Maths D (Normal Track) Year 10 (3 YEARS)

SCHEME OF WORK FOR SPN-21 (MATHEMATICS)
YEAR 10 NORMAL TRACK (2 + 3)
Content coverage Scope and Development Suggested Activities Resources

1. SYMMETRY
(2 week)
 Introduce the idea of symmetry of plane Use paper cuttings and http://www.ex.ac.uk/ci
1.1 Line Symmetry
figures in general using practical examples like foldings to demonstrate mt/mepres/allgcse/bka
paper folding, mirror images, live examples that certain shapes have 3.pdf has useful work
from nature such as leaves and flowers, models, lines of symmetry whereas on symmetry
etc. others may not have any.
 Recognise symmetrical figures, identify the Get students to use papers
lines of symmetry and determine the number of and scissors to design
lines of symmetry. shapes that have one line http://www.bbc.co.uk/s
 Complete the missing part of a figure, given of symmetry and others chools/gcsebitesize/m
its line(s) of symmetry. that have more lines of aths/shape/symmetryr
 Guide students to discover that a circle has symmetry. ev2.shtml has
an infinite number of lines of symmetry. Select students’ cut-outs interactive
and paste them on a chart demonstrations and
showing the shapes and the information about
number of lines of symmetry
symmetry.
SPN-21 (Interim Stage) Year 10 Normal Track (2 + 3) Page 1 of 23

1.2 Rotational  Introduce the idea of rotational symmetry. Introduce the idea of
Symmetry  Recognise figures which possess rotational rotation by demonstration
symmetry and identify figures that have no using a teaching aid. A
rotational symmetry. rotational symmetry board
 Determine the centre of rotation and state can be made as follows:
the order of rotational symmetry for given 1. Draw on a manila card:
figures, shapes and logos. rectangle, equilateral
 Give examples of point of symmetry, noting triangle, square,
that the centre of rotational symmetry is a point rhombus, regular
of symmetry if the order of rotational symmetry pentagon, parallelogram,
of the figure is a multiple of 2. isosceles triangle,
scalene triangle and
 Discuss the symmetric properties of
trapezium.
equilateral and isosceles triangles, square,
2. Draw the same figures
rectangle, rhombus, parallelogram, trapezium
on
and kite.
another manila card of
different
colour and cut out the
figures.
3. Secure the cut-outs over
their
respective figures on the
big card
(Step 1) using pins
through the
centre of rotation.
4. Rotate the cut-outs one
by one
and explain the idea of
rotational
symmetry. Note the cut
outs
rotate about the fixed
point called
the centre of rotation.
1.3 Symmetrical  Discuss line symmetry and rotational symmetry Give materials to students
Properties properties of the regular polygons: equilateral to design shapes with
of Regular triangle, square and other regular polygons.
Polygons
- specified number of
lines of symmetry
- specified order of
rotational symmetry
An example is this figure

 Find the lines of symmetry, the centre and the with order of rotational
order of rotational symmetry of the regular symmetry =
polygons. 6
1.4 Symmetry in Solids  Introduce the idea of symmetry of solids in Ask the students to
general using models such as cubes, cuboids, construct the prisms to
cylinders, cones and pyramids, etc. enable them to see the
 Recognise symmetry with respect to a plane. symmetry properties more
 Explain the technique to identify an axis of easily. Cut the solids into
rotational symmetry of a solid with its respective two equal parts and identify
order of rotational symmetry. the plane of symmetry.
 Discuss solids with an infinite number of Give examples of solids
plane symmetry such as spheres, cylinders, etc. with no plane symmetry
such as irregular solids.

2. PROPERTIES OF
CIRCLES
(4 weeks)
2.1 Symmetry  Identify the terms circumference, radius, Let the students explore the http://www.bbc.co.uk/s
Properties of properties of chords and chools/gcsebitesize/m
diameter, chord, segment (major and minor),
Circles tangents by drawing aths/shapes/circles2hir
sector, arc and semicircle.
diagrams and cut out.
 Use the following symmetry properties of ev10.shtml
Measure the lengths and
circles to calculate unknown sides and angles angles to see the
and give simple explanations: relationships and hence
(a) equal chords are equidistant from the centre, generalize the properties. Sections 3.8 and 3.9 of
(Use the properties of http://www.ex.ac.uk/ci
(b) the perpendicular bisector of a chord passes mt/mepres/allgcse/bka
through the centre, isosceles triangles, congruent
triangle and the exterior 3.pdf
(c) a tangent to a circle is perpendicular to the angle to a triangle, etc.)
radius of the circle at point of contact, Have students paste all the
(d) two tangents from an external point to a cut out circles onto their note There are interactive
circle are equal in length, books. investigations about
(e) the angle between two tangents drawn from Explain the term tangent as the angle properties at
an external point to a circle is bisected by the line which touches the http://teachers.henrico
the line through the external point and the circle at only one point. Make .k12.va.us/math/rd03/
centre of the circle. students practise drawing GeometryActs/CircleA
2.2 Angles Properties tangents. ngle01.html
of Circles
 Identify and use the following angles
properties of circles to calculate the unknown Discovering
Let students explore the
angles and give simple explanations: Mathematics 3A, Unit
angles properties of circles
(a) angle at the centre is twice angle at the 6.
by using diagrams. Require
circumference, students to measure the
(b) angle in semicircle is equal to 90°, angles or use paper cut out
(c) angle in the same segment are equal, to compare the angle size
(d) angles in opposite segments (or opposite and their relationship. Hence
angles of a cyclic quadrilateral) add up to generalize the properties.
180°,
Caution: for the correct pair
(e) external angle of a cyclic quadrilateral is on angle at the centre, angle
equal to the opposite interior angle, at the circumference and
(f) angles in alternate segments are equal, angle in the same segment,

both angles must be
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.

3. TRIGONOMETRY
(6 weeks)
3.1 Solutions of Right-  Review trigonometric ratios of sine, cosine and

angled tangent (SOH, CAH, TOA) and Pythagoras’
Triangles theorem and use them to find the unknown
angles or sides in a given right-angled triangle.
http://www.mathsnet.n
3. 2 Sine Rule  State the sine rule. Draw triangle ABC with et/asa2/2004/c2.html#
AB = 6 cm, BC = 7 cm and 4
 Use the sine rule to solve non right-angled CA= 8 cm. Measure angles
triangles. A, B and C. Calculate (i)
AB BC
, (ii) and (iii)
sin C sin A http://www.waldomath
CA s.com/SinRule1NL.jsp
.
sin B
Repeat the above activity
using AB= 10.6 cm, BC =
7.2 cm and CA = 9.3 cm.
http://www.sailingissu
3.3 Cosine Rule  State the cosine rule. Draw triangle ABC with a =
es.com/navcourse4.ht
8 cm, b = 6 cm and c = 7
Use the cosine rule to solve non right-angled ml
cm. Measure ∠C .
triangles. Calculate (i) Cos C and Maps from around the
a 2 + b2 − c2 world at
 Point out the situations when sine rule and (ii) . Repeat
2ab http://www.theodora.c
cosine rule should be used. the above activity using a = om/maps/abc_world_m
6.5 cm, b = 8.5 cm and aps.html

c = 10 cm.
3.4 Area of Triangle  State the formula of the area of triangle =

1
ab sin C .
2
 Use the formula to solve related problems.
3.5 Bearings  Find the bearing of a point from another point Identify places according to
(always measure clockwise from the north line their bearings and
and the bearing must be stated in three digits). distances from a given
place, or according to their
 Recall the angle properties of parallel lines, bearings from two different
angles at a point and angle properties of triangle
places.
and use these properties to solve problems on
bearings.
 Solve trigonometric problems (include
problems incorporating speed, distance and
time).
3.6 Three Dimensional  Identify right angles in diagrams of 3-D Include cases where sine / Various problems at
Problems objects (e.g. prisms, pyramids, wedges etc). cosine rule may be used to http://nrch.maths.org/
solve 3 –D problems public/leg.php
 From the 3-D diagram, draw right-angled
triangles using
horizontal and vertical lines instead of slant
lines as seen
from the 3-D diagram.
 Use the right-angled triangles drawn to solve the
problems.
 Solve problems involving angle of elevation
and angle of depression, stressing that these are
angles between the line of sight and the
horizontal. Include problems on finding the
greatest angle of elevation.

4. MENSURATION
(3 weeks)
4.1 Perimeter and Area  Review formulae for perimeter and area of Revise, using Background about the
(a) Perimeter and squares, rectangles, triangles, the area of straightforward examples, formulae for area and
Area parallelograms and trapeziums, circumference how to calculate the circumference, and π
of Common and area of circles. perimeter and area of may be found at
Figures squares, rectangles and http://www-gap.dcs.st-
triangles, the area of and.ac.uk/~history/His
parallelograms and tTopics/Pi through the
trapeziums. It may be ages.html
 Review parts of a circle – chord, arc, sectors helpful to show students
(b) Arc Length and Revision site for arcs
and segments. how the area formulae for
Area and sectors at
 Show the relation between arc length and parallelograms and http://www.bbc.co.uk/s
of Sector
circumference. trapeziums may be chools/gcsebitesize/m
obtained by splitting them aths/shapeih/circlesan
 Show the relation between the area of sector into two triangles. glesarcsandsectorsrev
and area of circle. Also, revise the calculation 3.shtml
 Solve problems involving the perimeter and of circumference and area
area of common figures including the arc length of a circle, then, by using
and the area of sector of a circle. the concept of direct
proportion, show how to
derive the formula for arc
length and sector area.
(c) Perimeter and
Area
 Solve problems involving the perimeter and
of Composite
area of composite figures including finding the For perimeter of a
Figures
area of a segment. composite figure, start from
any point at the edge of the
figure, go around the figure
along the edge until the
starting point is reached.
The perimeter is the sum of
all the sides.
For area of a composite
figure, draw dotted lines to
subdivide the composite
figure into common figures.
Find the area of each
common figure. Add the
area of all common figures
in the filled (usually
shaded) region and subtract
all those which are ‘holes’
(usually unshaded).

4.2 Surface Area and
Volume.
 Review formulae for surface area and volume Draw the nets of some
(a) Total Surface of cubes, cuboids, prisms and cylinders. prisms and construct the
Area and prisms. This activity could
Volume of be set as a task to design a
Common Solids  Introduce total surface area and volume of storage container, leading
pyramids, cones and spheres. to the discussion of surface
(b) Total Surface area and volume.
Area and Volume  Solve problems involving the surface area
of Pyramids, and volume of cubes, cuboids, prisms, cylinders, Show by using http://www.bbc.co.uk/s
Cones and pyramids, cones and spheres (formulae will be sand/coloured water the chools/gcsebitesize/m
Spheres given for pyramid, cone and sphere). relation between volume of aths/shapeih/index.sht
pyramids and prisms of the ml
same base area.
Using the same method to
show that volume of cone is
1/3 of that of a cylinder of
the same base.
 Solve problems involving surface area and
volume of various composite solids including
For composite solids,
problems on the mass of an object using the
(c) Total Surface subdivide it into common
Area and relation that mass = density × volume.
solids and find the volume
Volume of of each of them. Then add
Composite or subtract accordingly.
Solids

5. SIMPLE
CONSTRUCTIONS
AND LOCI (3
weeks)
 Construct simple geometrical figures such as Revise on constructing triangles http://www.mathforum
14.1 Simple from different data, given three .org/library/topics/cons
triangle or quadrilateral from given data. sides, a side and two angles, or
Constructions tructions has links for
two sides and an angle. Include
teachers about
 Construct angle bisectors, perpendicular also construction of some other
constructions, giving
bisectors and parallel lines. geometrical figures, such as
some quadrilaterals.Give further background and ideas
practice in constructing
perpendicular and angle
bisectors.
5.2 Scale Drawing Read and make scale drawings. Apply the construction skills to http://www.ex.ac.uk/ci
making scale drawings, using mt/mepres/allgcse/bka
simple scales only. Draw 3.pdf has work on
various situations to scale and scale drawings at
interpret results, for example,
section 3.7
draw a plan of a room to scale
and use it to determine the
area of carpet needed to cover
the floor.

5.3 Locus Use the following loci and the method of intersecting Introduce the idea of locus by http://www.ex.ac.uk./ci
loci: using examples in the mt/mepres/allgcse/bkc
(a) sets of points in two or three dimensions classroom. ‘I want to stay 1 14.pdf
(i) which are at a given distance from a m from this chair/ from this
given point, wall. Where can I go?’ or ask
(ii) which are at a given distance from a students to imagine a point
marked at the end of a blade
given straight line,
of the ceiling fan and follow
(iii) which are equidistant from two given
its path as the fan moves.
points. Generalise the method to
memorise:
One point implies circle,
(b) sets of points in two dimensions which Two points implies
are equidistant perpendicular bisector,
from two given intersecting straight lines. One line implies parallel
lines,
Two intersecting lines implies
angle bisectors.
Progress using pencil and
paper to draw accurate scale
drawings to represent loci in
two dimensions.
Include examples of
intersecting loci, for example,
given a diagram showing the
positions of villages A and B:
‘Ali lives less than 4 km from
village A. He lives nearer to
village B than to village A.
Shade the region where Ali
lives.’

6. MATRICES
(3 weeks)
6.1 Introduction and  Define matrix (plural matrices) as a rectangular Introduce matrix by http://www.sosmath.c
Basic array of elements (usually numbers) arranged in displaying information in om/matrix/matrix0/ma
Definition rows and columns. the form of matrices of trix0.html
different orders. has introduction to
For examples : matrix algebra.
 Explain that a matrix with m rows and n columns
is said to have order m x n (read as m by n). a) The marks of two
students in English,
 Define the different types of matrices: row Science and History:
matrix, column matrix, square matrix, diagonal Student A obtained 70
matrix, null matrix, identity matrix or unit matrix marks for English,
and equal matrix. 87 marks for Science
and 56 marks for History.
Student B obtained 72
marks for English, 80
marks for Science and 70
marks for History.
 7 80 57  6
  or
 7 82 70  0
70 72 
 
 87 80 
 56 70 
 
b) The sales of a
department store for 2
items on 2 successive
days:
Thursday : 10 bags, 12
belts;
Friday : 8 bags, 5
belts.
10 12  10 8

8  or  
 5
12
 5

Explain briefly how the

matrix is formed and what
each row and column
represent.
6.2 Matrix Addition,  Show the addition and subtraction of two When doing subtraction,
Subtraction and matrices. give strong emphasis that
Multiplication by a the minus sign should not
Scalar be touched when
 Show the multiplication of a matrix by a scalar multiplying the scalar of the
quantity. second matrix with the
elements of that matrix. For
example,
2 − 3  −1 5 

4 
 −2 
1  =
 1   − 5

2 −3  −2 10 

4  − 
 1  
 2 −10 

A common mistake at this
step is
 2 −3   2 −10 

4   
 1   − 2 10 
 

6.3 Matrix  Explain the technique of the multiplication of two Use real life example to
Multiplication matrices. Emphasize that two matrices can only show the logic of
be multiplied when the number of columns in the multiplying row with
first matrix is the same as the number of rows in column. You may use the
the second matrix. example stated above. That
is considering the sales of a
department store for the 2
 Show the results that AB ≠ BA. items on 2 successive days.
(except for multiplication by identity matrix In addition, let the price of
where IA = AI). the bag be $8 per piece and
the belt at $3 per piece.

Present the above
information in matrix form.
Explain clearly how to
calculate the total amount
of money received by the
store for the two days sales.
Explain how the row in the
first matrix is related to the
column in the second
matrix so that it can be
multiplied.

Hence, generalize the
technique and proceed to
show the technique of
multiplication of two (2
x 2) matrices and matrices
of different orders:
(a) Label the rows of the
first matrix R1, R2 etc
and the columns of the
second matrix C1, C2 etc
and then calculate R1C1,
R1C2 etc outside the
main step. After
multiplying all the rows
and columns, write down
all the products follow
the row and column
numbers in the resultant
matrix.
(b) Making summary “Row
x Column”.
(c) Stress on the
importance of correct
order for the answer.
6.4 Matrix Equations  Solve matrix equation where the unknowns are
elements.
 Solve matrix equation where the unknown is a

matrix.
6.5 Determinant and a b Caution students on the
Inverse  Define the determinant of a matrix, if A = 
 , common mistake of using
c d

of a 2 x 2 Matrix “+” instead of “−” when
then det A= A =ad −bc . calculating determinant
 Calculate the determinant of a matrix. because sometimes they
 Define non-singular matrix as matrix whose can get mixed up with the
determinant is non-zero and singular matrix as procedure in doing
matrix whose determinant is zero and it has no multiplication of matrices.
inverse.
 Show the method of finding the inverse of a non-
singular matrix.
1 d −b 
(A −1 =   ).
det A 
−c a 
 Solve problems with given value of determinant and
find the unknown element in the matrix.
 Find unknown element in matrix which has no
inverse.

6.6 Identity Matrix  Explain that an identity matrix, I is a square
matrix whose elements in the principal diagonal
are 1 and the other elements are zero. e.g. I =
1 0 0 
1 0   

0 1   , 0 1 0  .
  0 0 1 
 
 Show using examples the properties that
IA = AI = I, AA −1 = I and A −1 A = I.

6.7 Application of  Show how to place data into matrix form and Recall the example given in
Matrices interpret elements in a matrix as related to the section 1.3.
given information. To interpret the result of
multiplication of two
matrices, guide the
 Show how to solve the problems and hence
students to tell what is the
interpret the results.
quantity in the first matrix
(R1) and what is the
quantity in the second
matrix (C1) and when these
two quantities (R1 and C1)
are multiplied, what do we
obtain?
Also in situations where
there are more than one
element in each row of the
first matrix, what do we
obtain when the products
are added (i.e. R1C1+ R2
C2 etc)?

7. TRANSFORMATIONS
(7 weeks)
7.1 Translation  Introduce translation as a transformation that Explain that http://www.bbc.co.uk/s

moves all objects through a fixed distance in a transformations act upon chools/gcsebitesize/m
fixed direction. object points would change aths/
 Show examples where students have to find them (in terms of position) shape/transformations
images of the figures when given a translation in into image points. When an rev1.shtml
a diagram or description in words. object figure is transformed
into an image figure, there
 Describe fully in words the translation given in a
could be changes in the
h  shape and size of the
diagram by stating the translation vector k 
.
  image. The transformations
of translation, reflection
and rotation are isometric
as they do not cause any
changes in shape or size i.e.
the objects and images are
congruent.
7.2 Reflection  Introduce reflection as a transformation that Relate reflection to study of

reflects an object point in the line of reflection reflection of light in science
onto its image point. Discuss properties of as the same properties
reflection in terms of the object distance equals apply especially the
the image distance and the line of reflection is concept of lateral inversion.
perpendicular to the line joining the object point
and the image point.
 Show examples where students have to draw the
images for individual points when given a line of
reflection. Focus on the x- and y-axes, lines
parallel to the axes, y = x and y = −x.
 Extend the concept to figures and show that if
∆ABC is labelled in the clockwise direction, This property is important
then the image, ∆A1B1C1 will be in the as it helps students to
anticlockwise direction and vice versa. distinguish between a
reflection and a rotation
 Given a point P and its image P1 on a diagram,
when asked to describe a
explain that the line of reflection is actually the transformation.
perpendicular bisector of the line PP1. and
describe the reflection fully by stating the
equation of the line of reflection.

7.3 Rotation  Introduce rotation as a transformation that Show that ∆ABC and its
moves an object point through a fixed angle image ∆A1B1C1 are
about a centre of rotation in a certain direction. labelled in the same sense
 Show examples where students have to draw the which distinguishes a
images for figures under a given rotation. Focus rotation from a reflection.
on rotations of multiples of 90°.
 Given a diagram showing an object and its
image, explain that the centre of rotation is the
point of intersection of the perpendicular
bisectors of two lines, each joining one object
point to its image point.
 Stress that a rotation must be described fully by
stating the centre of rotation, the angle and
direction (except 180o rotation) it moves through.
7.4 Enlargement  Introduce enlargement as a transformation that Introduce enlargement as a

changes the position of an object point from a transformation that is not
centre of enlargement by a scale factor k. isometric and the size of
 Show that when k > 0, the image is on the same the figure changes but the
side of the centre as the object and when k < 0, the shape remains the shape.
object and image are on opposite sides. This means that the object
 Draw images for objects given the description of the and image are similar.
enlargement.
 Show that when k > 1, the image is enlarged Use the work on similar
and when k < 1, the image is reduced and figures to link to
enlargement.
introduce the concept that
Derive the ratio for similar
area of image
= (scale factor) 2 in relation to triangles and relate it to the
area of object scale factor of enlargement
similar figures.
 Given a diagram showing an object and its image, Show that an enlargement
explain that the centre of enlargement, C, is the of scale factor k will
point of intersection of the two lines, each joining produce an area
one object point P to its image point P1 and the enlargement of scale factor
CP k 2 and volume scale factor
scale factor, k= 1 . of k 3.
CP
 Stress that an enlargement must be described fully
by stating the centre of enlargement and its scale
factor (positive or negative).

7.5 Shear  Introduce Stack up some books (same http://www.mathsisfun
shear as a transformation that moves an object height)) on the table. Use a .com/definitions/trans
point parallel to a line called the invariant line (x- ruler and apply a horizontal formation.html
axis or y-axis). shear force to the books.
 Stress Indicate the three obvious http://www.bbc.co.uk/s
that points on invariant line do not move under a effects: chools/gcsebitesize/m
shear. (i) the book on the aths/shape/transforma
table does not move. tionsrev1.shtml
 Give the
Use this effect to
definition of shear factor and show how to apply
explain the meaning
the definition to locate the position of the image
of invariant line.
point.
(ii) all the books’
(Caution on situations where the object point is
movement are
on the negative region of the invariant line and
parallel to the table
also where the shear factor is negative).
top. Use this effect to
 Given a explain that a shear
shear and a figure (e.g. triangle), draw and label moves points parallel
the image of the figure. to the invariant line.
 Recognise (iii) The higher the
a shear by its properties, i.e. changing in shape books’ height, the
but not in size. more it moves. Use
 Given an this effect to explain
object figure and its image figure, describe a the definition of shear
shear completely (the description must include factor.
the word shear, the invariant line and the shear
factor). To show that size does not
change under a shear,

apply the formula for area
of triangle (1/2 ×
base ×
height) on both the
object and image (this is a
good revision to find the
area of a triangle when it is
drawn on a grid).
7.6 Stretch  Introduce Use a geoboard and rubber http://mathworld.wolfr

stretch as a transformation that moves an object bands to show a stretch. am.com/Stretch.html
point perpendicular to a line called the invariant Indicate the three effects:
line (x-axis or y-axis). (i) All points on the
 Stress invariant line do not
that points on the invariant line do not move move,
under a stretch.
 Give the (ii) every point moves
definition of stretch factor and show how to apply perpendicular to the
the definition to locate the position of the image invariant line,
point. (iii) the amount of
 Given a movement of any
stretch and a figure (e.g. triangle), draw and point depends on its
label the image. distance from the
 Recognize invariant line.
a stretch by its properties. A stretch changes

both the shape and size (the object can become
bigger or smaller) of the object.
 Given an
object figure and its image figure, describe a
stretch completely (the description must include
the word stretch, the invariant line and the
stretch factor).

7.7 Combined  Explain
Transformation the notation used for single transformation (e.g.
T(A) is the image of A under the Translation, T).
 Explain
the notation used for combined transformation
(e.g. ET(A) is the image of point A under the
translation ,T followed by the Enlargement, E).
 Given an
object figure and a combined transformation,
either expressed in notation or in words, draw
and label the image figure.
7.8 Use of Matrix in  Use the Review the method of http://www.math.lsu.e

Transformations idea that a transformation maps an object to an multiplying two matrices. du/~verrill/teaching/lin
image to establish the quantitative relationship earalgebra/linal
(Matrix) × (Object) = (Image), except for http://www.uz.ac.zw/sc
ience/maths/zimaths/7
Translation is (Matrix) + (Object)= (Image).
3/sheila.html
 Represent /linalg5.html
the object as a matrix with x-coordinates as the
elements in the first row and y-coordinates as the http://www.mathsfiles.
elements in the second row. com/excel/MatrixTrans
 Use the Notes1.htm
results of the multiplication of (Matrix) ×
(Object) to indicate the coordinates of the http://www.uz.ac.zw/sc
various image points corresponding to each ience/maths/zimaths/7
object point. 3/sheila.html
Extend the idea of
 Given a
transformation represented by a matrix and a (Matrix) × (Object) =
figure, find the coordinates of the image points (Image) and the idea of M
and draw and label the image. 1 0 
 Write 
0 1   = M to show that
down a matrix which represents a given  
transformation. the matrix representing a
given transformation can be
obtained by mapping the
point (1, 0) and (0, 1) to
their respective images
under that transformation.
The elements of the matrix
are the coordinates of the
images in that order.

Maths D (Normal Track) Year 10 (3 YEARS)

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SCHEME OF WORK FOR SPN-21 (MATHEMATICS)

YEAR 10 NORMAL TRACK (2 + 3)

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An example is this figure

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3.1 Solutions of Right-  Review trigonometric ratios of sine, cosine and

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3.4 Area of Triangle  State the formula of the area of triangle =

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Explain briefly how the

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 Solve matrix equation where the unknown is a

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Content coverage Scope and Development Suggested Activities Resources

7.1 Translation  Introduce translation as a transformation that Explain that http://www.bbc.co.uk/s

7.2 Reflection  Introduce reflection as a transformation that Relate reflection to study of

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7.4 Enlargement  Introduce enlargement as a transformation that Introduce enlargement as a

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7.6 Stretch  Introduce Use a geoboard and rubber http://mathworld.wolfr

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Content coverage Scope and Development Suggested Activities Resources

7.8 Use of Matrix in  Use the Review the method of http://www.math.lsu.e

SPN-21 (Interim Stage) Year 10 Normal Track (2 + 3) Page 23 of 23

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