1 Student book & Cambridge syllabus

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CAMBRIDGE
CHECKPOINT
AND BEYOND Student Book: Complete Mathematics for
Complete Mathematics for Cambridge Secondary 1

Cambridge Secondary 1: Book 3

Complete
Curriculum Framework Cambridge Secondary 1
Mathematics

3 Mathematics: Stage 9
3

for Cambridge
Deborah Barton

Secondary 1
Deborah Barton

Oxford excellence for Cambridge Secondary 1

COMPLETE MATHEMATICS FOR CAMBRIDGE Student

SECONDARY 1 BOOK 3 Book

Syllabus overview

Number
Number: Integers, powers and roots

Add, subtract, multiply and divide directed numbers. Pages 60–62

Estimate square roots and cube roots. Pages 63–65

Use positive, negative and zero indices and the index laws for multiplication and division of positive Pages 14–16
integer powers.
Number: Place value, ordering and rounding

Recognise the equivalence of 0.1, –

1 Pages 65–66
10 , and 10 ; multiply and divide whole numbers and decimals by 10
–1

to the power of any positive or negative integer.

Round numbers to a given number of decimal places or significant figures; use to give solutions to Pages 98–102
problems with an appropriate degree of accuracy.

Use the order of operations, including brackets and powers. Pages 14–16
Number: Fractions, decimals, percentages, ratio and proportion

Consolidate writing a fraction in its simplest form by cancelling common factors. Pages 8–13

Add, subtract, multiply and divide fractions, interpreting division as a multiplicative inverse, and Pages 8–13
cancelling common factors before multiplying or dividing.

Solve problems involving percentage changes, choosing the correct numbers to take as 100% or as a Pages 266–276
whole, including simple problems involving personal or household finance, e.g. simple interest, discount,
profit, loss and tax.

Recognise when fractions or percentages are needed to compare different quantities. Pages 266–276

Compare two ratios; interpret and use ratio in a range of contexts. Pages 207–210

Recognise when two quantities are directly proportional; solve problems involving proportionality, e.g. Pages 212–214
converting between different currencies.

Calculation
Mental strategies

Extend mental methods of calculation, working with decimals, fractions, percentages and factors, using Pages 155–158
jottings where appropriate.

Solve word problems mentally. Pages 155–156

Consolidate use of the rules of arithmetic and inverse operations to simplify calculations. Pages 156–157

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Multiplication and division

Multiply by decimals, understanding where to position the decimal point by considering equivalent Pages 104–106
calculations; divide by decimals by transforming to division by an integer.

Recognise the effects of multiplying and dividing by numbers between 0 and 1. Pages 104–106

Algebra
Algebra: Expressions, equations and formulae

Know the origins of the word algebra and its links to the work of the Arab mathematician Al’Khwarizmi. Pages 20–21

Use index notation for positive integer powers; apply the index laws for multiplication and division to Pages 21–24
simple algebraic expressions.

Construct algebraic expressions. Pages 20–21

Simplify or transform algebraic expressions by taking out single-term common factors. Pages 21–24

Add and subtract simple algebraic fractions. Pages 26–28

Derive formulae and, in simple cases, change the subject; use formulae from mathematics and other Pages 30–33
subjects.

Substitute positive and negative numbers into expressions and formulae. Pages 29–30

Construct and solve linear equations with integer coefficients (with and without brackets, negative signs Pages 111–115
anywhere in the equation, positive or negative solution); solve a number problem by constructing and
solving a linear equation.

Solve a simple pair of simultaneous linear equations by eliminating one variable. Pages 118–120

Expand the product of two linear expressions of the form x ± n and simplify the corresponding quadratic Pages 28–29
expression.

Understand and use inequality signs (<, >, ≤, ≥); construct and solve linear inequalities in one variable; Pages 115–117
represent the solution set on a number line.
Algebra: Sequences, functions and graphs

Generate terms of a sequence using term-to-term and position-to-term rules. Pages 234–236

Derive an expression to describe the nth term of an arithmetic sequence. Pages 234–236

Find the inverse of a linear function. Pages 232–234

Construct tables of values and plot the graphs of linear functions, where y is given implicitly in terms Pages 220–229
of x, rearranging the equation into the form y = mx + c; know the significance of m and find the gradient
of a straight line graph.

Find the approximate solutions of a simple pair of simultaneous linear equations by finding the point of Pages 222–224
intersection of their graphs.

Use systematic trial and improvement methods to find approximate solutions of equations such as Pages 120–121
x2 + 2x = 20 (1, 2 and 7).

Construct functions arising from real-life problems; draw and interpret their graphs. Pages 229–231

Use algebraic methods to solve problems involving direct proportion, relating solutions to graphs of the Pages 231–232
equations.

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Geometry
Geometry: Shapes and geometric reasoning

Calculate the interior or exterior angle of any regular polygon; prove and use the formula for the sum of Pages 132–134
the interior angles of any polygon; prove that the sum of the exterior angles of any polygon is 360°.

Solve problems using properties of angles, of parallel and intersecting lines, and of triangles, other Pages 127–131
polygons and circles, justifying inferences and explaining reasoning with diagrams and text.

Draw 3D shapes on isometric paper. Pages 40–45

Analyse 3D shapes through plans and elevations. Pages 40–45

Identify reflection symmetry in 3D shapes. Pages 40–45

Use a straight edge and compasses to: Pages 45–48

– construct the perpendicular from a point to a line and the perpendicular from a point on a line
– inscribe squares, equilateral triangles, and regular hexagons and octagons by constructing equal
divisions of a circle.

Know and use Pythagoras’ theorem to solve two-dimensional problems involving right-angled triangles. Pages 139–142
Geometry: Position and movement

Tessellate triangles and quadrilaterals and relate to angle sums and half-turn rotations; know which Pages 143–145
regular polygons tessellate, and explain why others will not.

Use the coordinate grid to solve problems involving translations, rotations, reflections and enlargements. Pages 244–252

Transform 2D shapes by combinations of rotations, reflections and translations; describe the Page 257
transformation that maps an object onto its image.

Enlarge 2D shapes, given a centre and positive integer scale factor; identify the scale factor of an Pages 250–252
enlargement as the ratio of the lengths of any two corresponding line segments.

Recognise that translations, rotations and reflections preserve length and angle, and map objects on to Pages 254–257
congruent images, and that enlargements preserve angle but not length.

Know what is needed to give a precise description of a reflection, rotation, translation or enlargement. Pages 254–257

Use bearings (angles measured clockwise from the north) to solve problems involving distance and Pages 50–52
direction.

Make and use scale drawings and interpret maps. Pages 49–50

Find by reasoning the locus of a point that moves at a given distance from a fixed point, or at a given Pages 145–146
distance from a fixed straight line.

Measure
Measure: Length, mass and capacity

Solve problems involving measurements in a variety of contexts. Pages 71–73

Measure: Time and rates of change

Solve problems involving average speed. Pages 166–170

Use compound measures to make comparisons in real-life contexts, e.g. travel graphs and value for Pages 162–166
money.
Measure: Area, perimeter and volume

Convert between metric units of area, e.g. mm2 and cm2, cm2 and m2 and volume, e.g. mm3 and cm3, Pages 71–76
cm3 and m3; know and use the relationship 1 cm3 = 1 ml.

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Know that land area is measured in hectares (ha), and that 1 hectare = 10 000 m2; convert between Pages 73–75
hectares and square metres.

Solve problems involving the circumference and area of circles, including by using the π key of a Pages 281–283
calculator.

Calculate lengths, surface areas and volumes in right-angled prisms and cylinders. Pages 283–286

Handling data
Handling data: Planning and collecting data

Suggest a question to explore using statistical methods; identify the sets of data needed, how to collect Pages 80–82
them, sample sizes and degree of accuracy.

Identify primary or secondary sources of suitable data. Pages 80–82

Design, trial and refine data collection sheets. Pages 80–82

Collect and tabulate discrete and continuous data, choosing suitable equal class intervals where Pages 80–82
appropriate.
Handling data: Processing and presenting data

Calculate statistics and select those most appropriate to the problem. Pages 84–88

Select, draw, and interpret diagrams and graphs, including: Pages 178–186
– frequency diagrams for discrete and continuous data
– line graphs for time series
– scatter graphs to develop understanding of correlation
– back to back stem-and-leaf diagrams.
Handling data: Interpreting and discussing results

Interpret tables, graphs and diagrams and make inferences to support or cast doubt on initial Pages 192–193
conjectures; have a basic understanding of correlation.

Compare two or more distributions; make inferences, using the shape of the distributions and Pages 192–193
appropriate statistics.

Relate results and conclusions to the original question. Pages 192–193

Handling data: Probability

Know that the sum of probabilities of all mutually exclusive outcomes is 1 and use this when solving Page 293
probability problems.

Find and record all outcomes for two successive events in a sample space diagram. Pages 294–297

Understand relative frequency as an estimate of probability and use this to compare outcomes of Pages 297–298
experiments in a range of contexts.

Problem solving
Problem Solving Throughout the
All Stage 9 problem solving objectives are covered in this book. Problem solving skills underpin many book
of the exercises and investigations, providing a structure for the application of mathematical skills.
Features such as investigations, puzzles and ‘What’s the point?’ stimulate students’ curiosity and
encourage them to apply problem solving skills to each new mathematical concept they encounter.