S3 Ma Sow (2013)

Hwa Chong Institution (High School Section)
Subject: Integrated Mathematics Level: Sec 3 IP/SMTP

2013 Scheme of Work

OVERVIEW
Term 1 Term 2 Term 3 Term 4
Algebra III* (7 wk)
Unit 1: Advanced Algebraic Manipulation* (1 wk)
Unit 2: Matrices (0.5 wk)
Unit 3: Simultaneous Equations (0.5 wk)
Unit 4: Solving Quadratic Equations and Inequalities*
(3 wk)
Unit 5: Remainder & Factor Theorem (2 wk)

Indices III* (2.5 wk)
Unit 1: Indices and Surds* (0.5 wk)
Unit 2: Logarithmic and Exponential
Functions* (2 wk)

Trigonometry III (4.5 wk)
Unit 1: Triangle Trigonometry (1.5 wk)
Unit 2: Trigonometric Ratios (1 wk)
Unit 3: Trigonometric Identities and
Equations (1 wk)
Unit 4: Basic Graphs of Trigonometric
Functions (1 wk)

Coordinate Geometry II* (3 wk)
Unit 1: Coordinate Geometry* (1.5 wk)
Unit 2: Linear Law (1.5 wk)

Functions I* (4 wk)
Unit 1: Relations, Functions and
Modulus Functions (2 wk)
Unit 2: Standard Graphs* (1 wk)
Unit 3: Variation (1 wk)

Revision (2 wk)

2 Class Tests 2 Class Tests 2 Class Tests EOY Exam

Schedule Curriculum of Core Curriculum of Connection Curriculum of Practice

Curriculum of Identity
Term 1
(1 week)
Topic: Algebra III*
Unit 1: Advanced Algebraic
Manipulation*

1. Expand and factorize more complex
algebraic expressions.
2. Change the subject of a formula
3. Add and subtract algebraic fractions
with quadratic denominators leaving
answer as a single fraction in
simplest form
4. Solving equations involving rational
fractions
5. Manipulate algebraic
formulae:*
3 3 2 2
( )( ) a b a b a ab b = + +
3 3 2 2
( )( ) a b a b a ab b + = + +
Connections:
Apply change of subject for scientific formulae-conversion
between Fehranheit and Celsius

( 1)
1 2 3 ...
2
n n
n
+
+ + + + =
( 1) ( 1)( 2)
1 3 6 ...
2 6
n n n n n + + +
+ + + + =
2 2 2 2
( 1)(2 1)
1 2 3 ...
6
n n n
n
+ +
+ + + + =

3 3 3 3 2
1 2 3 ... (1 2 3 ... ) n n + + + + = + + + +

Practice:
Derivation of quadratic formula by
completing the square.

Identity:
Life of mathematicians

2013 Scheme of Work

Term 1
(0.5 week)
Unit 2: Matrices

1. Present information in the form of a
matrix of any order,
2. Define equal, zero, identity
matrices.
3. Find unknowns in equal matrices.
4. Perform addition and subtraction on
matrices of same order, perform
scalar multiplication.
5. Perform matrix multiplication on
small order matrices.
6. Find determinant of a 2 2 matrix,
7. Understand singular and non-
singular matrices,
8. Find the inverse of a 2 2 non-
singular matrix by formula,
9. Express a pair of simultaneous
linear equations in matrix form and
solving the equations by inverse
matrix method.

Connections:

Use of matrix in solving system of equations.

Matrices & transformations

Learning Experiences:
Students should have the opportunities to:
(LE O/3-4/N9a)

Justify if two matrices can be multiplied by checking the
orders of the matrices.
(LE O/3-4/N9b)

Discuss some applications of matrix multiplication, e.g.
decoding messages and transformation matrices for movie
making.

Practice:

Use of matrices in crytography

Optimization problem

Hill Cipher

Computer Security/encrypt

Harry Potter & cryptography

Use of Excel in Crytography

Using GC to input matrices and to
compute inverse matrices simplify
decoding process.
Identity:

Self-study

Explore history of matrices

Explore use of matrices in
transformation: Eigen values and
Eigen vectors for the purpose of
orthogonalization

Term 1
(0.5 week)
Unit 3: Simultaneous Equations

1. Solve linear and non-linear
simultaneous equations
2. Discuss the geometrical significance
of the algebraic solution of
simultaneous equations with the use
of suitable IT tools,
3. Discuss the number of solutions of a
pair of simultaneous linear and non-
linear equations (i.e. there may be 2
solutions, 1 solution or no solution),
4. Solve word problems involving
linear and non-linear equations.

Connections:

Using geogebra to investigate the relationship between the
nature of solutions of a pair of SE (one linear & one non-
linear) and the number of points of intersection.

Application in physics, decision making (linear algebra),
business problems

Practice:

Optimization Problem

Linear Programming

Identity:

Online independent study
2013 Scheme of Work

Term 1
(3 week)
Unit 4: Quadratic Equations and
Inequalities*

1. Conditions for a quadratic equation
to have:
(a) two real roots
(b) two equal roots
(c) no real roots
and related conditions for a given line to:
(a) intersect a given curve
(b) be a tangent to a given curve
(c) not intersect a given curve
2. Conditions for
2
ax bx c + +
to be
always positive (or always negative)
3. Relationships between the roots and
coefficients of a quadratic equation
4. Solving quadratic inequalities, and
representing the solution on the
number line
5. Solve inequalities of the form*

( )( )
0
( )( )
x a x b
x c x d

>

.

Connections:

Satellite dishes, solar cooker, headlights, whispering
gallery, medical device to blast kidney stone.

Parabola Vs Catenary

iPhone game,

Winter Olympic (need Calculus)

Spaceship & Star (NCTM)

(LE O/3-4/N7a)
Explain why there are no real solutions to a quadratic
equation
2
0 ax bx c + + = when
2
4 b ac is negative.

(LE A/A1a)
Explain how the roots of the equation
2
0 ax bx c + + =
are related to the sign of
2
4 b ac .
(LE A/A1b)
Transform
2
ax bx c + + to the form
2
( ) a x h k + and
use it to (i) sketch the graph;
and (ii) deduce the quadratic formula.
(LE A/A1c)
Use a graphing software to investigate how the positions of
the graph
2
y ax bx c = + + vary with the sign of
2
4 b ac , and describe the graph when
2
4 0 b ac < .
(LE A/A1d)
Use a graphing software to investigate the relationship
Practice:

Derivation of quadratic formula
expose students to algebraic
manipulation experienced by
practitioner.

Identity:

Explore History
Diophantus, Al-Kharizmi, Abu
Kamil Babylonian tablets
(Math Through the Ages)

2013 Scheme of Work

between the number of points of intersection and the nature
of solutions of a pair of simultaneous equations, one
linear and one quadratic.
(LE A/A1e)
Examine the solution of a quadratic equation and that of its
related quadratic inequality (e.g.
2
4 5 0 x x + = 0 and
2
4 5 0 x x + > ), and describe both solutions and their
relationship.

Term 1
(2 week)
Unit 5: Remainder & Factor Theorem

1. Definition of polynomial.
2. Multiplication and division of
polynomial.
3. Types of equations identity vs
conditional equation.
4. Equating two equivalent
polynomials and then comparing
coefficients
f x Q x D x R x = + ( ) ( ) ( ) ( )
5. Able to recognize quotient &
remainder from a given identity.
6. Know the Division Algorithm (long
division)
7. Define remainder theorem and know
its limitation.
8. Apply reminder theorem to solve for
unknowns in polynomial.
9. Able to revert back to the division
algorithm to find the quotient and
the remainder when the divisor is
non-linear
10. Define factor theorem
11. Use factor theorem to solve for
unknowns in polynomial.
12. Apply factor theorem to factorise
cubic expressions and solve cubic
equations,

Connections:

Connect polynomial division to number division algorithm

Use of factor theorem in curve-sketching

Relate cubic equations to design of roller coasters
(consideration of max allowed speed) and link to integrated
resorts.

Arithmetic in Nine Sections,

Fundamental theorem of algebra

Ancient questions on
1. Trisecting an angle
2. Doubling the cube
3. Constructing a regular heptagon

Tartaglia Vs Cardano in solving of cubic equations.

(LE A/A3a)
Make connections between division of polynomial and
division of whole number, and express the division
algorithm as ( ) ( ) ( ) P x x a Q x R = + .
(LE A/A3b)
Practice:

Use graphing tools to explore
characteristics of cubic curves.

Using a sheet of A4 size page to
display the mathematics of
polynomials. (Refer to Panpac
Textbook Pg 78)

Identity:

Self-exploration of polynomial of
higher degree.

2013 Scheme of Work

Associate the remainder and factor theorems with the
division algorithm.
(LE A/A3c)
Use a graphing software to investigate the graph of a cubic
polynomial and discuss
(i) the linear factors of the polynomial and the number of
real roots; and
(ii) the number of real roots of the related cubic equation,
with reference to the points of intersection with the x-axis
Term 2
(1 week)
Topic: Indices III*
Unit 1: Indices and Surds*

1. Recognise surds and state the rules
of surds
2. Perform arithmetical operations
(addition, subtraction, and
multiplication) on expressions
involving simple surds in the
numerator
3. Rationalise fractions involving surds
in the denominator
4. Solve problem sums involving surds
5. Solve equations involving surds.
6. Solve challenging equations
involving surds.*

Connections:

History of Surds
http://www.mathsisgoodforyou.com/AS/surds.htm

Hotel Infinity
http://www.mathsisgoodforyou.com/artefacts/hilberthotel.ht
m

Financial ideas

(LE A/A2a)

Make sense of numbers in surd form and recognise that the
quadratic formula gives the real roots of quadratic equations
in various forms (integer, rational number and conjugate
surds).
Practice:

Use of scientific notation for real life
data.

Term 2
(2 week)
Unit 2: Logarithmic and Exponential
Functions*

1. Know functions
, e , log , ln
a
x x
a x x and their
graphs
2. Know equivalence of
log
x
a
y a x y = =
Connections:

Richter Scales and Earthquakes, Decibel Systems

Use graphing tools to explore growth and decay phenomena

(LE A/A5a)
Practice:

Model real-life problems using
exponential functions, such as the
half-life function and heat cooling
function.

Invention of Logarithms

Log tables
Identity:

Caring Thinking Module:
How students can help in face of
natural disasters

NE:
Sichuan Earthquake 2008

Effects of Indonesian Tremors to
2013 Scheme of Work

3. Show that log 1
a
a = and
log 1 0
a
= for any 0 a > and
1 a =
4. Understand and apply Laws of
logarithms:
(1) product (2) quotient (3) power (4)
change-of-base laws
5. Solve equations involving
exponential and logarithmic
functions
6. Solve challenging equations
involving exponential and
logarithmic functions.*

Use a graphing software to explore the characteristics of
various functions.
(LE A/A5b)
Relate the solution of the equation f ( ) 0 x = to the graph
f ( ) y x = to verify the existence of the solutions or to
justify that the solution does not exist.
(LE A/A5c)
Use a graphing software to display real-world data
graphically and match it with an appropriate function.
(LE A/A5d)
Relate the exponential and logarithmic functions to sciences
(e.g. pH value, Richter scale of earthquakes, decibel scale
for sound intensity, radioactive decay, population growth).

Use of Semi-log graph in scientific
research, pH scale

Singapore

Term 2
(1.5 week)
Topic: Trigonometry III
Unit 1: Triangle Trigonometry

1. Solve triangles through Sine Rule &
Cosine rule
2. Formula for area of triangle
3. know the concept of bearings
4. Solve 2D, 3D problems
5. Compue angles of elevation and
depression, shortest distance,
maximum angle elevation.

Connections:

Leaning tower of Pisa
http://www.clarku.edu/~djoyce/trig/apps.html

Applications of Trigonometry geography and astronomy,
physics and Engineering

Clinometer, theodolite

Ferris Wheels around the world

Flight of an aeroplane: cosine rule

(LE O/3-4/G4a)
Visualise height, north direction, right-angled triangle, etc.
from 2D drawings of 3D situations.
(LE O/3-4/G4b)
Use the sine and cosine rules to articulate the relationships
Practice:

Ambiguous cases treasure hunt.

Use Iphone to locate treasures given
bearing.

Noon day project

2013 Scheme of Work

between the sides and angles of a triangle, e.g. the lengths
of the sides are proportional to sine of the corresponding
angles, Pythagoras theorem is a special case of the cosine
rule, etc
Term 2
(1 week)
Unit 2: Trigonometric Ratios
Equations

1. Know the concept of unit circle
2. Know the six trigonometric
functions for angles of any
magnitude (in degrees)
3. Know principal values of
1 1 1
sin , cos , tan x x x

4. Know the exact values of the
trigonometric functions for special
angles (0, 30, 45, 60, 90,
180,)

Connections:

Relate
2 2
cos sin 1 x x + = to Pythagoras theorem.


Foreshortening in perspective drawing

Leaning tower of Pisa

(LE A/G1a)
Discuss the relationships between sin A, cos A and tan A,
with respect to the line segments related to a unit circle.
(LE A/G1d)
Relate
1 1 1
sin , cos , tan x x x

to the sine, cosine and
tangent functions respectively (e.g.
1
sin x
is an angle
whose sine is x, and the principal value of
1
1
sin
2
| |
|
\ .
is -
30 or
6
t | |
|
\ .

Practice:

Historical development of
trigonometry from circle
trigonometry to triangle trigonometry.
(astronomy)

2013 Scheme of Work

Term 2
(1 week)
Unit 3: Trigonometric Identities and
Equations
1. Use of
sin
tan
cos
A
A
A
= ,
cos
cot
sin
A
A
A
= ,
2 2
cos sin 1 x x + = ,
2 2
1 tan sec A A + = ,
2 2
1 cot cosec A A + =
2. Solve simple trigonometric
equations
3. Prove simple trigonometric
identities
4. Simplify trigonometric expressions

Term 2
(1 week)
Unit 4: Graphs of Trigonometric
functions

1. amplitude, periodicity and
symmetries related to sine and
cosine functions
2. graphs of
( ) ( ) sin , cos y a bx c y a bx c = + = +

sin , cos
x x
y a c y a c
b b
| | | |
= + = +
| |
\ . \ .

( ) tan y a bx =
Connections:

Modeling of natural phenomena tides, heartbeat, music
etc.


Application of trigonometric functions in daily life
applications eg. Singapore flyer

(LE A/G1b)
Use a graphing software to display the graphs of
trigonometric functions and discuss their behaviour, and
investigate how a graph (e.g. sin y a bx c = + ) changes
when a, b or c varies.
(LE A/G1c)
Relate the sine and cosine functions to sciences (e.g. tides,
Practice:

Graphs of
f ( )sin y x x = sin(f ( )) y a x =
where f ( ) x can be
1
x
,
2
x , x ,
e
x
and relate to real life examples of
sound waves with such patterns.
Identity:

Group work on Mathematical
modeling.

2013 Scheme of Work

Ferris wheel and sound waves).

Term 3
(1.5 week)
Topic: Coordinate Geometry III
Unit 1: Coordinate Geometry

1. Given coordinates of two points
calculate, revise
(a) mid-point
(b) distance
(c) gradient
2. Prove squares, rectangles,
parallelograms and other standard
polygons
3. Understand and solve problems
involving collinear points
4. Understand gradient of a
perpendicular line using the
relationship
1 2
1 mm =
5. Identify equations of parallel or
perpendicular lines
6. Formulate equations of lines passing
through a given point and parallel or
perpendicular to another given line
7. Find equation of perpendicular
bisector between two points
8. Find the area of rectilinear figure
given its vertices(Shoelace Formula)

Connections:

Relate gradient to tangent of the angle of inclination
between the line and the positive direction of the x-axis and
deduce the relationship between the gradient of (a) two
parallel lines, (b) two perpendicular lines

Links with Geography,

Descartes and Coordinate System
http://www.bookrags.com/research/descartes-and-his-
coordinate-system-mmat-02/

(LE A/G2a)
Relate the gradient of a straight line to the tangent of the
angle between the line and the positive direction of the x-
axis, and deduce the relationship between the gradients of
(i) two parallel lines and (ii) two perpendicular lines.
(LE A/G2b)
Discuss how to solve geometry problems involving finding
(i) the equation of a line perpendicular or parallel to a given
line, (ii) the coordinates of the midpoint of a line segment
(horizontal, vertical and oblique), and (iii) equation of the
perpendicular bisector of a line segment.
(LE A/G2c)
Explore and discuss ways of finding the area of a triangle
(or polygon) with given vertices.

Practice:

Discuss other ways of finding area of
rectilinear figures.

Term 3
(1.5 week)
Unit 2: Linear Law

1. Determine a linear relation based
on experimental results of two non-
linearly related quantities
2. Convert non-linear equations into
Connections:

Relate the use of straight line graph to the experience in
science experiment and explain why they do it (e.g.
oscillation of a pendulum, relationship between resistance
in circuit (Ohms Law)
Practice:

Presentation of the use of linear law in
their science practical.

2013 Scheme of Work

linear form
3. Derive the relationship between
two variables given the straight line
graphs
4. Determine unknowns in relations
using experimental data by
applying linear law to obtain
straight line graphs
5. Understand independent and
dependent variables
6. Understand and identify outliers or
incorrect readings
7. Expected to plot linear graph given
set of experimental data. (with no
scale given)

(LE A/G2i)
Explain the use of a straight line graph in a science
experiment (e.g. oscillation of a pendulum, Hookes Law,
Ohms Law).

Term 3
(2 week)
Topic: Functions I
Unit 1: Relations, Functions and
Modulus Functions

1. Illustrate a relation using the arrow
diagram
2. Define the terms domain, range
and image
3. Find the expression for inverse
function.
4. Know x and the graph of
( ) f x where ( ) f x is linear,
quadratic or trigonometric
5. Solve equations involving modulus
functions.

Connections:

Relate it to real life data.

Term 3
(1 week)
Unit 2: Standard graphs*

1. accurately sketch the standard
graphs
(a) power
function
n
y ax = for
2 3 n s s
Connections:

Relate the graph of
-
2
y x = to
2
y x =
- f ( ) y x = to f ( ) x y =

Students examine the problem of space-pollution caused by
Practice:

Use graphing tools to explore the
characteristics of various functions

Use graphing tools to display real-
world data and match it with
appropriate functions (regression)

2013 Scheme of Work

(b) exponential function

x
y ka = growth,

x
y ka
= decay
(c) parabolic
2
y kx =
(d)
2 2 2
( ) ( ) x a y b r + =

2. Perform simple transformation of
standard graphs
3. Estimation of the gradient of a curve
by drawing a tangent
4. Find equation of circle given centre
and radius.
5. Find the equation of the circle
passing through three given points*
6. Find the intersection of two circles*
7. Sketch polynomial graphs in
product form of any order and using
it to solve polynomial inequalities in
product form.*

human-made debris in orbit to develop an understanding for
functions and modeling at
http://illuminations.nctm.org/lessonplans/9-
12/debris/index.html

Students develop and analyse exponential model for the
behaviour of light passing through water at
http://illuminations.nctm.org/lessonplans/9-
12/light/index.html
.
How to locate epicenter by solving 3 circle equations
(detected from 3 stations.)

Find centre of a broken circular wheel in archaeological
studies.

(LE O/3-4/N6a)
Use Graphmatica or other graphing software to explore the
characteristics of various functions.
(LE O/3-4/N6b)
(b) Work in groups to match and justify sketches of graphs
with their respective functions.
(LE A/G2d)
Use a graphing software to investigate the graph of
2
y kx = when k
(LE A/G2e)
Relate parabolas to examples in sciences and in the real
world.
(LE A/G2f)
Make connections between the graphs of
2
y x = to
2
y x =

2013 Scheme of Work

(LE A/G2g)
Derive the equation of a circle with centre (a, b) and radius
r using the Pythagoras theorem, and the special case when
the centre is at the origin.
(LE A/G2h)
Discuss how to solve geometry problems involving
intersection of a parabola/circle and a straight line.

Term 3
(1 week)
Unit 3: Variations

1. Understand and apply direct
variation
2. Sketch straight line graphs
illustrating direct variations
3. Understand and apply inverse
variation in word problems
4. Sketch reciprocal graphs illustrating
inverse variations
5. Understand and apply part variation
in word problems
6. Sketch graphs to show part
variations
7. Investigate effect of different
proportionality constants in the
graphs,
8. Understand and formulate joint
variation in word problems
9. Solve challenging problems
involving different types of
variations.

Connections:

Explore variations in science experiments.
Practice:

Solve real life problems involving
variation.

Identity:

Online independent study

Suggested Reading Lists

(1) Writing Math Research Papers A Guide for Students and Instructors by Robert Gerver
(2) Problem Solving Through Recreational Mathematics by Bonnie Averbach & Orin Chein
(3) Journey through Genius The great theorems of Mathematics by William Dunham
2013 Scheme of Work

(4) The Genius of Euler Reflections on his life and work, edited by William Dunham
(5) Mathematical Universe by William Dunham

Tests:
No. of class test per term (Term 1 to 3) : 2 No. of class tests per year: 6

Duration of class test: 1 hour

Format of class test paper: Structured Questions (100%)

S3 Ma Sow (2013)

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Hwa Chong Institution (High School Section)

Subject: Integrated Mathematics Level: Sec 3 IP/SMTP

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