SCHEME OF WORK – IGCSE MATHEMATICS (0580)
Suggested Topics /
no. of Assessment Objectives
Sub – topics
weeks
1. NUMBERS • Identify and use natural
10 Weeks numbers, integers (positive,
negative and zero), prime
1.1. Number Facts numbers, square numbers,
common factors and common
multiples.
1.2. Square, square
roots and cubes • Identify and use rational and
irrational numbers, real
numbers.
1.3 Equivalence and
• Calculate squares, square
Conversion roots and cubes and cube
roots of numbers.
1.4 Ordering
• Use directed numbers in
practical situations.
1.5 The Four Rules
• Use the language and
notation of simple vulgar and
1.6 Approximation decimal fractions and
and Estimation percentages in appropriate
contexts; recognise
equivalence and convert
1.7 Limits of Accuracy between these forms.
• Order quantities by
1.8 Standard Form magnitude and demonstrate
familiarity with the symbols =,
1.9 Ratio, Proportion ≠, >, <, ≥, ≤ .
and Rate • Use the standard form A x
10n where n is a positive or
1.9.1 Ratio negative integer, and 1≤ A <
10.
1.9.2 Direct and • Use the four rules for
calculations with whole
Inverse Proportion numbers, decimal fractions
and vulgar (and mixed)
1.9.3 Rate fractions, including correct
ordering of operations and
use of brackets.
1.9.4 Money
• Make estimates of numbers,
quantities and lengths, give
1.9.5 Scales approximations to specified
numbers of significant figures
and decimal places and
1.9.6 Speed, Distance round off answers to
and Time reasonable accuracy in the
context of a given problem.
YEAR 9 2010
Suggested Activities / Approaches Supplementary
Resources
Revise positive and negative numbers using a number line.
IGCSE Mathematics
(2nd edition) by Ric
Define the terms factor and multiple and use simple examples to find
common factors and common multiples of two or more numbers. Find Pimentel and Terry
highest common factors and lowest common multiples. Wall
Pg 1 – 23
Class activity: Identify a number from a description of its properties, for Pg 24 – 40
example, which number less than 50 has 3 and 5 as factors and is a Pg 41 – 50
multiple of 9? Students make up their own descriptions and test one Pg 51 – 68
another.
Pg 69 – 79
Define the term prime number (1 is not prime). Write any integer as a
product of primes.
Class activity: Investigate Goldbach’s conjecture. IGCSE Mathematics
by Karen Morrison
Define the terms real, rational and irrational numbers. Show that any Pg 1 – 47
recurring decimal can be written as a fraction. Show that any root which
cannot be simplified to an integer or a fraction is an irrational number.
Use simple examples to illustrate squares, square roots and cubes and
cube roots of numbers.
Class activity: 121 is a palindromic square number (when the digits are
reversed it is the same number). Write down all the palindromic square
numbers less than 1000.
Use a number line to aid addition and subtraction of positive and
negative numbers. Illustrate by using practical examples, e.g.
temperature change and flood levels.
Revise long multiplication, short and long division, and the order of
operations (including the use of brackets). Use examples which illustrate
the rules for multiplying and dividing by negative numbers.
Class activity: Use four 4’s and the four rules for calculations to obtain
all the whole numbers from 1 to 20.
Use a number line to describe simple inequalities and ranges of values
e.g. x ≥ 3, -2 ≤ x < 5, etc.
Class activity: Given a list of quantities (e.g. a list of fractions and
decimals), order them by magnitude making use of inequality signs.
Use a range of examples to show how to write numbers in standard form
and vice-versa.
Class activity: Use the four rules of calculation with numbers in
standard form.
1
Suggested Topics /
no. of Assessment Objectives
Sub – topics
weeks
1.10 Time
• Give appropriate upper and
lower bounds for data given
1.11 Percentages to a specified accuracy (e.g.
measured lengths).
1.12 Personal and
Household finance
• Demonstrate an
understanding of the
1.12.1 Simple Interest elementary ideas and notion
and Compound Interest of ratio direct and inverse
proportion; divide a quantity
in a given ratio
1.12.2 Discount
• Express direct and inverse
variation in algebraic terms
1.12.3 Profit and Loss and use this form of
expression to find unknown
quantities; increase and
1.13 Use of an decrease a quantity by a
Electronic Calculator given ratio.
• Demonstrate an
understanding of common
measures of rate; use scales
in practical situations,
calculate average speed.
• Carry out calculations
involving reverse
percentages, e.g. finding the
cost price given the selling
price and the percentage
profit.
• Use an electronic calculator
efficiently; apply appropriate
checks of accuracy.
• Use current units of mass,
length, area, volume, and
capacity in practical situations
and express quantities in
terms of larger or smaller
units.
• Calculate times in terms of
the 24-hour and 12-hour
clock; read clocks, dials and
timetables.
• Calculate using money and
convert from one currency to
another..
• Use given data to solve
Suggested Activities / Approaches Supplementary
Resources
Revise equivalent fractions. Use this idea to aid addition and subtraction
of fractions. Revise multiplication and division of fractions and convert
between fractions, decimals and percentages.
Use place value (units, tenths, hundredths etc.) to change a simple
decimal into a fraction.
Revise rounding numbers to the nearest 10, 100, 1000, etc., or to a set
number of decimal places.
Explain carefully how to round a number to a given number of significant
figures.
Use straightforward examples to determine upper and lower bounds for
data. For example, a length, l, measured as 3cm to the nearest
millimetre has lower bound 2.95cm and upper bound 3.05cm. Show how
this information can be written using inequality signs e.g. 2.95cm ≤ l <
3.05cm.
Class activity: Investigate upper and lower bounds for quantities
calculated from given formulae by specifying the accuracy of the input
data.
Draw a graph to determine whether two quantities (y and x or y and x2,
etc.) are in proportion.
Solve problems involving direct or inverse proportion using the notation y
∝ x ⇒ y = kx and y ∝ 1/x ⇒ y = k/x , where k is a constant.
Use straightforward examples to illustrate how a quantity can be
increased or decreased in a given ratio, e.g. enlarging a photograph. The
idea of similar shapes can be introduced here.
Class activity: Investigate the ratio of the length of one side of an A5
sheet of paper to that of the corresponding side of an A4 sheet of paper.
Draw and use straight line graphs to convert between different units e.g.
between metric and imperial units or between different currencies.
Revise: Work covered on percentages in Unit 1.
Use simple examples to show how to calculate the original value of
something before a percentage increase or decrease took place.
Use rounding to 1sf or 2sf to estimate the answer to a calculation. Check
answers with a calculator.
Class activity: Investigate the percentage error produced by rounding in
calculations using addition/subtraction and multiplication/division.
(Percentage error will need to be discussed beforehand)
Use practical examples to illustrate how to convert between: millimetres,
centimetres, metres and kilometres; grams, kilograms and tonnes;
millilitres, centilitres and litres. Use standard form where appropriate.
Revise units for measuring time and use examples to convert between
hours, minutes and seconds.
2
Suggested Topics /
no. of Assessment Objectives
Sub – topics
weeks
problems on personal and
household finance involving
earnings, simple interest and
compound interest, discount,
profit and loss; extract data
from tables and charts.
7 Weeks 2. ALGEBRA • Use and interpret positive,
negative and zero indices.
2.1 Indices • Use letters to express
generalized numbers and
express basic arithmetic
2.2 Expansion and processes algebraically
Simplification
• Substitute numbers for words
and letters in formulae
2.3 Factorisation
• Transform simple formula
2.4 Substitution • Construct simple expressions
and set up simple equations
2.5 Changing the
• Construct and transform
Subject of a Formula more complicated formulae
and equations
2.6 Algebraic • Manipulate directed numbers;
Fractions use brackets and extract
common factors
2.7 Linear Equations • Expand products of algebraic
expressions
2.8 Simultaneous • Factorize where possible
Equations expressions of the form:
 ax + bx + kay + kby
a2x2 – b2y2
Suggested Activities / Approaches Supplementary
Resources
Use television schedules and bus/train timetables to aid calculation of
lengths of time in both 12-hour and 24-hour clock formats.
Class activity: Create a timetable for a bus/train running on a single
track line between two local towns.
Work with world time differences.
Class activity: Research and annotate a world map with times in
various cities assuming it is noon where you live.
Solve straightforward problems involving exchange rates.
Up to date information from a daily newspaper is useful
Solve simple problems using practical examples where possible, taking
information from published tables or advertisements. (It is worth
introducing a range of simple words and concepts here to describe
different aspects of finance, e.g. tax, percentage profit, deposit, loan,
etc.)
Use the formula Ι = PRT to solve a variety of problems involving simple
interest.
Class activity: Use newspapers to research the cost of borrowing
money from different banks (or money lenders).
Class activity: Revise writing an integer as a product of primes, writing Information and
answers using index notation. worksheets on many
aspects of algebra at
Use simple examples to illustrate the rules of indices. http://www.algebrahelp.c
om/worksheets.htm
Introduce negative indices, e.g. 2 –1 = 2 (2 – 3)= 2223= 12 and 20 = 2
(3–3)
= 2323 = 1 Factorising quadratic
expressions at
Introduce fractional indices by relating them to roots (of positive http://www.bbc.co.uk/sc
hools/gcsebitesize/math
integers), e.g. x12×x12 = x1, so that x12= x. s/algebraih/index.shtml
Use the rules of indices to show how values such as 16 ¾ can be
simplified. Try the ‘Pyramid’
investigation at
Class activity: By writing an integer as the product of primes investigate http://nrich.maths.org/pu
how expressions involving square roots can be simplified. For example, blic/leg.php
the expression √20 + √45 can be written as 5√5. (This is not on the
syllabus but it will broaden candidates mathematical knowledge by
introducing surds) Information about
Solve simple exponential equations, e.g. 5x = 25, inequalities and graphs
3(x + 1) = 27, 2-x = 8, etc. at
http://www.projectgcse.c
Revise simple algebraic notation, for example, ab and x2 . o.uk/maths/inequalities.h
tm
Substitute numbers into a formula (including formulae that contain IGCSE Mathematics
brackets).
(2nd edition) by Ric
Pimentel and Terry
Class activity: Investigate the difference between simple algebraic
3
Suggested Topics /
no. of Assessment Objectives Suggested Activities / Approaches Supplementary
Sub – topics
weeks Resources
2.9 Quadratic a2 + 2ab + b2 expressions which are often confused, for example, find the difference Wall
ax2 + bx + c between 2x , 2 + x and x2 for different values of x . Pg 174 – 184
Equations
Transform simple formulae, e.g., rearrange y = ax + b to make x the
2.10 Inequalities • Manipulate algebraic subject.
IGCSE Mathematics
fractions, e.g., x3+x- Revise : transforming simple formulae (use examples similar to those by Karen Morrison
Pg 49 - 81
42, 2x3-3(x-5)2, used in Unit 1).

3a4×5ab3, 3a4- Transform complex formulae, e.g. x2 + y2 = r2,

9a10, 1x-2+2x-3
• Factorize and simplify
expressions such as x2-
2xx2-2x+6
• Solve simple linear equations
in one unknown
• Solve simultaneous linear
equations in two unknowns
• Solve quadratic equations by
factorization and either by
use of formula or by
completing the square
s = ut + ½at2, expressions involving square roots, etc.
IGCSE Mathematics
(2nd edition) by Ric
Use examples to illustrate how to simplify algebraic fractions - build on Pimentel and Terry
the work with fractions in Unit 1. Transform formulae involving algebraic
fractions, e.g. 1f=1u+1v
Wall
Pg 96 – 138
Class activity: Revise transforming simple formulae (use examples
similar to those used in Unit 1).
IGCSE Mathematics
Use straightforward examples (with both positive and negative numbers)
by Karen Morrison
to illustrate expanding brackets. Extend this technique to multiplying two
Pg 82 - 84
brackets together - use a 2x2 grid to help understanding.
Use straightforward examples (with both positive and negative numbers)
to illustrate factorizing simple expressions. Extend this technique to
factorizing quadratic expressions, including spotting expressions which
are the difference of two squares.
Use straightforward examples to show how to solve simple linear
equations, e.g. 3x + 2 = -1.

• Solve simple linear Class activity: Use algebra to show that the solution to the following
inequalities problem is always 2. “Think of a number, add 7, multiply by 3, subtract
15, multiply by ⅓, take away the number you first thought of.” Investigate
similar problems.

Revise how to solve linear equations (including expressions with

brackets).

Use straightforward examples to illustrate how to solve simultaneous

equations by elimination and by substitution.

Class activity: Approximate the solution to simultaneous linear

equations by graphical means.

Use straightforward examples to illustrate how to solve quadratic

equations by factorisation, and either by using the quadratic formula or
by completing the square (real solutions only).

Construct equations from information given and then solve them to find
the unknown quantity. This could involve the solution of linear,
simultaneous or quadratic equations.

Use straightforward examples to illustrate how to solve simple linear

inequalities. Start by showing that multiplying or dividing an expression
by a negative number reverses the inequality sign.
4
Suggested Topics /
no. of Assessment Objectives Suggested Activities / Approaches Supplementary
Sub – topics
weeks Resources

4 Weeks 3. GRAPHS I • Calculate the gradient of the
straight line
3.1. Straight Line • Calculate the length of a
straight line segment from the
Graphs coordinates of its end points
3.1.1 Gradient • Calculate the mid-point of a
straight line segment from the
coordinates of its end points
3.1.2 Length of a line
segment • Interpret and obtain the
equation of a straight line in
the form of y = mx + c
3.1.3 Mid-point of a line • Determine the equation of a
segment straight line parallel to a given
line
3.1.4 Equation of • Represent inequalities
straight line graphically and use this
representation in the solution
of simple linear programming
3.2 Linear problems ( the conventions of
Programming using broken lines for strict
inequalities and shading
unwanted regions will be
expected)
Revise : drawing a graph of y = mx + c from a table of values IGCSE Mathematics (2nd
edition) by Ric Pimentel
Starting with a straight line graph shows how its equation y= mx + c can and Terry Wall
be obtained. Pg 139 – 149
Using examples which illustrate both positive and negative gradients, Information about
show how to calculate the gradient of a straight line given only the inequalities and graphs
coordinates of two points on it. at
http://www.projectgcse.c
Use straight forward examples to illustrate how to solve linear o.uk/maths/inequalities.h
programming problems by graphical means. tm
Construct inequalities from constraints given and show that a number of IGCSE Mathematics by
possible solutions exist, indicated by the unshaded region on a graph. Karen Morrison
Pg 99 - 103
IGCSE Mathematics (2nd
edition) by Ric Pimentel
and Terry Wall
Pg 185 – 190
IGCSE Mathematics by
Karen Morrison
Pg 120 - 127

1 Week 4. FUNCTIONS • Use function notation, e.g. f(x) = Define f(x) to be a rule applied to values of x. Evaluate simple functions IGCSE Mathematics
3x- 5, f: x→3x- 5 to describe for specific values, describing the functions using f(x) notation and (2nd edition) by Ric
simple functions, and the notation mapping notation. Pimentel and Terry
4.1 Evaluation of f-1(x) to describe their inverses; Wall
Introduce the inverse function as an operation which ‘undoes’ the effect
Function • Form composite functions as of a function. Evaluate simple inverse functions for specific values, Pg 153-158
defined by gf(x) = g(f(x)). describing the functions using f-1(x) notation and mapping notation.
4.2 Inverse function IGCSE Mathematics
4.3 Composite Using linear and/or quadratic functions, f(x) and g(x), form composite by Karen Morrison
functions, gf(x), and evaluate them for specific values of x. Pg 116-120
function
3 Weeks 5. GRAPHS II • Construct tables of values for Draw quadratic functions from a table of values.
functions of the form ax + b, ±x2+ IGCSE Mathematics
ax + b, a/x(x ≠0) where a and b Show how the solutions to a quadratic equation may be approximated (2nd edition) by Ric
5.1 Graphs of are integral constants; using a graph. Extend this work to show how the solution(s) to pairs of Pimentel and Terry
equations (e.g. y = x2- 2x - 3 and y = x ) can be estimated using a graph.
functions • Draw and interpret such graphs; Class activity: Computer packages such as Omnigraph or derive are
Wall
Pg 165-172
useful here.

• Solve linear and quadratic

equations approximately by
graphical methods.
• Construct tables of values and
draw graphs for functions of the
form axnwhere a is a rational
Draw functions of the form where a is a constant, from
tables of values. Recognise common types of function from their graphs, IGCSE Mathematics
e.g. parabola, hyperbola, quadratic, cubic, exponential. by Karen Morrison
Pg 87-115
Use straightforward examples to find the gradient at a point on a curve.
Extend this to find the equation of the tangent at a point on a curve.

5
Suggested Topics /
no. of Assessment Objectives
Sub – topics
weeks
constant and n= -2, -1, 0,1, 2, 3
and simple sums of not more than
three of these and for functions of
the form axwhere ais a positive
integer;
• Estimate gradients of curves by
drawing tangents; solve
associated equations
approximately by graphical
methods.
2–3 5.2 Graphs in Practical • Demonstrate familiarity with
Cartesian coordinates in two
Weeks situations dimensions.
5.2.1 Conversion • Interpret and use graphs in
practical situations including
Graphs travel graphs and conversion
graphs, draw graphs from
given data.
5.2.2 Travel Graphs
• Apply the idea of rate of
change to easy kinematics
involving distance-time and
speed-time graphs,
acceleration and
deceleration;
• calculate distance travelled
as area under a linear speed-
time graph.
Suggested Activities / Approaches Supplementary
Resources
Revise coordinates in two dimensions. Information on speed,
distance and time at
Draw and use straight line graphs to convert between different units e.g. http://www.mathforum.or
between metric and imperial units or between different currencies. g/dr.math/faq/faq.distanc
e.html
Solve straightforward problems using compound measures, e.g.,
problems involving rate of flow. IGCSE Mathematics
Draw and use distance-time graphs to calculate average speed (link to (2nd edition) by Ric
calculating gradients in Unit 1). Pimentel and Terry
Wall
Interpret information shown in travel graphs. Pg 80 – 95
Draw travel graphs from given data.
IGCSE Mathematics
Class activity: Draw a travel graph for the journey to and from school. by Karen Morrison
Answer a set of questions about the journey, e.g. what is the average Pg 88 – 98
speed on the journey to school? Pg 211 - 217
Introduce the formula relating speed, distance and time. Solve simple
numerical problems (which should involve converting between units e.g.
find speed in m/s given distance in kilometres and time in hours).
Revise how to calculate the area of a rectangle and the area of a right
angled triangle [Further work on this is completed in Unit 17].
Draw and use speed-time graphs to calculate acceleration and
deceleration.
Use straightforward examples to show that the area under a linear
speed-time graph is equivalent to the distance travelled.