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1.4 Symmetry in Solids Introduce the idea of symmetry of solids in Ask the students to
general using models such as cubes, cuboids, construct the prisms to
cylinders, cones and pyramids, etc. enable them to see the
Recognise symmetry with respect to a plane. symmetry properties more
Explain the technique to identify an axis of easily. Cut the solids into
rotational symmetry of a solid with its respective two equal parts and identify
order of rotational symmetry. the plane of symmetry.
Discuss solids with an infinite number of Give examples of solids
plane symmetry such as spheres, cylinders, etc. with no plane symmetry
such as irregular solids.
2.1 Symmetry Identify the terms circumference, radius, Let the students explore the http://www.bbc.co.uk/s
Properties of properties of chords and chools/gcsebitesize/m
diameter, chord, segment (major and minor),
Circles tangents by drawing aths/shapes/circles2hir
sector, arc and semicircle.
diagrams and cut out.
Use the following symmetry properties of ev10.shtml
Measure the lengths and
circles to calculate unknown sides and angles angles to see the
and give simple explanations: relationships and hence
(a) equal chords are equidistant from the centre, generalize the properties. Sections 3.8 and 3.9 of
(Use the properties of http://www.ex.ac.uk/ci
(b) the perpendicular bisector of a chord passes mt/mepres/allgcse/bka
through the centre, isosceles triangles, congruent
triangle and the exterior 3.pdf
(c) a tangent to a circle is perpendicular to the angle to a triangle, etc.)
radius of the circle at point of contact, Have students paste all the
(d) two tangents from an external point to a cut out circles onto their note There are interactive
circle are equal in length, books. investigations about
(e) the angle between two tangents drawn from Explain the term tangent as the angle properties at
an external point to a circle is bisected by the line which touches the http://teachers.henrico
the line through the external point and the circle at only one point. Make .k12.va.us/math/rd03/
centre of the circle. students practise drawing GeometryActs/CircleA
2.2 Angles Properties tangents. ngle01.html
of Circles
Identify and use the following angles
properties of circles to calculate the unknown Discovering
Let students explore the
angles and give simple explanations: Mathematics 3A, Unit
angles properties of circles
(a) angle at the centre is twice angle at the 6.
by using diagrams. Require
circumference, students to measure the
(b) angle in semicircle is equal to 90°, angles or use paper cut out
(c) angle in the same segment are equal, to compare the angle size
(d) angles in opposite segments (or opposite and their relationship. Hence
angles of a cyclic quadrilateral) add up to generalize the properties.
180°,
Caution: for the correct pair
(e) external angle of a cyclic quadrilateral is on angle at the centre, angle
equal to the opposite interior angle, at the circumference and
(f) angles in alternate segments are equal, angle in the same segment,
3.5 Bearings Find the bearing of a point from another point Identify places according to
(always measure clockwise from the north line their bearings and
and the bearing must be stated in three digits). distances from a given
place, or according to their
Recall the angle properties of parallel lines, bearings from two different
angles at a point and angle properties of triangle
places.
and use these properties to solve problems on
bearings.
Solve trigonometric problems (include
problems incorporating speed, distance and
time).
Content coverage Scope and Development Suggested Activities Resources
3.6 Three Dimensional Identify right angles in diagrams of 3-D Include cases where sine / Various problems at
Problems objects (e.g. prisms, pyramids, wedges etc). cosine rule may be used to http://nrch.maths.org/
solve 3 –D problems public/leg.php
From the 3-D diagram, draw right-angled
triangles using
horizontal and vertical lines instead of slant
lines as seen
from the 3-D diagram.
Use the right-angled triangles drawn to solve the
problems.
Solve problems involving angle of elevation
and angle of depression, stressing that these are
angles between the line of sight and the
horizontal. Include problems on finding the
SPN-21 (Interim Stage) Year 10 Normal Track (2 + 3) Page 6 of 23
greatest angle of elevation.
4.1 Perimeter and Area Review formulae for perimeter and area of Revise, using Background about the
(a) Perimeter and squares, rectangles, triangles, the area of straightforward examples, formulae for area and
Area parallelograms and trapeziums, circumference how to calculate the circumference, and π
of Common and area of circles. perimeter and area of may be found at
Figures squares, rectangles and http://www-gap.dcs.st-
triangles, the area of and.ac.uk/~history/His
parallelograms and tTopics/Pi through the
trapeziums. It may be ages.html
Review parts of a circle – chord, arc, sectors helpful to show students
(b) Arc Length and Revision site for arcs
and segments. how the area formulae for
Area and sectors at
Show the relation between arc length and parallelograms and http://www.bbc.co.uk/s
of Sector
circumference. trapeziums may be chools/gcsebitesize/m
obtained by splitting them aths/shapeih/circlesan
Show the relation between the area of sector into two triangles. glesarcsandsectorsrev
and area of circle. Also, revise the calculation 3.shtml
Solve problems involving the perimeter and of circumference and area
area of common figures including the arc length of a circle, then, by using
and the area of sector of a circle. the concept of direct
proportion, show how to
derive the formula for arc
length and sector area.
(c) Perimeter and
Area
Solve problems involving the perimeter and
of Composite
area of composite figures including finding the For perimeter of a
Figures
area of a segment. composite figure, start from
any point at the edge of the
figure, go around the figure
along the edge until the
starting point is reached.
The perimeter is the sum of
all the sides.
For area of a composite
figure, draw dotted lines to
subdivide the composite
figure into common figures.
Find the area of each
common figure. Add the
area of all common figures
in the filled (usually
shaded) region and subtract
SPN-21 (Interim Stage) Year 10 Normal Track (2 + 3) Page 8 of 23
all those which are ‘holes’
(usually unshaded).
5.2 Scale Drawing Read and make scale drawings. Apply the construction skills to http://www.ex.ac.uk/ci
making scale drawings, using mt/mepres/allgcse/bka
simple scales only. Draw 3.pdf has work on
various situations to scale and scale drawings at
interpret results, for example,
section 3.7
draw a plan of a room to scale
and use it to determine the
area of carpet needed to cover
the floor.
7 80 57 6
or
7 82 70 0
70 72
87 80
56 70
b) The sales of a
department store for 2
items on 2 successive
days:
Thursday : 10 bags, 12
belts;
Friday : 8 bags, 5
belts.
10 12 10 8
8 or
5
12
5
6.2 Matrix Addition, Show the addition and subtraction of two When doing subtraction,
Subtraction and matrices. give strong emphasis that
Multiplication by a the minus sign should not
Scalar be touched when
Show the multiplication of a matrix by a scalar multiplying the scalar of the
quantity. second matrix with the
elements of that matrix. For
example,
2 − 3 −1 5
4
−2
1 =
1 − 5
2 −3 −2 10
4 −
1
2 −10
A common mistake at this
step is
2 −3 2 −10
4
1 − 2 10
6.3 Matrix Explain the technique of the multiplication of two Use real life example to
Multiplication matrices. Emphasize that two matrices can only show the logic of
be multiplied when the number of columns in the multiplying row with
first matrix is the same as the number of rows in column. You may use the
the second matrix. example stated above. That
is considering the sales of a
department store for the 2
Show the results that AB ≠ BA. items on 2 successive days.
(except for multiplication by identity matrix In addition, let the price of
where IA = AI). the bag be $8 per piece and
the belt at $3 per piece.