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.
IGCSE Mathematics
terms: point, line, parallel, bearing, right
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
Pg 198 – 206
• use and interpret vocabulary of that the angles at A is the same as the angle at E.
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
triangles (equilateral, isosceles) and quadrilaterals (square, produced by Escher at
corresponding results of similar figures
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
Define the terms plane of symmetry and order of rotational Classifying angles at
• Recognize rotational and line symmetry
symmetry for three dimensional shapes. Use diagrams to
6.3.1 Symmetry (including order of rotational symmetry)
illustrate the symmetries of cuboids (including a cube), prisms
http://www.math.com/sc
Properties in two dimensions and properties of hool/subject3/lessons/S
(including a cylinder), pyramids (including a cone) and spheres.
triangles, quadrilaterals and circles 3U1L4GL.html
directly related to their symmetries.
Draw simple diagrams to illustrate the circle symmetry properties
6.3.2 Angle Properties (a), (b) and (c). Solve a variety of problems.
• Recognize symmetry properties of the IGCSE Mathematics by
prism (including cylinder) and the
6.4 Solids Revise basic angle properties by drawing simple diagrams which Karen Morrison
pyramid (including cone); illustrate (a), (b) and (c). Define acute, obtuse and reflex angles;
equilateral, isosceles and scalene triangles. Pg 133 – 138
• use the following symmetry properties
6.4.1 Nets of circles: Pg 154 – 156
Define the terms (irregular) polygon and regular polygon. Use
(a) equal chords are equidistant from examples which include: triangles, quadrilaterals, pentagons,
6.4.2 Symmetry the centre, Pg 161 – 162
hexagons and octagons.
(b) the perpendicular bisector of a
Properties chord passes through the centre,
By dividing an n-sided polygon into a number of triangles show Pg 166 - 168
that the sum of the interior angles is 180(n - 2) degrees. Show
(c) tangents from an external point also that each exterior angle is 360°n
6.5 Congruency are
equal in length Solve a variety of problems which use these formulae.
6.6 Similarity • Calculate unknown angles using the Class activity: Draw a table of information for regular polygons.
following geometrical properties: Use as headings: number of sides, name, exterior angle, sum of
(a) angles at a point, interior angles, interior angle
6.6.1 Areas of Similar (b) angles on a straight line and
Triangles and intersecting straight lines Use diagrams to introduce the angle properties (a) to (e).
(c) angles formed within parallel lines,
Figures (d) angle properties of triangles and
quadrilaterals, Solve a variety of problems that involve the angle properties.
6.6.2 Volumes and (e) angle properties of regular
polygons
Surface Areas of (f) angle properties of irregular
Similar Solids polygons.

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Suggested Topics /
no. of Assessment Objectives
Sub – topics
weeks
• 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 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 of a side
7.1 Pythagoras’ or of an angle of a right-angled triangle
(angles will be quoted in, and answers
Theorem
required in, degrees and decimals to
one decimal place).
7.2 Trigonometric
• Interpret and use three-figure
Ratio
bearings measured clockwise from the
north (i.e. 000º - 360º).
7.3 Angle of Elevation
and Depression • Solve trigonometrical problems in
two dimensions involving angles of
elevation and depression, extend sine
7.4 Sine Rule
and cosine functions to angles between
and solve problems using the
7.5 Cosine Rule
sine and cosine rules for any triangle
and the formula area of triangle =
7.6 Area of a Triangle ½absinC;
7.7 Bearings
7.8 Three- • Solve simple trigonometrical
problems in three dimensions including
Dimensional
angle between a line and a plane.
Problems
2
Suggested Activities / Approaches Supplementary
Resources
Class activity: Investigate cyclic quadrilaterals. For example,
explain why all rectangles are cyclic quadrilaterals. What other
quadrilateral is always cyclic? Is it possible to draw a
parallelogram that is cyclic? etc.
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/m
aps/abc_world_maps.html
Discuss how bearings are measured and written. Use simple
examples to show how to calculate bearings, e.g. calculate the Various problems at
bearing of B from A if you know the bearing of A from B. http://nrich.maths.org/publi
c/leg.php
Class activity: Use a map to determine distance and direction
between two places, etc. Try the investigation at
http://nrich.maths.org/publi
Draw a sine curve and discuss its properties. Use the curve to c/leg.php
show, for example, sin 150º = sin 30º . Repeat for the cosine
curve.
IGCSE Mathematics by
Define angles of elevation and depression. Use straightforward Karen Morrison
examples to illustrate how to solve problems using the sine and
Pg 169 – 171
cosine rules.
Pg 176 - 209
Class activity: Solve two dimensional trigonometric problems in
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.
Suggested Topics /
no. of Assessment Objectives Suggested Activities / Approaches Supplementary
Sub – topics
weeks Resources
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 draws two lines that intersect. Measure the length of each line to constructions at
the nearest millimetre and one of the angles to the nearest http://www.mathforum.org/li
CONSTRUCTION • Construct a triangle given the three degree. Each student should then measure another student’s brary/topics/constructions/
sides using ruler and compasses only; drawing and compare answers.

8.1 Construction of
Simple Figures • Construct other simple geometrical
figures from given data using
protractors and set squares as
8.2 Loci and necessary;
Intersection of
Loci • 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,
(d) which are equidistant from two
given intersecting straight lines.
Show how to: construct a triangle using a ruler and compasses IGCSE Mathematics
only, given the lengths of all three sides; bisect an angle using a (2nd edition) by Ric
straight edge and compasses only; construct a perpendicular
Pimentel and Terry Wall
bisector using a straight edge and compasses only.
Shape and Space
Class activity: Construct a range of simple geometrical figures
from given data, investigate a nine-point circle, etc. Pg 191-196
Use a straightforward example to revise the topic of scale
drawing. Show how to calculate the scale of a drawing given a IGCSE Mathematics by
length on the drawing and the corresponding real length. Point Karen Morrison Pg
out that measurements should not be included on a scale 172-173
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.
Draw simple diagrams to illustrate (a), (b), (c) and (d). Use the
convention of a broken line to represent a boundary which 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.

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.

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Suggested Topics /
no. of Assessment Objectives Suggested Activities / Approaches Supplementary
Sub – topics
weeks Resources
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.

• Reflect simple plane figures in
6 Weeks 10. horizontal or vertical lines;
TRANSFORMATIONS
• Rotate simple plane figures about
the origin, vertices or mid points of
10.1 Simple edges of the figures, through multiples
Transformation of 90o ;
• Construct given translations and
10.1.1 Translation enlargements of simple plane figures;
• Recognize and describe
10.1.2 Reflection reflections, rotations, translations and
enlargements.
10.1.3 Rotation
• Use the following transformations
of the plane: reflection (M); rotation (R);
10.1.4 Enlargement translation (T); enlargement (E); shear
(H); stretching (S) and their
combinations.
10.1.5 Shear
• (If M(a) = b and R(b) = c the
10.1.6 Stretch notation RM(a) = c will be used;
invariants under these transformations
may be assumed).
10.2 Combined
Transformation • Identify and give precise
descriptions of transformations
connecting given figures;
Draw an arrow shape () on squared paper. Use this to Try the investigation at
illustrate: reflection in a line (mirror line), rotation about any point http://nrich.maths.org/publi
(centre of rotation) through multiples of 90º(in both clockwise and c/leg.php
anti-clockwise directions) and translation by a vector.
Several different examples of each translation should be drawn.
IGCSE Mathematics
(2nd edition) by Ric
Use the word image appropriately.
Pimentel and Terry
Class activity: Using a pre-drawn shape on (x,y) coordinate Wall, Pg 311 – 345
axes to complete a number of transformations using the
equations of lines to represent mirror lines and coordinates to
For further information
represent centres of rotation.
about transformations
Work with (x,y) coordinate axes to show how to find: the equation search for '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
image, the vector of a translation. 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 IGCSE Mathematics by
(centre of enlargement). Karen Morrison
Show how to find the centre of enlargement given a shape and Pg 247 – 254
its (enlarged) image.
Pg 262 – 265
Draw straightforward enlargements using negative and/or Pg 265 – 276
fractional (½) scale factors.
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 and to 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).

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Suggested Topics /
no. of Assessment Objectives Suggested Activities / Approaches Supplementary
Sub – topics
weeks Resources
e.g. represents a rotation about (0,0) through 90º anti- Pimentel and Terry
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
to the determinant of the transformation matrix. For example use
the matrix .

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

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Suggested Topics /
no. of Assessment Objectives Suggested Activities / Approaches Supplementary
Sub – topics
weeks Resources
calculate the range of a set of data and how to estimate the inter-
• Estimate and interpret the median,
quartile range from a cumulative frequency diagram.
percentiles, quartiles and inter-quartile
range;
Record sets of continuous data, e.g. heights, weights etc., in
• Calculate an estimate of the mean for grouped frequency tables. Use examples that illustrate equal and
grouped and continuous data; unequal class widths. Draw the corresponding histograms (label
the vertical axis of a histogram as ‘frequency density’ and point
• Identify the modal class from a grouped out that the area of each bar is proportional to the frequency).
frequency distribution. 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

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.