Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
Strands Curriculum of Core Curriculum of Connection Curriculum of Practice
Curriculum of Identity
Schedule Term 1 Week 1
Unit 1: Overview At the end of this unit, students will be
able to 1. Know the overview of the Sec 1
Mathematics Programme – framework, expectations, assessment plan and requirements
2. Know the Mathematics Resources in HCI a. IT resources b. Visit of high school
library/MaLRC c. Visit of college library
3. Know the effective Mathematics study skills
4. Demonstrate how to use MS Office Equation Editor or MathType in BOTH MS Word and MS ppt.
• Use of parabolic design in concentrated solar plant (CSP) and it benefit the earth and the environment
• Proving the quadratic formula using geometrical diagrams
• Using completing of square technique to find minimum and maximum in real life situations involving quadratic equations
• Adaptability (Communicating
with the students about the difference between primary and secondary mathematics, e.g. presentation of working in all assignments and assessments)
• Discipline • Respect • Perseverance
• Generalisation of Arithmetic, hence rules of operations in arithmetic will apply as well.
• PCM/Curriculum of Identity (Reflecting the role of a learner in mathematics, relating to their aspirations when they grow up, getting students to set expectations in their learning)
Processes (include pedagogies and indicate
Instructional Strategies: • Direct Instructions − Teachers
share their perception of
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
infusion of ICT)
Mathematics with the pupils; teacher to explain in details the expectations and assessment programme including the Math Portfolio
• Student-centred – Working in pairs to find out the library resources on math; working in pairs, discuss about effective math study skills and research on famous mathematicians to find out what characterised these mathematicians
Thinking skills to be infused: • Information gathering • Investigating • Organising
Products (Assignments/ Tests/ Practicals)
ACE: • Poster or Web reports or brochures
on research on famous mathematicians/selected Mathematical topics can be display in class notice board, published as web and submit for ACE
• Rubrics for the performance assessment for all research work to be made known to all teachers and students to ensure consistency in grading and smoothness in follow-up work
Environment Resources Resources:
Library Books:
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
• History of Famous Mathematicians • Brochures on Career in
Mathematics • Encyclopaedia • Non-print materials
Schedule Term 1 Week 2-3 Term 1 Week 4 - 6
Unit 1: Arithmetic I At the end of this unit, students will be able to 1. Understand and use real, rational,
irrational, integer, whole, natural, prime, odd, even, positive, negative numbers
2. Use inequality symbols <, >, ≤ and ≥
3. Apply PEMDAS (parentheses, exponents, multiplication, division, addition and subtraction) on the above number system
4. Work with fractions, decimals and recurring decimals
5. Use the calculator to evaluate calculations
6. Draw and arrange real numbers (including integers, fractions, decimals, etc) on the number line
7. Understand purpose and origin of complex numbers
8. Understand and write numbers using different numeral system, e.g. Roman, Egyptian, Babylonian, etc. (optional: as an introductory topic to Arithmetic / ACE)
9. Unit fractions, continued fractions Unit 2: Arithmetic II At the end of this unit, students will be
To expose students to the differences in numeral systems in the history of mankind, and why it has evolved to this day’s
To strengthen the concepts of Arithmetic learnt in primary school and introduce new arithmetic concepts
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
able to 1. Apply prime factorisation to find
LCM & HCF to find factors, multiples, highest common factors, lowest common multiples, exponents, square and cube roots
2. Write numbers in product of factors in exponent form (by prime factorisation)
3. Find the reciprocal and absolute value of a number
4. Solve word problems involving different types of numbers with fractions and decimals
5. Understand the concept of rate of work done, and solve work problems involving simple direct and inverse variations.
6. Understand significant figures and write numbers in required significant figures
7. Distinguish and explain significance of rounding and truncation errors
8. Define the Binary System 9. Apply simple operations
(addition, subtraction) binary numbers
10. Apply simple operations (multiplication, division) binary numbers
11. Understand operation systems and perform operations in defined systems
Processes (include
Thinking skills to be infused: • Classify
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
pedagogies and indicate infusion of ICT)
• Generalise • Compare • Memorise • Compare • Analyse • Verify • Synthesise • Apply • Summarise • Specialise • Substitute • Create Instructional Strategies: • Direct instructions – drill and
practice, Socratic questioning • Student-centred instructions −
flexible grouping, concept mapping, problem solving
• Independent Study − homework, portfolio, research
Products (Assignments/ Tests/ Practicals)
• 1 written class test
• ACE idea: Graded pair work to produce either (i) a one-page report on any one ancient number system with simple illustration of its meaning and usage, or (ii) one page of the daily newspaper which avoids all mention of numbers (Appendix 1A)
• Graded oral presentation
Environment Resources Resources:
o Discovering Mathematics Book 1Chap 1,2,3, 9, 10
o Discovering Mathematics Book 2
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
Chap 1
SMO Resources: • Counting (Math Quiz Training) • Singapore Mathematical
Olympiads 1995-2005 Questions book
• Mathematics Teacher NCTM Calendar Problems 2001 to 2005
• Australian Mathematics Competition Book 1 (1978-1984), Book 2 (1985-1991), Book 3 (1992-1998)
• Mathematical Challenge by Tony Gardiner
• More Mathematical Challenge (Problems from UK Junior Mathematical Olympiad 1989-1995) by Tony Gardiner
• Senior Mathematical Challenge (The UK National Mathematical Contest 1988-1996) by Tony Gardiner
• Maths Challenge Book 1,2 & 3 by Tony Gardiner
• AMC8 Questions • Euler Student Problems –
Mathematical Challenge for Young Australians
Schedule Term 1 Week 6 -8
Unit 1: Basic Algebra At the end of this unit, students will be able to 1. Trace and comment on the
development of Algebra 2. Use letters to represent quantities 3. Identify polynomials, variables,
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
coefficients and constant terms 4. Use basic conventions of algebraic
notation to represent statements and relationships between variables
5. Translate simple real-world situations into algebraic expressions
6. Demonstrate equivalence between algebraic expressions
7. Simplify algebraic expressions involving addition, subtraction, brackets, fractions (where either the denominator or numerator is a numeral and not algebraic expressions) and combinations of these
8. Evaluate algebraic expressions by substituting values for variables
9. Factorization of linear expressions of the form
( )ax ay az a x y z+ + = + + where a is a constant.
10. Addition and subtraction of algebraic fractions with linear
denominator, e.g.1 2
2 3x x+
− −
Processes (include pedagogies and indicate infusion of ICT)
Instructional Strategies: • Direct: Socratic questioning, drill
and practice • Student-centred: flexible grouping,
concept mapping, problem solving, model heuristic to algebraic approach
• Independent: research, homework,
To teach students to appreciate the use of algebra in solving of problems involving unknowns)
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
portfolio
Thinking skills to be infused • Information gathering • Generalising • Focusing
Products (Assignments/ Tests/ Practicals)
Environment Resources Resources
o Discovering Mathematics Book 1 Chap 4 & 5
Library Books: • History of Famous Mathematicians • History of Algebra • Encyclopaedia Internet: • www.algebrahelp.com/resources/st
udytips.htm • www.algebrahelp.com/lessons
/equationbasics/ • www.mathsnet.net/algebra/index.h
tml CD-ROM: • CD-ROM: Pre Algebra
(CDR512/PRE) • CD-ROM: Algebra II
(CDR512/ALG) • CR-ROM: Math Blast (Pre
Algebra) (CDR512/MAT) • CD-ROM: Math Blast (Algebra)
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
(CDR512/MAT) • CD-ROM: Exploring Algebra
(CDRTR512/CHA) • Dynamic Maths Series: • Linear Equations / Quadratic
Equations (CDR510/JUN) • Enrichment 1-3: Divisibility Rules • Enrichment-1: Calendar • Enrichment-2: Prove yourself SMO Resources: • Factorisation (Math Quiz
Training) • Algebraic Expressions (Math
Quiz Training) • Simultaneous Equations (Math
Quiz Training) • Quadratic Equations in 1
Variables (Math Quiz Training) • Singapore Mathematical
Olympiads 1995-2005 Questions book
• Mathematics Teacher NCTM Calendar Problems 2001 to 2005
• AMC8 Questions • Australian Mathematics
Competition Book 1 (1978-1984), Book 2 (1985-1991), Book 3 (1992-1998)
• Mathematical Challenge by Tony Gardiner
• More Mathematical Challenge (Problems from UK Junior Mathematical Olympiad 1989-1995) by Tony Gardiner
• Senior Mathematical Challenge
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
(The UK National Mathematical Contest 1988-1996) by Tony Gardiner
• Maths Challenge Book 1,2 & 3 by Tony Gardiner
• Euler Student Problems – Mathematical Challenge for Young Australians
Schedule Term 2 Week 1-2
Unit 2: Algebraic Formulae At the end of this unit, students will be able to 1. Construct formula from word
problem 2. Change the subject in given
formula in linear form 3. Use the skills in change of subject
to evaluate unknown in given algebraic formula
4. Solve number sequence (finding algebraic formula for the nth term)
5. Use and apply the formula governing speed, distance and time to solve word problems.
Processes (include pedagogies and indicate infusion of ICT)
Instructional Strategies: • Direct: Socratic questioning, drill
and practice • Student-centred: flexible grouping,
problem solving, model heuristic to algebraic approach
Thinking skills to be infused: • Generating • Analysing • Focusing
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
Products (Assignments/ Tests/ Practicals)
1 Class Test
Environment Resources Resources
Discovering Mathematics Book 3 Chapter 1 Discovering Mathematics Book 1 Chapter 11 Internet http://www.mathsnet.net/algebra/index.html
Schedule Term 2 Week 2-3
Unit 3: Linear Algebraic Equations At the end of this unit, students will be able to 1. Solve simple linear equations
involving one unknown 2. Solve simple linear equations
involving fractional and decimal coefficients
3. solve simple fractional equations that can be reduced to linear equation e.g.
2 33; 6
3 4 2x x
x−
+ = =−
4. Form linear algebraic equations from given word problems
5. Solve challenging problems using algebraic skills
• To provide real life word problems for students to apply the concepts of algebra)
Processes (include pedagogies and indicate
Thinking skills to be infused: • Analysing • Focusing • Generating
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
infusion of ICT)
IT skills Use graphic calculators to explore the graphical interpretation of solving linear equations Instructional Strategies: • Direct: Socratic questioning, drill
and practice • Student-centred: flexible grouping,
pair work, problem solving, model heuristic to algebraic approach
Products (Assignments/ Tests/ Practicals)
1 Class Test
Environment Resources Resources
Discovering Mathematics Book 1 Chapter 6 Mathsoft Study Works, CD-ROM: • Algebra II CDR512/MAT • Math Blast (Algebra)
CDR512/MAT • Dynamic Maths Series: Linear
Equations CDR510/JUN
Internet • www.algebrahelp.com/lessons/wor
dproblems/basics/ • www.mathsnet.net/algebra/index.ht
ml
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
S Drive • E1-Enrichment: Proving &
Solving • E2-Diophantus’ Riddle • E3-The Monkey and The Coconuts
Term 2 Week 4
Unit 4: Linear Inequalities At the end of this unit, students will be able to 1. Represent simple linear
inequalities (e.g. x a≥ ) on the number line
2. Using the number line to simplify linear inequalities involving ‘and’ and ‘or’
3. Perform the fundamental operations of addition, subtraction, multiplication, and division on linear inequalities
4. Simplify and solve simple linear inequalities of one variable
5. Form and solve simple linear inequalities from given word problems
Processes (include pedagogies and indicate infusion of ICT)
Instructional Strategies: • Direct: Socratic questioning, drill
and practice • Student-centred: Investigative
approach, flexible grouping, pair work, real life problem solving involving inequalities
Thinking skills to be infused: • Analysing, • Focusing • Generating
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
IT skills Use graphic calculators and websites to explore the graphical interpretation of solving linear inequalities
Products (Assignments/ Tests/ Practicals)
Environment Resources Resources
Discovering Mathematics Book 1 Chapter 13
Term 2 Week 5-6
Unit 5: Algebra and Indices At the end of this unit, students will be able to 1. Define zero index 2. State the rules of indices for non-
negative integral indices 3. Apply rules of indices to simplify
simple indicial expressions 4. Apply rules of indices to simplify
algebraic expressions involving addition, subtraction & multiplication
5. Evaluate indicial expressions 6. Solve equations and problems
involving non-negative integral indices
7. Change the subject of an indicial formula (no involvement of roots)
8. Change the subject of an indicial formula (with involvement of roots) 9. Discuss the patterns in the last digit of powers of natural
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
numbers 2, 3, … 8, 9 10. Find last digit of sums and differences of powers of natural numbers 11. Understand and use very large and very small numbers such as mega/million ( 610 ), giga/billion ( 910 ), tera/trillion ( 1210 ), micro ( 610− ), nano ( 910− ) and pico ( 1210− ) and know their examples 12. Write numerals in standard form
10na× where 1 10a≤ < 13. Perform arithmetic operations with
numerals in standard form 14. use of standard form
10 , 1 10nA A× ≤ < where n is an integer.
Processes (include pedagogies and indicate infusion of ICT)
Thinking skills to be infused: • Generating • Analysis • Focusing
Products (Assignments/ Tests/ Practicals)
ACE/Assessment: • Units 4 & 5 tested in Class Test 3 • Pose problems involving indices
for others to solve
Environment Resources Resources
Discovering Mathematics Book 3 Chapter 1
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
Mathsoft Study Works Enrichment-1: The Last digits Enrichment-2: The Prime number race Video on Indices
Term 3 Week 1
Unit 1: Data Analysis & Statistics in Real Life At the end of this unit, students will be able to 1. Identify and relate the usage of
statistics in the real world 2. Identify and use different ways to
collect data – experiments, survey – oral, online, print, observation, web-based data, etc
3. Identify a few ways of obtaining a good sample
4. Design a survey / questionnaire to collect data for a relevant purpose
5. Understand methods of data collection such as taking measurements and conducting surveys
6. Interpret bar graphs, pictograms, histograms, pie charts and line graphs
7. Calculate and interpret the three different measures of central tendencies, namely the mode, median and mean Interpret stem and leaf diagrams and dot diagrams
Processes (include pedagogies and indicate
Instructional Strategies: • Student-centred: flexible grouping,
inquiry learning, project-based learning, problem solving, oral
• Interpret Reports of Singapore’s population Census on 1980, 1990 and 2000.
To apply knowledge of statistics in project work and analyse research results and data correctly and to look for loopholes
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
infusion of ICT)
presentation • Independent: Research, homework • Experiential: Survey • Online Learning Package Thinking skills to be infused: • Organising • Analysing • Interpreting • Creative • Critical thinking IT Skills: • Use of Microsoft Excel or
Autograph or SPSS to handle data, interpret data and draw charts and diagrams.
• Use of Microsoft Excel or Autograph or SPSS to handle data, interpret data and draw charts and diagrams.
• Collect data of an affective nature, such as students’ response to computing gaming, smoking, etc.
• Survey and research on
Volunteerism
Products (Assignments/ Tests/ Practicals)
ACE • A coursework (project style)
incorporating all of the above topics
• Averages and representation of data tested in Term 3 Class Test 4
Environment Resources Resources:
• “Statistics: Concepts and Controversies”: David S Moore, Part 1.
• Carry out some methods of data collection.
• “Statistics: Concepts and Controversies”: David S Moore,
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
Chapter 1. • Conduct a simple and short online
survey as a group. • Statistics: Roger Fentem, Chapter
18. • “Understanding Statistics”:
Graham Upton and Ian Cook, Chapter 1.
• Discovering Mathematics Book 1 Chapter 16
• Discovering Mathematics Book 2 Chapter 10
• Various Statistics Books Additional Print Resources: (1) The Cartoon Guide to Statistics. (Library, MA LRC, 519GON, pp 1 - 26)
Term 3 Week 2-3
Unit 1: Pythagoras’ Theorem At the end of the unit, students should be able to 1. Find the length of a side of a right-
angled triangle using Pythagoras’ theorem
2. Determine whether a triangle is right-angled using Pythagoras’ theorem
3. Solve problems involving Pythagoras’ theorem
4. Derive Pythagorean Triplets
• Application of Trigonometry in the obstacle courses during reservist trainings
To apply Pythagoras’ Theorem in real-life problems, particularly in 3-dimensional situations
Processes (include pedagogies and indicate infusion of ICT)
Thinking skills to be infused: • Deductive and inductive reasoning • Logical thinking • Analytical thinking
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
IT Skills: • Use of GSP • Use of Graphmatica • Graphic Calculators
Products (Assignments/ Tests/ Practicals)
Environment Resources Material Resources:
• Discovering Mathematics Book 2 Chapter 7
• Geometry & Trigonometry for Calculus by Peter H. Selby (513 SEL)
• New Syllabus Mathematics 2 (Shinglee)
Media resources: CR-ROM: Trigonometry
(CDR514/TR1) Video: The Theorem of
Pythagoras (VT510/THE) • Project Mathematics Tape 1: Part 1
The Theorem of Pythagoras (VT510/PRO)
Term 3 Week 4-5
Unit 1: Mensuration At the end of this unit, students will be able to 1. State the 5 axioms in Euclidean
Geometry 2. Define the basic geometric
elements (points, lines and angles) 3. Convert between cm2 and m2, and
between cm3 and m3
Students act as logistics managers / operations managers in determining the optimal packaging shape/solid to ensure minimal wastage of space for packing of sphere-like/cylindrical-like objects such as tubes, balls, etc. To discuss why certain items are packed in different types of
Getting students to see things from different perspectives for two-dimensional shapes and three-dimensional solids
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
Term 3 Week 5-8
4. Find perimeter and area of 2D objects including parallelogram & trapezium
5. Solve problems involving perimeter and area of composite plane figures
6. Find volume and surface area of 3D objects including cuboid, prism, cylinder, pyramid, cone and sphere
7. Solve problems involving volume and surface area of composite solids
8. Discuss the development of geometry
Unit 2: Geometrical Properties of Polygons 1. Construct 2-dimensional shapes
using Geometer’s Sketchpad / Fun with Construction
2. identify right, acute, obtuse and reflex angles, complementary & supplementary angles, vertically opposite angles, adj angles on a straight line, adj angles at a point, interior and exterior angles.
3. identify angles formed by two parallel lines and a transversal : corresponding, alternate and interior angles.
4. know properties of triangles and special quadrilaterals,
5. able to classify special quadrilaterals on the basis of their properties
6. find angles sum of interior and
packaging – other factors such as cost of production / stability to be discussed)
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
exterior angles of any convex polygon.
7. know properties of regular penta, hexa, octa and decagon.
8. know properties of perpendicular bisectors of line segments and angle bisectors.
9. can construct of simple geometrical figures from given data (including perpendicular bisectors and angle bisectors) using compasses, ruler, set squares and protractors where appropriate.
10. Develop mathematical arguments about geometric relationships emphasising the two column proofs.
11. Solve problems using spatial reasoning, visualisation and geometric modelling
12. Pose problems involving geometrical properties of polygons
Processes (include pedagogies and indicate infusion of ICT)
Instructional Strategies: • Direct: Socratic questioning • Student-centred: Inquiry Based,
Project Based, concept attainment, concept mapping
• Experiential: simulation of 2D/3D figures/objects using GSP or graphic calculators
Thinking skills to be infused: • Inductive reasoning • Deductive reasoning • Logical reasoning • Sequential reasoning
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
• Visual/Spatial thinking • Empirical Proofs by means of GSP • Visual Proof with tangrams IT Skills: • GSP • Graphic Calculators
Products (Assignments/ Tests/ Practicals)
ACE/Assessment: • To be test under Class Test 5
(written) • Timeline on the development of
geometry and the contribution to mathematicians.
• Create “Tessellation Art” using GSP or other IT tools.
• Investigation on shapes and building
• Billiards and Geometry • Build a kaleidoscope
Environment Resources Resources:
• Discovering Mathematics Book 1 Chapters 14 &15; chapters 7 & 8
• Discovering Mathematics Book 2 Chapter 8
• Cord Geometry Mathematics in Context
• Exploring Geometry with GSP • Discovering Geometry-An
Inductive Approach • Symmetry, Shape and Space. • Cancer and Mathematics
http://www.mste.uiuc.edu/dildine/cancer/cancer.html
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
SMO Resources: • Geometric Problems (Math Quiz
Training) • Mathematics Teacher NCTM
Calendar Problems 2001 to 2005 • Singapore Mathematical
Olympiads 1995-2005 Questions book
• Mathematics Teacher NCTM Calendar Problems 2001 to 2005
• AMC8 Questions • Australian Mathematics
Competition Book 1 (1978-1984), Book 2 (1985-1991), Book 3 (1992-1998)
• Mathematical Challenge by Tony Gardiner
• More Mathematical Challenge (Problems from UK Junior Mathematical Olympiad 1989-1995) by Tony Gardiner
• Senior Mathematical Challenge (The UK National Mathematical Contest 1988-1996) by Tony Gardiner
• Maths Challenge Book 1,2 & 3 by Tony Gardiner
Euler Student Problems – Mathematical Challenge for Young Australians
Term 4 Week 1 - 2
Unit 1: Set Notations At the end of this unit, students will be able to 1. Understand empty or null set, finite
set, infinite set, universal set, equal
PCM/Curriculum of Practice (Students to solve real-life logical problems using Venn diagram and set theory)
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
set, subset, complement of a set 2. Use set language and notation to
describe sets and represent relationships between sets as follows:
A = {x : x is natural number} B = {x: a < x ≤ b} D = {a, b, c…} 3. Understand and use the following
notations: Union of A and B = A ∪ B Intersection of A and B = A ∩ B Number elements in set A = n(A) “… is an element of …” ∈ “… is not an element of …” ∉ Complement of set A = A’ Empty set = ∅ or { } Universal set = ξ A is a subset of B: A ⊆ B A is a proper subset of B: A ⊂ B A is not a subset of B: A B A is a not a proper subset of B: A ⊄ B Unit 2: Venn Diagrams At the end of this unit, students will be able to 1. Use Venn diagram to represent the
relations of different sets 2. Use Venn diagram to represent the
intersection of sets, union of sets 3. Use Venn diagrams to solve
problems involving sets (not more than 2 sets)
4. Solve maximum/minimum size of
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
a set through logical deduction. 5. Understand and apply De
Morgan’s Laws for intersection and union of sets
6. Relate sets to geometry, number systems and algebra (i.e. using Venn diagram to show the relationship between polygons, classification of numbers, and solution sets)
7. Define and write supersets 8. Use sets to solve syllogisms and
logic questions 9. Discuss the contribution of
George Cantor to Set Theory 10. Comment on the history of
development of Set Theory and Modern Mathematics
Processes (include pedagogies and indicate infusion of ICT)
Instructional Strategies: • Direct: Socratic questioning • Student-centred: concept
attainment, concept mapping, flexible grouping, pair work, problem solving
• Independent: homework, research Thinking skills to be infused: • Information Gathering • Generating • Focusing • Analysing • Inductive reasoning • Deductive reasoning Logical reasoning
Products (Assignments/
ACE/Assessment: • Pop quiz on set notations and
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
Tests/ Practicals)
description of sets • Online quiz on set notations and
description of sets • Pose problems involving sets for
classmates to solve • Oral presentation on contribution
of sets • Oral presentation on development
of Set Theory • Using Venn Diagram to create a
general overview of Sec 1’s syllabus
Environment Resources Resources:
Textbooks: • New Additional Mathematics (Pan
Pacific) • Discovering Mathematics Book 2
Chapter 9 • Notes from GE branch Website: • NCTM illuminations lesson plan
site http://illuminations.nctm.org/lessonplans/9-12/reasoning/index.html
• Reasoning & Proof http://standards.nctm.org/document
/chapter7/reas.htm • Logic and Set Theory http://www.cis.yale.edu/ynhti/curri
culum/units/1980/7/80.07.04.x.html
• Venn Diagrams http://www.cut-the-
knot.com/LewisCarroll/dunham.sht
Hwa Chong Institution (High School Section) Subject: Mathematics Level: Secondary One
2011 Scheme of Work
ml Video: • Solution Sets and The Number
Line (VT510/SOL)
Tests: No. of class test per term: 2 No. of class tests per year: 6 Duration of class test: 1hr Format of class test paper: MCQ?%; Structured Questions ?%; Essay Questions ? %