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7 80 57 6
matrix, identity matrix or unit matrix
and equal matrix.
or
70 72
87 80
56 70
7 82 70 0
1.2 Matrix Addition, Show the addition and subtraction of When doing subtraction, give strong
Subtraction and two matrices. emphasis that the minus sign should
Multiplication by a not be touched when multiplying the
Scalar scalar of the second matrix with the
Show the multiplication of a matrix elements of that matrix. For example,
by a scalar quantity. 2 −3 −1 5
4
− 2
=
1 1 −5
2 −3 −2 10
4
−
1 2 −10
A common mistake at this step is
2 −3 2 −10
4
− 2 10
1
Content coverage Scope and Development Suggested activities Resources
SPN-21 (Interim Stage) Year 10Fast Track (2 + 2) Page 2 of 27
1.3 Matrix Multiplication Explain the technique of the Use real life example to show the logic
multiplication of two matrices. of multiplying row with column. You
Emphasize that two matrices can may use the example stated above.
only be multiplied when the number That is considering the sales of a
of columns in the first matrix is the department store for the 2 items on 2
same as the number of rows in the successive days. In addition, let the
second matrix. price of the bag be $8 per piece and
the belt at $3 per piece.
Present the above information in
Show the results that AB ≠ BA.
matrix form. Explain clearly how to
(except for multiplication by
calculate the total amount of money
identity matrix
received by the store for the two days
where IA = AI).
sales.
Explain how the row in the first matrix
is related to the column in the second
matrix so that it can be multiplied.
Hence, generalize the technique and
proceed to show the technique of
multiplication of two (2 x 2)
matrices and matrices of different
orders:
(a) Label the rows of the first matrix
R1, R2 etc and the columns of the
second matrix C1, C2 etc and then
calculate R1C1, R1C2 etc outside
the main step. After multiplying all
the rows and columns, write down
all the products follow the row and
column numbers in the resultant
matrix.
(b) Making summary “Row x Column”.
(c) Stress on the importance of
correct order for
the answer.
2.1 Translation Introduce translation as a Explain that transformations act upon http://www.bbc.co.uk/s
transformation that moves all object points would change them (in chools/gcsebitesize/m
objects through a fixed distance in a terms of position) into image points. aths/
fixed direction. When an object figure is transformed shape/transformations
Show examples where students have into an image figure, there could be rev1.shtml
to find images of the figures when changes in the shape and size of the
given a translation in a diagram or image. The transformations of
description in words. translation, reflection and rotation are
isometric as they do not cause any
Describe fully in words the changes in shape or size i.e. the
translation given in a diagram by objects and images are congruent.
h
stating the translation vector
k
.
2.2 Reflection Introduce reflection as a Relate reflection to study of reflection
transformation that reflects an of light in science as the same
object point in the line of reflection properties apply especially the
onto its image point. Discuss concept of lateral inversion.
properties of reflection in terms of
the object distance equals the image
distance and the line of reflection is
perpendicular to the line joining the
object point and the image point.
Show examples where students have
to draw the images for individual
points when given a line of
This property is important as it helps
reflection. Focus on the x- and y-
students to distinguish between a
axes, lines parallel to the axes, y = x
reflection and a rotation when asked
and y = −x.
to describe a transformation.
Extend the concept to figures and
show that if ∆ABC is labelled in the
clockwise direction, then the image,
∆A1B1C1 will be in the
anticlockwise direction and vice
versa.
Given a point P and its image P1 on a
A B
A D
→ → →
BC = AB + AC .
A C B
A C B
4.1 Basic Concepts Define set as a collection of similar Require students to group sets of http://assets.cambridg
objects. similar objects, for examples, a set of e.org/0521539021/sa
stationery = {pen, pencil, eraser, mple/0521539021WS.
Use set language and set notation to ruler}, a set of boys = {Ali, Ahmad, pdf
describe sets and represent John}, etc. Then introduce the term
relationships between sets as set, element and the number of http://www.mathworld.
follows: elements. wolfram.com/VennDia
For examples: Give examples of sets where the gram.html
A = { x : x is a natural number} different set notations are used –
B = { (x, y) : y = mx + c} using lists of numbers or alphabets.
4.3 Venn Diagram Present the set operations using Use Venn diagram to show the
Venn diagrams and shade the relationship between the sets and
defined region and vice versa. discuss the meaning of the different
regions of the diagram.
Describe set notations in words.
Caution students on correct use of
terms and the necessity to write
statements in detail especially in
cases involving the ∪ and ⊂ symbols
e.g. If M = {set of students studying
mathematics} and P = {set of
students studying physics},
(i) M ∪ P is the set of students
studying mathematics or physics
or both mathematics and physics,
(ii) P ⊂ M means all students
studying physics also study
mathematics.
SPN-21 (Interim Stage) Year 10Fast Track (2 + 2) Page 21 of 27
4.4 Problem Solving Interpret key words like ‘both’, ‘and’, Introduce the study of set as a tool for
‘either’, ‘or’, ‘neither’, ‘nor’ and problem solving.
‘not’.
Solve word problems using Venn
diagrams to find the number of
elements in a set.
Solve word problems involving
finding the maximum and minimum
possible value.
5.1 Data Collection and Review how to organize Discuss examples where the diagrams http://www.geohive.co
Data statistical data and represent it in give misleading information e.g. bar m
Presentation different ways such as bar charts, charts that do not start from the origin
histograms, pie charts and and pictograms that show a 3-D object http://www.mathsisfun
pictograms. enlarged with a factor of 2 to .com /data.html
represent twice a given quantity.
Present ungrouped data using
frequency tables and histograms.
5.2 Mean, Mode and Review the term mean, mode Use statistics to compare the weather http://www.mathforum
Median and median. in different parts of the world, e.g. to .org/trscavo/statistics/
investigate which place has the comtents.html
Revise the method of finding the largest mean temperature difference
mean, mode and median for between summer and winter. http://www.nytimes.co
ungrouped data m/learning/teachers/le
Extend the idea to the finding of ssons/20061128tuesd
mean, mode and median from ay.html
frequency tables and bar charts
5.3 Frequency Present grouped data by using Use a simple example to show how
Distribution Table for frequency tables and histograms discrete data can be grouped into
Grouped Data with equal intervals equal classes e.g. investigate the
Including Frequency length of words used in two different
Polygons Show a frequency polygon newspapers and present the findings
derived from a histogram by joining using statistical diagrams.
SPN-21 (Interim Stage) Year 10Fast Track (2 + 2) Page 22 of 27
the midpoints of upper side of
horizontal rectangles of the
histogram.
5.6 Percentiles, Introduce the term percentile and its Use a cumulative frequency curve to
Quartiles and meaning. explain percentiles and show how to
Interquartile Range Use a cumulative frequency curve estimate these from graphs
to explain percentiles (introduce the
25th, 50th, 75th percentiles) and show
how to estimate these from a graph.
Explain that the median is the 50th
percentile, the lower quartile is the
25th percentile, the upper quartile is The words “more than” or “less than” in
the 75th percentile. the question indicates whether the
Show how to find the median, answer is on the top portion or bottom
quartiles, percentiles and inter portion of the vertical axis (cumulative
quartile range from a cumulative frequency)
frequency curve.
Show how to find the frequency for
a given range of values