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1. ALGEBRA 3
( 3 ½ weeks)
1.1 Factorisation of Review factorisation by finding the highest Write a few algebraic http://www.mathste
Quadratic common factors, grouping and difference of two expressions and arrange acher.com.au/year1
Trinomials squares. them according to the type 0/ch10_factorisation
( ax 2 +bx +c ) of factorisation they belong /06_further_quadrati
to. c_trinomials/furth.ht
m
Guide the students to
recognise the pattern of
quadratic trinomials.
2.1 Direct Variation Define direct variation as the relationship Begin work on variation by Explanations and
whereby one quantity increases as the other using an example such as examples of word
quantity increases in direct proportion and vice the price of a piece of cloth, problems involving
versa. c being proportional to its direct and inverse
length, l, ie. c ∝ l . variations at
Express a direct variation in the form of an http://regentsprep.org/
Show that the variables are
equation involving two variables and use the regents/math/variation
in direct proportion, i.e.
equation to find unknown quantities. /pracdirect.htm
c1 l1
= = k , constant of
c2 l2
proportionality). http://www.ex.ac.uk/ci
Show how to form the mt/mepres/allgcse/bkc
equation connecting the 15.pdf section 15.5
variables: c = kl. onwards
Relate the equation to y =
mx and explain that the
graph of c against l is a
straight line passing
through the origin.
2.2 Inverse Variation Define inverse variation as the relationship Give an example that
whereby one quantity increases as the other relates to the ‘Less men,
quantity decreases and vice versa. more share” concept such
as ‘If 12 men were to
Explain that the two quantities are inversely complete a job in 10 days,
proportional to each other. how long will it take to
Express an inverse variation in the form of an complete the job if 6 men
equation involving two variables and use the work on it?’ Show that the
equation to find unknown quantities. variables are in inverse
n1 12 2
proportion, i.e. = =
n2 6 1
while
d1 10 1
= = .
d 2 20 2
Explain that the product n x
d is a constant.
Show that if n varies
SPN-21 (Interim Stage) Year 9 Fast Track (2 + 2) Page 11 of 37
inversely as d, in notation,
1 k
n∝ , then n = ,
d d
where k is a constant.
http://www.mathsnet.n
3.1 Formulae for Review formulae for distance, mid-point and et/asa2/2004/c2.html#
Distance, gradient and solve problems that require the use 2
Mid-point and of these formulae including finding one end-point
Gradient of a line segment given the midpoint and one
other end-point.
3.3 Equation Find the equation of the line when given Introduce the use of
of a Straight Line y − y1 = m( x − x1)
- the gradient and the y-intercept,
where ( x1 , y1 ) is any point
- one point and the gradient,
on the line and m is the
- two points, gradient.
- one point and the equation of a parallel line,
- a diagram of a triangle or quadrilateral.
4. GRAPHS OF
FUNCTIONS
(2 weeks) http://www.coolmath.c
om/algebra/PreCalc/01
4. 1 Constructing a Construct tables of values for functions of the Begin with n = 0, 1 and MoreGraphing/01_love
table of n
form y = a x where n = −2, −1, 0, 1, 2, 3. show that they are straight graphs.htm
values and drawing Calculate the unknown y-value in the table of lines. Proceed to n = 2 for
a values for a given equation the parabola, then n = 3 for
smooth curve the cubic function before n
Explain the techniques of drawing graphs,
= −1 for the hyperbola and http://www.coolmath.c
stressing the importance of using the given
n = −2. om/algebra/Algebra1/1
scale and to plot points accurately, then draw a
1Quadratics/07_introgr
smooth curve through all the points.
Discuss the basic properties aphing.htm
Get students to recognise the basic shapes of
of the graphs for the
these graphs and sketch them.
different values of n. Advise
Interpret graphs of linear, quadratic, cubic, students to memorise the
reciprocal and exponential functions. basic shapes so that they
can sketch the graphs http://www.mathsisfun
easily. .com/graph/index.html
4. 2 Finding the values Determine from the graph the value of y, given Explain that any function in
of the value of x and vice versa, including the form y = a x n + c has
variables from a maximum and minimum values. a y-intercept of c as it is a
graph translation of the graph of y
= a x n upwards by c units.
The x-intercept can be
found by solving y = 0.
8.1 Introduction of Explain the meaning of a function as a Introduce a function, using http://www.bbc.co.uk/
Function relationship that maps an element of one set diagrams, as a one-one education/asguru/mat
and Evaluation of onto one and only one element in another set. mapping or many-one hs/13pure/02functions
f(x) mapping. Show that a /index.shtml
Explain that for an object x, the image of x under
function has a one-to-one has some work on
function f is f(x) and introduce the domain as the
mapping or many-to-one inverse functions.
set of objects and the range as the set of images.
mapping (i.e. it has exactly
Emphasize that there are two ways to indicate one image only). Also search for
the function notation i. e. f(x) = 3x – 5 read as “f Evaluate f(x) for specific functions at
of x is equal to 3x – 5” values of x, describing the http://www.learn.co.uk
and f : x 3x – 5 as “f maps x onto 3x – 5”. functions using f(x) notation /
Find the image of a function by evaluating f(x). and mapping notation.
Connect this to y = 3x – 5.
Here we say that y is the
function of x and f(x) = 3x –
5 is the same as y = 3x – 5.
8.2 Finding and Explain the meaning of an inverse function and Introduce the inverse
Evaluating the notation used to represent an inverse function as an operation
Inverse Function function. which ‘undoes’ the effect of
a function i.e.
Explain the method of finding an expression for
when f : x y, then
the inverse function and evaluate the inverse
function at a given value of x. f −1 : y →x or when f( x) =
Explain the method of evaluating an inverse y, then f −1 ( y ) = x .
function without having to find the expression for Point out that only one-to-
the inverse function first one function has an inverse.
e. g. To find f −1 ( 4) given the function f(x) =
3x – 5, we let Evaluate simple inverse
functions for specific
f −1 ( 4) = x. The solution can then be found by
values, describing the
solving functions using f -1(x)
f(x) = 4, giving 3x – 5 = 4 , then x = 3. notation and mapping
notation.
V2 l 2
- specified order of
rotational symmetry
Find the lines of symmetry, the centre and the An example is this figure
order of rotational symmetry of the regular with order of rotational
polygons. symmetry
=6
11.4 Symmetry in Introduce the idea of symmetry of solids in Ask the students to
Solids general using models such as cubes, cuboids, construct the prisms to
cylinders, cones and pyramids, etc. enable them to see the
Recognise symmetry with respect to a plane. symmetry properties more
Explain the technique to identify an axis of easily. Cut the solids into
rotational symmetry of a solid with its respective two equal parts and identify
order of rotational symmetry. the plane of symmetry.
Discuss solids with an infinite number of Give examples of solids
plane symmetry such as spheres, cylinders, etc. with no plane symmetry
such as irregular solids.
12.1 Symmetry Identify the terms circumference, radius, Let the students explore the http://www.bbc.co.uk/s
Properties of properties of chords and chools/gcsebitesize/m
diameter, chord, segment (major and minor),
Circles tangents by drawing aths/shapes/circles2hir
sector, arc and semicircle.
diagrams and cut out.
Use the following symmetry properties of ev10.shtml
Measure the lengths and
circles to calculate unknown sides and angles angles to see the
and give simple explanations: relationships and hence
(a) equal chords are equidistant from the centre, generalize the properties. Sections 3.8 and 3.9 of
(Use the properties of http://www.ex.ac.uk/ci
(b) the perpendicular bisector of a chord passes mt/mepres/allgcse/bka
through the centre, isosceles triangles, congruent
triangle and the exterior 3.pdf
(c) a tangent to a circle is perpendicular to the angle to a triangle, etc.)
radius of the circle at point of contact, Have students paste all the
(d) two tangents from an external point to a cut out circles onto their note There are interactive
circle are equal in length, books. investigations about
(e) the angle between two tangents drawn from Explain the term tangent as the angle properties at
an external point to a circle is bisected by the line which touches the http://teachers.henrico
the line through the external point and the circle at only one point. Make .k12.va.us/math/rd03/
centre of the circle. students practise drawing GeometryActs/CircleA
tangents. ngle01.html
12.2 Angles
Properties of Circles
Identify and use the following angles
properties of circles to calculate the unknown Discovering
Let students explore the
angles and give simple explanations: Mathematics 3A, Unit
angles properties of circles
(a) angle at the centre is twice angle at the 6.
by using diagrams. Require
circumference, students to measure the
(b) angle in semicircle is equal to 90°, angles or use paper cut out
(c) angle in the same segment are equal, to compare the angle size
(d) angles in opposite segments (or opposite and their relationship. Hence
angles of a cyclic quadrilateral) add up to generalize the properties.
180°,
Caution: for the correct pair
(e) external angle of a cyclic quadrilateral is on angle at the centre, angle
equal to the opposite interior angle, at the circumference and
(f) angles in alternate segments are equal, angle in the same segment,
both angles must be
SPN-21 (Interim Stage) Year 9 Fast Track (2 + 2) Page 29 of 37
subtended by the same
chord (usually the chord is
not drawn).
Emphasize that in cyclic
quadrilateral all the four
vertices of the quadrilateral
touches the circumference of
the circle.
13.5 Bearings Find the bearing of a point from another point Identify places according to
(always measure clockwise from the north line their bearings and
and the bearing must be stated in three digits). distances from a given
place, or according to their
Recall the angle properties of parallel lines, bearings from two different
angles at a point and angle properties of triangle
places.
and use these properties to solve problems on
bearings.
Solve trigonometric problems (include
problems incorporating speed, distance and
time).
Content coverage Scope and Development Suggested Activities Resources
13.6 Three Identify right angles in diagrams of 3-D Include cases where sine / Various problems at
Dimensional objects (e.g. prisms, pyramids, wedges etc). cosine rule may be used to http://nrch.maths.org/
Problems solve 3 –D problems public/leg.php
From the 3-D diagram, draw right-angled
triangles using
horizontal and vertical lines instead of slant
lines as seen
from the 3-D diagram.
Use the right-angled triangles drawn to solve the
problems.
Solve problems involving angle of elevation
and angle of depression, stressing that these are
angles between the line of sight and the
14.1 Perimeter and Review formulae for perimeter and area of Revise, using Background about the
Area squares, rectangles, triangles, the area of straightforward examples, formulae for area and
(a) Perimeter and parallelograms and trapeziums, circumference how to calculate the circumference, and π
Area and area of circles. perimeter and area of may be found at
of Common squares, rectangles and http://www-gap.dcs.st-
Figures triangles, the area of and.ac.uk/~history/His
parallelograms and tTopics/Pi through the
trapeziums. It may be ages.html
Review parts of a circle – chord, arc, sectors helpful to show students Revision site for arcs
and segments. how the area formulae for
(b) Arc Length and and sectors at
Show the relation between arc length and parallelograms and http://www.bbc.co.uk/s
Area
circumference. trapeziums may be chools/gcsebitesize/m
of Sector
obtained by splitting them aths/shapeih/circlesan
Show the relation between the area of sector into two triangles. glesarcsandsectorsrev
and area of circle. Also, revise the calculation 3.shtml
Solve problems involving the perimeter and of circumference and area
area of common figures including the arc length of a circle, then, by using
and the area of sector of a circle. the concept of direct
proportion, show how to
derive the formula for arc
length and sector area.
(c) Perimeter and
Solve problems involving the perimeter and
Area
area of composite figures including finding the For perimeter of a
of Composite
area of a segment. composite figure, start from
Figures
any point at the edge of the
figure, go around the figure
along the edge until the
starting point is reached.
The perimeter is the sum of
all the sides.
For area of a composite
figure, draw dotted lines to
subdivide the composite
figure into common figures.
Find the area of each
common figure. Add the
area of all common figures
in the filled (usually
SPN-21 (Interim Stage) Year 9 Fast Track (2 + 2) Page 33 of 37
shaded) region and subtract
all those which are ‘holes’
(usually unshaded).
15.2 Scale Drawing Read and make scale drawings. Apply the construction skills to http://www.ex.ac.uk/ci
making scale drawings, using mt/mepres/allgcse/bka
simple scales only. Draw 3.pdf has work on
various situations to scale and scale drawings at
interpret results, for example,
section 3.7
draw a plan of a room to scale
and use it to determine the
area of carpet needed to cover
the floor.