circle given the
radius and the sector angle.
Rayner Chapter
Trigonometry Pages 192
222
Draw a sine curve and discuss its
properties. Use the curve to show,
for example, sin 150 = sin 30 .
Repeat for the cosine curve.
Pimental Ch 15, Ch 19
Define angles of elevation and
depression. Use straightforward
examples to illustrate how to solve
problems using the sine and cosine
rules.
Various problems at
Class activity: Solve two
dimensional trigonometric problems
in context.
eg.php
Try the investigation at
eg.php
Discuss how bearings are
measured and written. Use simple
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.
Class activity: Use a map to
determine distance and direction
between two places, etc.
Revise: Properties of numbers
covered in Topic 1.
Information and references
to activities for teachers at
http://www.mathworld.wolfra
m.com/VennDiagram.html

Introduce problems in three
dimensions by finding the length of
Maps of the world at
http://www.theodora.com/map
s

Rearrange the formula for the area
of a triangle (bh ) to the form
ab sinC. Illustrate its use with a
few simple examples.

Give examples from work already
covered to illustrate the language
and notation of sets. Distinguish
between a subset and a proper
subset.
Rayner Chapter Sets and
Vectors Pages 256 265
Draw Venn diagrams and shade
the regions which represent the sets
A
B, A B, A'
B, A
B', A'
B, A B', A'
B' and A' B' .

Show that (A
B) ' is the same as

A' B' and that (A B) ' is the
same as A'
B' .
Pimental Ch 1
Use Venn diagrams to solve
problems involving sets.

Revise, using straightforward
examples, how to calculate the
circumference and area of a circle,
and the perimeter and area of a
rectangle and a triangle. Extend this
to calculating the area of a
parallelogram and a trapezium.
Calculating areas of
parallelograms and
trapeziums at
Class activity: Using isometric dot
paper investigate the area of shapes
that have a perimeter of 5, 6, 7, .
units.
gcsebitesize/maths/shape/inde
x.shtml
Rayner Chapter
mensuration pages 92
123
Pimental Ch 16
Use nets to illustrate how to
calculate the surface area of a
cuboid, a triangular prism, a
cylinder, a pyramid and a cone.
Show how to obtain the formula
r (r+l ) for the surface area of a
cone. Calculate the surface area of a
sphere using the formula 4r
2
.
Calculating volumes and
surface areas at
gcsebitesize/maths/shapeih/in
dex.shtml
illustrate how to calculate the
volume of various prisms (cross-
sectional area length). Calculate
the volume of a pyramid (including
a cone) using the formula
area of base perpendicular
height. Calculate the volume of a
sphere using the formula
Try the dipstick
investigation at
r
3
.
urce/dipstick.htm
Class activity: Find the surface area
and volume of various composite
shapes.
illustrate how to calculate arc length
3
1
3
4
Class activity: An A4 sheet of
paper can be rolled into a cylinder in
two ways. Which gives the biggest
volume? If the area of paper remains
constant but the length and width
can vary investigate what width and
length gives the maximum cylinder
volume.
Useful websites to drill
basic differentiation and
integration:
www.thatquiz.org
www.khanacademy.org
IGCSE ADDITIONAL MATHEMATICS 0606 (1 YEAR)
1
2. BINOMIAL EXPANSIONS
2
3. PERMUTATIONS AND COMBINATIONS
4
4. LOGARITHMIC AND EXPO NENTIAL
FUNCTIONS
4
5. TRIGONOMETRY
SUGGESTED NO. OF WEEKS TOPICS/SUB-TOPICS
2
6. CIRCULAR MEASURE
3
7. VECTORS IN 2 DIMENSIONS
2
8. FACTORS OF POLYNOMIALS
use the Binomial Theorem for
expansion of (a + b)
n
for positive
integral Pascals triangle
use the general term
(knowledge of the greatest term and
properties of the coefficients is not
required)
recognise and distinguish between a
permutation case and a
combination case
know and use the notation x! (with 0!
= 1), and the expressions for
permutations and combinations of x
items taken y at a time
answer simple problems on
arrangement and selection (cases with
repetition of objects, or with objects
arranged in a circle or involving
both permutations and combinations,
are excluded)
know simple properties and graphs of
the logarithmic and
exponential functions including ln x and
e
x
(series expansions are
not required)
know and use the laws of logarithms
(including change of base of
logarithms)
solve equations of the form a
x
= b
know the six trigonometric functions
of angles of any magnitude
(sine, cosine, tangent, secant,
cosecant, cotangent)
RESOURCES ASSESSMENT OBJECTIVES SUGGESTED ACTIVITIES
understand amplitude and periodicity
and the relationship between
graphs of e.g. sin x and sin 2x
draw and use the graphs of
y = a sin (bx) + c
y = a cos (bx) + c
y = a tan (bx) + c
prove simple trigonometric identities
Learn and use cot, cosec, sec
identities
solve problems involving the arc
length and sector area of a circle,
including knowledge and use of radian
measure
use vectors in any form
know and use position vectors and
unit vectors
find the magnitude of a vector; add
and subtract vectors and
multiply vectors by scalars
compose and resolve velocities
use relative velocity, including solving
problems on interception
(but not closest approach)
know and use the remainder and
factor theorems
find factors of polynomials
solve cubic equations

Igcse Accelerated Mathematics 0580 (Extended 2 Years) Scheme of Work For Year 9 (2011)

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Igcse Accelerated Mathematics 0580 (Extended 2 Years) Scheme of Work For Year 9 (2011)

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IGCSE ACCELERATED MATHEMATICS 0580 (EXTENDED 2 YEARS)

SCHEME OF WORK FOR YEAR 9 (2011)

. Show also that each

B' and A' B' .

B) ' is the same as

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