CONTENTS

Page

1. Foreword 5

2. A Guide to the Syllabus 7

3. Outline of the Content of the Syllabus (Integrated Form) 9

4. Detailed Content (Integrated Form) 11

5. Syllabus with Objectives and Notes On Teaching

Form I 22

Form II 42

Form III 62

Form IV – V 84

Appendix

Outline of the Content of the Syllabus (Strand Form) 119

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 FOREWORD

This syllabus has been prepared by the Mathematics Subject Committee (Secondary) of
the Curriculum Development Committee, Hong Kong. It is an amalgamation of, and
replaces, the two mathematics syllabuses A and B issued to schools in 1982. Contents of
the present syllabus are largely based on the previous two syllabuses and therefore it is
not an entirely new syllabus. Adjustments are made during the process of amalgamation
in order to maintain the integrity and consistency of the contents.

The syllabus presented here serves as a teaching guide which will lead to the Hong Kong
Certificate of Education mathematics examination syllabus for 1988 and onwards issued
by the Hong Kong Examinations Authority. It does not pretend to provide a great new
insight into what mathematics teachers should be trying to achieve. Rather it seeks to
provide an indication on how and to what depth a certain topic should be treated through
its suggested notes on teaching and time ratio. Its overall objectives are:

1. to continue the development of numeracy begun in the primary school-this

includes much of the number work, and ability to cope with approximations,
percentages, rates and ratios, and simple mensuration;

2. to p r e pa r e students to understand everyday applications outside the

classroom
for example by teaching the fundamentals of statistics and probability;

3. to p r o v i d e a basis for further work in Science and Mathematics

by teaching the use of mathematical symbolism and facility with its
manipulation,
by developing an ability to use the basic logical patterns and conventions
of reasoning,
by introducing necessary tools (such as the trigonometric ratios);

4. to i n t r o d u c e a general sense of the pattern and power of mathematics both

as a tool and as a part of our cultural heritage.
In the fourth and fifth forms, the objectives include

5. to give more emphasis to the nature and application of mathematics;

6. to c o m p l e t e the foundations required by those wishing to study sixth form

mathematics (no sixth form mathematics should be taught in the fourth or
fifth forms however).

These objectives reflect an emphasis which treats mathematics more as a tool than a
way of thought.
5
 The calculator is now a fact of life in the classroom. It is desirable that the
proper use of the calculator should be taught, especially in topics which' involve
lengthy and complex calculations.

Recreational mathematics helps to promote students’ interest towards

mathematics. This topic could be introduced to students either as part of the
lessons or through activities organized by the school mathematics clubs.

The syllabus contains very few items which are entirely new to pre-sixth
form mathematics, but teachers are asked to think afresh about their approach
to them. In this respect, teachers may refer to the notes on teaching.

6
 A GUIDE TO THE SYLLABUS The given notes on teaching are NOT intended to be an exhaustive list of
teaching methods. While providing an example of a way in which each given
topic may be taught, the notes also demonstrate the type of treatment required.
This syllabus is presented in two ways: Teachers should regard these notes as a guide to the spirit of the syllabus rather
than a set of rigid recommendations that must be followed closely. They are also
1. in integrated form, showing a possible teaching scheme; encouraged to try and experiment with their own methods and approaches as
2. in strand form, showing the contents of the major mathematics areas covered by they think fit.
the syllabus (see Appendix).

Teachers are free to choose their own teaching sequence. The one presented here is
just an example.
It is hoped that this system will provide teachers with maximum flexibility so that
courses can be adjusted to meet any individual teaching situation. This should also allow
for the use of greater range of textbooks. Schools requiring advice on the use of
textbooks for this syllabus should either refer to the 'List of Textbooks Recommended by
the Textbooks Committee in Secondary Schools' issued by the Hong Kong Education
Department or contact the Mathematics Section of the Advisory Inspectorate, Education
Department.
Suggested time allocation for forms one to three is 5 periods and that for forms four and
five is 6 periods per week. It is assumed that there are 40 minutes in each period and 40
periods in each week. Schools may choose a slightly different time allocation to allow for
the different situation of each individual school.
In view of the amount of time available for mathematics teaching and the wide range of
ability of secondary school students, care should be taken not to go into subjects deeply
in the first three years. The approach should be informal rather than rigorous at this stage.
More rigour is possible in forms four and five. To aid teachers in judging how far to take a
given sub-unit, a time ratio is given. For forms one to three, this number is the numerator
of a fraction whose denominator, 160, is related to the total time spent on mathematics
during the school year. For forms four and five, the denominator is 280 which is related to
the total teaching time spent on mathematics during the TWO years. This takes into
account the time spent on tests, mock examinations and the reduced teaching time due
to the Certificate of Education Examination being held around May each year. It is
intended that this time ratio will indicate what fraction of the total time may be spent on
the sub-unit in question.
The basic content serves as the subject heading and can be used to find any
particular unit or sub-unit of the detailed content and notes on teaching.
Specific objectives are given for each unit, directly under the basic content
heading, and the detailed content entry breaks the subject matter of the main
units into sub-units.

7 8
 OUTLINE OF THE CONTENT TO THE SYLLABUS
(INTEGRATED FORM)

Unit No. FORM I

1. Numbers and counting.
2. Formulae, open sentences and simple equations.
3. Use of protractor and compasses and basic properties of angles
and simple shapes.
4. Percentages.
5. Simple areas and volumes.
6. Approximation and measurement.
7. Negative numbers and the extended number line.
8. Introduction to coordinates.
9. Algebraic expressions.
10. Angle and line segment bisection.
11. Angles and parallel lines.
12. More about negative numbers.
13. Statistical data.
14. More about algebraic expressions.

Unit No. FORM II

1. Rate, ratio and proportion.
2. Angles of triangles and polygons.
3. Approximation.
4. Pythagoras' Theorem: use of square root tables.
5. Polynomials.
6. The sine, cosine and tangent ratios.
7. Trigonometric relations.
8. Use of formulae.
9. More about coordinates.
10. Circle, rectangular block, prism and cylinder.
11. Using percentages.
12. Simultaneous linear equations in two unknowns.
13. Equations and identities.
14. Frequency distribution and its graphical representations.

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Unit No. FORM III
1. More about percentages.
2. Laws of indices.
3. Common logarithms.
4. More about congruence, similarity and parallels.
5. Coordinate geometry of straight lines.
6. Mensuration.
7. Inequalities in algebra.
8. Quadratic equations.
9. Simple idea of probability.
10. Using trigonometry.
11. Measures of central tendency.
12. Uses and abuses of statistics.

Unit No. FORMS IV and V

1. More about quadratic equations; surds.
2. Basic properties of a circle.
3. Functions.
4. More about polynomials.
5. Proportion and variation.
6. More about trigonometry.
7. Arithmetic and geometric progressions.
8. Probability and statistics.
9. Inequalities.
10. Application of trigonometry.
11. Coordinate treatment of straight lines and circles.
12. Approximate solution of simple equations.

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 DETAILED CONTENT

FORM I

Unit 1 Numbers and counting

1.1 Revision on arithmetic.
1.2 Primitive man's concept of numbers and the different systems of numerals used
to represent counting numbers in the early civilizations.
1.3 The advantages of the Hindu-Arabic numerals over other systems and the
creation of zero as a place holder.
1.4 Conversion of denary numbers into binary numbers and vice versa; addition
and subtraction of binary numbers.

Unit 2 Formulae, open sentences and simple equations

2.1 The use of letters to represent numbers.
2.2 Formulae and substitution.
2.3 Open sentences.
2.4 Simple linear equations in one unknown, their construction and solution in
practical problems.

Unit 3 Use of protractor and compasses and basic properties of angles and simple
shapes
3.1 Use of the protractor and ruler to measure and construct angles in any position
and use of the compasses to mark off length.
3.2 Acute and obtuse angles and the two scales of the protractor.
3.3 Illustration of angle sum of a triangle.
3.4 Congruence and similarity investigated through the construction of triangles.

Unit 4 Percentages
4.1 Meaning of percentage.
4.2 Practice in converting fractions to percentages and vice versa; decimalization
of the fraction can be considered as an intermediary step.
4.3 Percentages in everyday problems: interest rate, discount, profit and loss, etc.

11
 Unit 5 Simple areas and volumes Unit 12 More about negative numbers
5.1 Comparison of areas, measurement of area and unit area. 12.1 Operation with brackets: insertion and removal of brackets.
5.2 Areas of simple polygons, including regular and irregular shapes; use of pin
12.2 Intuitive approach to the multiplication and division of two negative numbers.
board for irregular polygons.
5.3 Unit volume. 12.3 Justification of the above.
5.4 Volumes of cuboids and solids with uniform cross-sections.
Unit 13 Statistical data
Unit 6 Approximation and measurement 13.1 Frequency and collection of data.
6.1 Approximation; measurement. 13.2 Construction of bar charts, pictograms and pie charts from given data.
6.2 Choice of appropriate unit for measurement.
13.3 Construction and interpretation of histograms.

Unit 7 Negative numbers and the extended number line

7.1 Introduction of negative numbers as a means to solve some linear equations. Unit 14 More about algebraic expressions
7.2 The complete number line and calculation with the help of the number line. 14.1 Simple idea of exponents.
7.3 Simple idea of ordering. 14.2 Terms in an algebraic expression.
14.3 Coefficients and constant terms.
Unit 8 Introduction to coordinates
14.4 Addition, subtraction, multiplication of simple algebraic expressions.
8.1 Locating a point in a plane by means of an ordered pair in a coordinate system.
8.2 Use of rectangular and polar coordinates.
8.3 Calculation of distance and area.
FORM II
Unit 9 Algebraic expressions
9.1 Practice in translating word phrases into mathematical phrases. Unit 1 Rate, ratio and proportion
9.2 The making and the use of linear algebraic expressions.
1.1 Meaning of rate, ratio and proportion.
9.3 Linear equation in two unknowns and its graph.
a
1.2 The notion of a two-term ratio a : b or , where b ≠ 0 .
b
Unit 10 Angle and line segment bisection
10.1 Angle bisection using compasses and ruler. 1.3 Examples from science and mensuration including similar triangles. Problems
10.2 Construction of 90°, 60°, 45° and 30° using compasses and ruler. on direct and simple inverse proportion. Graphs in two variables.
10.3 The construction of the perpendicular bisector of a given line segment using
compasses and ruler. Unit 2 Angles of triangles and polygons
2.1 The angle sum of the interior angles of a triangle is 180°
Unit 11 Angles and parallel lines
2.2 The exterior angle of a triangle is equal to the sum of the two opposite interior
11.1 Adjacent angles on a straight line and angles at a point.
11.2 Vertically opposite angles. angles.
11.3 Parallel lines and transversal. 2.3 The use of small letters x, y, z etc. to denote angles in a diagram.
11.4 The use of angles associated with parallel lines in calculations. 2.4 Polygon: interior and exterior angles of a polygon. Calculation of angles in a
polygon by using the formulae: ∑ i = (2n − 4) rt. ∠s , ∑ e = 360°

12
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 Unit 3 Approximation Unit 11 Using percentages
3.1 Idea of rounding off. 11.1 Simple interest using direct proportion and the simple interest formula. Inverse
3.2 Significant figures. problems on simple interest.
11.2 Compound interest as repeated simple interest.
Unit 4 Pythagoras’ Theorem: use of square root tables 11.3 Knowledge of fixed deposit account.
4.1 Illustration of the veracity of Pythagoras’ Theorem. 11.4 Growth and depreciation.
4.2 Use of square root tables.
4.3 Application of Pythagoras’ Theorem. Unit 12 Simultaneous linear equations in two unknowns
12.1 Simple algebraic methods: substitution and elimination.
Unit 5 Polynomials
12.2 Graphical method.
5.1 From monomials to polynomials-viewed as number-producing machines.
5.2 Simple operations with polynomials.
5.3 Factorization of polynomials by grouping terms. Unit 13 Equations and identities
5.4 Simplification of algebraic fractions. 13.1 Meaning of an identity and the making of simple identities.
13.2 The difference of two squares.
Unit 6 The sine, cosine and tangent ratios 13.3 Expansion of ( x ± y ) 2 .
6.1 Introducing the sine, cosine and tangent ratios for angles in 0° < θ < 90°.
6.2 Use of trigonometric tables.
6.3 Solution of practical problems reducible to right-angled triangles. Unit 14 Frequency distribution and its graphical representations
14.1 Frequency distribution, histograms, frequency polygons and curves.
Unit 7 Trigonometric relations 14.2 Cumulative frequency polygons and curves.
7.1 Introducing the relations sin(90° − θ) = cos θ , cos(90° − θ) = sin θ ,
14.3 Interpretation of the above graphs.
1 sin θ
tan(90° − θ) = , tan θ = , sin 2 θ + cos 2 θ = 1 .
tan θ cos θ
7.2 Trigonometric ratios of special angles: 30°, 45°, 60°.
FORMS III
Unit 8 Use of formulae
8.1 Change of subject (radicals may be used). Unit 1 More about percentages
8.2 Application of formulae: the method of substitution. 1.1 Use of percentages in solving problems such as the calculation of rates and
direct taxes.
Unit 9 More about coordinates Use of percentages in solving problems such as the calculation of errors,
1.2
9.1 Distance. percentage increase and decrease.
9.2 Gradient.
Unit 2 Laws of indices
Unit 10 Circle, rectangular block, prism and cylinder 2.1 Indices and properties of indices.
10.1 Circumference of a circle. The approximate value of π. Length of an arc. 2.2 Calculation involving rational indices.
10.2 Area of a circle and area of a sector.
10.3 Surface areas and volumes of rectangular block, prism and cylinder. Unit 3 Common logarithms
3.1 Powers of 10 leading to common logarithms.
3.2 Practice in using common logarithms.

14 15
Unit 4 More about congruence, similarity and parallels 10 Using trigonometry
4.1 Congruence. 10.1 The use of gradients, angle of depression and angle of elevation.
4.2 Similarity. 10.2 Bearings on a plane.
4.3 Parallels. 10.3 Two dimensional problems soluble by analysis into right-angled triangles.
4.4 Mid-point theorem and intercept theorem.
Unit 11 Measures of central tendency
Unit 5 Coordinate geometry of straight lines 11.1 Mean, median and mode of discrete data.
5.1 Section formula (internal division): 11.2 Mean, median and modal class of grouped data.
sx + rx2 sy + ry2
x= 1 y= 1
r+s r+s Unit 12 Uses and abuses of statistics
5.2 Different standard forms of straight lines:
ax + by + c = 0 y = mx + c
12.1 Statistics in everyday life.
x y 12.2 Misrepresentation of data.
+ =1 y − y1 = m( x − x1 )
a b 12.3 Telling lies with averages.
y −y
y − y1 = 2 1 ( x − x1 )
x2 − x1 FORMS IV AND V
5.3 Application: determination of laws.
Unit 1 More about quadratic equations; surds
Unit 6 Mensuration 1.1 Completing the square.
6.1 Volumes and surface areas of pyramids. 1.2 Formula.
6.2 Volumes and surface areas of right circular cones. 1.3 Simple problems using quadratic equations.
6.3 Volumes and surface areas of spheres with formulae given. 1.4 Simultaneous equations: one linear and one quadratic.
6.4 Ratio of volumes of similar solids. 1.5 Rationalization of surds.

Unit 7 Inequalities in algebra Unit 2 Basic properties of a circle

7.1 Simple inequality and its solution on the number line. 2.1 Chords and arcs of a circle.
7.2 Graphical solution of two linear inequalities in one variable. 2.2 Angles in a circle.
2.3 Properties of cyclic quadrilateral and the tests for concyclic points.
Unit 8 Quadratic equations 2.4 Tangent to a circle at a point and angles in the alternate segments.
8.1 Factorization of quadratic polynomials. 2.5 A circle passing through three non-linear points.
8.2 Solution by factor method.
8.3 Solution by graphical method. Unit 3 Functions
3.1 Number systems: integers, rational numbers, irrational numbers and real
Unit 9 Simple idea of probability numbers.
9.1 Meaning of probability. 3.2 Concept of a function.
9.2 Experimental probability and theoretical probability. 3.3 Notation for a function: f ( x ) and y = f ( x) .

16 17
Unit 4 More about polynomials Unit 9 Inequalities
4.1 Manipulation of polynomials. 9.1 The number line and the solution of linear inequalities in one variable.
4.2 Remainder theorem and factor theorem.
9.2 Quadratic inequalities in one variable.
4.3 Factorization by factor theorem.
4.4 H.C.F. and L.C.M. 9.3 Solution of linear inequalities in two variables.
4.5 Manipulation of simple fractions. 9.4 Application to linear programming.

Unit 5 Proportion and variation Unit 10 Application of trigonometry

5.1 More on rate, ratio and proportion. 10.1 True bearings.
5.2 Algebraic manipulation of ratio and proportion.
10.2 Easy problems in two and three dimensions.
5.3 Direct and inverse variation.
5.4 Joint and partial variation.
Unit 11 Coordinate treatment of straight lines and circles
Unit 6 More about trigonometry 11.1 Establishing the concept of locus.
6.1 Measurement of angles in radians. 11.2 Construction of loci within a plane.
6.2 Arc length and area of sector. 11.3 Straight line, gradient, parallel and perpendicular lines.
6.3 The functions sine, cosine, tangent and their graphs in the interval 0 to 2π, i.e.
11.4 Equation of a circle with centre at the origin.
0° to 360°.
6.4 Easy trigonometric equations (solutions in the interval 0 to 2π, i.e. 0° to 360°). 11.5 Equation of a circle in general position.
1 11.6 Intersection of a straight line and a circle.
6.5 Area of triangle as bc sin A .
2
6.6 The sine and cosine formulae of a triangle. Unit 12 Approximate solution of simple equations
12.1 Graphical solution of equations.
Unit 7 Arithmetic and geometric progressions
12.2 Method of bisection.
7.1 Sequence and series.
7.2 A.P. and G.P.
7.3 Summation notation.
7.4 Summation of A.P. and G.P.

Unit 8 Probability and statistics

8.1 Addition and multiplication laws.
8.2 Weighted averages.
8.3 Measures of dispersion: range, mean deviation, variance and standard
deviation (grouped and ungrouped data).
8.4 Method of computing standard deviation (grouped and ungrouped data).
8.5 Application of standard deviation.

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 FORM I
UNIT 1
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

1 Numbers and counting 1.1 Revision on arithmetic. 4 The 4 rules, simple fractions, H.C.F. and L.C.M. should be revised. The
Objectives: meaning of prime numbers should also be brought into review. Number
(1) To revise the number work work should be restricted to positive numbers.
done at primary level.
(2) To understand the Students may be interested in the rich variety of numeral systems that
relationship between 1.2 Primitive man's concept of 1 have existed. Some of these are still widely used today such as Chinese
numbers and numerals. numbers and the different numerals while others are found only in history books. It is not essential for
(3) To see the advantages of systems of numerals used to students to be able to convert a number in one system to another system.
Hindu-Arabic numerals represent counting numbers Teachers can set out a simple multiplication using Roman numerals just to
and to accept them as part in the early civilizations. illustrate how impractical this system is, when it comes to calculation.
of our cultural heritage.
(4) To recognize some basic Stories of how primitive man understood the concept of numbers and how
22

properties of natural these numbers evolved from knots on a string to written symbols should be
numbers. of interest to students, We know that counting was practised by man long
(5) To work on binary before the invention of numbers.
numbers.
1.3 The advantages of the 2 Students are expected to know the difference between digit and place
Hindu-Arabic numerals over value and they should be able to represent any denary number as a sum of
other systems and the units, multiples of 10 and multiples of 100, etc. (avoid using exponents
creation of zero as a place unless students are already familiar with them). It can be pointed out that in
holder. some numeral systems, an empty space is used instead of the place holder
“zero”,
Also at this stage it may be of interest to introduce some basic idea of
binary numbers since these numbers are essential to modern computers. It
can soon be seen that while a denary number employs 10 symbols, a binary
number employs only two, 0 and 1. The point to emphasize is the idea that
“rather than 2 in a column we carry 1 to the next column”. To illustrate this
point. teachers may use objects like marbles, toothpicks or matches and put
them in groups

FORM I
UNIT 1
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

1 of 8, 4, 2 and 1 like

which is represented by 1011.

Why don't we group them like

and represent the number by 211?

Teachers may like to illustrate the significance of binary numbers using
mechanical devices such as punch cards, switches and flash light bulbs.
23

1.4 Conversion of denary 5 Conversion between the denary and binary numbers should be limited to
numbers into binary numbers simple numbers only and fractions should be excluded. Addition and
and vice versa; addition and subtraction of the binary numbers usually fascinate students who first
subtraction of binary encounter this system. It is desirable that they are given some practice in
numbers. these two simple operations. The use of simple teaching aids and activity
method to introduce this topic is recommended.

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 FORM I
UNIT 2
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

2 Formulae, open sentences and 2.1 The use of letters to 2 The use of letters to represent numbers arises quite naturally when
simple equations represent numbers. formulae such as A = b × and P = 2(b + ) , where A stands for area, b
Objectives:
breadth, length and P perimeter of a rectangle, are considered.
(1) To learn the use of letters
to represent numbers. Teachers can point out that even in daily life, letters may be used to
(2) To understand the represent numbers, e.g. in a secret code.
difference between a Your ticket is A 1234; does the letter A mean anything?
mathematical sentence and Teachers should stress that throughout the algebra course, letters represent
an equation. numbers.
(3) To construct and solve
simple equations and apply 2.2 Formulae and substitution. 3 Familiar formulae can be mentioned and it should soon be evident to
them to practical problems. students that in these simple formulae when all but one of the letters are
replaced by numbers, the remaining letter (called the unknown) can be
calculated. This process of replacing letters with numbers is called
substitution.
24

2.3 Open sentences. 3 A statement about numbers (or anything to do with mathematics) is a
mathematical sentence. An open sentence is one which can be either true or
false depending on how the blanks in the sentence are filled.
Teachers may first introduce some simple sentences like
S is 4 years old,
( ) is round.
Then open mathematical sentences can be considered,
z + 3 = 11

+5=7
21

2.4 Simple linear equations in 4 It follows from the above that it is more convenient to replace the
one unknown, their blanks by letters like x and y. Students can observe that different
construction and solution in letters are used to replace different shapes of blanks and when there
practical problems. is an equal sign “=” appearing in an open sentence, it becomes an
equation. They should soon discover that when an equation has
two or more letters, then the values of these letters are usually

FORM I
UNIT 2
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

2 indeterminate. For simple equation with one unknown, the standard form is
ax + b = 0 , where a and b are constants.
After students have sufficient practice in constructing and, subsequently,
solving simple equations in connection with practical problems, teachers
may then introduce the terms: “variable”, “coefficient”, “solution”, “term”,
etc. in an equation.
If only very simple numbers are used in exercises, then there is no need
for the rules of transposing terms in an equation. This tends to be confusing,
rather than illustrative, at this stage.
Checking of answers should always be encouraged.

12
25
 FORM I
UNIT 3
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

3 Use of protractor and 3.1 Use of the protractor and 3 The use of the protractor may already have been taught in Primary
compasses and basic ruler to measure and School; nevertheless teachers are advised to teach it again and ensure that
properties of angles and construct angles in any every student in the class can use the instrument without error.
simple shapes position and use of the Angle is a fundamental idea and whether it has been approached as a
Objectives: compasses to mark off rotation or fraction of a revolution its measurement helps the understanding
(1) To approach geometry in length. of the concept.
an informal and practical The measurement of an angle can best be taught using an overhead
way. projector as the students' protractor can easily be shown on the screen.
(2) To appreciate the practical Failing this, a blackboard protractor is useful.
use of geometry. Throughout this introductory unit in Geometry, it is advisable to leave
(3) To work on problems terms like “line segment” and “angle” as undefined terms and to accept
related to angles, where appropriate whatever intuitive ideas the students may have about
congruence and similarity. these terms.
26

3.2 Acute and obtuse angles and 2 For some classes, teachers may find it helpful to instil the idea of acute
the two scales of the and obtuse before using the protractor in order to help student choose which
protractor. of the two scales to use on the instrument.

3.3 Illustration of angle sum of a 1 By tearing off corners from a triangle and laying them on a straight line,
triangle. students should be able to see that the angle sum of a triangle is 180°.

3.4 Congruence and similarity 7 From one set of instructions, each student should construct one triangle
investigated through the (and this may be orientated in any position). The class should then cut out
construction of triangles. their triangles so that the teacher can stack them into a triangular prism.
What must we do to them before it is possible to stack them? What does this
property of stacking illustrate?
Similarity should be introduced through examples in the environment, and
its properties should be limited to triangles only.

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FORM I
UNIT 4
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

4 Percentages 4.1 Meaning of percentage. 1 Emphasis here should be on the meaning of percentage. Students should
Objectives: see the need for using percentage as a convenient means for comparing
(1) To see percentage as a fractions. This can be done through consideration of some realistic problems
particular form of fraction such as discounts. Percentage is then understood as a particular fraction
and to change percentages where the denominator is 100, hence the term "per cent" (i.e. per hundred).
into fractions and vice While there are many ways of comparing fractions, conversion to percentage
versa. is the most practical way and is especially acceptable to the layman in
(2) To apply percentages to dealing with problems in commerce or technology.
practical problems.
4.2 Practice in converting 2 Practice should involve simple numbers only, Graded exercises in
fractions to percentages and manipulation can be given to test accuracy and mental drills can also be used
vice versa; decimalization of as a diagnostic tool where mastery of the skill is in doubt.
the fraction can be
considered as an
27

intermediary step.

4.3 Percentages in everyday 7 As students are already quite familiar with these topics, they should try
problems: interest rate, some harder and more practical problems to consolidate the work done at
discount, profit and loss, etc. primary level. Problems should be simply worded so as not to obscure
application of percentages.

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 FORM I
UNIT 5
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

5 Simple areas and volumes 5.1 Comparison of areas, 2 The idea of area is a fundamental concept that has been dealt with in
Objectives: measurement of area and unit Primary School. To develop this concept students should compare the areas
(1) To find the areas of area. of figures with similar or different shapes.
polygons. It soon becomes apparent that a standard unit is required for comparison.
(2) To find the volumes of This unit area usually takes the form of a square, triangle, hexagon or any
solids with uniform other shape that tessellates.
cross-sections.
5.2 Areas of simple polygons, 4 A very convenient and inexpensive piece of apparatus, useful for this
including regular and topic, is the pinboard (geoboard, pegboard). As a substitute for the pinboard,
irregular shapes; use of students can use squared paper. Areas of a variety of simple polygons can be
pinboard for irregular investigated by drawing the polygons on squared paper. When a pinboard is
polygons. 1 
used, it is a good idea to try to discover the formula  m − 1 + n where m
2 
28

denotes the number of pins on the boundary of the polygon and n the
number of pins inside the polygon. Teachers may guide and help with
formulation, step by step, using many examples. No formal proof need be
given.

5.3 Unit volume. 2 Here again, students should realize the need for choosing a standard unit
of volume. They should also realize that the unit volume should tessellate.

5.4 Volumes of cuboids and 4 The volumes of cuboids, solids of uniform cross-sections and the same
solids with uniform cross-- height but varying bases (equilateral triangle, square, regular hexagon,
sections. regular octagon) should be investigated. Some students may be interested in
building frames of solids using plasticine and toothpicks.
For high ability groups, it may be worthwhile to investigate these
networks and as an activity students can attempt their design on paper. As a
puzzle or a game, teachers may also mention Euler’s formula:
V +F−E=2 .

12

FORM I
UNIT 6
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

6 Approximation and 6.1 Approximation; 3 Students should see that all measurements are approximations. The more
measurement measurement. appropriate measuring device we use, the greater is the degree of precision.
Objectives: Take, for example, a leaf whose traced outline encloses approximately
(1) To understand the 150 squares on a sheet of graph paper. This is not an exact number, as in
meaning of measurement. counting the number of people in a classroom, because we have to think of
(2) To practise in measuring. parts of squares adding up to whole squares to arrive at our total. This type
of counting is an approximation, just as any measurement is an
approximation.
Teachers can point out that, for practical use, such as measuring the
length of this paper, a precision to the nearest millimetre is sufficient.
Practical activities should be assigned whenever appropriate.
The symbol “≈” should be used where an approximation is intended.

6.2 Choice of appropriate unit 1 It is desirable to mention that there are many units for measurement. But
for measurement. it should be pointed out that the appropriate size of unit should be chosen for
certain measurement. For example we use m2 for measuring the area of the
29

school playground but cm2 for the area of a desk.

4
 FORM I
UNIT 7
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

7 Negative numbers and the 7.1 Introduction of negative 2 Students should see the necessity for introducing negative numbers. An
extended number line numbers as a means to solve intuitive interpretation of negative numbers representing deficit temperature
Objectives: some linear equations. below zero, time before countdown, and so on can then be discussed.
(1) To understand and to
accept intuitively the
concept and uses of
negative numbers.
(2) To handle negative
numbers in calculations.
7.2 The complete number line 4 With the introduction of negative numbers, the number line, which is a
and calculation with the help graphical representation of numbers, can be extended at both ends.
of the number line. The calculation of −5 − 7 can be performed on the number line to give an
answer of −12. Numbers are now divided into 2 groups, the positives and the
negatives (0 is unique).

7.3 Simple idea of ordering. 3 This is a natural development from the number line. Students should soon
30

discover that any number lying to the left of a certain number on the number
line is smaller than any number lying to the right. The symbols “>” and “<”
can be introduced and students can conclude that
−7 < −5 and 7 > 5
Can students find any practical explanation for −7 < −5?

FORM I
UNIT 8
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

8 Introduction to coordinates 8.1 Locating a point in a plane 3 This involves two concepts: (a) reference lines leading to a grid system;
Objectives: by means of an ordered pair (b) some sort of ordered pair to represent a point on the grid.
(1) To learn another type of in a coordinate system. These ideas can be introduced by asking the class to describe the position
geometry − coordinate of a particular student in the classroom. The obvious answer gives the
geometry. student's position referring to columns and rows. This can be refined and
(2) To understand the concept subsequently an idealized grid system formed. Examples of other grid
of an ordered pair of systems, such as latitude and longitude, atlas notation for maps, games such
numbers. as “battle ships” and chess can be used. By this time the idea of an ordered
(3) To learn the calculation of pair and a coordinate system should be emerging.
distance and area in At this stage the distinction between an ordered pair describing a square
coordinate geometry. of the lattice and a point of intersection of two grid lines should be
emphasized and discussed. Which system describes a position more
accurately? Then why is the other system also used?

8.2 Use of rectangular and polar 1 A great deal of oral work using a graph board, or grid on a projector,
coordinates. should be done at speed until there are no errors in the ordering of the
31

number pair.
Intuitively the coordinates of points on the grid can be asked for and then
points plotted from given coordinates.
The order of the pair should be emphasized and the reason for the order
discussed. The same sort of exercises should now be given as written work
to be done on graph paper.
At this stage students should be challenged and asked for other means of
describing position. Guidance may have to be given in order that they
discover the idea of polar coordinates. A polar grid on an overhead projector
would be very useful. If not, rather than spending time on the board,
students may proceed themselves to polar graph paper. The rectangular and
polar grids should be compared.
Again an overhead projector is very useful for this type of work.
With the aid of transparencies and overlays, work on the formation
of grid lines, points on a line, naming lines on the grid, intersection
 FORM I
UNIT 8
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

8 of lines, regions and intersection of regions, plotting points to form lines and
curves can be done efficiently and quickly.
When learning polar coordinates, as long as students can plot a point
using polars, this is sufficient for the less able. Further practice in plotting
polar coordinates to form spirals may be given. The more able students may
be able to appreciate that the grid as well as the numbered pairs determine
the shape of the curve, and that there are reasons for using one grid in
preference to another.

8.3 Calculation of distance and 3 This sub-unit refers to calculations from first principles upon the
area. rectangular grid and enables teachers to use the negative number er unit that
has just been studied. At this stage students have not done Pythagoras’
Theorem and cannot calculate the distance between any two points. They
should be given only questions involving vertical and horizontal distances.
Area should be calculated from first principles and only those shapes that
32

can be broken down into rectangles and triangles should be considered.

10

FORM I
UNIT 9
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

9 Algebraic expressions 9.1 Practice in translating word 3 The number of days in x weeks; the cost of y apples at $0.5 each-these
Objectives: phrases into mathematical y
(1) To translate a statement phrases. soon are translated into 7x days and $ .
2
into an algebraic
These are called algebraic expressions in one variable, Their significance
expression.
may be discussed and it can easily be established that as soon as the values
(2) To understand the nature
of the variables are assigned, the values of these algebraic expressions can
of an algebraic
be determined.
expression that later
To what do we compare these expressions?
leads to the idea of a
function.
9.2 The making and the use of 2 Teachers can draw on the blackboard diagrams like
(3) To see the connection
linear algebraic expressions.
between algebra and
geometry as illustrated x=3 Input x = 2, y = 3
by graph of linear
equation.
machine A 4x + 6 2x − 3y machine B
33

18 Output −5

Students can conclude that an algebraic expression can produce numbers

just as an ice-cream machine produces ice-cream, However, to get the
output, some materials need to be put in first. In the case of ice-cream, it
might be milk and sugar but in the case of algebraic expression, the input is
number.

9.3 Linear equation in two 4 From here teachers can easily lead the class to graph the linear algebraic
unknowns and its graph. equation. At this stage, only one equation need to be considered. It is
desirable, however, to emphasize the idea that there are infinitely many
ordered pairs satisfying the given equation.

9
 FORM I
UNIT 10
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

10 Angle and line segment 10.1 Angle bisection using 4 Students may be asked to draw different types of angles, acute and obtuse,
bisection compasses and ruler. which may then be bisected using compasses and ruler.
Objectives: That the two halves of the bisected angle are equal can be explained by
(1) To acquire a preliminary noting there are two congruent triangles. The given (dimensions constructed
idea of loci. equal) can be marked upon the triangles, which are then folded upon each
(2) To use some standard other, or cut out, then superimposed to illustrate the validity of the
constructions as further explanation. Reflex angles should also be bisected.
applications of congruent A miscellaneous exercise involving bisection of all types of angles may
triangles. now be introduced and students should be encouraged to use their
(3) To acquire a first protractors to check that the bisection is accurate.
approach to the idea of The term “angle bisector” should be emphasized and every student should
proof. know it is a line that bisects an angle into two equal halves.

10.2 Construction of 90°, 60°,45° 3 The 60° angle construction follows from the construction of an equilateral
34

and 30° using compasses and triangle, and when this angle is bisected, we get an angle of 30°.
ruler. The 90° angle can then be explained as a bisection of 180° and the 45°
angle as a bisection of 90°.

10.3 Construction of the 4

The emphasis here is on the idea of perpendicular bisector (abbreviated as
Perpendicular bisector of a
⊥bisector) being a line that bisects the given line segment at an angle of 90°
given line segment using
compasses and ruler. (which can now be called a right angle and written as rt-∠).
This construction can be verified by paper folding or cutting out the
congruent triangles and superimposing them.
The logical steps needed to verify the congruence can be written out to
introduce students to a formal proof.
Above-average students may be given exercises to find the in centre,
escribed centres and circumcentre of a triangle.

11

FORM I
UNIT 11
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

11 Angles and parallel lines 11.1 Adjacent angles on a straight 3 It must be impressed upon students that definitions cannot be proved. The
Objectives: line and angles at a point difference between axiom and definition need not be discussed at this stage.
To learn the properties of
angles and parallel lines.
11.2 Vertically opposite angles. 1 This is a simple proof which follows from adjacent angles.
Students can use their protractors to check that they are equal.

11.3 Parallel lines and transversal. 8 With the use of set squares, parallel lines can be constructed more rapidly
and simply.
Students should be able to see that the corresponding angles formed by a
transversal cutting two lines are equal if the lines are parallel.
If two parallel lines are cut by a transversal. the alternate angles formed
are equal and the sum of interior angles formed is 180°. These may be
derived from corresponding and vertically opposite angles.

11.4 The use of angles associated 5 Throughout this unit, when numerical calculations are considered, simple
with parallel lines in numbers should be used, so that if students understand the reasoning and
calculations. method, the question can be done quickly. Initially, some questions may be
answered orally. For harder questions, students are encouraged la set out
35

their work in a clear, logical and economical way. Reasons should be given
for each deductive step, but these should be kept brief, and a system of
abbreviation agreed upon. e.g. alt. ∠s for alternate angles.

17
 FORM I
UNIT 12
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

12 More about negative numbers 12.1 Operations with brackets: 4 This is essentially an extension of Unit 7 and its chief aim is to enable
Objectives: insertion and removal of students to deal efficiently with negative numbers in calculations. By now
(1) To understand more brackets. students should be quite capable of handling simplification of a long string
about negative numbers of positive and negative numbers like −7 + 5 − 10 + 12. After that it is only a
intuitively. step further to introduce brackets into the expressions. Some teachers may
(2) To acquire a practical prefer to distinguish clearly between the negative sign “−” in front of a
and intuitive meaning for negative number and the operation minus “−”. Students may nevertheless be
the multiplication and confused and find difficulty in applying even the simplest rules of signs in
division of negative the insertion and removal of brackets.
numbers. Hence it is recommended that only for high ability groups should teachers
approach this topic in a rigorous manner.
The average student readily accepts the type of argument that follows:
∵ 12 − (7 − 5) = 12 − 2 = 10 and
36

12 − 7 + 5 = 5 + 5 = 10
∴ 12 − (7 − 5) = 12 − 7 + 5
For simplicity, there is no harm in categorising brackets into positive and
negative. Their insertion and removal are then governed by rule, which if,
the students so desire, can be committed to memory.

12.2 Intuitive approach to the 4 Teachers should provide one or two illustrative examples to give an
multiplication and division explanation of the meaning of the product of two negative numbers. in these
of two negative numbers. examples, generally two scales are necessary. For instance, if we take s km/h
for the velocity of a car (going east as positive, going west as negative) and t
hours (before as negative, after as positive) relative to a particular moment
when the car passes O, a point of observation, then it is not difficult to see
that when both s and t are negative, their product, i.e. the distance from O
(east as positive, west as negative), is positive.

FORM I
UNIT 12
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

12

West East

As a further illustration to show the results of the multiplication of

negative numbers, teachers can make out on the board a multiplication table
as follows:

x +3 +2 +1 0 −1 −2 −3
37

+3 +9 +6 +3 0
+2 +6 +4 +2 0
+1 +3 +2 +1 0
0 0 0 0 0 0 0 0
−1 0
−2 0
−3 0

Students should be guided to discover the pattern by completing the

empty boxes, firstly those for the product of positive numbers and negative
numbers and secondly, those for the product of two negative numbers.
Similarly a division table can be constructed.
 FORM I
UNIT 12
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

12 12.3 Justification of the above. 3 From the foregoing, a possible approach is:
∵ 12 − (0 − 5) = 12 − 0 + 5
∴ 12 − (−5) = 12 + 5 , and it follows that to subtract a negative
number is in fact to add a positive number. Once this is accepted, it can be
shown that
∵ (−1)(5) + (−1)(−5) = (−1) × ( (5) + (−5) ) (Distributive property)
= (−1) × 0
=0
∴ (−1)(−5) = −(−1)(5)
=5
However, if students find this difficult to accept, teachers can always
resort to defining the meaning of a product of two signed numbers.

11
38

FORM I
UNIT 13
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

13 Statistical data 13.1 Frequency and collection of 2 To begin with, students should be asked to collect data from their daily
Objectives: data. experience, e.g. the heights of the students in a class, the birth-months of the
(1) To develop the ability for students in a class and so on.
collecting data. Special attention should be given to the organization and presentation of a
(2) To understand the large set of data. Difficulties in handling such data should be emphasized.
various ways of handling This then leads to the idea of constructing a frequency distribution.
data. Pre-planned work on an overhead projector is invaluable for this unit.
(3) To learn and to discuss
the various methods of 13.2 Construction of bar charts, 3 Different kinds of data can be given and ways of handling them discussed.
displaying data. pictograms and pie charts The use of tables, bar charts, pictograms and pie charts should be explained.
(4) To understand the from given data.
significance of statistical 13.3 Construction and 5 Histograms may be regarded as a graphical representation of the
graphs and be able to interpretation of histograms. frequency distribution. (These graphs may be constructed from activities
draw conclusions from such as practical surveying.) The meaning and the use of class boundaries as
them. well as the interpretation of histograms should be discussed in detail.
39

10
 FORM I
UNIT 14
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

14 More about algebraic 14.1 Simple idea of exponents. 3 Numerical examples should always precede statements of technique.
expressions
Objectives: 14.2 Terms in an algebraic 3 Using our analogy, an algebraic expression is made up of parts like a
To handle algebraic expression. machine. What do we call these parts? Terms. Like and unlike terms can be
expressions more competently. viewed as like and unlike parts in a machine and every term has a sign in
front of it.
How do we collect the terms of the following expression?
40

The use of brackets in the simplification of algebraic expressions can thus

be introduced. Students should have more practice in operation with
brackets which include negative times negative or negative divided by
negative and the simplification of algebraic expressions which may involve
the “like” and “unlike” terms.

14.3 Coefficients and constant 2 It should be emphasized that the sign is attached to the coefficient and not
terms. the unknown.

FORM I
UNIT 14
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

14 14.4 Addition, subtraction, 5 Emphasis here is on technique and in the case of a product, long
multiplication of simple multiplication should be practised and in any case used as a check when the
algebraic expressions. product can be written down immediately.
For higher ability groups, divisions of one expression in one unknown by
another simpler one in the same unknown can be considered.

13
Total: 153
41
 FORM II
UNIT 1
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

1 Rate, ratio and proportion 1.1 Meaning of rate, ratio and proportion. 3 Students are expected to understand clearly the meaning of
rate, ratio and proportion through using everyday examples such
Objectives: as walking rate, reduction rate and the ratio of the number of boys
To develop the ability in the to that of girls in a class. These examples should lead students to
use of rate, ratio and see their relationship.
proportion in problems
connected with everyday life. 1.2 The notion of a two term ratio a : b or The notion of a two-term ratio a : b is introduced. This can be
a 2 a
where b ≠ 0 . represented by the fraction where b ≠ 0 . Students should
b b
note that a ratio is unaltered if the two numbers (or quantities) of
the ratio are both multiplied or divided by the same number.
The notion of a two-term ratio may be extended to a three-term
ratio or more, e.g. a : b : c = 1 : 2 : 3.
42

1.3 Examples from science and mensuration 6 Students should be able to deal with rate, ratio and proportion
including similar triangles. Problems on in examples from science and mensuration, including similar
direct and simple inverse proportion. triangles. Practical problems on direct and simple inverse
Graphs in two variables. proportion should also be investigated. (N.B. Maps and scale
plans are common examples of proportion.) Students may use
graphs to see the relationship between two quantities.

11

FORM II
UNIT 2
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

2 Angles of triangles and 2.1 The angle sum of the interior angles of a 3 This has been introduced in 3.3 in Form I. By now students are
polygons triangle is 180°. expected to arrive at the same result using alternate and adjacent
angles. Suffix notation is recommended as this helps to clarify the
Objectives: reasoning.
(1) To investigate the basic
properties of triangles. 2.2 The exterior angle of a triangle is equal 3 This can be illustrated by cutting out a triangle, tearing off the
(2) To extend from simple to the sum of the two opposite interior two interior angles and fitting them over or into the exterior
to many-sided figures, angles. angle.
particularly those occur The proof follows easily from the angle sum and adjacent
in everyday life and angles.
those tessellate. Throughout this unit, when numerical calculations are
considered, simple numbers should be used so that if students
understand the reasoning and method, the question can be done
quickly. Initially, some questions may be answered orally (in
which case each student should write down the answer).
43

2.3 The use of small letters x, y, z, etc. to 4 Students should be encouraged to set out their work in a clear,
denote angles in a diagram. logical and economical way. Rather than writing out the given,
this should be marked in ink upon the diagram. Letters used for
deduction should be marked in pencil on the diagram to
differentiate them from those used for the given. Reasons should
be given for all deductive steps but these should be kept brief and
a system of abbreviations should be agreed upon, e.g. alt. ∠s for
alternate angles.

2.4 Polygons: interior and exterior angles of 7 This can be illustrated by dividing the polygon into triangles
a polygon. Calculation of angles in a and, if necessary, cutting them out. Another method that can be
polygon by using the formulae: used as soon as the sum of the exterior angles has been shown to
∑ i = (2n − 4)rt.∠s , ∑ e = 360° . be 4 right angles is to show that the sum of the exterior and
interior angles is 2n right angles, hence the sum of the interior
angles is (2n − 4) right angles.
With the exterior angles of a polygon, the most obvious
illustration is cutting out the exterior angles and putting them
together to form 4 right angles. (Some students may find it
 FORM II
UNIT 2
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

2 difficult to visualize a pencil turning through each exterior angle

taken in turn makes a complete revolution. But of course this is
quicker.) If the polygon is regular, and hence the exterior angles
are all equal, we can easily obtain a formula for finding the size
of each exterior angle.
Also, if names are used for polygons, it is a good idea to quote
the number of sides e.g. hexagon (6). When the formula work has
been established, questions should be given in order to connect
this topic with previous work. On its own it is merely an exercise
in substitution.
Construction of regular polygons using any kind of equipment.
In some cases it may be necessary to calculate angles and then
use a protractor.
Tessellation should be introduced informally as a form of
tiling. Students should be shown how to decide whether a
44

particular regular polygon tessellates. They should then discover

which polygons tessellate and why they do so. These results
should then be confirmed by constructing small pieces of tiling
from the polygons, just large enough to show that the polygon
concerned tessellates.

17

FORM II
UNIT 3
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

3 Approximation 3.1 Idea of rounding off. 2 A revision on the proper choice of units for measurement
should precede the discussion on rounding off numbers. .
Objectives: Students should know that numbers are rounded off for various
To understand the ideas of reasons: for ease of reference or remembering or as a result of
rounding off and significant using inaccurate measuring instruments.
figures. The idea of rounding off should be illustrated, such as follows:
If we use a ruler marked in tenths of centimetres, we can find the
width of a sheet of paper, say 14.2 cm to the nearest tenth
centimetre or 14 cm to the nearest centimetre. A sum of $2 578
spent on workers’ welfare in a certain firm might well be rounded
off to the nearest thousand dollars as $3000 just for convenient
reference. What is this sum of money when rounded off to the
nearest (a) hundred dollars, (b) ten dollars? The number of
children in a certain new estate is 3 864. To make it easy to
remember the number might be rounded off to the nearest
thousand as 4 000. What would it be to the nearest hundred?
45

3.2 Significant figures. 2 Sometimes we round off numbers so that we can concentrate
on the most important or significant digits. In the numbers 28.1
and 0.028 1, which digit is the most significant?
The most significant digits are always those whose place
values are the greatest, that is, those on the left. The “2” is more
significant than the “8” and the “8” is more significant than the
“1” in the above examples.
When a number is given, it may be possible to tell the number
of significant figures. For example, in a number like 0.0304 the
first two zeros are not significant but the third is. Thus 0.030 4
has three significant figures “3”, “0” and “4”, Also in a number
like 17500 (corrected to the nearest 10), it has four significant
figures, namely “1”, “7”, “5” and “0”, but the last “0” is not
significant.
To further the idea of significant figures, students should be
encouraged to use them in practice and some examples should be
considered. If the population of a new town is 287 850, it is good
enough if we take it as 300 000. If you wanted more accuracy,
 FORM II
UNIT 3
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

3 you could use two significant figures and give the population as
290 000.
A flat is for sale at $645 700. A rich man might well think in
hundred thousands of dollars. To him there is only one significant
figure, the “6” in $600 000. A poorer man might worry about the
hundreds of dollars. To him, there are four significant figures “6”,
“4”, “5” and “7” in $654 700.

4
46

FORM II
UNIT 4
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

4 Pythagoras’ Theorem: use 4.1 Illustration of the veracity of Pythagoras’ 2 There are over three hundred proofs of Pythagoras’ Theorem.
of square root tables Theorem. However, the following illustration based upon equivalent areas
obtained by the difference between a fixed square and four
Objectives: movable triangles is helpful.
(1) To apply the
Pythagoras’ Theorem in
solving problems.
(2) To see the importance
of Pythagoras’ Theorem
in the study of
coordinate geometry
and other topics.
(3) To use the square root
tables.
4.2 Use of square root tables. 2 Use of the square root tables may be introduced through
finding the length of an unknown side of a given right-angled
47

triangle. A list of squared integers up to 202 is useful, as this gives

the approximate value of any square root up to 400. This enables
students not only to locate the decimal point but also to choose
between the following type of alternatives when using the square
root tables, e.g. 300 = 10 3 and not 10 30 . Pairing off
the digits and finding the square root of the first pair or first
single digit confirms the first digit in the answer and shows which
of the two alternatives to be selected from the tables.

4.3 Application of Pythagoras’ Theorem. 5 Simple calculations involving Pythagoras’ Theorem should be
introduced through applications such as carpentry. Application of
the Theorem in simple problems in coordinate geometry and
other topics should be discussed.

9
 FORM II
UNIT 5
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

5 Polynomials 5.1 From monomials to polynomials − 3 This is an extension of Unit 9 in Form I where students had
viewed as number-producing machines. experience in dealing with monomials. Students should
Objectives: understand how a polynomial is built up from a monomial (a link
(1) To obtain a preliminary with Unit 14 in Form I where students dealt with collection of
idea of a function. terms in an expression). To prepare students for the idea of
(2) To be familiar with functions in later work, teachers can emphasize one of the
techniques of handling characteristics of polynomials, i.e. when the variables in a
polynomials. polynomial are assigned certain values, the value of the
polynomial is determined. The correspondence is one to one or
many to one but never one to many. Diagrams such as the
following can be drawn to illustrate this point.
48

Students should know what is meant by the degree of a

polynomial and be able to arrange the terms of a polynomial in
ascending or descending order.
However, it is not recommended that terms such as “domain”,
“range”, “image”, “mapping”, etc. be introduced, as these terms
are likely to confuse students at this stage.

FORM II
UNIT 5
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

5 5.2 Simple operations with polynomials. 4 Here the emphasis is on manipulative skills. Many worked
examples should be shown before asking students to attempt the
working. In any case the most complicated polynomials
considered should not go beyond trinomials (perhaps, for high
ability groups, polynomials of more than 3 terms can be
attempted).
Long divisions like ( x 2 + 3 x − 1) ÷ ( x − 1) can be considered
and students should get used to the idea of having a remainder
when exact division is not possible.

5.3 Factorization of polynomials by 6 Only the method of grouping terms needs to be considered here
grouping terms. as preparation work for solving simple equations. While the
general rule for grouping terms may be explained, it is not
essential that students should commit the rule to memory.
49

Students usually have their favourite means of spotting the factor

or the terms that need to be grouped together, if they are given
enough practice. As a check to see whether the factorization is
correct, students can work out the product either in their mind or
on rough paper.

5.4 Simplication of algebraic fractions. 5 Finding the L.C.M. of two numbers should be reviewed (and
perhaps the H.C.F. as well, though this is not required in this
sub-unit). Students should be led to see the similarity between
2 3 2b − 1 4b + 2
− and − the latter being an extension of the
3 7 3a 7a
former. Once this is established, more complicated algebraic
fractions can be attempted.

18
 FORM II
UNIT 6
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

6 The sine, cosine and tangent 6.1 Introducing the sine, cosine and tangent 4 The word “trigonometry” may be new to students. It is
ratios ratios for angles in 0° < θ < 90°. concerned with the measurement of angles. Teachers may
consider the unit circle with its centre at the origin of a
Objectives: rectangular coordinate system. If P is a point on the
(1) To know the meaning circumference and GP makes an angle θ with the positive x-axis
and significance of ( 0° < θ < 90° ), then for any specific value of θ, the x- and
some trigonometric y-coordinates of P respectively give the cosine and sine ratios for
ratios. the angle θ. A table with integral values of θ and the cor-
(2) To use the tables for responding values of cosine and sine may be set up by students as
these ratios. an activity in class. The tangent ratio for the angle θ is given by
(3) To apply these ratios in the ratio of the y-coordinate to the x-coordinate of the point P.
solving right-angled Students can then add the corresponding values of tangent to the
triangles. tables they have set up.
(4) To solve problems
reducible to 6.2 Use of trigonometric tables. 3 For angles such as 35.5°, students may need trigonometric
right-angled triangles.
50

tables. Sufficient practice in looking up values from tables is

essential.
Although calculators may be used, students are advised to
know how to use the trigonometric tables. At this stage, the
angles are restricted to less than 90°.

6.3 Solution of practical problems reducible 6 After some practice with the sine, cosine and tangent ratios,
to right-angled triangles. students should be guided to solve practical problems using right-
-angled triangles and trigonometric tables. Teachers may find
examples from the measurement of inaccessible heights and dis-
tances such as the height of a tower or a tree, the distance
between two cities and so forth. Emphasis here is on the
discussion on ways of solving problems. Practical activities using
simple surveying instruments should be conducted only when
students are capable of mastering the trigonometric skills of
problem-solving techniques.

13

FORM II
UNIT 7
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

7 Trigonometric relations 7.1 Introducing the relations 4 Teachers should prove the identities
sin(90° − θ) = cos θ sin(90° − θ) = cos θ ,
Objectives: cos(90° − θ) = sin θ cos(90° − θ) = sin θ and
(1) To learn simple
trigonometric identities. 1 1
tan(90° − θ) = tan(90° − θ) = .
(2) To learn the tan θ tan θ
trigonometric ratios of sin θ Exercises involving these identities should be given.
special angles. tan θ =
cos θ sin θ
Students may verify tan θ = and sin 2 θ + cos 2 θ = 1
cos θ
sin 2 θ + cos 2 θ = 1 .
by measurement, calculators or trigonometric tables. This can be
treated as an exercise for students. Teachers should then prove
them using trigonometric ratios and the Pythagoras’ Theorem.
It should also be noted that with these two identities if anyone
trigonometric ratio of an angle is given, it is possible to calculate
the value of any other ratio of that angle without using tables.
51

7.2 Trigonometric ratios of special angles: 2 It is useful to introduce the trigonometric ratios of a few
30°, 45°, 60°. special angles. By using the Pythagoras’ Theorem together with a
right-angled isosceles triangle and an equilateral triangle, students
should be able to obtain the trigonometric ratios of 30°, 45°, 60°
and use them in radical form.
Abler students may be shown a treatment of the trigonometric
ratios for 0° and 90°.

6
 FORM II
UNIT 8
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

8 Use of formulae 8.1 Change of subject (radicals may be 5 A student who can transform formulae with three or four
used). variables to obtain any assigned variable has a competent
Objectives: knowledge of the use of formulae of simplifying expressions, of
(1) To appreciate the power simple factorization method and of the solution of simple literal
of algebraic skills in equations. Work in this unit should therefore be linked with these
comparison with topics.
arithmetic skills. Successful teaching of this unit often lies on the careful
(2) To practise the handling grading of examples so that each technique is mastered before the
of literal relations. next is presented. The first transformations should be those of
formulae containing two variables and these formulae should
either be thoroughly familiar to or easily appreciated by students.
An easy example is S = 2 N − 4 rt.∠ (angle sum of a polygon);
5
a harder example is C = ( F − 32) . One or two numerical
9
52

illustrations may be worked on before the general transformation

is attempted. From the outset it must be emphasized that the
variable required must appear isolated on one side of the final
statement.
Students should not be discouraged from mastering the basic
techniques of formulae transformation by being exposed to
formulae which are too difficult for them to manipulate.

8.2 Application of formulae: the method of 4 At this stage, students may have come across some formulae in
substitution. their physics and chemistry lessons. Teachers are advised to look
into students science course books for meaningful formulae both
as examples or as exercises.

FORM II
UNIT 9
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

9 More about coordinates 9.1 Distance. 3 This unit follows directly from 8.2 in Form I and illustrates one
of the many applications of Pythagoras’ Theorem. Initially points
Objectives: should be chosen so that the horizontal and vertical distances
To learn the distance and between them form the sides of a Pythagorean triangle such as
slope formulae, and to the rope stretchers' triangle (3, 4, 5). When students are sure of
understand further the idea of the principle involved, any two points can be taken and this will
geometry as an algebraic give practice in using the square root tables. At this stage the
structure. generalized points (x1, y1) and (x2, y2) can be introduced and the
formula obtained. With some classes, students may be able to do
this themselves as an exercise.

9.2 Gradient. 3 y1 − y2
This idea of slope, i.e. gradient = for the line L
x1 − x2
passing through (x1, y1) and (x2, y2) should be discussed, noting
that the gradient is independent of whichever point is taken first.
53

Students should then consider both positive and negative

gradients but compare only the positive gradient with tan θ (0° <
θ < 90°) where θ is the angle that the line L makes with the
x-axis. The negative gradient will be compared later when the
general angle is developed. Students should discover that parallel
lines have the same slope.
For abler students, the two cases when lines are parallel to the
axes may be discussed. They may also discover from examples
that the product of slopes of perpendicular lines is −1. The proof
is not required at this stage.

6
 FORM II
UNIT 10
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

10 Circle. rectangular block, 10.1 Circumference of a circle. The 3 This is essentially a revision topic. Students should be
prism and cylinder approximate value of π. Length of an encouraged to measure in metric units the circumferences and
arc. diameters of many circular objects such as tins, bottles and
Objectives: anything else with a circular cross-section. They can also draw a
(1) To investigate ways of set of circles with the radius doubled each time. Teachers should
finding the guide students to discover whether a relation exists between the
circumference and area lengths of the diameter and the circumference. Statistical charts
of a circle. could be of some use to illustrate this relation. Students are
(2) To find the length of an expected to find the approximate value of the ratio.
arc and area of a sector. It may be of interest to introduce a brief history of the
(3) To solve practical calculation of π.
problems on surface Length of an arc can be found as a fraction of the
areas and volumes of circumference using the ratio of the measures of the angles at the
solids. centre.
54

10.2 Area of a circle and area of a sector. 3 Students may investigate the area of a circle by dissecting a
circle into an even number of very small sectors in order to form
a figure that approximates a parallelogram with base nr and
height rand hence of area πr2. The formula for the area of a circle
can therefore be deduced, In calculating the area of a sector,
students can be shown pie charts and led to calculate the areas of
a quarter, half, three quarters and any sector of a circle using the
ratio of the measures of the angles at the centre and hence the
fraction of the area of the circle.

10.3 Surface areas and volumes of rectangular 5 Volumes of solids with uniform cross-sections have been dealt
block, prism and cylinder. with in Form I. To provide further practice, teachers should
arouse students' interest by investigating various daily examples
such as the volume of water in a swimming pool, water flow in a
cylindrical pipe, increase in depth of liquid in a vessel when a
solid is immersed.

FORM II
UNIT 10
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

Students should have no difficulty in calculating surface areas

as it is a process of adding up area of triangles, rectangles,
squares or circles. However, for high ability groups, it is
challenging to investigate the relations between lengths, areas and
volumes of similar objects.

11
55
 FORM II
UNIT 11
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

11 Using percentages 11.1 Simple interest using direct proportion 3 To study this topic, students should understand terms such as
and the simple interest formula. Inverse “Principal”, “Rate”, “Time” (in years), “Interest” and “Amount”.
Objectives: problems on simple interest. It seems that a table showing corresponding values of the above-
To use percentages to solve mentioned items will best illustrate the fact that the simple
everyday problems. interest is proportional to time. After some practice, students
should discover the simple interest formula and make use of the
formula in inverse problems.

11.2 Compound interest as repeated simple 3 Students should be led to discover the difference between
interest. simple and compound interest. They are expected to calculate
compound interest through the repeated simple interest method.
Teachers may find it easier to indicate step by step the method for
computing compound interest in a tabular form. In some cases, it
is advisable to obtain a rough estimate by calculating the simple
interest for comparison.
56

11.3 Knowledge of fixed deposit account. 2 In introducing compound interest teachers may have already
mentioned fixed deposit accounts in the bank. Interest is usually
paid at fixed intervals: yearly, half-yearly or quarterly. For high
ability groups, it may be possible to find out how interest is
calculated for, say, ten days exceeding a fixed period of three
months. For example, bank interest for those days exceeding a
fixed period may be calculated on the seven-day-call interest rate.

11.4 Growth and depreciation. 4 As students are conversant with the calculation techniques
involved, problems on growth and depreciation may now be
investigated.

12

FORM II
UNIT 12
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

12 Simultaneous linear 12.1 Simple algebraic methods: substitution 6 This is an extension of Unit 9 in Form I and Unit 5 in Form II.
equations in two unknowns and elimination. Teachers are advised to refer to these two units before proceeding
to this one. As an introduction, a simple linear polynomial in two
Objectives: unknowns can be written down and represented by a machine,
(1) To practise the thus:
algebraic techniques Input
acquired from Unit 9 in
Form I and Unit 5 in 2x − 3y
Form II.
(2) To learn how to solve Output
simultaneous linear
equations algebraically What is the output for an input of x = 2 and y = 1? (The output
and graphically. is 1.)
Several questions of this type can be asked. It will soon be
established that once the variables x and y are assigned some
57

definite values, the output value can be readily computed.

Can this process be reversed? That is, knowing the output, can
we calculate the input? (This is possible with polynomials in one
unknown.)
It soon becomes evident that with the above example, even
though we know the output is −5, it is still not possible to
conclude what values have been assigned to x and y. This enables
students to see that another machine is needed. If there is another
machine: 4x + 3y at hand, and assuming the same set of input
produces the output 17, then we have
2x − 3y = −5 and 4x + 3y = 17
both being true sentences simultaneously. Can the students then
guess what the input should be?
This leads to the algebraic technique of solving simple
simultaneous linear equations.
 FORM II
UNIT 12
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

12 The method of substitution provides an easy way for solving

simultaneous linear equations. To make the work less tedious, it
is advisable to choose the equation whose coefficient of x or y has
the smallest absolute value.
Equations that are inconsistent or that have no unique solutions
should be avoided at this stage.
The method of elimination serves as a useful way for solving
simultaneous linear equations. In deciding whether to eliminate x
or y, we should choose the one whose coefficients have a smaller
L.C.M.

12.2 Graphical method. 5 To further the idea, graphical method may be used. Students
are already quite familiar with coordinates and the idea of the 1- 1
correspondence between a point on the coordinate plane and the
58

ordered pair (x, y). Now the simple technique of plotting a graph
when an equation is given may be introduced. At this stage,
students need only construct a table and plot the graph point by
point. No lengthy discussion is necessary.
When this is applied to simple simultaneous linear equations, it
becomes evident to the students that the point of intersection
gives the solution sought.
As a further development, teachers may discuss with students
cases where the straight lines are parallel or identical.

11

FORM II
UNIT 13
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

13 Equations and identities 13.1 Meaning of an identity and the making 4 As a preliminary step, students should understand what is
of simple identities. meant by the statement “The equation is satisfied by a certain
Objectives: value of x”. In other words, the L.H.S. and the R.H.S. of the
(1) To distinguish between equation are numerically equal when a particular value is
equations and identities. substituted for x. Students can then practise checking the roots
(2) To acquire the x −1 2
technique of expanding they obtained for some equations like + 4 = 9 − (3x − 2) .
3 5
a binomial.
However, they should be prevented from proceeding as follows:
4 −1 2(12 − 2)
+4=9−
3 5
∴ 1+ 4 = 9 − 4
∴ 5=5
They should be made to realize that as a form of statement this
is illogical since we are only checking the answer x = 4 and we do
59

not know it is true until the last line.

They soon realize that identities are equations which are
satisfied by all values of the unknown. Simple identities can then
be considered and students should be able to construct some
identities of their own, such as ( x − 1)( x − 2) ≡ x 2 − 3x + 2 , etc.

13.2 The difference of two squares. 3 Following on from this, students will soon discover the identity
x 2 − 1 ≡ ( x − 1)( x + 1) and will accept readily the generalized
result of x 2 − y 2 ≡ ( x + y )( x − y ) .

13.3 Expansion of ( x ± y )2 . 3 This expansion is of great use for later work; hence more
practice should be given to ensure that students master the
technique.
 FORM II
UNIT 13
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

13 Expansion of a binomial to the power of 3 or above is rarely

required. Nevertheless, it enables students to see the power of
generalization. Besides, a discussion on Pascal’s triangle is often
stimulating and worth-while. Therefore, if time permits, teachers
should at least mention the expansion of a binomial to some
higher degree.

10
60

FORM II
UNIT 14
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

14 Frequency distribution 14.1 Frequency distribution, histograms, 6 Students should be asked to collect data from their daily
and its graphical frequency polygons and curves. experience.
representations Histograms, frequency polygons and curves may be regarded
as graphical representations of the frequency distribution.
Objectives:
(l) To learn frequency 14.2 Cumulative frequency polygons and 5 Similar approaches are then applied to cumulative frequency
distributions and curves. distributions and cumulative frequency polygons, and curves. It is
cumulative frequency felt that the significance of and difference between grouped and
distributions. ungrouped data should be stressed especially where there is a
(2) To construct and to need to group the data in a frequency distribution.
interpret the various
graphical 14.3 Interpretation of the above graphs. 4 Each statistical graph has its own characteristics. Teachers
representations of the should prepare different types of graphs beforehand for
61

above distributions. demonstration and use overhead projectors wherever possible.

Questions should be asked about the possible conclusions that
can be drawn from a graph. Special attention should be paid to
the suitability of a graph in providing information and
conclusions of a certain type. Emphasis should be laid on
interpretation and also the use of graphs for prediction.
Further applications of those graphs will be discussed later.

15
Total: 152
 FORM III
Unit 1
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

1 More about percentages 1.1 Use of percentages in solving problems 3 This is an extension of Unit 11 in Form II. As students are
such as the calculation of rates and direct conversant with the calculation techniques involved, problems on
Objectives: taxes. direct taxes such as profits tax, salaries tax, property tax and
(1) To learn the ideas of interest tax should now be investigated. The purpose of taxation
such things as direct should be explained clearly before giving practical problems
taxation and percentage based upon each type of tax. It should also be pointed out that
changes. taxes are charged at different rates, which may be changed from
(2) To get more practice in time to time. A copy of the table showing tax on net chargeable
the use of percentages. income from a demand note will be very helpful.
Working through examples such as salaries tax for a married
man with two children on a combined annual income of say $90
000 will provide students a lot of practice in the use of
percentages.

1.2 Use of percentages in solving problems 5 Percentage increase and decrease are introduced to quantitative
such as the calculation of errors, changes. Problems may include percentage change in a quantity
percentage increase and decrease. due to (a) successive changes, (b) changes in component
62

quantities. For examples:

(a) In a quotation for a car insurance, percentages of successive
changes in premium are given:
no claim discount: 60%
surcharge of the premium as contribution to the central fund
of the Motor Insurers’ Bureau of Hong Kong: 1%
If the basic premium is $1 000, what will then be the net
premium?
What percentage of the basic premium is the net premium?
(b) Suppose the cost of a desk is calculated as follows: wood −
$200, paint and sundries − $100, wages − $200.
If the cost of wood is increased by 20% and the wages are
increased by 10%, what is the percentage increase of the
cost of a desk?

FORM III
Unit 1
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

1 In addition to the above topics, students can study percentage

error in relation to accuracy of measurement. The two terms
“absolute error” and “relative error” need explanation. It should
also be pointed out that the precision of a measurement is
determined by the absolute error, the accuracy by the relative
error.

8
63
 FORM III
Unit 2
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

2 Laws of indices 2.1 Indices and properties of indices. 3 Simple ideas of exponents are introduced in Unit 14 in Form I.
It remains to provide at this stage a proof of the laws of indices
Objectives: where the indices are positive. It should be stressed here that
(1) To learn the laws of students are expected to be convinced of the validity of the laws
indices. for negative and fractional indices. It is hoped that with this
(2) To use the laws of foundation students can be led to understand better the basic idea
indices in numerical of common logarithms.
exercises.
2.2 Calculation involving rational indices. 3 The emphasis of this sub-unit is to reinforce the laws of
rational (integral and fractional) indices by giving students some
numerical examples. Graded numerical exercises can then be
assigned for practice.

6
64

FORM III
Unit 3
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

3 Common logarithms 3.1 Powers of 10 leading to common 4 Students should have had plenty of numerical exercises in Unit
logarithms. 2. By now they should be relating the index of 10 to the common
Objectives: logarithm of a number. For example, 2 ≈ 100.30, the logarithm of 2
(1) To relate powers of 10 is approximately 0.30. This can be illustrated by referring to the
to common logarithms. graph of 10x where x is any positive rational number. Logarithm
(2) To practise the use of tables can be used to explain how the logarithm of a number is
common logarithms. obtained. Sufficient exercises should be given before proceeding
to the next sub-unit.

3.2 Practice in using common logarithms. 5 Students are expected to compute with common logarithm
tables. Very often it is advisable to convert numbers to the
standard scientific notation so as to avoid using negative
27.2 × 0.000256
characteristics. For example, to evaluate ,
0.00123
2.72 × 10 × 2.56 × 10−4
65

students may change it to before using

1.23 × 10−3
tables.

9
 FORM III
Unit 4
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

4 More about congruence. General approach. These topics have been dealt with separately and this unit is
similarity and parallels intended to knit them together in exercises whose object is to
introduce a formal, yet less rigorous, type of proof. The idea here
Objective: is to make this as easy for students as possible. Sketch and outline
To understand the idea of proofs may help students at this stage in order to show exactly
deductive reasoning in what is required in a logical sequence of thought. In order to
geometry and to apply it to clarify and make more lucid the thought processes involved,
numerical problems. teachers are advised to introduce a system of notations,
abbreviations and a generalized layout and presentation of work.
This makes for easier marking and enables teachers to follow
students’ proof more easily. In fact, it should enable students to
follow their own proofs more easily, which is the point of the
exercise. It is suggested that diagrams should be drawn in pencil,
any constructions with dotted line. The given, where possible,
marked in ink. Some marks should be placed on the diagram to
show each piece of the given. The student then knows when
thinking through his proof that he may consider each and every
66

mark.
It is recommended to use small letters x, y, z, etc. to denote
angles in a diagram. In order to differentiate between the
positions of equal angles so that they can be easily referred to in
the proof; a number suffix can be added to the base of the letter.
Reasons should be given for each step but an agreed system of
abbreviations should be used so as not to make the work
laborious.

4.1 Congruence. 9 The conditions for congruent triangles are to be reviewed.

Application of these conditions on proving problems concerning
congruence should be involved.

FORM III
Unit 4
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

4 4.2 Similarity. 5 After learning properties of congruence, students would like to

learn the properties of similar figures. Projection of a plane figure
on a parallel plane may give a very clear idea on similar figures
and useful in demonstration. Then, the conditions for similar
triangles may be investigated. Exercise on similar triangles
should be given. Riders involving the ratio of areas of similar
figures may also be assigned and discussed.

4.3 Parallels. 9 By now students are quite familiar with parallels and
conditions of congruence. Teachers may then give a definition of
parallelogram and deduce its properties.

4.4 Mid-point theorem and intercept 6 The mid-point theorem is undoubtedly a very useful theorem in
theorem. plane geometry. Teachers should derive the theorem from
previous theorems and properties. Reasons should be given for
67

each step.
The intercept theorem concerning three or more parallel lines
should be stated and proved. The special case of the theorem
within a triangle should also be discussed. Exercises relating to
mid-point theorem and intercept theorem should be given. It is
stressed that students should have reason for making every
statement or calculation.

29
 FORM III
Unit 5
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

5 Coordinate geometry of 5.1 Section formula (internal division): 3 Given a ratio r : s where r and s are positive integers students
straight lines sx + rx2 should work from similar triangles to obtain the point of division
x= 1 of a given line segment. After practice, the section formula can be
r+s
Objectives: derived. Then exercises relating to this formula may be given. At
sy1 + ry2
(1) To learn that an y= this stage, r and s should be confined to positive rational
equation of the first r+s numbers. The mid-point formula x = 12 ( x1 + x2 ) , y = 12 ( y1 + y2 )
degree represents a
straight line. may be regarded as a particular case of the section formula.
(2) To learn to write the Applications such as finding the centroid of a given triangle
equation of a straight may be mentioned.
line in standard forms.
(3) To reinforce the ideas 5.2 Different standard forms of straight 9 Whatever approach is used, whether it be through loci or sets,
of slope and intercept. lines. the underlying principle that should be emphasized is that every
(4) To learn how to deduce point on the line obeys a certain condition. This idea can be
a linear law from introduced by considering lines parallel to the x- and y-axes.
empirical data. Firstly, it should be emphasized that all points on the x-axis have
a y-coordinate whose value is zero and that y = 0 (where x is any
value) is the condition that describes this and only this line and
68

hence is called the equation of the line. This idea can be extended
to lines parallel to the x-axis, such as y = 2, y = 3 and y = 1 12 .
The same sort of thing can be repeated using lines parallel to the
y-axis.
ax + by + c = 0 Consider a line in the first quadrant that passes through the
y 3
origin, e.g. = . It may be shown that, whatever point we
x 2
y 3
take on the line, is always the ratio , and that a point
x 2
above the line would give a greater ratio, whilst a point below a
smaller ratio. What happens when the line is “extended back”
through the origin into the third quadrant? As soon as students
y 3
realize that the same ratio applies and that still equals ,
x 2
other examples should be taken including the case of a line,
through the origin, but in the second and fourth quadrants.
When students are sure that a line through the origin is

FORM III
Unit 5
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

5 either of the form 3 x = 2 y or 3 x = −2 y then the generalized

form ax + by = 0 can be introduced. Can we generalize this
further? Consider the two graphs 2x + 3y = 0 and
2 x + 3 y + 7 = 0 . Students should plot these on the same piece of
graph paper. All types of examples of pairs like this should be
plotted. It should not take students long to discover that
ax + by + c = 0 is a line parallel to ax + by = 0 . What intercept
does it make on the y-axis?
y = mx + c The students should by now realize that any line through the
origin is y = mx and that the y-coordinate of a point on the line
measures mx. It can again be emphasized that a point whose
y-coordinate is greater than mx is above the line, and a point
whose y-coordinate measures less than mx lies below the line. In
69

particular, points with y-coordinates that measure mx + c lie at a

vertical distance c above (or below) the line y = mx and form a
line parallel to it. This is really another way of looking at the
underlying principle: the ordered number pair or coordinates of
any point on the line are connected by a law. And points not on
the line do not obey that law. The idea of points on a line
satisfying the equation of the line can now be introduced.
x y Students should be shown the equivalence of ax + by = 0 and
+ =1
a b y = mx and that m is the slope of the line. From the above work it
should be also clear that c is the intercept cut off on the y-axis.
Rapid practice examples, both oral and written, to determine
slope and intercept should now be given.
As this is an equation of the first degree it can be put into the
form y = mx + c which represents a straight line. Where does it
cut the axes? Put x = 0 and y = 0 to find the intercepts. The points
(a, 0) and (0, b) are on the axes and determine the line. Rapid
practice in determining the intercepts, given the line, and vice
versa, should now be given.
 FORM III
Unit 5
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

5 y − y1 = m( x − x1 ) It may be shown that the slope of this line (equation of the first
y − y1
degree) is m = where (x1, y1) is a fixed point on the line
x − x1
and (x, y) is variable point. This form can also be compared with
the form y = mx + c. Practice should be given in writing down the
equation given the slope and the fixed point.

y2 − y1 If (x2, y2) is another fixed point (two points determine the line)
y − y1 = ( x − x1 )
x2 − x1 y −y
then the slope m in the above form is 2 1 which gives the
x2 − x1
required equation. Practice in writing down the equation of the
line should now be given.
Mixed sets of examples should now be given to include all the
various forms. Intercepts and slopes should be written down
given the equation and vice versa.
5.3 Application: determination of laws. When pairs of corresponding values of two quantities which
70

obey (or are thought to obey) a linear law y = mx + c are given,

perhaps as experimental results, it is possible to test the
conjecture by plotting these pairs of values. If the plotted points
lie approximately on a straight line, then the students are justified
in concluding that the law holds. The graph of the equation is
taken to be the straight line drawn as evenly as possible between
the plotted points. Discrepancies between the line and some of
the points may be considered to be due to experimental errors.
The constant m, that is the gradient of the line, can be found from
any two points on the line, which may not necessarily be points
given by the experimental results. The value of c can be found by
reading the intercept on the y-axis.
Alternatively, the constants m and c may be found by
substituting the values of x and y at any two points on the line and
solving the resulting simultaneous equations for m and c.

FORM III
Unit 5
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

5 By suitable transformations, the same principle may be applied to

test some non-linear laws such as
y = mx 2 + c ;
y =m x +c ;
m
y= + c , etc.
x

16
71
 FORM III
Unit 6
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

6 Mensuration 6.1 Volumes and surface areas of pyramids. 4 The volume of a pyramid can be illustrated by showing how
the cube can be divided into six congruent square-based
Objectives: pyramids. Teachers may induce students using a skeleton cube to
(1) To discover the discover this relationship. Students should then be led to realize
relationship between the that the surface area of a pyramid formed in this way is really a
volume of a pyramid sum of areas of four congruent triangles and the square base. As
and that of a cube. an activity, students may try to make skeleton pyramids using
(2) To learn the relationship plasticine and toothpicks or build up pyramids with paper and
between the volume of scissors. From this the volume of any pyramid can be deduced.
a cone and that of a Graded exercises should be given for practice.
pyramid.
(3) To gain more practice 6.2 Volumes and surface areas of right 4 A circle is the limit of a sequence of regular polygons.
in calculating volumes circular cones. Similarly a cone may be considered as the limit of a sequence of
and surface areas of pyramids. Students may be led to think of a cone as a pyramid
pyramids, cones and with a circular base. This can be illustrated by a series of sketches
spheres. or a set of polystyrene models. A right circular cone can be
(4) To discover the formed by rotating a right-angled triangle about one of its shorter
72

relationship among sides.

volumes of similar Teachers should also encourage students to make cones with
solids. paper and verify the volume formula by filling the cones with
sand. The area of its curved surface can be shown equal to the
area of a sector of a circle. This can be illustrated by cutting along
the slant height of a cone and unfolding it.

6.3 Volumes and surface areas of spheres 3 This is essentially an extension of the above sub-units. With
with formulae given. the formulae given, students can solve many problems such as
calculating the volume and surface area of a football or
basketball. Students may verify the volume formula of a sphere
by water displacement or by filling in a hollow sphere with sand.

FORM III
Unit 6
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

6 6.4 Ratio of volumes of similar solids. 4 By this time, students should be quite familiar with the idea of
similar plane figures. Teachers may then extend the idea
intuitively to similar solids. At this stage, it would be desirable to
restrict only to similar regular solids such as cuboids, spheres,
and cones etc. The relation between the ratio of the volumes of
similar solids and the ratio of their corresponding linear
measurements can firstly be demonstrated through practical
measurement.
Students may then be led to prove the relation for some
particular cases.

15
73
 FORM III
Unit 7
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

7 Inequalities in algebra 7.1 Simple inequality and its solution on the 6 As an extension of the unit on “simple idea of ordering”, some
number line. simple algebraic inequalities can now be considered. The point to
Objectives: emphasize here is the fact that for any two numbers a and b, one
(1) To learn the simple of the following statements must be true: a = b, a > b or a < b
laws of inequality. (the law of trichotomy).
(2) To acquire the Before we consider the solution of a linear inequality, it is
techniques of solving essential to demonstrate certain basic properties through
linear inequalities. examples. For x ≥ y, we have x + c ≥ y + c, cx ≥ cy (c > 0) and
cx ≤ cy (c < 0). Students should realize that the law of transposing
terms for equalities is also true for inequalities but when an
inequality is multiplied by a negative number, the inequality sign
should be reversed.
The idea of open sentence in inequality can then be considered.
The solutions of linear inequalities in one unknown such as
ax + b > 0 usually can be effectively represented on a number line
74

with the use of coloured chalk. Teachers may also consider

mentioning the terms “open interval” and “closed interval”,
though this is not necessary at this stage.

7.2 Graphical solution of two linear 6 For b ≤ a, students should be able to combine x ≥ b and x ≤ a
inequalities in one variable. graphically and to write b ≤ x ≤ a. Care must be taken when the
inequalities such as x > a and x < b are considered. Students
should be able to state immediately that there is no value of x
which can satisfy both inequalities simultaneously, rather than to
graph the two inequalities and to think that the solution consists
of two intervals.

12

FORM III
Unit 8
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

8 Quadratic equations 8.1 Factorization of quadratic polynomials. 7 Methods of monomial factorization and grouping terms may be
revised. Students are then given examples in using identities such
Objectives: as x 2 ± 2 xy + y 2 = ( x ± y )2 and x 2 − y 2 = ( x − y )( x + y ) for
(1) To learn to factorize
quadratic polynomials. factorization purpose. For quadratic polynomials ax 2 + bx + c
(2) To learn to solve
quadratic equations by where a, b and c are integers, such as 2 x 2 − 5 x − 3 , the
factorization and by following way may be introduced.
graphical method. 2 x 2 − 5 x − 3 = (2 x + 1)( x − 3)
(3) To learn to construct a
quadratic equation 2 +1
when its roots are given 1 −3
as a reverse process.
1 + (−6) = −5

It is advisable for teachers to first consider polynomials of the

type x 2 + bx + c , i.e. the special case in which a = 1, and
75

afterwards polynomials of the type ax 2 + bx + c . After sufficient

practice, students may be encouraged to write down the factors
immediately by inspection.
8.2 Solution by factor method. 5 As an introduction, teachers may find it profitable to explain
the difference between a linear equation, such as 3 x − 12 = 0 ,
and a quadratic equation such as x 2 − 3 x + 2 = 0 . It soon
becomes evident that there are 2 values of x, i.e. 1 or 2 to make
the open sentence ( x − 2)( x − 1) = 0 a true statement, and
expressed in another way the equation x 2 − 3 x + 2 = 0 has 2
solutions, called the roots. After some worked examples, teachers
may point out that for 2 numbers a and b, if ab = 0 then either a
or b must be 0.
The technique used here is the factor method. While the
coefficients in the quadratic equations must necessarily be simple
to facilitate the factorization process, students should be made
aware that not all quadratic equations can be solved this way and
other techniques will be needed to treat equations like
x2 − 3x + 5 = 0 .
 FORM III
Unit 8
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

8 The sort of practical problems considered should be so chosen

that they introduce the various pieces of manipulation which the
class has to master. Care must be taken to ensure that the
meaning of x be clearly stated before writing down an equation in
x. Experience shows that when setting the class a problem
exercise, it is usually profitable to spend some time discussing the
questions beforehand, e.g. “What shall be taken for the
unknown?” “What relation can be derived between the known
quantities and the unknown?” etc.
To illustrate the reverse process, teachers may draw a diagram
as follows:

Solving an x 2 − 3x + 2 = 0 Making an
equation to ( x − 2)( x − 1) = 0 equation with
obtain roots x = 2 or 1 given roots
76

8.3 Solution by graphical method. 7 By drawing the graph of y = ax 2 + bx + c and reading the
x-intercept(s), if any, it is possible to obtain approximate values
of the roots of the quadratic equation .
Alternatively solutions may also be obtained by drawing the
graphs of
 bx + c 
y = x 2 and y = −  .
 a 
Difficult cases where there are no real solutions can be shown
vividly on the graph and readily understood by the students.

19

FORM III
Unit 9
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

9 Simple idea of probability 9.1 Meaning of probability. 4 An alternative word for probability is “chance” and it is always
represented by a number p (0 ≤ p ≤ 1). This can be immediately
Objectives: understood by referring to realistic situations, for instance, the
(1) To understand the chance of throwing a six with a die, and so on.
meaning of “chance” For combining probabilities, students can consider examples
and to appreciate its which are related to their daily experience. A student, for
use. instance, knows that he has a 50-50 chance (Le. the probability is
(2) To learn the difference 1 ) of getting a ticket with an even number. Then a very natural
between theoretical and 2
empirical probabilities. question to ask is whether he knows the chance of getting another
even numbered ticket next time.
For abler students, such questions may take the form “What is
the chance that the last 2 digits in the number on the ticket have
even numbers?”. After enough practice, classical examples on
drawing balls out of a bag without replacing them and so on may
be considered.
77

The teacher may also discuss the chance of choosing 2 winners

from 2 races, 3 races, and so on. However, it must be emphasized
that if the idea of betting is brought up in class discussion, then
the social significance and the ultimate outcome of losing one's
money, rather than making a gain, should also be mentioned, the
aim being to provide students with a certain amount of
“equipment” as a means of protection.

9.2 Experimental probability and theoretical 4 Experiment here is to confirm the theoretical probability and
probability. students should note that most of the probabilities they come
across in life such as the accident rate and the crime rate are
empirical probabilities.

8
 FORM III
Unit 10
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

10 Using trigonometry 10.1 The use of gradients, angle of depression 4 Students should be led to understand that “gradient” is only a
and angle of elevation. measure of the rising and falling of a straight line. This may be
Objectives: taught together with straight line equations.
(1) To learn some Many possible kinds of teaching aid can be constructed to
applications of measure the angle of depression and elevation, e.g. the
trigonometry. clinometers. If possible some outdoor activities may be arranged
(2) To understand some to arouse interest. Throughout the unit we may come across many
simple methods of calculations. The use of calculators is desirable.
measuring inaccessible
distances. 10.2 Bearings on a plane. 4 The two different kinds of bearings such as 008° and N35°E
(3) To learn the methods of are introduced. It may be much more interesting if each student is
locating a point on a required to bring a compass to school so that problems involving
plane. bearings can be tackled in a practical manner.
(4) To learn the techniques
of resolving into right 10.3 Two-dimensional problems soluble by 6 The success of this sub-unit depends mostly upon the teachers’
78

angled triangles. analysis into right angled triangles. analysis and the clarity of diagrams. Teachers usually find
coloured chalk very helpful. A good knowledge in geometry as
well as trigonometry should be the prerequisite. Hence frequent
revision of geometric and trigonometric properties during
problem solving is essential.

14

FORM III
Unit 11
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

11 Measures of central 11.1 Mean, median and mode of discrete data. 8 The idea of average may be introduced by quoting several
tendency daily examples. This is one of the most commonly used measures
of the “centre” of a distribution. Data from daily life should be
Objectives: given to students. They may be asked to locate the centre using
(1) To understand the whatever methods they like. Discussions on the different ways of
meaning and finding the measure of the centre should be conducted before the
significance of the formal definition of the arithmetic mean is given. The advantages
central tendency of a of using the mean should also be emphasized. For an
distribution. approximately symmetric set of data such as 13, 14, 15, 17, 18.5
(2) To learn some simple the .mean 15.5 gives the centre very effectively.
ways of measuring the Suppose that the salaries (in $) of a certain company are as
central tendency. follows:
(3) To draw conclusions 1000, 2000, 3000, 3500, 4500, 5000, 30000. The mean is 7000
from these measures. which is not a good measure of the centre. But the median is 3500
(4) To apply these which is found to be more satisfactory. Any extreme salaries do
79

measures in daily life. not cause the median to fluctuate much. The differences between
the choices of the mean and the median should be clearly
analysed. Examples to indicate the correct use of median should
be provided for practice.
Usually when a quick and approximate measure of the centre is
needed, we take the mode. When we describe the style of dress or
shoes worn by the “average woman”, we mean the mode (most
popular fashion). Daily examples should be provided for the
demonstration of this idea. The understanding of the significance
of the mean, median and mode is far more important than
mathematical proof at this stage.

11.2 Mean, median and modal class of 5 It should be pointed out here that for a large set of data, it may
grouped data. be very difficult to calculate the mean. This leads to the idea of
grouping the data first. The mean, thus obtained, is subject to the
way of grouping and is only an approximation. This point should
be emphasized.
 FORM III
Unit 11
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

11 The method of “assumed mean” is useful in reducing the

burden of numerical calculation.
For finding the median, it is also necessary to classify the data
when the quantity is large. Why is a reasonable mid-value of a set
of numbers, arranged in order of magnitude, obtained by dividing
the histogram into two parts of equal areas? This is the
underlying principle of making use of the histogram. It may be
clarified by simple examples. No formal proof is required.
Another graphical method of finding the median is to draw a
cumulative frequency polygon. It should be very interesting to
compare the results obtained by both methods for a distribution
and also compare the underlying principles in both methods.
Colourful graphs may be very helpful in the teaching of these
topics.
For a large set of data, it is cumbersome to arrange it in order
80

of magnitude. Usually we group the data in intervals. A

discussion of the modal class, the interval with the highest
frequency, may lead to a rough estimate of the mode.

13

FORM III
Unit 12
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

12 Uses and abuses of statistics 12.1 Statistics in everyday life. 3 This sub-unit may be treated both as a general revision of
statistics and as a vehicle for further examples. Teachers should
Objectives: prepare examples that are used in daily life as teaching aids. If
(1) To understand how time allows, students should be asked to collect or construct
statistics is used in daily statistical graphs that serve a particular purpose.
life.
(2) To see the dangers of 12.2 Misrepresentation of data. 5 Different ways of representing the same set of statistical data
misinterpreting may give quite different impressions. Emphasis should be laid
statistical data. upon how some data are deliberately misrepresented to encourage
(3) To understand the a wrong conclusion. The following gives one example.
actual reasons why A certain egg farmer presents his annual production report up
statistical data are so to 1973.
presented.
81
 FORM III
Unit 12
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

12 Looking at the proportions of the areas, one may have the

feeling that the egg production in 1973 is twice as much as in
1972 and four times as much as in 1970. In fact, it is not.
We may however present the data by the following bar chart.
82

Intuitively, one may be led to conclude that there is only a

slight progress in egg production. The teacher should give a
complete analysis of the techniques used. Teachers will find that
in this work overhead projectors are extremely useful.

12.3 Telling lies with averages. 3 Throughout this unit, examples and discussions are the
essential features. There are three different kinds of averages: the
mean, the median and the mode. Each of these measures should
be discussed. Attention should be paid to examples from daily
life. The following gives one possible example on the
“overworked” mean.

FORM III
Unit 12
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

12 A certain firm selling products A. B, C, D, E, at $10, $20, $30,

$40 and $100 respectively, wishes to raise the prices. Due to
inflation, it is commonly accepted as reasonable to raise the
selling price by 10%. The owner of the firm claims that the
average selling price of his goods is still $40 after inflation has
increased his prices. This gives the impression that it is cheaper to
buy in his firm. But the actual fact is as follows:
Before Inflation
A B C D E
$10 $20 $30 $40 $100
10 + 20 + 30 + 40 + 100
Average = = 40($)
5

The firm increases the prices due to “inflation”

(by far more than the acceptable 10%)
83

A B C D E
$25 $35 $45 $55 out of stock

25 + 35 + 45 + 55
Average = = 40($)
4

11
Total : 160
 FORMS IV and V
Unit 1
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

1 More about quadratic 1.1 Completing the square. 3 By now students are quite familiar with the various techniques
equations: surds of solving equations including quadratic ones; using graphical or
factor methods. Now they are introduced to a skill that requires
Objectives: thorough understanding of algebraic operations. Teachers should
(1) To acquire skills in begin with examples like x2 − 8x + 9 = 0 and progress to
solving quadratic
equations by examples like 3 x − 6 x + 4 = 0 , where the coefficient of x2 is not
2

completing the square unity. The steps in completing squares can be summed up on the
and by using formula. board for ease of reference but students need not memorize the
(2) To solve simultaneous steps.
equations, one linear
and one quadratic. 1.2 Formula. 5 Once the students understand how the formula
(3) To learn the relation
−b ± b 2 − 4ac
between roots and x= for solving ax 2 + bx + c = 0 is derived,
coefficients. 2a
(4) To learn the they should be able to reproduce it when needed. Teachers should
rationalization process. ensure that students have no difficulty in applying the formula.
84

One useful hint to see whether students know how to apply the
formula is to ask them to write down the values of a, b and c first
before they attempt to substitute them into the formula.
When the students are quite familiar with the different
techniques of solving quadratic equations, teachers may then ask
if they could see any relations between the sum, product of the
roots α, β and the coefficients of ax 2 + bx + c = 0 . Then the
b c
relations α + β = − and αβ = should be introduced and
a a
proved. Exercises on calculating the values of expressions such as
1 1
+ , α 2 + β2 , α3 + β3 and exercises in the formation of
α β
quadratic equations should be included.

1.3 Simple problems using quadratic 4 Problems requiring the solution of a quadratic are numerous in
equations. many school texts. Teachers should select those that have relation
to students’ experiences and preferably, have bearing on the
practical application of mathematics. Examples can also be taken
from physics or chemistry courses.

FORMS IV and V
Unit 1
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

1 1.4 Simultaneous equations: one linear and 4 It is desirable first to solve simultaneous equations in which
one quadratic. one is linear and one is quadratic by using the graphical method.
The graph of the quadratic should be plotted first and when a
suitable straight line graph is added, the solutions may be readily
obtained. Examples should be so chosen that one quadratic graph
is used repeatedly to solve many quadratic equations. This will
save students’ time in plotting too many quadratic graphs.
Teachers may find the graphical method useful in explaining why
some quadratic equations have two roots, one root or no root at
all.
The algebraic method of substituting the linear equation into
the quadratic equation should then be introduced and sufficient
demonstration and practice should follow to ensure complete
mastery of the technique.
85

1.5 Rationalization of surds. 6 When an equation such as x 2 + 3 x − 1 = 0 is considered, it is

natural to leave the answers in surd form. The term “surd” can
then be explained and students are expected to be able to
transform surd of any order into a surd of a different order.
Addition, subtraction, multiplication and division of surds should
be practised thoroughly before introducing the process of
rationalizing the denominators of expressions of the form
1
.
a± b

22
 FORMS IV and V
Unit 2
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

2 Basic properties of a circle General approach. In this unit, students will be expected to justify, follow and
understand each deductive step of a proof, but no attempt should
Objectives: be made to build a formal and rigorously deductive structure
(1) To acquire an informal based on carefully specified postulates and axioms. Students
treatment of geometric should not necessarily be expected to reproduce a formal proof of
argument. a geometric theorem.
(2) To learn the basic
properties of a circle, 2.1 Chords and arcs of a circle. 5 The meaning of terms such as “arc”, “segment”, “sector” and
tangents to a circle, “chord” should be reviewed. In order to differentiate between
cyclic quadrilateral, and major and minor arcs, segments and sectors, it is simpler just to
the tests for concyclic use an extra letter on the diagram.
points. e.g. Use q
ACB rather than “minor
p
AB ” and sector OACB rather
than “minor sector OAB”
86

Teachers may emphasize that radii and chord form an isosceles

triangle, and may use congruent triangles to show that the
perpendicular to a chord from the centre of a circle bisects the
chord. The fact that equal chords are equidistant from the centre
follows.

2.2 Angles in a circle. 10 In this sub-unit we are concerned with the angle at the centre,
the angle at the circumference, angle in a semi-circle and angles
in a cyclic quadrilateral.

FORMS IV and V
Unit 2
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

2 This work may be made a little more interesting if the central

symmetry of a circle is used. An overhead projector is invaluable
for this kind of demonstration. Alternatively use tracing paper, a
pin and revolve the tracing paper to show that equal arcs subtend
equal angles at the centre. This is also true for chords, but
teachers may wish to validate the previous method by showing
that "equal angles at the centre are subtended by equal chords".
This may also be demonstrated using congruent triangles.
However, it should be emphasized that, whereas arcs are
proportional to the angles they subtend at the centre, chords are
NOT.
When demonstrating (the three cases) that the angle at the
centre is twice the angle at the circumference and the angles in
the same segment subtended by the same arc are equal, it is
helpful for students to actually see that as the vertex of the
87

subtended angle moves round the circle, the angle remains the
same size. This may be done using a simple piece of apparatus
such as a bead running on a wire arc and held by elastic bands. A
piece of card can be used for the angle in order to show that it
remains a constant size.

2.3 Properties of cyclic quadrilateral and the 11 The properties of cyclic quadrilateral such as
tests for concyclic points. (a) the opposite angles of a cyclic quadrilateral add up to 180°,
and
(b) if one side of a cyclic quadrilateral is produced, the exterior
angle so formed is equal to the interior opposite angle
should be proved. Sufficient exercises soluble by these properties
should be given.
The converses of the above properties constitute two tests for
four concyclic points. It is also known that if the straight line
joining two points subtends equal angles at two other points on
the same side of it, then the four points are concyclic.
These three tests for concyclic points should be discussed
thoroughly and proved in detail.
 FORMS IV and V
Unit 2
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

2 2.4 Tangent to a circle at a point and angles 11 The compasses construction forming the right angle should be
in the alternate segments. done to emphasize the perpendicular property. However, in
general, it is sufficient for students just to lay a ruler against the
circle, at the point, in order to draw the tangent. Students are
expected to know the basic properties of tangents.
On completion of the teaching of angles in the alternate
segments students should be exposed to an extensive array of
miscellaneous exercises that make use of all the geometry done
so far.

2.5 A circle passing through three non-linear 3 The construction follows from the corollary to 2.1 para. 2, i.e.
points. the centre of a circle lies on the perpendicular bisector of a chord.
This construction not only emphasizes the theorem but is also
another way of looking at the circumscribed circle of a triangle.
The limiting case where the three points are collinear may be of
88

interest to abler students.

40

FORMS IV and V
Unit 3
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

3 Functions 3.1 Number systems: integers, rational 5 This is essentially a revision of the elementary properties of
numbers, irrational numbers and real integers and fractions and students are introduced to a new term:
Objectives: numbers. “rational numbers”. An appropriate explanation of a rational
(1) To recognize the number should be given according to the ability of the class. The
different kinds of characteristics of rational numbers when expressed in decimals
numbers. should be demonstrated.
(2) To understand the basic e.g. Terminating decimal 25 = 0.4
idea of a function.
(3) To learn how to use the −3 = −3.0
1
notation for a function.
(4) To manipulate
Recurring decimal 1
3
= 0.3
polynomials.  
2
7
= 0.285714
However, it should be noted that irrational numbers,
3
e.g. 2 , − 6 , 9 , π, do not behave in this manner.
89

The sets of rational and irrational numbers form the set of real
numbers. Detailed and in-depth discussion of the real number
system is NOT necessary.

3.2 Concept of a function. 4 The idea of a function can be introduced as a relation between
two varying quantities. Teachers may find that the idea of the
number producing machine gives a useful pictorial representation
in this context. However, students should see that functions
transform numbers rather than generate them. Teachers should be
sure that students do not try to solve functions as if they were
equations.
Teachers should give more examples of function such as
sin x° , cos x° and log x , etc.
 FORMS IV and V
Unit 3
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

3 3.3 Notation for a function: f ( x ) and 4 The notation f ( x ) should be introduced first and then a
y = f ( x) . suitable letter, such as y, is introduced to denote f ( x) . In this
way students can see that a function may be represented
graphically on a coordinate plane.
Once students are familiar with the notation, they may be asked
to attempt questions like:
Given f ( x) = x 2 + 2 x − 1 , what are f (0) , f (−2) , and
f (a − 1) ?

13
90

FORMS IV and V
Unit 4
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

4 More about polynomials 4.1 Manipulation of polynomials. 4 At this stage, it is desirable to revise the manipulation of poly-
nomials. Addition, subtraction and multiplication of polynomials
Objectives: are standard work. Teachers may like to demonstrate that division
(1) To acquire skills in of one polynomial by another does not generally lead to a poly-
factorizing polynomials nomial. In preparation for further work, students should see and
by factor theorem. be able to recognize the general polynomial written in the form
(2) To find the H.C.F. and a0 + a1x + a2 x 2 + " + an x n .
L.C.M. of polynomials.
(3) To manipulate algebraic
fractions. 4.2 Remainder theorem and factor theorem. 4 Teachers are simply expected to illustrate the remainder
theorem using a quotient and divisor notation such as
f ( x) = ( x − a )Q( x) + f (a ) . To consolidate the idea, students may
also verify this theorem using the long division method. Then the
factor theorem can be deduced.

4.3 Factorization by factor theorem. 9 The use of the factor theorem becomes apparent when there is
91

a need to factorize polynomials of degree three or higher.

Students should also see that factorization will lead to the
solution of the equation f ( x) = 0 . Functional notation should be
used and the technique of using detached coefficients and
synthetic division may be introduced. Questions of various types
should be used to test thorough understanding and mastery of the
factorization process.
In using the factor theorem to factorize the polynomial
f ( x) = a0 + a1 x + a2 x 2 + " + an x n , where a0, a1, ", an are
integers, it is necessary to obtain a number α so that f (α) = 0 .
A primitive method of getting α is by trial and error. When α is a
p
rational number , teachers should discuss the conditions for
q
px − q to be a factor and deduce the relation between p, q, a0 and
an, In order to have a factor px − q, some rules have to be
developed which serve as a better method of factorizing f ( x ) .
 FORMS IV and V
Unit 4
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

4 By factorizing x3 + 1 and x3 − 1 , students may discover the

identities x3 ± 1 ≡ ( x ± 1)( x 2 ± x + 1) and will accept the
generalized result of x ± y ≡ ( x ± y )( x ± xy + y ) readily.
3 3 2 2

4.4 H.C.F. and L.C.M. 3 The idea of finding H.C.F. and L.C.M. of integers may be
revised and analysed. This immediately leads to the factorization
method of finding H.C.F. and L.C.M. of polynomials. Emphasis
should be laid upon the factorization method and other methods
may be excluded.

4.5 Manipulation of simple fractions. 5 Students are expected to master the technique of manipulating
simple fractions using the four rules. Teachers may wish to find
the L.C.M. of polynomials as a prerequisite to this topic; a direct
92

manipulation of these fractions is also effective if done skillfully.

It is advisable, therefore, to show a variety of examples that direct
the students to the techniques of simplification rather than to the
skill in manipulating long algebraic expressions.

25

FORMS IV and V
Unit 5
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

5 Proportion and variation 5.1 More on rate, ratio and proportion. 4 This is an extension of Unit 1 in Form II whence students were
given the meaning of rate, ratio and proportion. However,
Objectives: students should make clear that rate provides a comparison of
(1) To acquire further quantities not of the same kind and it bears a unit such as km per
knowledge in rate, ratio hour, while ratio compares quantities of the same kind and hence
and proportion. bears no unit. Students should be pointed out that ratio serves a
(2) To practise more in the better comparison between two quantities than using their
use of rate, ratio, difference. For example 10 is less than 20 by 10 just as 990 is less
proportion and than 1 000 by the same amount. However, using ratio, one can
variation. have a better view.
Since students have already seen some examples on rate, ratio
and proportion, questions like in what ratio certain mixture of
spirit could be mixed with water so as to decrease the percentage
of spirit in the original mixture can be discussed. Students should
make clear the idea of inverse ratio and hence its application. In
problems on rate of working, the idea of treating the job as a unit
93

quantity should be introduced for the manipulation.

5.2 Algebraic manipulation of ratio and 5 Basic rules for ratio and proportion should be discussed and
proportion. a c
proved. For example if = , then ad = bc and so on.
b d
Afterwards, ideas can be extended to continuous proportion, i.e.
a c e ka + mc + ne + "
If = = = " , then each is equal to
b d f kb + md + nf + "
where k, m, n, . . . are constants.
If it helps, numerical values could be used to show the
2 3
equality. For example since = one can see easily that 2 × 6
4 6
=3×4
 FORMS IV and V
Unit 5
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

5 5.3 Direct and inverse variation. 5 Students should make clear that variation refers to the change
of certain quantity as some of its related quantities are changed.
They should see that the change is regular and follows certain
rule. Idea of dependence and independence can be shown by
concrete examples such as the extension of spring with its acting
loads.
Examples like the payment of bus fares shows the idea of
direct variation and the sharing of a box of chocolates among
some children shows the idea of inverse variation. The
corresponding graphs of these two types of variation should be
sketched and discussed. Special attention should be drawn upon
the specific slopes of these graphs and hence a means to
determine the variation constant.

5.4 Joint and partial variation. 7 Examples in science like the related change in the volume,
94

pressure and absolute temperature of an ideal gas shows the idea

of joint variation. On the other hand, the cost for making school
badges with respect to the total number made illustrates the idea
of partial variation. Many such examples in science and everyday
life could be put forward to motivate students.

21

FORMS IV and V
Unit 6
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

6 More about trigonometry 6.1 Measurement of angles in radians. 2 Students should understand the meaning of a radian and the need
of introducing it for use in further mathematics.
Objectives: 6.2 Arc length and area of sector. 2 Students have already learned the ratio
(1) To learn the concept of method to find the arc length and area
circular measure. of sector. Now they should derive the
(2) To learn the functions formulae:
sine, cosine and tangent q = r θ , where θ is in radian
HPK
in the interval 0 to 2π,
measure. Area of sector HOKP =
i.e. 0° to 360°.
(3) To solve easy
1 r 2θ
2
where θ is in radian measure.
trigonometric equations.
(4) To learn the area 6.3 The functions sine, cosine, tangent and 4 In defining the functions sine, cosine and tangent in the
formula and the sine their graphs in the interval 0 to 2π, i.e. 0° interval 0 to 2π, i.e. 0° to 360°, teachers may find it useful to use
and cosine formulae of to 360°. coordinates. Mnemonics and formulae may be used provided
95

a triangle. students can work out the trigonometric ratios of any angles or
(5) To learn the techniques formulae from first principles. This is particularly important as
of solving triangles. students may use electronic calculators.
In drawing graphs from 0 to 2π, i.e. 0° to 360°, students may
π
find it useful to choose the scale at intervals of i.e. 30°.
6
Teachers can show students how and where the tangent graphs
approach infinity.

6.4 Easy trigonometric equations (solutions 6 At this stage, the solution of trigonometric equations is best
in the interval 0 to 2π, i.e. 0° to 360°). illustrated by examples. Initially some simple trigonometric func-
tions may be presented graphically and the students led to
discover the solutions of trigonometric equations from them.
After some practice, students should be taught to use tables to
solve trigonometric equations, including quadratic equations
which are factorizable. They are expected to be able to give all
solutions in the interval 0 to 2π, i.e. 0° to 360°.
 FORMS IV and V
Unit 6
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

6 Although it is obvious that there is no limit to the number of

possible solutions, the general solution of a trigonometric
equation need not be considered at this level.
1
6.5 Area of triangle as bc sin A . 2 The formula is true for any two sides and the included angle. It
2 can also be demonstrated that the formula is true for both acute
and obtuse angles.

6.6 The sine and cosine formulae of a 10 It is not difficult for students to see how the sine and cosine
triangle. formulae are derived.
Knowledge of the previous sub-unit can be used to derive the
sine formula.
When it comes to the ambiguous cases, that is, two sides and
one non-included angle, teachers should explain with the help of
separate diagrams such as
96

Case (I) Case (II )

The cosine formula may be derived from the Pythagoras’

Theorem or from the following three identities.
a = b cos C + c cos B
b = a cos C + c cos A
c = b cos A + a cos B

FORMS IV and V
Unit 6
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

6 It is worthwhile to note that the Pythagoras’ Theorem is a

special case of the cosine formula.
It should be noted that the sine formula and the cosine formula
together are sufficient to solve any triangle provided enough sides
and angles are given to fix the triangle. Students should study
elementary applications of these two formulae.

26
97
 FORMS IV and V
Unit 7
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

7 Arithmetic and geometric 7.1 Sequence and series. 2 Through the recognition of number patterns, students generally
progressions have no difficulty in understanding the meaning of sequence
which simply means a string of numbers, sometimes with an
Objectives: easily recognizable pattern. However, students often find it
(1) To recognize A.P. and difficult to define what a series is. It is suggested not to give a
G.P. formal definition of series. More examples, especially of
(2) To learn the use of Σ numerical type, should soon make the point clear. As a follow up
notation. to this topic, teachers may discuss some special number patterns
(3) To learn some such as triangular numbers, square numbers, rectangular
properties of A.P. and numbers, etc. In-depth treatment of these patterns, however,
G.P. should be avoided. The meaning of general term of a sequence
(4) To learn the summation should also be discussed and students are expected to know how
of A.P. and G.P. to write down the first few terms of a sequence when the general
term is given.

7.2 A.P. and G.P. 4 Students should be able to recognize these two types of pro-
98

gressions and also be able to write down the general terms when
the progressions are given. After enough practice, students may
consider progressions in which the constant increment or
multiplier is negative, fractional or the square root of a certain
number, etc. When a few terms of a progression are given,
students should also know how to insert any number of terms
between two given terms.

7.3 Summation notation. 3 As a preparation for the study of summation problems of A.P.
and G.P., teachers may find it useful to first introduce the
n
notation ∑ xi . For the sake of abbreviating the notation further,
i =1
it may be reduced to ∑ xi and even to ∑ x . It can be seen that
in actual manipulation, ∑ x is easier and more convenient to
handle than others, provided no confusion arises.

FORMS IV and V
Unit 7
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

7 Properties such as
(a) ∑(ax ± by ) = a ∑ x ± b ∑ y
(b) ∑( x ± y )2 = ∑ x 2 ± 2 ∑ xy + ∑ y 2
are useful in Unit 8. They may be introduced but proofs are not
required at this stage.

7.4 Summation of AP. and G.P. 5 The summation formulae may be derived using the Σ notation
or other methods but students are not expected to reproduce the
proofs. Practical examples should then be considered. The case of
infinite G.P. may be briefly discussed and illustrated by
examples. Thorough treatment of infinite series is not expected.

14
99
 FORMS IV and V
Unit 8
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

8 Probability and statistics 8.1 Addition and multiplication laws. 7 This sub-unit is a continuation of Unit 9 in Form III. After
students are acquainted with the idea of probability, it is natural
Objectives: for them to consider more complicated problems. Examples like
(1) To learn more about tossing coins, throwing dice and drawing cards illustrate the
probability and concepts of “mutually exclusive” and “independent events”. It
statistics. would be harmful to try to give a formal definition at this stage.
(2) To apply the basic laws The addition law may be illustrated by numerical examples.
in probability to simple The concept of the multiplication law may be interpreted as a
problems. fraction of a probability. Initially, it is desirable for students to
(3) To learn the concept tackle problems from the common sense point of view, finally
and measures of teachers should summarize the techniques in the form of the
dispersion of a above two laws. For demonstration, numerical examples should
distribution. not only involve theoretical probabilities but also experimental
(4) To learn some probabilities. For example:
100

applications of the mean The probability of having a boy in 0.55. What is the probability
and the standard of having a boy and a girl?
deviation.
8.2 Weighted averages. 6 The mean of a frequency distribution of Unit 11 in Form III is
in fact a mean weighted by its frequencies. It may be regarded as
a weighted average (mean). The concept of weighted average is
commonly known in practical life. Teachers should find no
difficulty in collecting examples in daily life to illustrate the
application of weighted average.
Example:
The following is the examination report of two students T1
and T2,

T1 T2 No. of periods per week

Chinese 70 90 10
English 65 60 8
Maths. 85 61 5

FORMS IV and V
Unit 8
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

8 Which student did better in the examination?

In order to answer such a question we consider their average
scores.
70 + 65 + 85
The average score of T1 =
3
= 73.33
90 + 60 + 61
The average score of T2 =
3
= 70.33
We say that T1 did better than T2.
On the other hand, if we take the weighted averages with the
number of periods per week as weights then
70 × 10 + 65 × 8 + 85 × 5
the weighted average of T1 =
10 + 8 + 5
101

= 71.52
90 × 10 + 60 × 8 + 61× 5
the weighted average of T2 =
10 + 8 + 5
= 73.26
We then say that T2 did better than T1.
Can we have other conclusions?

8.3 Measures of dispersion: range, mean 6 In statistics, we accept that a set of data cannot be perfectly
deviation, variance and standard uniform. Teachers may use the following examples for
deviation (grouped and ungrouped data). illustration:
(a) the weights of children having the same height;
(b) the measurements of the diameter of a circle by different
children;
(c) the heights of the ceiling as estimated by the students in the
class;
(d) the monthly expenditure of families of the same size;
(e) the prices of the same brand of rice in different shops.
(Students may be asked to collect the date themselves so that they
may have a better feeling of the variability.)
 FORMS IV and V
Unit 8
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

8 To measure the variability (dispersion) of a set of data, we may

use the range, the mean deviation, the variance .or the standard
deviation.
The simplest measure of dispersion is the range, which is
defined as the difference between the largest and the smallest
values in a set of data. The disadvantage of this measure is that it
does not take the intermediate values into account. Thus, the
following distributions
102

have the same range, but certainly not the same dispersion.
1
A better measure is the mean deviation = ∑ f x − x
n
The mean deviation directly gives the average difference of each
number from the mean. Teachers should give a full explanation
(including the absolute sign) as to how the mean deviation can
measure the dispersion of the distribution. However, as the
absolute sign is very difficult to handle in mathematical
computation, we consider the
1
variance = ∑ f ( x − x )2 .
n

FORMS IV and V
Unit 8
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

8 This is also regarded as a measure of dispersion. The idea of

squaring the difference from the mean is to eliminate the absolute
sign. However, the variance has a disadvantage of having a
higher dimension. To reduce it to the same dimension as the data,
it is quite natural to use the

1
standard deviation(s) = ∑ f ( x − x )2
n
The relation between the graph of the distribution and its standard
deviation should be shown.
For example:

Small value of s Large value of s

103

At this stage, we shall only consider the “spread” of the graphs

with reference to the standard deviation.
 FORMS IV and V
Unit 8
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

8 Students should acquire “feeling” for the meaning of mean and

standard deviation. This is much more important than expertise in
their calculation. Each time they consider a distribution, they may
be asked “What percentage of the readings lies within one
standard deviation of the mean, within two standard
deviations, ...?”. We may mention that for many of the
distributions we meet in daily life, business and industry,
2
especially those with a bell shape, about of the data lies
3
within one standard deviation from the mean, and almost all
within three standard deviations. However, a treatment on normal
distribution should not be included.

8.4 Method of computing standard deviation 9 With certain calculators, we can obtain the value of s by simply
(grouped and ungrouped data). pressing the s-key (or δ-key). However, students should also
104

know how the value of s is computed. Obviously, s may be

computed directly from its definition. An alternative method is to
use the following formula:
2
1 1 
s= ∑ fx 2 −  ∑ fx 
n n 

Students are not expected to know how to derive the second

formula from the first, but a discussion of the derivation led by
teacher will give them faith that the formulae are equivalent.
(Teachers should note that the formula used in many calculators
for s is
1
s= ∑ f ( x − x )2 , since it is a better estimate of the
n −1
standard deviation of the population from which a sample has
been taken. Some calculators provide separate keys for
calculating s using these two different formulae.)

FORMS IV and V
Unit 8
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

8 8.5 Application of standard deviation. 9 In the teaching of the standard deviation of a distribution,
greater emphasis should be placed on the understanding of
standard deviation as a measure of dispersion (variability) rather
than on the numerical calculation from a complex set of data.
Extensive quantitative applications of the standard deviation are
not expected but the following examples may be taken as
illustrations:

Example 1 (Standard scores)

x−x
The standard score z = is a conversion of raw scores
s
for comparison purposes. Teachers should explain the difference
x−x
x − x and the ratio . The standard score is commonly
105

s
used in examinations for comparison of students' abilities in
different tests. Let us consider the marks in History and
Geography of a class of ten students. If a certain student D scores
82 in History and 69 in Geography, in which subject does he do
better?

The scores
Student History Geography
A 95 60
B 90 50
C 80 55
D 82 69
E 79 61
F 60 68
G 70 70
H 85 59
J 68 72
 FORMS IV and V
Unit 8
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

8 Apparently the student has done relatively better in History.

But, if we investigate the scores of the class carefully, we may
have a completely different picture.

x1 = 78.4 x2 = 63.5
s1 = 9.99 s2 = 7.17
82 − 78.4 69 − 63.5
z1 = = 0.36 z2 = = 0.77
9.99 7.17
It is natural to assume that the performance of the class is
consistent in the two tests. We can then quite reasonably say,
from another point of view, that the student does better in
Geography than in History.
106

Example 2 (Life time of electric bulbs)

As a result of tests on electric light bulbs, it was found that the
lifetime of a particular make was distributed symmetrically about
the mean. The mean lifetime was 2000 hours and the standard
deviation was 80 hours. What proportion of bulbs can be
expected to have a lifetime
(a) of more than 1 920 hours, and
(b) of more than 2080 hours?

Example 3 (Standard deviation as an indication of precision)

Two instruments, A and B, are used to measure a quantity for
the same number of times (20 times with each instrument, say). A
gives a standard deviation of 2.6 units while B gives a standard
deviation of 1.6 units. Which instrument is more precise?

FORMS IV and V
Unit 1
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

8 Example 4 (Use of standard deviation to measure non-uniformity)

Each of two factories employs the same number of workers.
When the monthly salaries of the workers are processed, it is
found that the standard deviation of the salaries for the workers of
Factory A is $200 while that of Factory B is $50. Which factory
offers more uniform salaries to its workers?

Example 5 (Use of standard deviation for setting up acceptable

limits)
Bags of sugar are filled to the nominal weight of µ kg by a
machine. The actual weights of the sugar in the bags are thus not
necessarily equal to µ kg, but can be somewhat higher or
somewhat lower. If a bag weighs much below its nominal value,
the customer may claim refund. Usually, the limit for
underweight is expressed as the nominal weight minus a certain
107

multiple of the standard deviation (e.g. µ − 3σ). Thus, if the

nominal weight is 1 kg and the standard deviation is 20 g, the
customer may claim refund for a bag of sugar less than 0.94 kg.

37
 FORMS IV and V
Unit 9
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

9 Inequalities 9.1 The number line and the solution of 4 This is a revision of the material taught in F. I to F. III.
linear inequalities in one variable. Students should begin with examples like x > a or x < b and then
Objectives: proceed to consider the general inequality ax + b > c. Experience
(1) To learn the graphical shows that it is effective to mark the intervals on the number line
representation of by coloured chalk. Inequalities involving “≥” should also be
algebraic inequalities on discussed in a similar way. The terms closed and open intervals
number lines and on a should be introduced and discussed. There are many ways to
plane. mark the closed and open intervals on a number line. The
(2) To learn the solution of example below indicates one way.
algebraic inequalities
and to apply it to linear −4 < x < 3
programming problems. open interval
(3) To learn the tabulation
method to solve −4 ≤ x ≤ 4
quadratic inequalities. closed interval
108

−5 < x ≤ 4 half open (or

half closed)
interval

9.2 Quadratic inequalities in one variable. 4 A table such as the one below leads easily to the solution of
( x + 5)( x − 7) < 0 or ( x + 5)( x − 7) ≥ 0 .

x … -5 … 7 …
(x + 5) − 0 + + +
(x − 7) − − − 0 +
(x + 5)(x − 7) + 0 − 0 +
Graphical representation may help students to understand the
solutions.

FORMS IV and V
Unit 9
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

9 For able students, they can also consider examples like:

( x − 1)( x + 2)
( x − 1)( x + 2)( x + 4)( x − 7) < 0 or ≥0
( x + 4)( x − 7)
If they do, the expression on the left should be given in
factorized form.

9.3 Solution of linear inequalities in two 7 It is recommended to introduce the sub-unit from easy in
variables. equalities of one variable to more complicated ones in two
variables.
The following is a possible sequence of examples to be
considered:

(a) y > c
(b) y > d
(c) x > c and y > d
109

(d ) x > c or y > d
(e ) x + y > a
(f) ax + by > c
Inequalities involving “≥” should also be discussed in a similar
way. Graphical representation of solution in each case should be
presented neatly on the board and marked with coloured chalk if
available. The use of overhead projector, graph board, magnetic
graph board or pin board are desirable. In cases where two or
three linear inequalities (normally not more than three) are
considered, teachers may find it convenient to use the terms
“union” and “intersection” informally.

9.4 Application to linear programming. 4 This demonstrates the use of linear inequalities. School texts
are full of graphical examples in linear programming involving
two variables. Teachers should try to introduce problems that are
more practical and meaningful. A theoretical approach to linear
programming is not necessary and discussion should be restricted
to graphical treatment.

19
 FORMS IV and V
Unit 10
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

10 Application of trigonometry 10.1 True bearings. 2 In Form III, students were introduced to the two principal
methods of indicating the direction: Compass bearings and True
Objective: bearings. For calculation at this level, students are expected to use
To apply trigonometric true bearings. Simple problems involving bearings of one point
knowledge in solving two and from another or vice versa should be discussed.
three dimensional problems.
10.2 Easy problems in two and three 9 There are many practical problems which involve sine and
dimensions. cosine formulae, both in two and in three dimensions. In
particular, problems involving the line of greatest slope would be
of interest to students. For three dimensional problems, students
should investigate how to solve simple problems involving
(a) the angle between two intersecting lines,
(b) the angle between a line and a plane, and
110

(c) the angle between two intersecting planes.

Only those problems reducible to right-angled triangles are to
be considered.
Teachers may also find wire-models or 3-D teaching aids
useful for explanation and illustration.

11

FORMS IV and V
Unit 1
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

11 Coordinate treatment of 11.1 Establishing the concept of locus. 2 Approach this idea in as many practical ways as possible e.g.
straight lines and circles paths of a moving point, a moving line, a moving area and
moving objects.
Objectives:
(1) To learn the idea of loci 11.2 Construction of loci within a plane. 5 Construction of the locus of a point moving equidistantly from
as a basis for further (a) a fixed point, (b) two fixed points, (c) a fixed line, and (d) two
work on simple conics. fixed lines.
(2) To discover the Using simple apparatus such as string, spirograph and mecano-
relationship of the graph, students may construct parabola, ellipse, cycloid and a
slopes of parallel lines variety of other loci.
and that of The important thing is to select apparatus where the scribe
perpendicular lines. moves according to the given conditions.
(3) To look at the circle
from the coordinate 11.3 Straight line, gradient, parallel and 8 Revision of y = mx + c emphasizing that the gradient (slope)
point of view, and to perpendicular lines. is also the tangent of the angle θ made with the x-axis. Now that
study the equation of tan θ has been defined for the general angle, it is easily
circle.
demonstrated that m = tan θ for θ obtuse as well as acute.
111

(4) To understand the

possible intersections Hence, lines are parallel when m1 = m2 for θ obtuse as well as
between a straight line acute.
and a circle. To demonstrate that for perpendicular lines m1m2 = −1 use
the theorem about exterior angle of a triangle and
1
tan(90° + θ) = − .
tan θ
Multiple angles should not be used at this stage. The case θ = 90°
may be discussed separately.
This work used with the mid-point of a line segment opens up
further links with other geometry units. Exercises relating to
properties of plane figures, such as the diagonals of a
parallelogram bisect each other, should give students an
awareness of the usefulness of the coordinate system.
 FORMS IV and V
Unit 11
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

11 11.4 Equation of a circle with centre at the 綫

origin.
綫

11.5 Equation of a circle in general position. 3 r

x2 + y2 = r 2

r
112

11.6 6
(h, k)
x 2 + y 2 + Dx + Ey + F = 0
or ( x − h) 2 + ( y − k ) 2 = r 2 .

綫 6 綫

綫
b 2 − 4ac = 0
30

FORMS IV and V
Unit 12
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

12 Approximate solution of 12.1 Graphical solution of equations. By now, students should be able to solve quadratic equations
simple equations (with real roots). Taking them a step further, teachers may lead
students to consider the solution of other simple equations such as
Objectives: x = cos x , x3 − x − 2 = 0 . Many of these equations cannot be
(1) To revise and extend
solved algebraically to give exact solutions, but most of them can
the idea of representing
be solved graphically to give approximate solutions. Teachers
equations by graphs.
should review the graphical representation and solution of
(2) To learn how to solve
quadratic equations studied in Form III (Sub-unit 8.3).
simple equations by
Several graphical methods are available for solving simple
graphical methods.
equations. One method is to arrange the equation in the form
(3) To learn the method of
bisection for solving f ( x) = 0 . With the help of calculators, it is relatively easy to
simple equations to a make a table of values of f ( x) for suitable values of x and plot
prescribed degree of the graph y = f ( x) . At a real root of the equation f ( x) = 0 ,
accuracy. y = 0 and hence the root is the value of x where the graph crosses
the x-axis and this can be read from the graph.
113
 FORMS IV and V
Unit 12
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

12 5 Another commonly used method is to arrange the equation in

the form x = g ( x) and plot the graphs y = x and y = g ( x) . The
points of intersection of these graphs then give the roots of the
equation. More generally, we may arrange the equation
f ( x) = 0 in the form g ( x) = h( x) and the roots are given by
the points of intersection of the curves y = g ( x) and y = h( x) .
Teachers should give an comparison of the methods. Note that
answers can be read more easily and more accurately if the curves
intersect almost at right angles, and this may serve as one
criterion for choosing the graphical method used.
114

FORMS IV and V
Unit 12
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

12 12.2 Method of bisection. 10 While graphical methods work well for many simple
equations, they have the disadvantage that the accuracy of the
answers cannot be controlled easily. A simple method which can
be used to improve the accuracy of the graphical solution and to
give the solution to a prescribed degree of accuracy is the method
of bisection. In this method, we first find an interval which
“brackets” the root and then reduce the “bracketing” interval
successively by half until finally the root is “trapped” within an
arbitrarily small interval.
115
 FORMS IV and V
Unit 12
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

12 For a simple root, a bracketing interval xL < x < xR has the

property that f ( xL ) and f ( xR ) have opposite signs, i.e.
f ( xL ) f ( xR ) < 0 .
The teacher may introduce the method by the following example:
Find the real root of
x log x − 1.2 = 0
correct to two decimal places. (The log is to base 10.)
A graphical method may be employed to find the first
approximation of the root. Alternatively, the following table may
serve to find the first bracketing interval:

x f ( x) = x log x − 1.2
1 −12
2 −0.598
116

3 0.231

∴ the true root x0 must lie between 2 and 3 and hence we

calculate f (2.5) next.

FORMS IV and V
Unit 1
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

12 The table below shows the working and should be easy to

follow:

x f ( x) = x log x − 1.2 Observation and further step

∴ 2.5 < x0 < 3.0
2.5 −0.205 1
Next find f (2.75) ;
3.0 0.231 4
f (2.75) = 0.008 2
2.5 −0.205 1 ∴ 2.5 < x0 < 2.75
2.75 0.008 2 f (2.625) = −0.099 8
2.625 −0.099 8 ∴ 2625 < x0 < 2.750
2.750 0.008 2 f (2.688) = −0.045 7
117

2.688 −0.045 7 ∴ 2.688 < x0 < 2.750

2.750 0.008 2 f (2.719) = −0.018 8
2.719 −0.018 8 ∴ 2.719 < x0 < 2.750
2.750 0.008 2 f (2.735) = −0.004 9
2.735 −0.004 9 ∴ 2.735 < x0 < 2.750
2.750 0.008 2 f (2.742) = 0.001 2
2.735 −0.0049
2.742 0.001 2
Since 2.735 < x0 < 2.742, x0 = 2.74 correct to 2 decimal
places.
A sequence of sketches accompanying the steps will illustrate
the process still better.
 FORMS IV and V
Unit 1
Unit Time
No. Basic Content/Objectives Detailed Content Ratio Notes on Teaching

Notes
(a) At this level, only equations with simple roots will be
considered. Equations with equal roots, and more generally,
cases where the bisection method does not work, may be
discussed qualitatively. Students are not expected to handle
such cases themselves.
(b) A detailed discussion of the advantages and disadvantages
of the bisection method may not be fully appreciated by
students at this level. as no other numerical methods have
been introduced for comparison. However, after working
through several examples, students may realize (i) that the
method should work for most of the simple equations, and
(ii) a considerable number of iterations may be required to
achieve a specified degree of accuracy.
(c) The number of iterations required may be calculated as
118

follows: if the initial bracketing interval has width w, then

after n iterations, the width will be reduced to ( 12 )w. For an
accuracy of 2 decimal places, say, this width < 0.01 and so
log(100w)
n> .
log 2

15
Total : 273
 APPENDIX

OUTLINE OF THE CONTENT OF THE SYLLABUS

(STRAND FORM)

STRAND A STRAND N STRAND G STRAND S STRAND T

Form I 1. Numbers and 1. Percentages. 1. Use of protractor 1. Statistical data.
counting. 2. Simple areas and and compasses and
2. Formulae, open volumes. basic properties of
sentences and 3. Approximation and angles and simple
simple equations. measurement. shapes.
3. Negative 2. Introduction to
numbers and the coordinates.
extended number 3. Angle and line
line. segment bisection.
4. Algebraic 4. Angles and parallel
expressions. lines.
5. More about
119

negative
numbers.
6. More about
algebraic
expressions.

Form II 1. Polynomials. 1 Rate, ratio and 1. Angles of triangles 1. Frequency 1. The sine, cosine and
2. Use of formulae. proportion. and polygons. distribution and its tangent ratios.
3. Simultaneous 2. Approximation. 2. Pythagoras’ graphical 2. Trigonometric
linear equations 3. Circle, rectangular Theorem: use of representations. relations.
in two unknowns. block, prism and square root tables.
4. Equations and cylinder. 3. More about
identities. 4. Using percentages. coordinates.
 STRAND A STRAND N STRAND G STRAND S STRAND T
Form III 1. Laws of indices. 1. More about 1. More about 1. Simple idea of 1. Using trigonometry.
2. Inequalities in percentages. congruence, probability.
algebra. 2. Common similarity and 2. Measures of central
3. Quadratic logarithms. parallels. tendency.
equations. 3. Mensuration. 2. Coordinate 3. Uses and abuses of
geometry of straight statistics.
lines.

Form 1. More about 1. Basic properties of a 1. Probability and 1. More about

IV – V
quadratic circle. statistics. trigonometry.
equations; surds. 2. Coordinate 2. Application of
2. Functions. treatment of straight trigonometry.
3. More about lines and circles.
120

polynomials.
4. Proportion and
variation.
5. Arithmetic and
geometric
progressions.
6. Inequalities.
7. Approximate
solution of simple
equations.