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Scheme of work – Cambridge IGCSE® Mathematics (US) 0444
Unit 6: Geometrical measurement (Extended)
Recommended prior knowledge
All of Core and particularly Core 6. Only those parts of the learning objectives or notes and exemplars not included in the core units are itemised, so this unit should
be read alongside the Core document.
Context
There are five Core geometry units and this is the third of five Extension geometry units. Once the Core 6 and the other prior experience for Core 6 is completed this
unit can be slotted in at any point. It is probably best taught as a whole but used to revise some of the Core 6. It may be useful to have 3 dimensional models both
solid and skeleton framed to support the learning.
Outline
The unit extends the knowledge of Core 6 so be aware that examination questions that relate to aspects of Core 6 may have a greater degree of challenge as they
combine with other areas of mathematics. This unit covers surface area and volume of pyramids and cones, areas and volumes of compound shapes.
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
6.3
Same as core
Notes and exemplars
From sector angles in degrees only – the phrase ‘simple examples only is
removed.
www.bbc.co.uk/schools/gcsebitesize/math
s/shapes/circles2hirev2.shtml
CCSS:
G-C5
6.4
CCSS:
G-GMD3
http://nrich.maths.org/4959
Surface area and
volume of pyramid (in
particular, cone)
Notes and exemplars
Formulae will be given for the curved surface area of cone, and the volume of
pyramid and cone.
www.korthalsaltes.com/model.php?name_
en=three%20pyramids%20that%20form%
20a%20cube
Surface area and
volume of sphere
General guidance
As with other formula for surface area and volumes identifying the correct
aspect of a figure to put into the formula is difficult for some students who find
visualizing 3D shapes from 2D representations difficult. Making skeleton
solids can help (Straws joined on vertices with inch long bent sections of pipe
cleaner is a cheap way of avoiding the cost of commercial sets)
www.algebralab.org/lessons/lesson.aspx?f
ile=geometry_3dpyramidcone.xml
Past Paper 23 June 2011 Q21
(syllabus 0580)
Past Paper 42 June 2011 Q7
(syllabus 0580)
This can be linked to questions that use pythagorus and trigonometry to find
v1 2Y01
Cambridge IGCSE Mathematics (US) 0444
1
Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
the dimensions needed to solve a problem.
Past Paper 31 June 2011 Q6
(syllabus 0580)
Teaching activities
The ‘korthalsaltes’ web site gives a net of a pyramid that if made three times
can be turned into a cube – a nice way of looking at the formulae
6.5
CCSS:
G-GMD3
Areas and volumes of
compound shapes
Notes and exemplars
Involving combinations of the shapes in section 6.4. core and extension
www.ltscotland.org.uk/Images/pythagora
s3d_tcm4-123382.ppt
http://nrich.maths.org/4979
General guidance
Once again it is visualizing the separation of the shapes that will cause some
pupils a problem.
This can also mean realising that a truncated solid is the whole solid minus
the top of the solid to leave the truncated portion.
Teaching activities