0580 Scheme of Work (For Examination From 2025)

Scheme of Work
Cambridge IGCSE™ / Cambridge IGCSE (9–1)

Mathematics 0580 / 0980
For examination from 2025
© Cambridge University Press & Assessment 2022 v2
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Contents
Introduction............................................................................................................................................................................................................................................... 4
1. Introduction to mathematics I................................................................................................................................................................................................................ 7
2. Introduction to mathematics II............................................................................................................................................................................................................. 14
3. Further algebra, Pythagoras’ theorem, surds and appropriate accuracy............................................................................................................................................ 20
4. Coordinate geometry I, ratio and scale drawing.................................................................................................................................................................................. 25
5. Probability I, geometry and graphs..................................................................................................................................................................................................... 30
6. Circles, 3D mensuration, vectors and cumulative frequency.............................................................................................................................................................. 38
7. Standard form, similarity, trigonometry I and probability II.................................................................................................................................................................. 44
8. Coordinate geometry II, accuracy and trigonometry II........................................................................................................................................................................ 50
9. Sets, scatter diagrams, 3D trig and vector geometry.......................................................................................................................................................................... 53
10. Functions, histograms (& differentiation)........................................................................................................................................................................................... 58
Scheme of Work
Introduction
This scheme of work has been designed to support you in your teaching and lesson planning. Making full use of this scheme of work will help you to improve both
your teaching and your learners’ potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully. You
can choose what approach to take and you know the nature of your institution and the levels of ability of your learners. What follows is just one possible approach
you could take and you should always check the syllabus for the content of your course.
Suggestions for independent study (I), formative assessment (F) and areas where sustainability may be addressed are included. Throughout the scheme of work we have
included reference to the Sustainability Development Goals (SDGs 1–17), if and where they are relevant and applicable.
Opportunities for differentiation are indicated as extension activities (E); there is the potential for differentiation by resource, grouping, expected level of outcome, and
degree of support by teacher, throughout the scheme of work. Timings for activities and feedback are left to the judgement of the teacher, according to the level of the
learners and size of the class. Length of time allocated to a task is another possible area for differentiation.
Guided learning hours
Guided learning hours give an indication of the amount of contact time you need to have with your learners to deliver a course. Our syllabuses are designed around
130 hours for Cambridge IGCSE courses. The number of hours may vary depending on local practice and your learners’ previous experience of the subject. The
table below give some guidance about how many hours we recommend you spend on each topic area.
Topic Suggested teaching time (hours / % of the course) Suggested teaching order
Introduction to mathematics I 13hrs/10% 1
Introduction to mathematics II 13hrs/10% 2
Further algebra, Pythagoras’ theorem, surds 13hrs/10% 3

and appropriate accuracy
Coordinate Geometry I, Ratio and Scale 13hrs/10% 4

Drawing
Probability I, geometry and graphs 13hrs/10% 5
Circles, 3D mensuration, vectors and 13hrs/10% 6

cumulative frequency
Standard form, similarity, trigonometry I and 13hrs/10% 7

probability II
Coordinate geometry II, accuracy and 13hrs/10% 8
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Scheme of Work
Topic Suggested teaching time (hours / % of the course) Suggested teaching order
trigonometry II
Sets, scatter diagrams, 3D trig and vector 10hrs/8% (include time for exam preparation) 9
geometry
Functions, histograms (& differentiation) 10hrs/8% (include time for exam preparation) 10
Resources
You can find the endorsed resources to support Cambridge IGCSE Mathematics on the Published resources tab of the syllabus page on our website
www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-mathematics-0580/published-resources/.
Endorsed textbooks have been written to be closely aligned to the syllabus they support, and have been through a detailed quality assurance process. All textbooks
endorsed by Cambridge International for this syllabus are the ideal resource to be used alongside this scheme of work as they cover each learning objective.
Throughout this scheme of work we refer to our Cambridge IGCSE Mathematics 0580 past papers and Test Maker. The 0580 syllabus runs parallel to the 0980
syllabus content and assessment criteria. Cambridge IGCSE and Cambridge IGCSE (9–1) syllabuses are at the same level. In addition to reading the syllabus,
teachers should refer to the updated specimen assessment materials.
Tools to support remote teaching and learning – to find out about and explore the various online tools available for teachers and learners.
School Support Hub
The School Support Hub www.cambridgeinternational.org/support is a secure online resource bank and community forum for Cambridge teachers, where you can
download specimen and past question papers, mark schemes and other teaching and learning resources. We also offer online and face-to-face training; details of
forthcoming training opportunities are posted online. This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on
the School Support Hub at www.cambridgeinternational.org/support. If you are unable to use Microsoft Word you can download Open Office free of charge from
www.openoffice.org
Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge Assessment International Education is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site's owners (or their products/services).
The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only
the particular resources are recommended.
5
Scheme of Work
How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
We have written this scheme of work for the Cambridge IGCSE Mathematics syllabus and it provides some ideas and suggestions of how to cover the content of the
syllabus. We have designed the following features to help guide you through your course.
Learning objectives help your learners by making clear the Suggested teaching activities give you lots of ideas about
knowledge they are trying to build. Pass these on to your how you can present learners with new information without
learners by expressing them as ‘We are learning to / about…’. teacher talk or videos. Try more active methods which get
your learners motivated and practising new skills.
Formative assessment (F) is ongoing

assessment which informs you about the
Extended content is progress of your learners. Don’t forget to
highlighted throughout leave time to review what your learners have
the scheme of work. learnt, you could try question and answer,
tests, quizzes, ‘mind maps’, or ‘concept
maps’. These kinds of activities can be found
in the scheme of work.
Resource Plus provides ready built, Independent study (I) gives your learners
multi-media rich Teaching Packs with the opportunity to develop their own ideas
lesson plans. Access these through the and understanding without direct input from
School Support Hub syllabus page you.
www.cambridgeinternational.org/support
Sustainability Development Goals (SDG)

references and suggestions on how these
can be integrated into classroom activities.
Past papers, specimen papers, mark schemes and

Test Maker are available for you to download and use
at: www.cambridgeinternational.org/support Extension activities (E) provide your more
able learners with further challenge beyond
Using these resources with your learners allows you to the basic content of the course. Innovation
check their progress and give them confidence and and independent learning are the basis of
understanding. these activities.
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Scheme of Work
1. Introduction to mathematics I
Syllabus ref. Learning objectives Suggested teaching activities

C1.1 and Identify and use: As a useful starting point, revise positive and negative numbers using a number line and explain the
E1.1 Types of number • natural numbers difference between natural numbers and integers. Provide learners with definitions of the listed terms (e.g.
• integers (positive, factor, multiple, square number) which are on the Maths Revision website (www.mathsrevision.net). If the link
zero and doesn’t work: from the home page, select ‘GCSE > number > numbers’. (I)
negative)
• prime numbers A fun activity is to allocate a number to each learner in the class and ask them to stand up if their number
• square numbers exhibits a property that you call out. For example, you might call out “a multiple of 4”; “a factor of 18”, etc. Use
• cube numbers this to show interesting facts, such as prime numbers will have 2 people standing up (this emphasises that 1
• common factors is not prime); and square numbers will have an odd number of people standing up. You can use this activity
• common to highlight common factors / common multiples for pairs of numbers. This could be extended to highest
multiples common factors (HCF) and lowest common multtiples (LCM).
• rational and
irrational Don Steward has posted a challenge to identify pairs of numbers from the HCF and LCM which is available
numbers at donsteward.blogspot.co.uk/search/label/LCM\and\HCF (E)
• reciprocals.
As a follow-on activity, learners identify a number from a description of its properties. For example, say to the
class “which number less than 50 has 3 and 5 as factors and is a multiple of 9?” You could also ask learners
to make up their own descriptions and test one another. (I)
The Strange Bank Account from NRICH provides a starting point for an interesting investigation:
nrich.maths.org/9923 (I) (E)
Another interesting task is to look a Fermat’s discovery, which shows that some prime numbers are the sum
of two squares, e.g. 29 = 25 + 4 = 5 2 + 2 2 . Ask learners to find what other prime numbers they can form in
P P P P
this way, and any they can’t form in this way. Then ask if they can formulate a rule that tests if a prime can be
made like this. (E)
Look at how to write any integer as a product of prime numbers. Demonstrate the factor tree method to your
learners (you can find this online), then ask them to practise using this method to write other numbers as
products of primes. Then ask learners to find the product of primes of other numbers, for example 60, 450,
42, 315, but this time, ask them to look for alternative methods, for example by researching on the internet;
another useful method is the repeated division method. (I)
Give learners a definition of the terms rational, irrational and real numbers, which you can find on the Maths is
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Scheme of Work

Fun website (www.mathsisfun.com). If the link doesn’t work, from the home page: click on ‘Index > 10
upwards > numbers > Irrational Numbers. The website also includes questions on rational and irrational
numbers for learners to try. These start simple and soon become more challenging. (I) (F)
C1.6 Use the four As a starter activity, ask learners to work in groups to use four 4s and the four rules for calculations to obtain
and E1.6 The four operations for all the whole numbers from 1 to 20, e.g. 4 + 4 × 4 – 4 = 16.
operations calculations with
integers, fractions Next look at long multiplication, and short and long division. You can see repeated subtraction (chunking)
and decimals, examples on the 3 Minute Maths channel at www.youtube.com/. If the link doesn’t work, search for ‘Chunking
including correct division 3 Minute Maths’ on YouTube. Or go to www.bbc.co.uk/schools/gcsebitesize/maths. If the link doesn’t
ordering of work, search for ‘Long multiplication and division’ on the BBC Bitesize website). This should be revision for
operations and use most but is worth spending a bit of time on to ensure learners are confident in the methods.
of brackets.
Clarify the order of operations, including the use of brackets. Highlight common errors such as working from
left to right instead of using the order of operations rule, BIDMAS (Brackets Indices Division Multiplication
Addition and Subtraction). Give learners some examples that illustrate the rules for multiplying and dividing
with negative numbers.
Extend this to using the four rules with fractions (including mixed numbers) and decimals. It is important that
learners can do these calculations both with and without the use of a calculator as they may be expected to
show working.
Ask a variety of questions using ‘Would you rather…?’ that require learners to use mathematical calculations,
e.g. Would you rather have a stack of coins (use a small local currency, e.g. 25 cents) from the floor to the top
of your head OR $225? (I) (E)
To check their understanding learners can try past paper questions. (I)
C1.7 and 1. Understand and Start by revising the meaning of positive indices and the basic rules of indices such as 33 × 35 = 38,
E1.7 Indices I use indices 54 ÷ 53 = 51 = 5, etc. Give learners simple examples to revise writing an integer as a product of prime
(positive, zero numbers, including writing answers using index notation. Try to avoid using 2 as the number you work with
and negative initially as this learners may think, incorrectly, that 23 means 2 × 3 because of the exception that is 22 . You
integers). can discuss this exception once learners understand the concept.
2. Understand and An interesting challenge for learners is the puzzle ‘Power Crazy’ on the Nrich website (nrich.maths.org). Ask
use the rules of learners to work in groups to complete the challenge. This can be extended to ‘Excel investigation: Power
indices. Crazy’ on the same website. This example also illustrates that although a spreadsheet can be used as a tool
to make calculations, we need our brains to solve the problem using reasoning.
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Scheme of Work
Move on to negative and zero indices.

2 3
-1 (2-3) 2 1 0 (3-3) 2
Useful examples are 2 =2 = 3
= and 2 =2 = 3 =1. Learners should try lots of examples and
2 2 2
questions. (I)
Move on to introducing fractional indices by relating them to roots (of positive integers), for example
1 1 1 3
4 2 x 42 = 41 =4 so 4 2 = √ 4 =2 . Use the rules of indices to show how values such as 16 4 can be simplified.
Learners should try lots of examples and questions. (I)
C1.3 Calculate with the Using simple examples, illustrate squares, square roots, cubes and cube roots of integers.
and E1.3 Powers and following:
roots • squares Extend this by asking more able learners to find the square and cube of fractions and decimals without using
• square roots a calculator; you might need to cover topic 1.7 Indices I first to help with this.
• cubes
• cube roots Show how to find the square root of an integer by repeated subtraction of consecutive odd numbers until you
• other powers and reach zero. For example, for 25 subtract in turn 1, 3, 5, 7, and then 9 to get to 0. Five odd numbers have been
roots of numbers. subtracted so the square root of 25 is 5. Ask learners to investigate this method for other, larger, square
numbers. (I)
Explain to learners that the square number 121 is palindromic (when the digits are reversed it is the same
number). Challenge learners to find all the palindromic square numbers less than 1000. (I)
To check their understanding, learners can then try a past paper question. (F)
C1.15 1. Calculate with Revise the units used for measuring time, with examples showing how to convert between hours, minutes
and E1.15 Time time: seconds (s), and seconds. It is useful to use television schedules and bus/train timetables to help with calculations of time
minutes (min), intervals, and conversions between 12-hour and 24-hour clock formats.
hours (h), days,
weeks, months, Ask learners to work in pairs or small groups to create a timetable for buses or trains running between two
years, including local towns. To extend a topic that is relatively easy for more able learners, there is an interesting case study
the relationship online called ‘Scheduling an aircraft’ on the Centre for Innovation in Mathematics Teaching website
between units. (www.cimt.org.uk).
2. Calculate times in It is useful for learners to look at world time differences and the different time zones. You could ask them to
terms of the 24- research and annotate a world map with times in various cities assuming it is 12:00 pm where you live.
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Scheme of Work

hour and 12-hour Learners can find times at www.timeanddate.com by searching for the worldclock. (I)
clock.
A common error associated with time calculations occurs when learners use a calculator and are given a
3. Read clocks and decimal answer, e.g. ‘5.3’. Make sure your learners understand that this means ‘5 hours 18 minutes’ not ‘5
timetables. hours 3 minutes’ or ‘5 hours 30 minutes’. You can illustrate this using the decimal time converter at
www.springfrog.com; search for the ‘Convert between hours minutes & seconds and decimal time’ page.
C2.1 1. Know that letters An effective start to this topic is revising basic algebraic notation. For example, a + a = 2a, b × c = bc
and E 2.1 Introduction to can be used to (emphasising that cb is the same as bc but that the convention is to write letters in alphabetical order). Also
algebra represent look at simple examples with indices d × d = d2 and e × e × e × e = e4. Explain to learners how to substitute
generalised numbers into a formula, including formulae that contain brackets.
numbers.
Ask learners to work in groups to look at the difference between simple algebraic expressions which are often
2. Substitute confused. For example, ‘Find the difference between 2x, 2 + x and x2 for different values of x’. Ask learners “is
numbers into there a number that makes them all equal?”
expressions and
formulas. For Extended learners, move on to more complicated formulae when substituting, for example those with
many orders of operations to consider. You can link the work on transforming formulae to the work on solving
equations, asking learners to think about the balance method used in both.
C2.2 1. Simplify Start by revising all aspects of directed numbers with all four operations and link this to positive and negative
and E2.2 Algebraic expressions by algebraic terms with the four operations. Make sure learners can work with negative numbers as this is
manipulation collecting like important in algebraic work.
terms.
You will need to use examples, with both positive and negative numbers, to illustrate expanding brackets.
2. Expand products Start simply with a single term being multiplied over a bracket containing two or more terms. Extend this
of algebraic technique to multiplying two simple linear brackets together for example (x – 3)(x + 7). It may be useful to
expressions. build on the grid method of multiplication linked to the partitioning of numbers. You could use a 2 × 2
algebraic multiplication grid to help with learners’ understanding.
3. Factorise by
extracting The next step is to use examples, with both positive and negative numbers, to illustrate factorising simple
common factors. expressions with one bracket. Explain that factorising is the reverse of expanding.
4. Factorise For Extended learners, move on to examples where they will need to find the products of algebraic
expressions of expressions, for example (x2 + 3x – 4)(x – 5). Building on the earlier factorising work, use examples to show
the form: learners how to factorise three-term quadratic equations, initially where the coefficient of x2 is 1.
1. ax + bx + kay
+ kby Include examples of simple difference of two squares, such as x2 – 16, emphasising that these can be solved
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Scheme of Work

2. a2x2 – b2y2 using the same method as three-term quadratics bearing in mind that the coefficient of the x term is 0. There
3. a2 + 2ab + b2 are some good questions to get your learners practising factorising simple quadratics on slide 5 of the
4. ax2 + bx + c PowerPoint presentation ‘Factorising quadratic expressions’ on the TES website (www.tes.co.uk).
5. ax3 + bx2 + cx
A really challenging topic is that of factorising quadratics where the coefficient of x2 is not 1. It is worth
5. Complete the spending a considerable amount of time on this topic, including revisiting it throughout the course to make
square for sure learners remember the methods. A higher-order thinking skill is to ask learners to compare different
expressions in methods for tackling a question. This is particularly useful for more able learners. Ask them to compare the
the form two different methods for factorising quadratics of the form ax2 + bx + c, where a ≠ 1. The first method is on
ax2 + bx + c. slide 16 of the PowerPoint presentation above, (which uses splitting the x term into two terms and then
factorising by grouping). The second method is on Mr Barton Maths website (mrbartonmaths.com) in the
eBook ‘The Maths E-Book of Notes and Examples’ in the section ‘More factorising quadratics’, (which uses a
trial and error approach). To support learners’ understanding, the Maths is Fun website
(www.mathsisfun.com) has a good explanation of completing the square that uses multiple representations.
(If the link doesn’t work, search ‘Completing the square’.)
Finally, give learners example problems requiring them to factorise the difference of two squares, for example
16x2 – 25y2. Discuss two-term quadratic factorising examples such as 18x2 – 24x. Emphasise that these are
often poorly answered. Point out that because they are quadratics learners often try to use two sets of
brackets instead of just the one set of brackets required.
C9.1 Classify and tabulate Use simple examples to revise collecting data and presenting it in a frequency (tally) chart. For example,
and E9.1 Classifying statistical data. record the different makes of car in a car park, or record the number of words on the first page of a series of
statistical data different books.
Ask learners to conduct an experiment of this type, tabulating their data.
Use examples to classify data using statistical terminology, e.g. discrete, continuous, numerical (quantitative),
non-numerical (qualitative). Use examples to show how to draw simple inferences from statistical diagrams,
and tables including two-way tables.
Resource Plus
Teaching Pack: Statistics
The Teaching Pack includes lessons on:
 predicting trends, considering data models and effective questioning
 bar charts and histograms
 representations, restrictions and relationships between data
 cumulative frequency and box-and-whisker plots.
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Scheme of Work
SDG 11 / 13
Consider collecting and presenting local data such as distance travelled to school or annual rainfall over time.
C4.2 1. Measure and Reinforce accurate measurement of lines and angles through various exercises. For example, each learner
and E4.2 Geometrical draw lines and draws two lines that intersect. Measure the length of each line to the nearest millimetre and one of the angles
constructions angles. to the nearest degree. Each learner should then measure another learner’s drawing and compare answers.
2. Construct a Ask learners to draw any triangle and then measure the three angles and check that they add up to 180°.
triangle, given the
lengths of all Show how to construct a triangle using a ruler and a pair of compasses only, given the lengths of all three
sides, using a sides. The Maths is fun website (www.mathsisfun.com) has a useful animation, ‘Constructing a triangle with 3
ruler and pair of known sides’, to demonstrate.
compasses only.
Explore some geometric solids and their properties on the Illuminations website (illuminations.nctm.org);
3. Draw, use and search for ‘Geometric solids’. (I) (E)
interpret nets.
C1.16 1. Calculate with Use examples to show how to solve straightforward problems involving exchange rates. It is useful for
and E1.16 Money money. learners if you link this work to syllabus section 2.9 (conversion graphs). Find up-to-date exchange rates from
2. Convert from one a daily newspaper or online.
currency to Learners compare offers, or investigate offers that do not represent good value for money. They could collect
another. their own information from websites or local retailers, or use images. (E)
To check their understanding, learners can then try past paper questions. (F)
Resource Plus
Teaching Pack: Unit conversions
 converting between simple units of measure
 area and volume
 compound measures
 interpreting travel and conversion graphs.
SDG 5
Consider comparing wages, either in different countries, or male/female, or any other suitable local
discriminant.
C5.1 Use metric units of First, use practical examples to illustrate how to convert between: millimetres, centimetres, metres and
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Scheme of Work

and E5.1 Units of mass, length, area, kilometres; grams, kilograms and tonnes; millilitres, centilitres and litres, for example, by looking at various
measure volume and capacity measuring scales.
in practical situations
and convert Then learners investigate connections between non-linear units, for example by drawing a variety of squares
quantities into larger and rectangles, marking key dimensions using mm, cm and m and using these to find areas in mm, cm and
or smaller units. m. Use their results to deduce conversion factors for these square units. (I)
Extend this work to look at converting between units of area mm2, cm2 and m2 and volume mm3, cm3 and m3.
More able learners may find it interesting to explore the link between the work on converting between area
units and the work on ratio (topic 1.11) and similar shapes (topic 4.4), and can look at using scales on maps
to work with areas. (E)
Resource Plus
 area and volume
SDG 14/15
Consider using units related to sustainability topics.
Past and specimen papers
Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
Test Maker is available for this syllabus to create high-quality, customised test papers using Cambridge past paper questions. For more information:
www.cambridgeinternational.org/support-and-training-for-schools/support-for-teachers/test-maker/ (F)
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2. Introduction to mathematics II

C1.4 1. Use the language Give learners a definition of the relevant terms (e.g. numerator, denominator, equivalent fractions, simplify,
and E1.4 Fractions, and notation of proper fraction, improper fraction, mixed number, decimal and percentage). Ask learners to produce a
decimals and percentages the following in crossword with the terms defined. Ask them to add any other terms that they can think of to do with fractions,
appropriate decimals and percentages. Learners can easily create crosswords using the excellent online software at
contexts: EclipseCrossword.com (www.eclipsecrossword.com) (I)
• proper
fractions Use clear examples and questions to cover converting between fractions, decimals and percentages.
• improper Learners should understand how to use place value (units, tenths, hundredths, etc.) to change a simple
fractions
• mixed decimal into a fraction. For example 0.3 has 3 in the tenths column so it is .
numbers
• decimals Look at the online lesson ‘converting repeating decimals to fractions’ at Basic-Mathematics.com (www.basic-
• percentages. mathematics.com) to demonstrate how to convert recurring decimals to fractions. It uses the following
method:
2. Recognise x = 0.15151515….
equivalence and 100x = 15.15151515… subtract these to get
convert between 15 5
these forms. 99x = 15 so x = =
99 33
Emphasise the appropriate recurring decimal notation, e.g.
0.1 7̇ =0.1777…, 0.1 2̇ 3̇ =0.1232323…, 0.123 =0.123123… .
C1.13 • Calculate a given The best starting point is to revise converting between percentages and decimals. You can use examples that
and E1.13 Percentages percentage of a require learners to find percentages of quantities, such as: to find 15% of $24, calculate 0.15 × 24 = 3.6 so
quantity. the answer is $3.60. (Remind learners that in money calculations it is conventional to use 2 d.p. for dollar
answers). Encourage learners to practise mental arithmetic methods too, for example: divide by 10 to find
• Express one 10%, halve this to find 5% and add these results to find 15%.
quantity as a
percentage of Then, use examples to show how to express one quantity as a percentage of another including where there is
another. a mixture of units.
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Scheme of Work
Extend the work on finding percentages of quantities to looking at how to calculate percentage increases and
• Calculate decreases. For example, to increase something by 15% you need to multiply by 1.15; to decrease something
percentage by 15% you need to multiply by 0.85. Provide practice examples. (I)
increase or Make sure learners don’t have the common misunderstanding that increasing a quantity by 50% and then
decrease. decreasing the resulting quantity by 50% leads back to the original value.
• Calculate with Introduce the formula I = PRT, where I = interest earned, P is the investment, R is the percentage rate and T
simple and is the time. Use this formula to solve a variety of problems involving simple interest, including those requiring
compound learners to use rearranged versions of the formula.
interest.
Learners are required to calculate compound interest, ideally in a single calculation, using the formula:
• Calculate using n
r
reverse Value of investment = P(1+ ) where P is the amount invested, r is the percentage rate of interest
percentages.
100
and n is the number of years of compound interest. For example, the compound interest earned on an
investment of $500 over 4 years at a rate of 3% interest is 500 × 1.034.
An interesting task is to ask learners to research the cost of borrowing money from different banks.
For Extended learners, move on to calculations involving reverse percentages. There are two good videos
explaining two different approaches for reverse percentages questions:
 ‘Reverse percentages’ on YouTube by ‘MrArnoldsMaths’ (www.youtube.com/watch?v=OQ9T1-0Up6I)
 ‘Reverse percentages’ on the B Grade Maths website (bgrademaths.blogspot.co.uk)
Ask learners to compare these methods and to decide which method they think is easier.
The STEM learning website (www.stem.org.uk/resources) has an excellent lesson on reverse percentages;
search for ‘Using Percentages to Increase Quantities N7.’ The resource makes links between percentages,
decimals and fractions, represents percentage increase and decrease as a multiplication and recognises the
inverse relationship between increase and decrease. This material tackles the misconception that an increase
of 50% followed by a decrease of 50% will take you back to the original value.
Use ‘Singapore Maths’ bar modelling to visualise reverse percentage problems. The Great Maths Teaching
Ideas website (www.greatmathsteachingideas.com) includes an introduction on how to use a bar model with
basic proportional reasoning problems; search for ‘Bar modelling – a powerful visual approach for introducing
number topics’. This can be easily extended to include reverse percentage problems. (E)
SDG 7 / 9
Consider the efficient production/transmission of energy, or using resources efficiently with waste % being
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Scheme of Work

calculated e.g., how much food is not eaten on 1 day as a % of food prepared
E1.17 Exponential growth Use exponential Khan Academy (www.khanacademy.org/) provides some good examples to introduce the topic of exponential
and decay growth and decay. growth and decay; search for ‘Exponential growth & decay word problems’. This site uses the approach
n = akt where n = number at time t, a is the initial value and k is the rate. Ask learners to compare the
similarities between this exponential growth formula and the compound interest formula.
SDG 15
Consider investigating population growth/decline e.g., investigating growth of bacteria etc.
C9.2 1. Read, interpret Explore the Gapminder website (www.gapminder.org/) for some interesting ways of displaying data and
and E9.2 Interpreting and draw access to a wide range of data sets.
statistical data inferences from
tables and Encourage learners to bring in examples of data used in the media. Discuss how the data is represented. Is it
statistical designed to be informative, or to deliver a particular message, or to sell something?
diagrams.
‘Interpreting Bar Charts, Pie Charts, Box and Whisker Plots S5’ on the STEM learning website
2. Compare sets of (www.stem.org.uk) gives learners the opportunity to interpret bar charts and pie charts, and helps them
data using tables, appreciate the benefits and limitations of these representations. The second part of the resource also
graphs and compares box-and-whisker plots, which is useful for topic E9.6. (E)
statistical
measures. Resource Plus
3. Appreciate The Teaching Pack includes lessons on:
restrictions on  predicting trends, considering data models and effective questioning
drawing  bar charts and histograms
conclusions from  representations, restrictions and relationships between data
given data.  cumulative frequency and box-and-whisker plots.
SDG 11 / 13
Consider interpreting local data such as distance travelled to school or annual rainfall over time.
C9.3 1. Calculate the Show how to work out the mean, the median and the mode from a list of data or from a frequency table.
and E9.3 Averages and mean, median,
range mode, quartiles, Explain that if there are two middle values, learners need to find the half-way point for the median, because
range and there can only be one median, but there can be more than one mode or no mode.
interquartile
range for Use simple examples to highlight how these averages may be used. For example, in a discussion about
16
Scheme of Work

individual data average salaries the owner of a company with a few highly paid managers and a large workforce may wish to
and distinguish quote the mean wage rather than the median. ‘Mean, median and mode’ at www.mathsteacher.com has
between the examples of when to use the different averages for different situations.
purposes for
which these are Use the ‘Life Expectancy’ PowerPoint and resources on the Gapminder website (www.gapminder.org/) to
used. explore averages in a topical real-life situation.
2. Calculate an Include examples where the mean is given and the number of people, total or an individual value needs to be
estimate of the found. Ask learners to work out how adding or removing a piece of data would change the mean of a
mean for grouped distribution. (I)
discrete or
grouped An interesting challenge where learners decide which of two poems is easier to read is at
continuous data donsteward.blogspot.co.uk/2012/10/two-poems.html (E)
3. Identify the modal Explain how the mode can be recognised from a frequency diagram.
class from a
grouped Use examples to show how to calculate an estimate for the mean of data in a grouped frequency table using
frequency the mid-interval values.
distribution.
Look at the examples and questions on the Centre for Innovation in Mathematics Teaching website
(www.cimt.org.uk/) (I)
A good explanation of how to estimate the mean for grouped data, including identifying the modal class is at
www.mathsisfun.com. See ‘Mean, Median and Mode from Grouped Frequencies’.
Explain how to find the interval that contains the median; for more able learners you could show them the
idea of linear interpolation. (E)
Investigate the differences between calculating the mean from a list of values and using the same data in
different grouped frequency distributions to estimate the mean. (E)
Resource Plus
17
Scheme of Work
SDG 3
Consider calculating statistics for life expectancy in your country and other countries.
C9.4 Draw and interpret: Use the data collected in the activity recommended for topic 9.1 to construct a pictogram, a bar chart and a
and E9.4 Statistical charts a) bar charts pie chart. Point out that the bars in a bar chart can be drawn apart.
and diagrams b) pie charts
c) pictograms Investigate the length of words used in two different newspapers and present the findings using statistical
d) stem-and-leaf diagrams (links to newspapers are at onlinenewspapers.com) (I)
diagrams
e) simple frequency Resource Plus
distributions. Teaching Pack: Statistics
C5.2 Carry out Begin this topic by reminding learners how to calculate the perimeter and area of a rectangle, square and a
and E5.2 Area and calculations involving triangle. Extend to looking at how to calculate the area of a parallelogram and a trapezium, and a variety of
perimeter the perimeter and compound shapes.
area of a rectangle,
triangle, An interesting investigation is to look at using isometric dot paper to find the area of shapes that have a
parallelogram and perimeter of 5, 6, 7, ... , units.
trapezium.
Ask learners to find out what shape quadrilateral has the largest area when the perimeter is, for example 24
cm. (E)
Challenge learners to use graph paper to make a shape that has a million squares – this could form the basis
of a classroom display. You could use ‘Viva las Colas!’ to generate a variety of interesting questions about
volume: www.101qs.com/112-viva-las-colas (E)
C4.1 Use and interpret the Use flashcards at Quizlet (quizlet.com) to look at the geometrical terminology.
and E4.1 Geometrical following geometrical
terms terms: Introduce the terminology for bearings, similarity and congruence briefly as similar shapes and three-figure
• point bearings will be studied in more detail in topics 4.3 Scale drawings and 6.2 Right-angled triangles.
• vertex
• line As an extension activity, learners investigate how to determine congruence (showing that two shapes are
18
Scheme of Work

• plane congruent is not required) (E).
• parallel
• perpendicular Illustrate common solids, e.g. cube, cuboid, tetrahedron, cylinder, cone, sphere, prism, pyramid. Define the
• perpendicular terms vertex, edge and face.
bisector
• bearing Resource Plus
• right angle Teaching Pack: Understanding Bearings
• acute, obtuse The Teaching Pack includes lessons on:
and reflex angles  angle facts
• interior and  bearings, compass points and angle facts
exterior angles  trigonometry and bearings.
• similar
• congruent Resource Plus
• scale factor. Teaching Pack: Circle theorems
The Teaching Pack includes a lesson on drawing and describing circles.
Use and interpret the
vocabulary of:
• triangles
• special
quadrilaterals
• polygons
• nets
• simple solids /
solids.
Use and interpret the

vocabulary of a
circle.
19
3. Further algebra, Pythagoras’ theorem, surds and appropriate accuracy

C1.5 Order quantities by Give learners a set of cards with the symbols =, ≠, >, <, ≥, ≤. Ask them to choose which card should go
and E1.5 Ordering magnitude and between pairs of quantities that you give them. For example, 400 m and 4000 cm; 20% and 0.2; –8 and –10,
demonstrate etc. Extend this by asking learners to consider when, or if, more than one card can be used (e.g. ≠ can be
familiarity with the used in place of > or <).
symbols
=, ≠, >, <, ≥ and ≤ . Give learners a list of fractions, decimals and percentages. Ask them to order these by magnitude using the
inequality signs.
C1.9 1. Round values to As a starter, revise rounding numbers to the nearest 10, 100, 1000, etc., or to a set number of decimal
and E1.9 Estimation a specified places. Show learners how to round a number to a given number of significant figures, explaining the
degree of differences and similarities between significant figures and decimal places.
accuracy.
It is helpful to explain common misconceptions such as 43.98 to 1 d.p. is 44.0 not 44. Emphasise that for this
2. Make estimates syllabus, non-exact answers are required to three significant figures unless the question says otherwise.
for calculations
involving Revision of estimating and rounding can be found on the Math.com website (www.math.com); if the link
numbers, doesn’t work, search for ‘Estimating and rounding decimals’.
quantities and
measurements.
3. Round answers
to a reasonable
degree of
accuracy in the
context of a given
problem.
Scheme of Work
E2.3 Algebraic fractions Manipulate algebraic Building on the work on factorising in topic 2.2, show learners how to factorise and simplify rational
fractions. 2
x -2 x
expressions such as 2
.
Factorise and x -5 x +6
simplify rational
expressions. Provide learners with plenty of examples and questions. It is worth linking this work on simplifying rational
expressions to the work on using the four rules with algebraic fractions, so that learners always give the most
simplified answer. (I)
2 3
You will need to spend time revising adding and subtracting simple fractions with learners, for example + .
5 8
Explain the process of finding a common denominator by, in this case, multiplying the two denominators. Ask
learners to discuss when the lowest common denominator doesn’t need to be the product of the two
3 5
denominators, e.g. + .
10 8
x x -4
The next step is to move on to algebraic fractions starting with numerical denominators, for example +
3 2
2 x 3( x -5) 1 2
, - then extending this to algebraic denominators such as + . You will need to
3 2 x -2 x -3
emphasise common errors that learners make when subtracting algebraic fractions. For example, in
3 4
- explain that learners often make sign errors on the numerator when x – 5 is multiplied by –4.
x -5 x +2
Move on to examples demonstrating multiplying and dividing with numerical fractions, reminding learners that
instead of dividing by a fraction you multiply by its reciprocal.
3a 9a 3a 9a
Extend this by looking at algebraic fractions such as × , ÷ .
4 10 4 10
Provide example questions for learners to practise. A possible formative task is at kutasoftware.com. If the
link breaks, visit the website and navigate to ‘Free worksheets; Infinity Algebra 1; Simplifying Rational
Expressions’. (I) (F)
C2.5 Construct simple Begin this work with revising how to solve simple linear equations, including those with negatives, for example
and E2.5 Equations expressions / 3x + 2 = –1. You should also include examples showing how to solve linear equations with brackets such as
expressions, 5(x + 4) = 3(x + 10).
equations and
21
Scheme of Work
formulas. For a fun active learning resource, ask learners to work in groups to complete the ‘Simple equations jigsaw’
activity from the TES website (www.tes.com). Many more jigsaws are available at Mr Barton Maths website
Solve linear (mrbartonmaths.com). You can also download the Tarsia software to view the jigsaws from this website.
equations in one
unknown. Next ask learners to invent a ‘think of a number’ puzzle, for example, think of a number, add 7, double your
answer, etc. Challenge them to use algebra to help them create a puzzle that always gives a certain answer.
Solve fractional ‘Performing Number Magic’, a resource from the UK Department for Education’s Standards Unit, asks
equations with learners to analyse simple number 'tricks', and then use algebra to explain how they work, before going on to
numerical and linear create their own ‘tricks’ (www.nationalstemcentre.org.uk/elibrary/resource/2022/performing-number-magic-
algebraic a9). If the link does not work, search for ‘Performing Number Magic A9’ on the stem website. (I)
denominators.
A good introduction to simultaneous equations is to use a non-algebraic approach that builds on learners’
Solve simultaneous informal approaches to real-life problems. For example, 3 coffees and 2 teas cost $6.50, and 5 coffees and 2
linear equations in teas cost $9.50. Show learners how the simultaneous equation from these statements can be formed and
two unknowns. emphasise that the cost of tea and coffee does not change. You can start with concrete examples and visual
images to build on learners’ informal understanding. It is important for learners to understand that to solve
Solve simultaneous problems that involve two unknowns it is necessary for them to have two equations. The aim of solving
equations, involving simultaneous equations is to remove one of the unknowns – then they can approach the problem using what
one linear and one they already know about solving simple linear equations in one unknown.
non-linear.
Don Stewart has collated some word puzzles that can be solved by forming equations
Solve quadratic (donsteward.blogspot.com/2013/06/puzzles-that-you-could-use-algebra-to.html (E)
equations by
factorisation, Extend this by looking at examples to illustrate how to solve simultaneous linear equations with two unknowns
completing the by elimination, substitution and finding approximate solutions using graphical methods (linking to topic 2.10).
square and by use of You can use software packages such as Desmos (www.desmos.com) or GeoGebra Graphing Calculator
the quadratic (www.GeoGebra.org) to allow learners to explore the solutions of simultaneous equations graphically. (I)
formula.
Extended learners need to solve simultaneous equations involving one linear and one quadratic equation.
Change the subject They can also be asked to compare the two methods for solving simultaneous equations (elimination and
of simple formulas/ substitution) and discuss which methods they might use and why for specific examples. In many cases,
formulas. substitution may be more appropriate when a quadratic equation is involved.
Challenge learners to apply these skills to solve three-variable problems. Don Steward has some three-
variable problems (donsteward.blogspot.co.uk/2013/08/three-variable-simultaneous-equations.html) (E)
Extended learners will then need to explore all the different methods for solving quadratic equations: by
factorisation, using the quadratic formula and completing the square. The Maths is Fun website
(www.mathsisfun.com) has a good explanation of completing the square that uses multiple representations to
help reinforce learners’ understanding of the process. (If the link breaks, search ‘Completing the square’.)
22
Scheme of Work
The best starting point is exercises using the form ax2 + bx + c = 0 then extend this to equations requiring
rearranging into this form first. (F) (I)
Move on to exercises where learners need to construct their own equations from information given and then
solve them to find the unknown quantity or quantities. This could involve the solution of linear equations,
simultaneous equations or quadratic equations.
Mathematics teacher William Emeny has a card-sorting task that summarises all methods for solving
quadratics and asks learners to consider when each method should be used:
www.greatmathsteachingideas.com/2012/02/16/quadratic-equations-the-main-ideas-a-card-sort-to-support-
conceptual-understanding/ (F)
E2.8 Proportion Express direct and Learners will need to be able to solve a variety of problems involving direct or inverse variation.
(note there is no C2.8) inverse proportion in
algebraic terms and Encourage learners to use efficient notation that moves from the question to each step in turn. For example,
use this form of  y varies directly with x (or y is directly proportional to x) to y ∝ x ⇒ y = kx
expression to find 1 k
unknown quantities.  t varies inversely as the square of v to v ⇒ t ∝ 2 ⇒t= 2
v v
where k is a constant.
Emphasise the common error of reversing direct and inverse variation. Once the formula has been
established ask learners to use given values to work out the value of the constant, k, and then use the
formulae with the evaluated k.
SDG 7
Consider looking at energy production e.g., hydroelectricity – volume of water and working head (direct).
Wind power – more wind, less other energy emissions (inverse).
E1.18 Surds 1. Understand and Use exercises to revise learners’ knowledge of indices and then develop skills in manipulating surds. Use
use surds, examples that can be shown to be true using the index laws, to convince your learners. (I)
including
simplifying Use the ‘Surds’ exercise (www.mathsisfun.com/surds.html) to reinforce the concept of a surd and give
expressions. learners some quick practice. Use either as a starter activity with an advanced group, or as a teacher-led
activity with a group that needs more support.
2. Rationalise the Make sure learners understand algebraically as well as numerically that √ a × √ b = √ ab and vice versa and
√
denominator.
also
√a = a and vice versa.
√b b
23
Scheme of Work
Explain to learners that rationalising the denominator is a new skill and is mathematical convention. Revise
the difference of two squares to show why, for example 1+ √ 3 is the multiplier to use to rationalise 1- √ 3.
Make sure that learners appreciate that multiplying both the numerator and the denominator by the ‘same’
number with opposite sign (‘the square root conjugate’) means that the original expression is being multiplied
by a strategic form of 1 and therefore identity is maintained.
Use an investigative approach, so that learners discover what rationalising the denominator is all about and
why we do it, as well as manipulating expressions with surds. Start with questions such as: simplify √ 18,
4 √ 18 - 3 √ 18 , 2 √ 75 to lowest terms. Then gradually build up the level of difficulty to consider how to
simplify terms such as √ 2(5− √ 8) and then to simplification of expressions such as (2+ √ 8 ¿ ¿2 .
C4.6
A good summary of the properties of surds is available on the BBC Bitesize website
(www.bbc.co.uk/bitesize/guides/zg6gk2p/revision/1 ). If the link does not work search for ‘Surds – Higher –
OCR’ on the BBC Bitesize website.
To reinforce their understanding, learners can try the worksheet available on the TES website
(www.tes.com/teaching-resource/maths-surds-worksheet-6160541). If the link does not work, search for
‘maths: surds worksheet’ on the TES website. (I)
Some of the activities in Manipulating Surds, a resource from the UK Department for Education’s Standards
Unit, are suitable for this level: www.nationalstemcentre.org.uk/elibrary/resource/1968/manipulating-surds-
n11. (F)
C6.1 Know and use Revise squares and square roots. Use simple examples involving right-angled triangles to illustrate
and E6.1 Pythagoras’ Pythagoras’ theorem. Pythagoras’ theorem. Start with finding the length of the hypotenuse then move on to finding the length of one
theorem of the shorter sides. See ‘Pythagoras’ theorem’ examples on the Maths is fun website (www.mathsisfun.com)
This could be extended by exploring some of the ‘Pythagoras proofs’ on the Nrich website (nrich.maths.org)
(E)
Extend this work to cover diagrams where the right-angled triangle isn’t explicitly drawn, or the problem is
presented without a diagram, e.g. ‘find the diagonal length across a rectangular field or the height of a
building’. You could also use examples of triangles in different orientations and where the labels are different,
for example, where the hypotenuse is labelled a not c. This will check whether learners really understand the
theorem or whether they are just following a prescribed routine. (F)
24
Scheme of Work
25
Scheme of Work
4. Coordinate geometry I, ratio and scale drawing

C3.1 Use and interpret Revise coordinates in two dimensions. Learners draw a picture by joining dots on a square grid. Draw x and y
and E3.1 Coordinates Cartesian axes on the grid and write down the coordinates of each dot. (I)
coordinates in two
dimensions. Ask other learners to draw these pictures from a list of coordinates only.
C3.2 Draw straight line Show learners how to construct tables of values and use them to draw a straight line graph. It is worth going
and E3.2 Drawing linear graphs for linear through the process of finding values and converting these to coordinates to model the process for your
graphs equations. learners. A surprisingly common error is to plot the points, but then fail to draw the line, so remind learners
about this. Another common problem is a lack of accuracy, so remind learners that points must be plotted
accurately and that lines should pass through all points.
You can use graphical packages to support introductory work; they will allow you to plot points when
modelling the process for your learners, before entering the function to draw the final line.
Ask groups of learners to draw families of graphs and compare the results e.g. one group draws y = x,
y = 2x, y = 3x, etc, another draws y = x, y = x + 1, y = x − 2, another draws y = 2x, y = −0.5x , y = −4x,
y = 0.25x, etc. as a lead-in to work on the equation of a straight line, gradient, intercept, and parallel (and
perpendicular) lines. If possible, use computers for this activity, using graph-drawing programs such as
GeoGebra, Autograph or Desmos.
C3.3 1. Find the gradient Use a diagram to help you define a line with a positive gradient as one sloping upwards, and a line with a
and E3.3 Gradient of of a straight line. negative gradient as one sloping downwards.
linear graphs
2. Calculate the Use simple examples to show how to calculate the gradient (positive, negative or zero) of a straight line from
gradient of a a graph using vertical distance divided by horizontal distance in a right-angled triangle:
straight line from
the coordinates change in y coordinates
of two points on gradient=
change in x coordinates
it.
Extend this to consider the gradient of the line x = constant.
For Extended candidates, use examples to show how to calculate the gradient of a straight line from the
coordinates of two points on it, first by drawing the line and then without drawing the line. Use
26
Scheme of Work
change in y coordinates
gradient= .
change in x coordinates
Explain the common error of subtracting the coordinates the opposite way around on the numerator to the
denominator causing the sign to be incorrect. The Maths is Fun website (www.mathsisfun.com) has a clear
explanation for this objective. Search ‘Equation of a line from two points’.
The underground maths website (undergroundmathematics.org) uses an interactive applet to help learners
explore how to calculate the gradient of a straight line from the coordinates of two points. You can use this to
arrive at the general formula y−y1=m(x−x1). The link includes a clear explanation and examples, and links it to
the work learners have already done on transformations of graphs (E2.10). Search for ‘The equation of a
straight line’. (I)
Resource Plus
Teaching Pack: Straight line graphs
The Teaching Pack includes a lesson on finding the gradient of a straight line.
E3.4 Length and midpoint 1. Calculate the Revise Pythagoras’ theorem (topic 6.1). Show how to calculate the length of a straight line segment from the
(note there is no C3.4) length of a line coordinates of its end points using a sketch.
segment.
2. Find the
√ 2 2
To challenge learners, do this using the formula (x 1−x 2 ) +( y 1− y 2 ) . (E)
coordinates of
the mid-point of a Show how to find the coordinates of the midpoint of a straight line from the coordinates of its end points.
line segment. Include examples working backwards, e.g. when an end point and a midpoint are known, find the other end
point. (I)
C3.5 Interpret and obtain Revise drawing a graph of y = mx + c from a table of values. Interpret the meaning of m and c from the
and E3.5 Equations of the equation of a equation using the terms gradient and intercept. Starting with a straight line graph, show how its equation
linear graphs straight-line graph in (y = mx + c) can be obtained. Emphasise that learners should present equations of a line in fully simplified
the form form. (I)
y = mx + c.
To interpret the meaning of an equation, explain how an equation simply gives the relationship between the x
Interpret and obtain and y coordinates on the line, e.g. for the equation y = 2x this means the y ordinate is always double the x
the equation of a ordinate. Use this to identify if a point lies on the line, e.g. which of these points: (2, 8), (–4, 8), (7, 14), (20,
straight-line graph 10), (0, 0) lies on the line y = 2x?
Ask learners to write similar questions. (I) Then give these questions to others in a group to identify which
points do not lie on a given line.
27
Scheme of Work
For Extended candidates, move on to graphs where the equation is given in different forms such as
ax + by = c. Learners can investigate different features of graphs using software drawing packages such as
GeoGebra (www.GeoGebra.org). GeoGebra is free to download. (I)
Resource Plus
The Teaching Pack includes a lesson on interpreting and obtaining the equation of a straight line graph.
C1.11 Understand and use Explain the meaning of ratio with a practical demonstration, for example the ratio of different coloured beads
and E1.11 Ratio and ratio and proportion on a necklace.
proportion to:
Give learners exercises on dividing a quantity into a number of unequal parts. For example: ‘Share $360 in
 give ratios in the ratio 2 : 3 : 7’. Move on to writing ratios in an equivalent form, e.g. 6 : 8 can be written as 3 : 4, leading on
their simplest to the form 1 : n.
form
 divide a quantity An interesting alternative to exercise questions is the ratio jigsaw called ‘Tarsia – ratio (general)’ on the TES
in a given ratio website (www.tes.co.uk) which learners can work in groups to complete. A fun task would be for learners to
 use proportional produce their own ‘ratio’ jigsaw. They can produce their own jigsaw using blank equilateral triangles and
reasoning and paper. However, they could use Tarsia software if they prefer to do this task electronically. (I)
ratios in context.
The next step is to look at ratio problems where you are not given the total. For example, ‘Two lengths are in
the ratio 4 : 7. if the shorter length is 48 cm, how long is the longer length?’
Extend this to exercises where you are given the difference. For example, ‘The masses of two objects are in
the ratio 2 : 5. One object is 36 g heavier than the other, what is the mass of each object?
The Nrich website (nrich.maths.org) has a series of problems of different levels of difficulty. Search for ‘ratio
and proportion’ to obtain a list. It also has a set of problems on ‘Ratio, proportion and rates of change’ as well
as some short problems; search for ‘Ratio proportion and rates of change – short problems’. (I)
Films often use giant insects or giant or miniaturised people. Learners could work out the weight of an insect
or person that has been transformed in this way. (E)
The Maths Is Fun website (www.mathsisfun.com) has a good summary of the difference between direct and
inverse proportion; search for ‘Directly proportional and inversely proportional’.
Two variables are proportional if there is always a constant ratio between them. The constant is called
28
Scheme of Work

the constant of proportionality. To express the statement "y is directly proportional to x" mathematically, write
y = cx, where c is the proportionality constant. This can also be written as y ∝ x . To express the statement
c 1
"y is inversely proportional to x" mathematically, write an equation y = or "y is directly proportional to .
x x
1
Demonstrate this visually by drawing a graph of y against , as in the example here
x
(www.desmos.com/calculator/audngjzwg8).
For Extended learners provide some good examples and questions on increasing and decreasing a quantity
by a given ratio.
Investigating the ‘Golden Ratio’ can generate an interesting display. (E)
C1.12 1. Use common Formally define speed and use it to solve problems involving constant speeds. (This may be combined with
and E1.12 Rates measures of rate. the work on travel graphs in the next section.)
2. Apply other Ask learners to solve a variety of problems involving direct proportion by either the ratio method or the unitary
measures of rate. method. Look at quantities in inverse proportion, for example, the number of days to perform a job and the
number of people working on the job. You will be able to link proportion to measures of rate and scales, for
3. Solve problems example exchange rates, average speed, density, map scales and other practical examples. For some ideas,
involving average read the online blog ‘It started with a map, November 2012’ from colinbillett (colinbillett.wordpress.com).
speed.
Use problems involving other rates, for example, the volume of water per minute that is flowing through a tap.
Please note – there is further work on rates, including finding acceleration, in C2.9/E2.9 of this scheme.
Using a Tarsia puzzle is a good end-of-topic consolidation task for the Extended course
(www.tes.com/teaching-resource/compound-measures-tarsia-jigsaw-11671826). If the link does not work,
search the TES website for ‘Compound Measures - tarsia jigsaw’ (I)
Learners work out whether top sprinters, such as Usain Bolt, would be breaking local speed limits.
Alternatively, they could time themselves running 100m, then work out how far in front Usain Bolt would be
when he crossed the finish line. (E)
SDG 7 / 9
Consider the efficient use of resources or efficient energy production/ transmission – using local data
29
Scheme of Work

C4.3 1. Draw and Use an example to revise the topic of scale drawing.
and E4.3 Scale drawings interpret scale
drawings. Show how to calculate the scale of a drawing given a length on the drawing and the corresponding real
length. Tell learners that measurements do not need to be included on a scale drawing and that many scale
2. Use and interpret drawings usually have a scale written in the form 1 : n.
three-figure
bearings. Draw various situations to scale and interpret results. For example, ask learners to draw a plan of a room in
their house to scale and use it to determine the area of carpet needed to cover the floor, plan an orienteering
course, etc. (I)
Explore the set of resources on the Khan Academy website (www.khanacademy.org/) by searching for ‘scale
drawings’.
Introduce three-figure bearings and use examples of measuring and drawing involving bearings.
Use 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.
Use a map to determine distance and direction (bearing) between two places, e.g. learners’ home and school,
etc. Maps from around the world are at maps.google.com (I)
Resource Plus
Teaching Pack: Understanding Bearings
 angle facts
 bearings, compass points and angle facts
 trigonometry and bearings.
30
5. Probability I, geometry and graphs

C8.1 1. Understand and Discuss probabilities of 0 and 1, leading to the outcome that a probability lies between these two values.
and E8.1 Introduction to use the Revise the language of probability associated with the probability scale. Use the probability scale by
probability probability scale estimating frequencies of events occurring based on probabilities.
from 0 to 1.
Ask learners to produce their own probability scale with events marked on it. Fix a string across the room. On
2. Understand and one end, attach a card that says ‘Certain’ and on the other end attach a card that says ‘Impossible’. In
use probability between, attach cards ‘Very likely’, ‘Fairly likely’, ‘Equally likely’ ‘Not very likely’ and others, if wanted.
notation. Pre-prepare cards that refer to each of the learners in the group and some to events that are either topical or
of interest to your learners. It is useful if one card refers to an event that is almost certain and another to
3. Calculate the something that is almost impossible. Attach the topical event cards anywhere on the string between ‘Certain’
probability of a and ‘Impossible’. Ask learners to discuss among themselves the order in which they should appear. Next,
single event. label the ‘Impossible’ card as ‘Probability 0’ and the ‘Certain’ card as ‘Probability 1’ and explain that
probabilities are measured between 0 and 1. Ask for suggestions for numerical values (in decimals or
4. Understand that fractions) for the topical events. Write these values on blank cards and attach them above the event cards.
the probability of
an event not Ask learners to find out the meaning of mutually exclusive and exhaustive. (E)
occurring =
1 – the probability Use theoretical probability to predict the likelihood of a single event. For example, find the probability of
of the event choosing the letter M from the letters of the word MATHEMATICS. Use the formula:
occurring. favourable outcomes
probability=
possible outcomes
Discuss when fractions, decimals or percentages are preferable for representing probabilities, e.g. if the
2
probability is then a fraction is preferable because it is exact.
3
Use examples to show that the ‘probability of an event occurring = 1 – the probability of the event not
occurring’, including where there are only two outcomes and wherer there are more than two outcomes.
Learners do example questions that you’ve prepared or from textbooks. (I)
C8.2 1. Understand Compare estimated experimental probabilities, or relative frequency, with theoretical probabilities. Learners
and E8.2 Relative and relative frequency need to recognise that when experiments are repeated different outcomes may result, and increasing the
Scheme of Work

expected frequencies as an estimate of number of times an experiment is repeated generally leads to better estimates of probability.
probability.
Conduct a class experiment into rolling dice 300 times, e.g. 15 pairs of learners rolling a dice 20 times each.
2. Calculate Collect and combine results from groups to create a large sample set. Show how estimates change as more
expected data is added to the set.
frequencies.
Repeat the experiment where the theoretical probability is not known, e.g. the chance of a drawing pin
landing point down when thrown in the air. Try ‘Buffon’s Needle’ activity on the Maths is fun website
(www.mathsisfun.com) (E)
Carry out experiments to sample the number of unknown coloured counters in a bag. Ask learners to suggest
how many of each type of coloured counter there are in the bag, given the known total. (E)
An extension is to solve problems where the final probability of an outcome is given and learners work
backwards from this to work out information such as how many counters of each colour are in a bag. (E)
C4.5 and 1. Recognise line Define the terms line of symmetry and order of rotational symmetry for two-dimensional shapes. Revise the
E4.5 Symmetry symmetry and symmetries of triangles (equilateral, isosceles) and quadrilaterals (square, rectangle, rhombus, parallelogram,
order of trapezium, kite) including considering diagonal properties. Discuss the infinite symmetry properties of a circle.
rotational
symmetry in two Use classifying and ‘odd-one-out’ activities to engage learners with comparing and contrasting the properties
dimensions. of these shapes related to their symmetries. An example of this type of activity is at www.stem.org.uk; search
for ‘Classifying shapes SS1’.
2. Recognise
symmetry For Extended learners, define the terms plane of symmetry and order of rotational symmetry for
properties of 3-dimensional shapes. Use diagrams to illustrate the symmetries of cuboids (including a cube), prisms
prisms, cylinders, (including a cylinder) and pyramids (including a cone). Look at diagrams for the symmetry properties of circles
pyramids and paying attention to chords and tangents.
cones.
C4.6 and 1. Calculate Revise basic angle properties by drawing simple diagrams that illustrate angles at a point; angles on a
E4.6 Angles unknown angles straight line and intersecting lines; angles formed within parallel lines and angle properties of triangles and
and give simple quadrilaterals.
explanations
using the Define the terms irregular polygon, regular polygon, concave and convex. Use examples that include:
following triangles, quadrilaterals, pentagons, hexagons and octagons. Show that each exterior angle of a regular
geometrical
32
Scheme of Work

properties: 360°
 sum of angles polygon is , where n is the number of sides, and that the interior angle is 180° minus the exterior angle.
n
at a point = Give learners a variety of problems that use these formulae. Draw a table of information for regular polygons.
360° Use as headings: number of sides, name, exterior angle, sum of interior angles, interior angle. (I)
 sum of angles
at a point on a A challenging problem involving two polygons is at NRICH: nrich.maths.org/5642 (E)
straight line =
180° For Extended learners, move on to look at angle properties of irregular polygons. By dividing an n-sided
 vertically polygon into several triangles, show that the sum of the interior angles is 180(n – 2)° and that the interior and
opposite exterior angles sum to 180°.
angles are
equal The topic can be extended by learners considering which regular polygons will tessellate, based on the sizes
 angle sum of of their interior angles using an interactive tessellation tool from NRICH: nrich.maths.org/6069. Alternatively,
a triangle = they investigate convex polygons, for example consider how many acute angles are possible. Convex
180° and polygons from NRICH: nrich.maths.org/1972 (E)
angle sum of
a quadrilateral Resource Plus
= 360° Teaching Pack: Understanding Bearings
2. Calculate  angle facts
unknown angles  bearings, compass points and angle facts
and give
 trigonometry and bearings.
geometric
explanations for
angles formed
within parallel
lines:
 corresponding
angles are
equal
 alternate
angles are
equal
 co-interior
(supplementar
y) angles sum
to 180°
33
Scheme of Work

3. Know and use
angle properties
of regular and
irregular
polygons.
C4.7 Calculate unknown Use diagrams to show that the angle in a semicircle and the angle between tangent and radius of a circle are
and E4.7 Circle theorems angles and give 90°. See the circle theorems come to life on dynamic pages at timdevereux.co.uk
I explanations using
the following Provide the solution to an exam-style question on the topic of angles that contains a mistake in the working.
geometrical Ask learners to identify the mistake.
properties of circles:
 angle in a semi- Explain the theory that angles in opposite segments are supplementary. Investigate cyclic quadrilaterals. For
circle = 90° example, explain why all rectangles are cyclic quadrilaterals. What other quadrilateral is always cyclic? Is it
 angle between possible to draw a parallelogram that is cyclic?, etc. Use examples to show that the angle at the centre of a
tangent and circle is twice the angle at the circumference and that angles in the same segment are equal.
radius = 90°
 angle at the Introduce learners to the process of proof by demonstrating one of the circle theorems and then asking them
centre is twice to reproduce the proof independently, or by creating a proof and then cutting it up and asking learners to
the angle at the reconstruct it. You can make this second approach more challenging by leaving steps out of the proof for
circumference learners to identify and complete. You could also ask learners to provide feedback on exemplar proofs. (I)
 angles in the
same segment Give learners a variety of problems using all the circle theorems. Make sure that they know the correct
are equal language for describing their reasoning.
 opposite angles
of a cyclic Some of the tasks in ‘Discovering circle theorems’, an activity from the National Centre for Excellence in
quadrilateral sum Teaching Mathematics (NCETM) can challenge learners to consider fully these theorems.(E)
to 180°
(supplementary) Resource Plus
 alternate Teaching Pack: Circle theorems
segment The Teaching Pack includes lessons on:
theorem.  drawing and describing circles
 angle in a semi-circle
 angle at the centre of a circle
 angle in the same and opposite segments
 other circle theorems.
C2.9 1. Use and interpret Start by giving learners exercises to draw and use straight line graphs to convert between different units, for
34
Scheme of Work

and E2.9 Graphs in graphs in example between metric and imperial units, or between different currencies. You can find exchange rates
practical situations practical online and use them for setting questions. Learners need to be confident in solving problems using compound
situations measures. It will be useful to link this work to topics 1.11 Ratio and proportion and 1.16 Money.
including travel
graphs and It is important for learners to be able to draw a variety of graphs from given data, for example to determine
conversion whether two quantities are in proportion, e.g. y and x (or for more able learners y and x2). You will be able to
graphs. link this to the work in topic 2.8 on direct and inverse proportion (for Extended learners).
2. Draw graphs For Extended learners, provide examples of how to draw and use distance–time graphs to calculate average
from given data. speed (linking this to the calculating gradients work in topic 3.3). Learners should be able to interpret the
information shown in travel graphs and be able to draw travel graphs from given data. Ask learners to draw a
3. Apply the idea of travel graph for an imaginary journey and write a set of questions about this journey. For example, “What was
rate of change to the average speed?” (I) When learners have drawn their graphs and written their questions, they can then
simple kinematics give these to other members of a group to answer.
involving
distance–time The STEM learning e-library (www.stem.org.uk/resources) has a lesson that can be used to deepen or
and speed–time assess learners’ understanding in this section. Search for ‘Interpreting distance–time graphs A6’. (I) (F). Make
graphs, sure that learners have studied topic 4.2 Geometrical constructions and that they can confidently calculate
acceleration and areas of rectangles, triangles, trapeziums and compound shapes derived from these.
deceleration.
Extend this work by looking at examples of using speed–time graphs to find acceleration and deceleration
4. Calculate and to calculate distance travelled as area under a linear speed–time graph.
distance travelled
as area under a Provide challenge by looking at examples where learners are required to convert between different units, for
speed–time example, where different units are being used in the question and in the graph. (E)
graph.
Resource Plus
 area and volume
SDG 11 / 12
Consider travel arrangements in the local area to generate distance/time graphs, or the amount of material
required to generate given items for conversion graphs.
35
Scheme of Work

C2.10 Graphs of functions 1. Construct tables Begin this topic by drawing a series of lines with x = constant and y = constant. Ask learners to identify the
of values, and equations of the lines that you have drawn. Emphasise the importance of using a ruler and a sharp pencil in
draw, recognise mathematical diagrams throughout this topic.
and interpret
graphs for Move on to examples of drawing diagonal straight-line graphs from a table of values where the gradient and
functions of the intercept are integers. You can link this to the work on gradient in topic 3.5 Equations of linear graphs.
following forms:
• ax + b ‘Graphing linear equations’ is an online lesson from math.com (www.math.com) where learners can work as a
• ±x2 + ax + b group to explore and compare the methods for drawing lines from equations.(E)
a
• (x ≠ 0) Extend this to looking at drawing quadratic functions of the form ± x2 + ax + b, and simple reciprocal functions
x
where a and b
are integer such as (x ≠ 0). Learners should be able to draw a variety of these graphs confidently and accurately from
constants. a table of values.
2. Solve associated Introduce the terms parabola and hyperbola (although these are not required).
equations
graphically, You can then discuss with learners the symmetry properties of a quadratic graph and how this is useful
including finding (knowledge of turning points is not required).
and interpreting
roots by graphical The STEM learning e-library (www.stem.org.uk/resources) has a good lesson that could be used to
methods. consolidate or assess learners’ ability to identify and interpret different graphs. Search for ‘Interpreting
functions graphs and tables’. Note the software mentioned in the lesson is not necessary for the activity but
can enrich it if available. (I) (F)
The next step is to show how the solutions to a quadratic equation can be approximated using a graph.
Extend this work to show how the solution(s) to pairs of equations (for example y = x2 – 2x – 3 and y = x) can
be estimated using a graph. You can link this to the work on simultaneous equations from topic 2.5.
Learners investigate what effect varying the values chosen for a, b and c will have on the graphs of y = ax² +
bx + c, perhaps using graphing software such as GeoGebra, Autograph or the online calculator at
Desmos.com. (E)
E2.10 Graphs of functions 1. Construct tables Software drawing packages such as GeoGebra (www.GeoGebra.org) are useful for learners to use to
of values and investigate different features of graphs. GeoGebra is free to download.
draw, recognise
and interpret a a
graphs for Start by asking learners to draw functions of the form 2; ; ax3; ax; where a is a constant, using a graph
x x
36
Scheme of Work

functions of the drawing package like GeoGebra. Ask learners to work in groups to use the software to gain an awareness of
following forms: what each of the different types of graph look like. Learners should recognise common types of functions from
• axn (includes their graphs, for example the parabola, hyperbola, quadratic, cubic and exponential graphs.
sums of no
more than Use the Maths is Fun website (www.mathsisfun.com) to explore the effect of transforming graphs. Search for
three of these) ‘Function transformations’. This page explains how all transformations can be done in one go using the
• abx + c. arrangement: a f(b(x + c)) + d. Remind learners that for quadratic equations, completing the square arranges
where n = –2, – the quadratic function in this form.
1 1
1, - , 0, , 1, 2, Learners explore transformations of functions independently, using GeoGebra. You can also find existing
2 2
examples in the resource section of the GeoGebra website. (I) (E)
3; a and c are
rational numbers;
Once learners understand the effect of transforming a quadratic equation written in the form a f(b(x + c)) + d,
and b is a
they will be able to derive how they find the turning point for different quadratic equations by completing the
positive integer
square and relate this to a transformation of the graph of x2.
1. Solve associated
A good resource to consolidate or assess learners’ understanding of how to use transformations of the graph
equations
of x2 to identify key properties such as turning points is in the STEM learning e-library (www.stem.org.uk); it is
graphically,
called ‘Linking the properties and forms of quadratic functions C1’. (I) (F)
including finding
and interpreting
The Maths is Fun website (www.mathsisfun.com) also has a useful page describing different asymptotes.
roots by graphical
This includes questions for learners to explore on their own, including detailed explanations to support the
methods.
solutions. Learners could explore these questions alongside the use of the GeoGebra graphing calculator
package. (I)
2. Draw and
interpret graphs
Move on to asking learners to draw graphs from tables of values. A useful video ‘Exponential function graph’
representing
is on the Khan academy website (www.khanacademy.org). Extend the work to include simple sums of not
exponential
more than three functions in the form axn, where a is a rational constant, and n = –2, –1, 0, 1, 2, 3. Ask
growth and decay
learners to solve associated equations approximately using these graphs.
problems.
SDG 14 / 15
Consider conservation for exponential graphs.
C2.11 Sketching curves Recognise, sketch Encourage learners to sketch a range of graphs by recognising key points on these graphs. They should
and interpret graphs realise that sketching a graph is different from drawing a graph and that both are useful; they may be asked to
of functions. do both. Learners should understand that a sketch of a graph does not need to be 100% accurate and to
scale; it is important however, that the most important features are there and clearly labelled. Questions that
they could ask themselves should include:
37
Scheme of Work

 What happens when x = 0? When y = 0?
 What happens when x tends towards infinity?
E2.11 Sketching curves Recognise, sketch Encourage learners to sketch a range of graphs by recognising key points on these graphs. They should
and interpret graphs realise that sketching a graph is different from drawing a graph and that both are useful; they may be asked to
of the following do both. Learners should understand that a sketch of a graph does not need to be 100% accurate and to
functions: scale; it is important however, that the most important features are there and clearly labelled. Questions that
(a) Linear they could ask themselves should include:
(b) Quadratic  What happens when x = 0? When y = 0?
(c) Cubic  What happens when x tends towards infinity?
(d) Reciprocal  Are there any asymptotes? Horizontal? Vertical? Oblique?
(e) exponential.  They could also link this to topic 6.4 trigonometrical functions by considering whether the graph is going to
be periodic.
The final step is to look at examples of how to draw and interpret graphs representing exponential growth and
decay problems. It will be useful to link this to the work on exponential growth and decay from topic 1.17.
C1.14 1. Use a calculator Start this topic by using examples to show how to estimate the answer to a calculation by rounding each
and E1.14 Using a efficiently. figure in the calculation to 1 significant figure. Learners then check their estimates by doing the original
calculator calculation using a calculator. Find good exercises and ask learners to practise. (I)
2. Enter values
appropriately on To link this work to percentages, learners investigate the percentage error produced by rounding calculations
a calculator. using addition/subtraction and multiplication/division. (Make sure you explain percentage error beforehand.)
(E)
3. Interpret the
calculator display
appropriately.
38
Scheme of Work
6. Circles, 3D mensuration, vectors and cumulative frequency

C5.3 1. Carry out Revise how to calculate the circumference and area of a circle, using straightforward examples. Learners are
and E5.3 Circles, arcs calculations expected to know the formulae.
and sectors involving the
circumference Extend this by looking at how to find compound areas involving circles, for example, a circle with the radius of
and area of a 5.3 cm touching the sides of a square. Ask learners ‘What area of the square is not covered by the circle?’
circle. You could extend the question to consider the area of waste material when cutting several circles of this size
out of an A4 sheet of paper. (I)
2. Carry out
calculations The Khan academy website (www.khanacademy.org) includes a good explanation of arc length and sector
involving arc area. Search ‘Arc length from subtended angle’ and ‘Area of a sector’. The quiz for arc length includes
length and sector challenge questions to check learners’ understanding. (F)
area as fractions
of the The next step is to use examples to illustrate how to calculate the arc length and the sector area by using
circumference fractions (factors of 360° only for Core) of full circles.
and area of a
circle.
C2.4 1. Understand and Start by giving learners examples that revise the rules of indices work from Unit 1 topic 1.7. Extend this to
and E2.4 Indices II use indices using and interpreting positive, negative and zero indices and using the rules of indices with algebraic terms.
(positive, zero, For example, simplify: 6x7y4 × 5x-5y, 12a3 ÷ 3a-2, (5x3)2 and solve simple equations such as 2x = 32.
negative and
fractional). 1
2 2,
For Extended learners, move on to looking at fractional indices, for example, simplify: 3 x -4 × x
2. Understand and 3
1 5 3
use the rules of 2 2 2x ; and solving simple exponential equations such as, 32x = 2, 5x+1 = 25x. (Knowledge of
indices. x ÷2 x-2, ( )
5 3
logarithms is not required.)
C5.4 Carry out Starting with simple examples, draw the nets of a variety of solids, asking learners if they are able to identify
and E5.4 Surface area calculations and the solid from the net. It is useful for learners to understand that there are many different right and wrong
and volume solve problems ways to draw the net of a cube. Less able learners could work in groups to draw nets on card and use these
involving the surface to make various geometrical shapes.
39
Scheme of Work

area and volume of
a: Next, demonstrate a purpose and use for drawing nets. For example, in the packaging industry there are
 cuboid many different interesting nets used to create boxes, particularly those that require little or no glue. An
 prism interesting activity would be to ask learners to collect lots of different packaging boxes to investigate the nets
 cylinder used to create them. (I)
 sphere
 pyramid Next, ask learners to look at how to calculate the surface area of a cuboid and a cylinder, using the nets to
 cone. help. Extend this to showing how to calculate the volume of a cuboid and a variety of prisms, including
cylinders. Learners will need to know the formula: volume of prism = cross-sectional area × length. A useful
resource on this topic is on the Annenberg learner website (www.learner.org); if the link breaks, search for
‘Geometry 3D shapes > surface area’.
Move on to using nets to illustrate how to calculate the surface area of a triangular prism, a pyramid and a
cone. It will be useful for learners to understand how to obtain the formula π r(r + s) for the surface area of a
cone (where s = slant length). Also explain how to calculate the surface area of a sphere using the formula
4πr2.
Use examples to show how to calculate the volume of a pyramid (including a cone) using the formula:
1
× area of base × perpendicular height. Also look at how to calculate the volume of a sphere using the
3
4
formula π r3. Diagrams and formulae are at www.thoughtco.com; search for ‘Math Formulas for Geometric
3
Shapes’. Emphasise to learners that they should know which formulae to learn and which will be given. You
could challenge those with good memories to learn the given formulae too.
Ask learners to create a set of designs for a container with a certain volume. Which design uses the least
card? (I)
Challenge learners to investigate practical problems, for example, designing a dipstick for a cylindrical tank:
(E)
Learners apply their ideas to making nets of cones or frustums. Ask learners to make a conical party hat of a
given height that will fit the circumference of their head. This is a fun but challenging activity that involves
some trigonometry in 3D (introduced formally in the next unit). (E)
40
Scheme of Work
SDG 9
Consider calculations to work out efficient use of packaging materials.
C5.5 1. Carry out The final section extends the work from topics 5.1 to 5.4 to find the surface area and volume of a wide variety
and E5.5 Compound calculations and of composite shapes.
shapes and parts of solve problems
shapes involving Learners complete a project in which they calculate the cost of redecorating a room. They need to decide
perimeters and what measurements they require, find areas and use them to calculate paint or wallpaper quantities, costs of
areas of: flooring, etc. (E)
 compound
shapes SDG 3/4
 parts of Consider calculations involving design of suitable housing / schools / classrooms.
shapes.
2. Carry out
calculations and
solve problems
involving surface
areas and
volumes of:
 compound
solids
 parts of solids.
C7.1 Recognise, describe Draw an arrow shape on a squared grid. Use this to illustrate the following: reflection in a line (mirror line);
and E7.1 Transformations and draw the rotation about any point (centre of rotation) through multiples of 90° (in both clockwise and anti-clockwise
following directions); and translation by a vector. Show several different examples of each transformation . Use the
transformations: word image appropriately.
1. Reflection of a
shape in a Learners investigate how transformations are used to make tessellations and produce an Escher-type
vertical or drawing. For inspiration and step-by-step guides, see www.tessellations.org. (I)
horizontal line.
2. Reflection of a Ask learners to research the work of Maurits Cornelis Escher linked to tessellations. (E)
shape in a
straight line. Ask learners to investigate traditional designs which use transformations, or create some designs of their
3. Rotation of a own. (E)
shape about the
41
Scheme of Work

origin, vertices or Use a pre-drawn shape on (x, y) coordinate axes to complete several transformations using the equations of
midpoints of lines to represent mirror lines and coordinates to represent centres of rotation. Work with (x, y) coordinate
edges of the axes to show how to find: the equation of a simple mirror line given a shape and its (reflected) image; the
shape, through centre and angle of rotation given a shape and its (rotated) image; and the vector of a translation. Emphasise
multiples of 90°. all the detail that is required to describe each of the transformations.
4. Rotation of a
shape about a Draw a triangle on a squared grid. Use this to illustrate enlargement by a positive integer scale factor about
centre through any point (centre of enlargement). Use both methods: counting squares and drawing rays. Show how to find
multiples of 90°. the centre of enlargement given a shape and its (enlarged) image.
5. Enlargement of a
shape from a Resource Plus
centre by a scale Teaching Pack: Vectors
factor The Teaching Pack includes lessons on:
6. Translation of a  properties of vectors
shape by a  vectors and translations
vector ( xy )
.
 adding and subtracting vectors
 vectors in real-life contexts
 vector geometry.
E7.2 Vectors in two 1. Describe a Use the concept of translation to explain a vector. Use simple diagrams to illustrate column vectors in two
dimensions translation using dimensions, explaining the significance of positive and negative numbers.
a vector
represented by Introduce the various forms of vector notation.
2. ()
x ⃗
y
, AB , or a. Show how to add and subtract vectors algebraically by making use of a vector triangle.
Show how to multiply a column vector by a scalar and illustrate this with a diagram.
3. Add and subtract
vectors. Learners can explore the use of vectors with the ‘vector journeys’ problem on the Nrich website
(nrich.maths.org). There are support and extension activities linked to this resource.
4. Multiply a vector
by a scalar. Resource Plus
Teaching Pack: Vectors
 properties of vectors
 vectors and translations
42
Scheme of Work
C2.6 and 1. Represent and To introduce the topic of solving linear inequalities, it is a good idea to start with just numbers, for example
E2.6 Inequalities interpret 7 > 5, showing that multiplying or dividing an inequality by a negative number reverses the inequality sign, i.e.
inequalities, –7 < –5.
including on a
number line. Use examples to illustrate how to solve simple linear inequalities including representing the inequality on a
number line. Interpretation of results may be required. You can use software packages such as GeoGebra
2. Construct, solve (www.GeoGebra.org) to create interactive activities for learners to explore and demonstrate their
and interpret understanding of inequalities on a number line. You can also explore the resources on the GeoGebra website
linear by searching for’ inequalities on a number line’. (I) (F)
inequalities.
The most challenging inequalities for learners to solve are those where the inequality needs to be split into
3. Represent and two parts and each part solved separately.
interpret linear
inequalities in two The TES website has a useful inequalities worksheet (www.tes.com/teaching-resource/representing-and-
variables solving-inequalities-11812747). Search for ‘representing and solving inequalities’ if the link breaks. (F)
graphically.
Mathematics teacher William Emeny has a card-sorting task that summarises all methods for solving
4. List inequalities quadratics and asks learners to consider when each method should be used:
that define a www.greatmathsteachingideas.com/2012/02/16/quadratic-equations-the-main-ideas-a-card-sort-to-support-
given region. conceptual-understanding/ (F)
Ask learners to draw several straight lines on a set of axes, possibly on mini whiteboards, for example y = 2,
x = –5, y = 3x and x + 2y = 10. Ask learners to consider a point on one side of each of these lines, the origin if
possible, and use substitution to see if the inequalities y < 2, x > – 5, y < 3x and x + 2y > 10 are true for their
chosen point. Ask learners to work in groups to do their own examples.
Finally, learners will need to understand how to construct inequalities to define a given region using the
convention of broken lines for strict inequalities and solid lines for inclusive inequalities. Unwanted regions
should be shaded.
(Linear programming problems are not included.)
E9.6 Cumulative 1. Draw and Explain cumulative frequency and use an example to illustrate how a cumulative frequency table is
frequency diagrams interpret constructed. Draw the corresponding cumulative frequency curve emphasising that points are plotted at upper
cumulative class limits; the curve must always be increasing; and highlight its distinctive shape. Explain that this can be
frequency tables approximated by a cumulative frequency polygon.
43
Scheme of Work

and diagrams.
Use a cumulative frequency curve to help explain and interpret percentiles. Introduce the names given to the
2. Estimate and 25th, 50th and 75th percentiles and show how to estimate these from a graph. Show how to estimate the
interpret the inter-quartile range from a cumulative frequency diagram. Explain how to use a cumulative frequency curve to
median, complete a frequency table.
percentiles,
quartiles and Learners can interpret simple frequency distributions and cumulative frequency diagrams, to display the
interquartile median, percentiles, quartiles and inter-quartile range on the Stem learning website (www.stem.org.uk). If the
range from link breaks, search for ‘Interpreting frequency graphs, cumulative frequency graphs, box and whisker plots
cumulative S6’
frequency
diagrams. The second part of the ‘Interpreting Bar Charts, Pie Charts, Box and Whisker Plots S5’ on the STEM learning
website (www.stem.org.uk) compares box-and-whisker plots. (E)
Ask learners to consider how cumulative frequency data can be used to estimate probabilities. Why would
this only be an estimate? How reliable would the estimate be? (E)
Resource Plus
SDG 11
Consider using cumulative frequency diagrams for distance travelled to school by learners in the class/year.
44
7. Standard form, similarity, trigonometry I and probability II

C1.8 1. Use the standard Give learners a range of examples showing how to write numbers in standard form and to convert standard
and E1.8 Standard form form A × 10n form to numbers. Emphasise to learners that different calculators display standard form in different ways and
where n is a check that they know how to input numbers in standard form into their calculator.
positive or Use the Maths Is Fun website (www.mathsisfun.com) to make links between the rules of indices and standard
negative integer, notation. Search for ‘Index notation and powers of 10’ .
and 1 ≤ A < 10.
Learners could explore the following problem:
2. Convert numbers
into and out of Using a = 6 × 103 and b = 3 × 102 determine which of these calculations gives the largest solution and which
standard form. gives the smallest.
a×b a÷b b×a b÷a
3. Calculate with
values in
standard form. It is important that learners understand that standard form is a way of writing very large and very small
numbers. For example, it is used on a scientific calculator when a number is too large or too small to fit on the
screen. Being able to write numbers in standard form depends on learners having a secure understanding of
place value. This understanding is fundamental in manipulating large and small numbers, both mentally and
in written form.
The video ‘Powers of ten and the relative size of things in the universe’ is very good for helping learners to
understand the concept of magnitude. It is available on the Eames Office website (www.eamesoffice.com) or
on YouTube (www.youtube.com/watch?v=0fKBhvDjuy0)
Having given learners a range of exercises on writing numbers in standard form and converting standard form
to numbers, extend this by using the four rules of calculation with numbers in standard form, both with and
without a calculator.
Emphasise common errors, for example, for the problem: write 2.4 × 104 – 2 × 104 in standard form, learners
often give the (incorrect) answer 0.4 × 104. Point out that although 2.4 × 104 – 2 × 104 = 0.4 × 104 the answer
is not in standard form, since 0.4 is less than 1.
Ask learners to try the ‘Standard form worksheet’ from the TES website (www.tes.com). (F)
Scheme of Work

A challenge could be to research sizes of very large or very small objects and produce some comparisons, for
example, how many trips to the moon would be needed to cover the same distance as travelling from the
Earth to one of the outer planets. (E)
C4.4 and 1. Calculate lengths If necessary, revise what is meant by ‘similar’ and provide examples. Give learners practice of calculating
E4.4 Similarity of similar shapes. lengths in similar figures.
2. Use the For Extended learners, expand on calculating lengths of similar figures to exercises using the relationships
relationships between areas, surface areas and volumes of similar shapes and solids.
between lengths
and areas of Identify the conditions for two triangles to be similar and investigate the geometric justification for similarity.
similar shapes
and lengths, Extend to other shapes. (E)
surface area and
volumes of
similar solids.
3. Solve problems
and give simple
explanations
involving
similarity.
C6.2 1. Know and use When introducing trigonometry, spend some time on labelling the sides of triangles with a marked angle:
and E6.2 Right-angled the sine, cosine adjacent, hypotenuse and opposite. Ask learners to work in groups to draw right-angled triangles with a
triangles and tangent 30° angle of various sizes. Learners work out the ratio ‘opposite side ÷ adjacent side’ for all the different
ratios for acute triangles to find they should all be a similar value.
angles in
calculations Then use examples involving the sine, cosine and tangent ratios to calculate the length of an unknown side of
involving sides a right-angled triangle given an angle and the length of one side. Use a mix of examples: some examples
and angles of a where division is required and some where multiplication is required. For learners who struggle with
right-angled rearranging the trigonometrical ratios it is possible to use the ‘formula triangle approach’. For more able
triangle. learners, encourage the ‘rearranging’ approach.
2. Solve problems Move on to examples involving inverse ratios to calculate an unknown angle given the length of two sides of a
in two right-angled triangle.
dimensions using
Pythagoras’ Give learners a wide variety of problems in context using Pythagoras’ theorem and trigonometric ratios
46
Scheme of Work

theorem and (include work with any shape that may be partitioned into right-angled triangles). (I)
trigonometry.
Use examples to show how to solve problems involving bearings using trigonometry.
3. Know that the
perpendicular For Extended learners define angles of elevation and depression. Use examples to show how to solve
distance from a problems involving angles of elevation and depression using trigonometry.
point to a line is
the shortest Resource Plus
distance to the Teaching Pack: Understanding Bearings
line. The Teaching Pack includes lessons on:
 angle facts
4. Carry out  bearings, compass points and angle facts
calculations  trigonometry and bearings.
involving angles
of elevation and
depression.
E6.3 Exact trigonometric Know the exact Build on the work learners did recognising and interpreting graphs of functions (topic 2.11). Learners need to
values values of: know the values of sin(θ), cos(θ) and tan(θ) for θ = 0°, 30°, 45°, 60°, and the values of sin(θ), cos(θ) for 90°.
1. sin x and cos
x for x = 0°, The Khan Academy website (www.khanacademy.org) includes a useful proof ‘Trig ratios of special triangles’.
30°, 45°, 60° (E)
and 90°
2. tan x for x =
0°, 30°, 45°,
60°
E6.4 Trigonometric 1. Recognise, Draw a sine curve and discuss its properties. Use the curve to show, for example, sin 150° = sin 30°. Repeat
functions sketch and for the cosine curve and tangent curve.
interpret the
following graphs Use the unit circle to help learners understand the relationship between different trigonometric equations, for
for for 0° ≤ x ≤ example cos 30° and cos 150°. To demonstrate this you could use the ‘Unit circle’ applet on the Maths is Fun
360°: website (www.mathsisfun.com):
 y = sin x
 y = cos x  www.mathsisfun.com/geometry/unit-circle.html
 y = tan x  www.mathsisfun.com/algebra/trig-interactive-unit-circle-flash.html
Alternatively, use ‘The unit circle definition of sine, cosine, and tangent’ on the Khan academy website
2. Solve
47
Scheme of Work

trigonometric www.khanacademy.org/math/trigonometry/unit-circle-trig-func). Introduce radians to learners if using this site,
equations as it consistently uses radians.
involving sin x,
cos x or tan x, for ‘Tangled Trig Graphs’ is a problem on the Nrich website (nrich.maths.org) that will be accessible to learners
0° ≤ x ≤ 360° who have studied the unit circle and transformations of graphs (topic 2.10).
C8.3 Calculate the Roll two different dice, or spin two spinners, and list all the outcomes. Use simple examples to illustrate how
and E8.3 Probability of probability of sample space diagrams and tree diagrams can help to organise data.
combined events combined events
using, where Use sample space diagrams and tree diagrams to help calculate probabilities of simple combined events,
appropriate: paying close attention to how diagrams are labelled.
 Sample space
diagrams The article ‘Probability calculations from tree diagrams’ on the Nrich website (nrich.maths.org/9648) suggests
 Venn diagrams a set of activities that introduce learners to combined events in an intuitive way using tree diagrams to record
 Tree diagrams and visualise the outcomes of combined events. The examples are set at different levels of complexity.
The article ‘Tree diagrams, 2-way Tables and Venn Diagrams’ on the Nrich website (nrich.maths.org/9861)
considers a range of diagrammatic representations for probability. The resources include some detailed
examples of how different representations could be used to support the solution to example problems. You
could use these to stimulate discussion with learners.(E)
Resource Plus
Teaching Pack: Probability of combined events
 sample space diagrams
 area and volume
 drawing and interpreting tree diagrams
 conditional probability
 tree diagrams & more complex probabilities.
Resource Plus
Teaching Pack: Venn diagrams
This Teaching Pack includes lessons that cover the following:

 using Venn diagrams
 formal notation used with Venn diagrams
 constructing Venn diagrams to solve problems
 calculating simple probabilities using Venn diagrams.
48
Scheme of Work

C2.7 1. Continue a given Give learners the definition of a sequence of numbers. Ask them to work in groups to investigate some simple
and E2.7 Sequences number sequences, such as finding the next two numbers in a sequence of even, odd, square, triangle or Fibonacci
sequence or numbers.
pattern.
Extend this to looking at finding the term-to-term rule for a sequence. For example, the sequence 3, 9, 15, 21,
2. Recognise 27, ..., has a term-to-term rule of +6; the sequence 40, 20, 10, 5, 2.5, …, has a term to term rule of ÷2.
patterns in Learners will need to have some understanding of the limitations of a term-to-term rule, i.e. that they are not
sequences very useful for finding terms that are a long way down the sequence. This leads on to finding the position-to-
including the term rule for a sequence by examining the common difference, for example the nth term in the sequence 3, 9,
term-to-term rule, 15, 21, 27, …, is 6n – 3.
and relationships
between different The Nrich website (nrich.maths.org) has a nice activity called ‘Seven squares – group worthy task’ that
sequences. challenges learners to describe generic patterns verbally, numerically and algebraically. It does not assume
prior knowledge of algebra and could be a good way for you to introduce, practise or assess algebraic
3. Find and use the fluency. You could use mini whiteboards or coloured matchsticks to support this activity. (F)
nth term of
sequences. An interesting investigation is to look at square tables placed in a row so that 4 people can sit around one
table, 6 people can sit around 2 tables joined, 8 people can sit around 3 tables joined, and so on. Ask
learners to work out how many people can sit around n tables. To add an extra challenge, ask learners to
investigate tables of different shapes and sizes, and to try to relate the nth term formula to the practical
situation, explaining how the numbers in the formula relate to the arrangements of the tables. (I)
With more able learners you could look at deriving the formula for a linear sequence with nth term = a + (n –
1)d where a is the first term and d is the common difference. This formula is not essential knowledge. (E)
Another approach is looking at patterns and relationships between different sequences. For example, the
sequence 2, 5, 10, 17, 26, …, is the square numbers + 1. You can give learners several examples of these,
asking them to find the nth term, using just simple quadratic and cubic sequences, i.e. of the form an2 ± c or
an3 ± c. (I)
For Extended learners, extend the Core work by looking at examples of finding the nth term of harder
quadratic sequences. A useful resource is the video and applet listed below. Learners can work in groups
using the applet to investigate finding the nth term of harder quadratic sequences.
 Quadratic sequences 1 video: www.waldomaths.com/video/QuadSeq01/QuadSeq01.jsp

 ‘nth term of quadratic sequences’ applet: www.waldomaths.com/QuadSeq2L.jsp
For even greater challenge, you can extend this to investigating cubic sequences:
49
Scheme of Work

 ‘Cubic sequences 1 – finding the nth term’ video: www.waldomaths.com/video/CubSeq01/CubSeq01.jsp
 ‘nth term of cubic sequences’ applet: www.waldomaths.com/CubSeq1L.jsp
Other methods for finding nth terms are possible. Ask learners to search online for alternative methods. (I)
For an explanation of subscript notation, go to the introduction to sequences on the Maths is Fun website
(www.mathsisfun.com). Search for ‘Sequences’.
Finally, learners will need to look at exponential sequences with a common multiplier (or ratio) instead of a
common difference.
Learners can use the nth term to solve problems. For example, if they are told that the first and second terms
of a sequence with the nth term ax2+b/x are 7 and 14, they should be able to form and solve equations to find
the values of a and b. (E)
Alternatively, learners could investigate or research sequences such as the Fibonacci sequence. With more
able learners, derive the formula for the nth term = ar (n-1) where a is the first term and r is the common ratio.
This formula is not essential knowledge. (E)
50
Scheme of Work
8. Coordinate geometry II, accuracy and trigonometry II

E4.8 Circle theorems II Use the following Ask learners to draw a circle with two tangents meeting at a point. Join this point to the centre and draw in
symmetry properties the radii to the points of contact of the tangent, and the chord joining these points. Discuss the symmetries of
of circles: this diagram and hence obtain and explain the required symmetry and angle properties.
 equal chords are
equidistant from Give learners angle and length problems to solve using these properties. For example, Pythagoras’ theorem
the centre (topic 6.1) can be used to find the length of a chord, given the radius and its distance from the centre.
 the perpendicular
bisector of a Some of the tasks in ‘Discovering circle theorems’, an activity from the National Centre for Excellence in
chord passes Teaching Mathematics (NCETM) can challenge learners to consider fully these theorems.(E)
through the
centre
 tangents from an
external point are
equal in length.
C3.6 Find the gradient and Use examples to show that parallel lines have the same gradient. Include examples where the equation is
and E3.6 Parallel lines equation of a straight given implicitly, e.g. which of these lines are parallel? y = 2x, y + 2x = 10, y – 2x + 3, 2y = 2x + 7, etc.
line parallel to a
given line. Use an odd-one-out activity with three or more examples, where one of the lines is not parallel to the others
and ask learners to identify which one is the odd-one-out and why. Ask learners to come up with their own set
of odd-one-out examples.
You could use the following resource to assess learners’ understanding of this topic (along with topics 3.3,
3.4, 3.5 and 3.7) (I) (F):
 Parallel lines: www.mathsisfun.com/algebra/line-parallel-perpendicular.html
Resource Plus
The Teaching Pack includes a lesson on finding the gradient of parallel and perpendicular lines.
E3.7 Perpendicular lines Find the gradient and Find the gradient of perpendicular lines by using the fact that if two lines are perpendicular the product of their
equation of a straight gradients is –1, e.g. find the gradient of a line perpendicular to y = 3x + 1.
line perpendicular to
a given line. Use a variety of examples linking to earlier topics from this unit, e.g. find the equation of a line perpendicular
51
Scheme of Work

to one passing through the coordinates (1, 3) and (–2, –9).
To support topics E3.6 and E3.7, learners could do the tasks ‘Enclosing Squares’: nrich.maths.org/763 and
‘Painting Between the Lines’: nrich.maths.org/7031 (E)
You could use the following resources to assess learners’ understanding of this topic (along with topics 3.3,
3.4, 3.5 and 3.6) (I) (F):
 Parallel lines: www.mathsisfun.com/algebra/line-parallel-perpendicular.html
 Lots of lines!: undergroundmathematics.org/geometry-of-equations/lots-of-lines
Resource Plus
The Teaching Pack includes a lesson on finding the gradient of parallel and perpendicular lines.
C1.10 1. Give upper and Start this topic by giving learners problems to determine upper and lower bounds for data. Use simple
and E1.10 Limits of lower bounds for examples and then progressively harder ones, such as: ‘a length, l, measured as 3 cm to the nearest
accuracy data rounded to a millimetre has lower bound 2.95 cm and upper bound 3.05 cm’. Emphasise that the bounds, in this case, are
specified not 2.5 and 3.5, which would be a common misconception. Show learners how this information can be written
accuracy. using inequality signs, e.g. 2.95 cm ≤ l < 3.05 cm.
2. Find upper and For Extended learners, move on to looking at upper and lower bounds for quantities calculated from given
lower bounds of formulae.
the results of
calculations To check their understanding, learners try past paper questions. (F)
which have used
data rounded to a Resource Plus
specified Teaching Pack: Accuracy and bounds
accuracy. This Teaching Pack includes lessons that cover the following:
 accuracy and bounds to the nearest 10, 100 or 1000
 … to 3 decimal places
 … to significant figures
 substituting bounds into formulae.
E6.5 Non-right-angled 1. Use the sine and

triangles cosine rules in Rearrange the formula for the area of a triangle to the form (regentsprep.org has a useful
calculations resource to support this). Illustrate its use with a few simple examples. Explain that the letters in the formula
involving lengths may change from problem to problem, so learners should try to remember the pattern of two sides and the
and angles for sine of the included angle.
52
Scheme of Work

any triangle.
Move on to see if learners can use the formula to work out other problems, e.g. ‘calculate the area of a
2. Use the formula segment of a circle given the radius and the sector angle’ (using their knowledge of sector area work from
area of triangle = topic 5.3) or ‘calculate the area of a parallelogram given two adjacent side lengths and any angle’. (I)
1 a b
ab sin C. Use examples to show how to solve problems using the sine rule, explaining that the version =
2 sin A sin B
sin A sin B
is preferable for finding a side and the version = is preferable for finding an angle.
a b
Use examples to show how to solve problems using the cosine rule. Make sure that learners either learn both
rearrangements of the formula:
 to find a side a2 = b2 + c2 – 2bc cos A
2 2 2
b +c −a
 to find an angle cos A =
2 bc
or can confidently rearrange from one to the other.
Give learners a set of questions where they can either use the sine rule or the cosine rule. Ask them not to
work out the answers but instead to decide which rule to use. Explain how learners can tell whether they need
the sine rule or the cosine rule, i.e. use the cosine rule when you know all three sides in a triangle or an
enclosed angle and two sides, otherwise use the sine rule.
The Maths is Fun website (www.mathsisfun.com) has a useful page on ‘Area of triangles without right angles’.
(I)
53
Scheme of Work
9. Sets, scatter diagrams, 3D trig and vector geometry

C1.2 Sets Understand and use It is useful to start by introducing/revising simple Venn diagrams. For example, group learners who wear
set language, glasses in one circle and learners with brown hair in another circle, and ask learners to describe those in the
notation and Venn overlapping region. Encourage learners to actively participate by asking them to place physical objects into
diagrams to describe the regions of a Venn diagram. You could even get learners to create their own version of the Venn diagram
sets. by moving around the classroom based on their appearance; for example, for the glasses and hair colour
example above.
Example definition of
sets: Introduce the idea of a union in the intersection visually, and then link this to the notation that learners need to
e.g. A = {x: x is a use. (I)
natural number}
There is some useful material on sets and set notation on the Maths Is Fun website (www.mathsisfun.com).
B = {a,b,c,…….}
Search for ‘Introduction to Sets’ and ‘Sets and Venn Diagrams’ These resources also include some multiple-
C = {x : a ≤ x ≤ b} choice questions that learners could use to check their understanding. (F)
Venn diagrams are a great way to visualise the structure of set relationships. They can be used to help
visualise a broad range of problems across the mathematics curriculum where you want to explore the
relationships between groups. For example, they can be used to help solve probability questions (see
syllabus ref. C8.1, C8.3, C8.4). They can also be used across strands as a way of enhancing conceptual
understanding by the use of multiple representations.
Venn diagrams work well for two or even three sets, but they very quickly break down when the number of
sets gets beyond three. It is important that learners understand that Venn diagrams are a tool for visualising a
problem but not really the solution to the problem that itself.
Resource Plus
Teaching Pack: Venn diagrams
This Teaching Pack includes lessons that cover the following:
 formal notation used with Venn diagrams
 calculating simple probabilities using Venn diagrams.
E1.2 Sets Understand and use It is useful to start with revising simple Venn diagrams. For example, group learners who wear glasses in one
54
Scheme of Work

set language, circle and learners with brown hair in another circle, and ask learners to describe the people in the
notation and Venn overlapping region.
diagrams to describe
sets and represent Extend this to general Venn diagrams concentrating more on the shading of the regions representing the sets
relationships , , , , , , and helping learners to understand the
between sets. notation.
Example definition of
sets: Show learners that is the same as and that is the same as . Make sure
e.g. that learners understand the language associated with sets and Venn diagrams.
A = {x: x is a natural
number} The work on Venn diagrams can be extended to look at unions and intersections when there are three sets.
B = {(x,y): y = mx +
c} Resource Plus
C = {x: a ≤ x ≤ b} Teaching Pack: Venn diagrams
D = {a, b, c, …} This Teaching Pack includes lessons that cover the following:
Union of A and B;  formal notation used with Venn diagrams
Intersection of A and  calculating simple probabilities using Venn diagrams.
B;
C9.5 1. Draw and Explain how to draw scatter diagrams with a simple example.
and E9.5 Scatter interpret scatter
diagrams diagrams. Use simple examples of scatter diagrams to explain the terms and meanings of positive, negative and zero
correlation.
2. Understand what
is meant by Practise drawing scatter diagrams and describe the resulting correlation. Discuss why and where scatter
positive, negative graphs are useful, e.g. in making predictions.
and zero
correlation. Explore the Gapminder website (www.gapminder.org/) for innovative approaches to scatter diagrams and
videos that you could use to engage learners using some real-life topical contexts.
3. Draw by eye,
interpret and use Ask learners to collect some bivariate data of their choice and to predict the correlation, if any, that they
a straight line of expect to find, for example, height and arm span for members of the class. Use collected data to draw a
best fit. scatter diagram and then look for the expected correlation. Discuss the results.
Use the ‘How does income relate to life expectancy’ presentation on the Gapminder website
(www.gapminder.org/) to demonstrate the use of correlation to explore social problems.
55
Scheme of Work

Explain that if there are too few points on a scatter diagram, there may appear to be a correlation when in fact
there is no real relationship between the variables. Learners should understand that a correlation does not
prove cause and effect it just provides evidence to support a potential relationship and/or identify an area for
further research. For example, a third unidentified variable may be causing the apparent correlation.
Learners could do a web search for the ‘Televisions, Physicians, and Life Expectancy’ problem to
demonstrate this phenomenon. (E)
Explain, with diagrams, that the purpose of a good line of best fit is to have the sum of the vertical distances
from each point to the line as small as possible. In simpler terms, ask learners to aim for a similar number of
points on each side of the line and as many points as possible on the line or as close to it as possible.
Draw diagrams showing bad lines of best fit explaining what is wrong with them. For example, a common
error made by learners is to draw the line of best fit through the origin when that doesn’t fit with the trend of
the data.
Extend the work with learners finding equations for their line of best fit. If using data from e.g. their science
experiments this could be interpreted in terms of the two variables. (E)
Resource Plus
SDG 3
Teach correlation using data on social problems such as income and life expectancy.
SDG 11
Consider looking at the correlation between cost and distance to travel (for journeys from your location); or
between life expectancy and average height for different countries; or between life expectancy and average
income for different countries.
E6.6 Pythagoras’ theorem Carry out Use a flagpole supported by wires or similar situation to introduce a problem in three dimensions needing the
and trigonometry Notes calculations and use of trigonometry or Pythagoras’ theorem, revising the work as necessary. Show learners how to identify
and examples solve problems in the right-angled triangle required and teach them to draw a sketch of this triangle, showing the right angle at
in 3D three dimensions its true size to assist in the solution.
56
Scheme of Work

using Pythagoras’
theorem and Learners often find it difficult to visualise the triangle required. One method is to use pieces of wire or
trigonometry, spaghetti with small pieces of poster mounting putty or non-hardening modelling clay to make 3D models
including calculating and highlight the triangles that are used in solving questions. Alternatively, use cardboard models with
the area between a sections cut away to show the section required. (I)
line and a plane.
Give practice in solving problems. (I) (F)
Ask learners to design a net for a pyramid-shaped gift box with a given height and base dimension. (I) (E)
Learners consider the level of accuracy for a practical problem, e.g. finding the height of a tree, building or
mountain. How accurate are the measurements? What are the upper and lower bounds in each case? What
effect will this have on the final answer? Giving values for sin, cos or tan that are insufficiently accurate is a
common error in examinations; the results of this activity should demonstrate that small errors in
measurement can have a significant impact on the result. (E)
Reinforce or assess understanding of this topic using this workbook on 3D geometry:

www.cimt.org.uk/projects/mepres/allgcse/bkc18.pdf (I) (F)
SDG 9
Consider using trigonometry for working out railway inclines.
E7.3 Magnitude of a Calculate the Use diagrams to help illustrate how to calculate the magnitude of a vector; link this to the work on Pythagoras’
vector magnitude of a theorem from topic 6.1.
vector ( xy ) as Resource Plus

√ x 2+ y2 The Teaching Pack includes lessons on:
 properties of vectors
 vectors in real life contexts
E7.4 Vector geometry 1. Represent AB or a for vectors and for their magnitudes |⃗
Explain the notation required, i.e. ⃗ AB|or |a| (with modulus
vectors by signs).
directed line
segments. Define a position vector and give learners various problems in vector geometry. Explain to learners that in
their answers to questions, they are expected to indicate a in some definite way, e.g. by an arrow or by
57
Scheme of Work

2. Use position underlining, thus ⃗
AB or a.
vectors.
Use vectors to solve problems and demonstrate some properties of plane figures, e.g. that the diagonals of a
3. Use the sum and parallelogram bisect each other, or that the medians of a triangle intersect, dividing the medians in the
difference of two ratio 2:1.
or more vectors
to express given There are some more challenging questions and extension work on the Centre for Innovation in Mathematics
vectors in terms Teaching website: www.cimt.org.uk/projects/mepres/allgcse/bkc19.pdf (I) (E)
of two coplanar
vectors. Resource Plus
4. Use vectors to The Teaching Pack includes lessons on:
reason and to  properties of vectors
solve geometric
problems
58
10. Functions, histograms (& differentiation)

E2.13 Functions 1. Understand Give learners a definition of a function, f(x): that it is a rule applied to values of x. Look at evaluating simple
functions, domain functions for specific values, for example linear functions, describing the functions using f(x) notation and
and range and mapping notation.
use function
notation. The next step is to introduce the inverse function as an operation which ‘undoes’ the effect of a function.
Demonstrate how learners can evaluate simple inverse functions for specific values, describing the functions
2. Understand using the f-1(x) notation and mapping notation. Link this to the work on transforming formulae from topic 2.5.
and find Explain to learners that to find the inverse of the function f(x) = 2x – 5, a useful method is to rewrite this as y =
inverse 2x – 5, then to interchange the x and y to get x = 2y – 5, then to make y the subject: y = (x + 5)/2 and finally to
functions f– rewrite using the inverse function notation as f-1(x) = (x + 5)/2.
1
(x).
Using linear and/or quadratic functions, f(x) and g(x), show learners how to form composite functions such as
3. Form composite gf(x), and how to evaluate them for specific values of x. Ask learners to investigate for a variety of different
functions as functions gf(x) and fg(x) to see that these are often not the same. Emphasise that it is important that learners
defined by gf(x) = know the correct order to apply the functions.
g(f(x)).
Provide learners with examples and questions, either prepared yourself or from textbooks.
The video ‘Finding inverse functions: linear’ on the Khan academy website (www.khanacademy.org) also
talks about what the graph of an inverse function looks like. Knowing that the graph of an inverse function is a
reflection in the line y = x is a useful extension for more able learners. (E)
Learners investigate or research functions to find examples where the inverse function does not work for all
values. (E)
E9.7 Histograms 1. Draw and Use an example to show how discrete data can be grouped into equal classes. Draw a histogram to illustrate
interpret the data (i.e. with a continuous scale along the horizontal axis). Point out that this information could also be
histograms. displayed in a bar chart (i.e. with bars separated) because data is discrete.
2. Calculate with Record sets of continuous data, e.g. heights, masses, etc., in grouped frequency tables. Use examples that
frequency illustrate equal class widths and unequal class widths. Draw the corresponding histograms. Emphasise that
density. for continuous data, bars of a histogram must touch.
Use the section on bar charts and histograms at mrbartonmaths.com. (‘The Maths E-Book of Notes and
Examples’) to illustrate why frequency density is a fairer way to represent data than frequency on the vertical
axis. Label the vertical axis of a histogram as ‘frequency density’ and show that the area of each bar is
proportional to the frequency. Show how to calculate frequency densities from a frequency table with grouped
data and how to calculate frequencies from a given histogram.
Ask learners to consider how they could estimate the median value from a histogram. (E)
Resource Plus
SDG 12/15
Consider using histograms for the distribution of size of a local food product.
E2.12 Differentiation 1. Estimate Make sure learners have studied topic 3.3 (finding the gradient of a straight line) before beginning this topic.
gradients of
curves by Learners should already be able to confidently find the gradient of a straight line. Give learners a definition of
drawing tangents. the term tangent. Move on to looking at examples that show how to find the gradient at a point on a curve by
drawing a tangent at that point.
2. Use the
derivatives of The Maths is Fun website (www.mathsisfun.com) provides good introductions to calculus. Search
functions of the ‘Introduction to Calculus’ and ‘Introduction to derivatives’.
form axn, where a
is a rational Introduce learners to the general formula below and use this to explore what happens to functions of the form
constant and n is axn as the change in x tends towards zero:
a positive integer
or zero, and d y f ( x +δ x ) - f ( x )
simple sums of =
not more than
dx δx
three of these.
To consolidate or assess learners’ understanding of derivatives of functions of the form axn use the resource
3. Apply in the STEM learning e-library(www.stem.org.uk). Search ‘Matching functions and derivatives’ (I) (F)
differentiation to
gradients and
stationary points
(turning points). Resource Plus
Teaching Pack: Differentiation
4. Discriminate The Teaching Pack includes lessons on:
between maxima  introduction to calculus
and minima by  using differentiation to find the gradient of a curve
any method.  classifying turning points
 second derivatives.
Cambridge Assessment International Education
The Triangle Building, Shaftsbury Road, Cambridge, CB2 8EA, United Kingdom
t: +44 1223 553554
e: [email protected] www.cambridgeinternational.org
© Cambridge University Press & Assessment 2022 v2

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Cambridge IGCSE™ / Cambridge IGCSE (9–1)

Introduction to mathematics II 13hrs/10% 2

Further algebra, Pythagoras’ theorem, surds 13hrs/10% 3

Coordinate Geometry I, Ratio and Scale 13hrs/10% 4

Probability I, geometry and graphs 13hrs/10% 5

Circles, 3D mensuration, vectors and 13hrs/10% 6

Standard form, similarity, trigonometry I and 13hrs/10% 7

Coordinate geometry II, accuracy and 13hrs/10% 8

Formative assessment (F) is ongoing

Sustainability Development Goals (SDG)

Past papers, specimen papers, mark schemes and

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Move on to negative and zero indices.

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Ask learners to conduct an experiment of this type, tabulating their data.

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Past and specimen papers

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Use and interpret the

Past and specimen papers

Syllabus ref. Learning objectives Suggested teaching activities

Past and specimen papers

4. Coordinate geometry I, ratio and scale drawing

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Investigating the ‘Golden Ratio’ can generate an interesting display. (E)

Syllabus ref. Learning objectives Suggested teaching activities

Past and specimen papers

Syllabus ref. Learning objectives Suggested teaching activities

Learners do example questions that you’ve prepared or from textbooks. (I)

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Past and specimen papers

6. Circles, 3D mensuration, vectors and cumulative frequency

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

(Linear programming problems are not included.)

Syllabus ref. Learning objectives Suggested teaching activities

Past and specimen papers