Hwa Chong Institution
Subject/Programme : Mathematics
Scheme of Work 2014
Level : Secondary 1
OVERVIEW
Term 1
Foundation Skills (0.5 wk)
Unit 1: Overview (0.5 wk)
Arithmetic I (5 wk)
Unit 1: Prime Numbers, HCF & LCM (1.5 wk)
Unit 2: Integers, Rational Numbers & Real
Numbers (1.5 wk)
Unit 3: Approximation & Estimation (1 wk)
Unit 4: Applications of Mathematics in Practical
Situations (1 wk)
Term 2
Algebra I (5 wk)
Unit 2: Linear Equations, Algebraic Formula &
Simple Inequalities (4.5 wk)
Unit 3: Ratio, Rate and Speed (0.5 wk)
Coordinate Geometry I (1.5 wk)
Unit 1: Functions and Linear Graphs (1.5 wk)
Statistics I (0.5 wk)
Unit 1: Statistical Data Handling (0.5 wk)
Time
allocated
In Wks/hrs
0.5 weeks
Time frame
Term 1
Week 1
Geometry I (4 wk)
Unit 1: Basic Geometry (0.5 wk)
Unit 2: Triangles, Quadrilaterals and Polygons (1
wk)
Unit 3: Geometrical Constructions (0.5 wk)
Unit 4: Perimeter and Area of Plane Figures (1 wk)
Unit 5: Volume and Surface Area of Solids (1 wk)
Term 4
Sets (2 wk)
Unit 1: Set Notations (1 wk)
Unit 2: Venn Diagrams (1 wk)
Revision (1 wk)
Trigonometry I (1 wk)
Unit 1: Pythagoras’ Theorem (1 wk)
Algebra I (1.5 wk)
Unit 1: Basic Algebra & Algebraic Manipulation
(1.5 wk)
Formative Assessment
Term 3
Statistics I (0.5 wk)
Unit 2: Averages of Statistical Data (0.5 wk)
Formative Assessment
Algebra I (1.5 wk)
Unit 3: Basic Indices (1.5 wk)
Formative Assessment
1 Summative Assessment (10%)
1 Summative Assessment (10%)
Content/ Learning Outcomes
Content(topic/theme/concept)
Foundation Skills (Unit 1/Overview)
At the end of the topic, students will be able
to
1. know the overview of the Secondary
Sch Mathematics Programme –
framework, expectations, assessment
plan and requirements
2. know the locations of Mathematics
Resources in HCI
a. school network
b. school library
3. know the effective Mathematics study
Suggested Curriculum of
Parallel/s
Core
Students have an overview of
Secondary Sch Maths education
Connection:
How different is Maths done in
secondary school as compared to
primary school
Practice:
How Maths workings is presented
in all assignments and
assessments in Secondary Maths
Note: Italic & underlined for SBGE, bold & underlined for SSMT
Learning Activities
EOY Exam (70%)
Assessment/ Feedback
Suggestions:
Suggestions:
Blended learning and
collaborative learning –
Teachers share their perception of
Maths with students.
Use a primary school topic such as
Ratio & rate for collaboration
Students exchange email
addresses and mobile numbers in
class, divide into groups as they will
be later engaged in home-based
internet surfing after sch.
They will each go to various
As everyone is new to
school, internet and
resources, this is just a trial
and error session for
collaborative learning
No formative or summative
assessment for this topic
Resources
Online Resources:
Some useful websites in
Maths
http://www.youtube.com/
http://www.teachertube.com
/
http://www.edublogs.org/
http://www.nctm.org/
http://www.purplemath.com/
http://www.bbc.co.uk/school
s/gcsebitesize/maths/
Print Resources:
- S drive/
1
Hwa Chong Institution
Subject/Programme : Mathematics
Scheme of Work 2014
Level : Secondary 1
4.
Time
allocated
In Wks/hrs
1.5 weeks
Time frame
Term 1
Week 1 to
Week 3
skills
use MS Office Equation Editor or
MathType in BOTH MS Word and MS
ppt
Content/ Learning Outcomes
Content(topic/theme/concept)
Arithmetic I (Unit 1/Prime Numbers, HCF &
LCM)
At the end of the topic, students will be able
to
1. differentiate between prime numbers
and composite numbers, factors and
multiples
2. apply prime numbers in real life
3. prime factorize a composite number
4. write composite numbers in product of
factors in exponent form
5. find square and cube roots with or
without a calculator
6. find LCM & HCF of two or more
numbers by any method
7. apply LCM & HCF in problem solving in
real life
Identity:
Students reflect on the role of a
learner in mathematics, relate to
their aspirations when they grow up
and set targets in their learning
websites to find resources related
to the selected topic
Students used dropbox or other
storage devices in internet to collect
and edit data
Students present their work in class
as a group in the next lesson and
also critique on other’s group
sharing
Suggested Curriculum of
Parallel/s
Core:
Students know how to find prime
numbers and how to check whether
a number is prime and why 0 and 1
are not prime numbers
Students know the different
techniques to find HCF and LCM
Learning Activities
Connection:
Students know how prime numbers
are used in the area of number
theory, computing and cryptography
Practice:
Students strengthen the concepts
of Arithmetic learnt in primary sch
by relating them to new concepts
learnt in Secondary sch
Students apply HCF and LCM in
their daily life problems
Identity:
Students discuss on how prime
numbers are used in computer
hacking and credit card usage in
Note: Italic & underlined for SBGE, bold & underlined for SSMT
Maths/Resources/IP MA
S1/Fundamental Skill
- Brochures on Career in
Mathematics
Assessment/ Feedback
Suggestions:
Suggestions:
Blended Learning:
Formative Assessment:
Pop-quiz to access mastery
of basic concepts and skills
Students explore online resources
after classroom lessons
Finding prime factors
http://www.algebrahelp.com/lesson
s/factoring/numbers/
Division and Prime numbers
http://www.youtube.com/watch?v=3
EFDOeFomYM
Factoring
http://www.youtube.com/watch?v=T
r9FZUhfJR4
Factors and HCF:
http://www.youtube.com/user/IkenE
du/videos?flow=grid&view=0&sort=
da
http://www.youtube.com/watch?v=q
zAa_azQUKw
Resources
Mind map to present on
what they have learnt for
the topic
Online Resources:
http://www.algebrahelp.com
/resources/tables/primes.jsp
http://www.nctm.org/
http://www.purplemath.com/
http://www.bbc.co.uk/school
s/gcsebitesize/maths/
http://www.onlinemathlearni
ng.com/
Quiz on finding HCF of
numbers:
http://www.algebrahelp.com
/worksheets/view/factoring/fi
ndgcf/numbers.quiz
Print Resources:
- New Syllabus
Mathematics 1 7th Edition
by Shinglee Chapter 1 +
eBook
Summative Assessment:
Topics for Test 1
(a) Prime Numbers,
HCF & LCM
(b) Integers, Rational
Numbers & Real
Numbers
(c) Approximation &
Estimation
- S drive/
Maths/Resources/IP MA
S1/Arithmetic I
2
Hwa Chong Institution
Subject/Programme : Mathematics
Scheme of Work 2014
Level : Secondary 1
the internet
In Wks/hrs
1.5 weeks
Time frame
Term 1
Week 4 to
Week 5
Content(topic/theme/concept)
Arithmetic I (Unit 2/Integers, Rational
Numbers & Real Numbers)
At the end of the topic, students will be able
to
1. understand and use real, rational,
irrational, integer, whole, natural, prime,
odd, even, positive, negative numbers
2. understand and write numbers using
different numeral system, e.g. Roman,
Egyptian, Babylonian, etc
3. find the reciprocal and absolute value of
a number
4. draw and arrange real numbers
(including integers, fractions, decimals,
etc) on the number line
5. apply PEMDAS (parentheses,
exponents, multiplication, division,
addition and subtraction) on number
6. work with fractions, decimals and
recurring decimals with or without
calculator
7. use unit fractions and continued
fractions
Core:
Students know how to classify
different types of numbers
Students recognise terminating
decimals and recurring decimals
are all rational numbers
Students to switch between rational
numbers and decimals and vice
versa
Connection:
Students to use negative numbers
in practical situation in real life
Students to solve problems in
percentage in daily life such as
taxes, commission, discount, profit
and loss etc
Practice:
Students strengthen the concepts
of Arithmetic learnt in primary sch
by applying them to rational
numbers
Students learn map reading on
paper and also using IT tools in
Note: Italic & underlined for SBGE, bold & underlined for SSMT
(d) Applications of
Mathematics in
Practical
Situations
(e) Basic Algebra &
Algebraic
Manipulation
(f) Linear Equations,
Algebraic formula
& Simple
Inequalities
(g) Ratio, Rate, and
Speed
Suggestions:
Suggestions:
Blended learning:
Individually, students use Sieve of
Eratosthenes to look for prime
numbers from 1 to 100
Formative Assessment:
Pop-quiz and Mind map to
access mastery of basic
concepts and skills
Videos
Real numbers
http://www.youtube.com/watch?v=V
6GnHfSaPao
Irrational numbers
http://www.youtube.com/watch?v=q
_wstDWjnKQ
Multiplying negative numbers
http://www.youtube.com/watch?v=N
tJy8uQVN7w
Reducing fractions
http://www.youtube.com/watch?v=H
Jo2Uw3Az-k
Improper fraction and mixed
number
http://www.youtube.com/watch?v=Y
fv6BON8qlg
Fractions and what are its uses
Select and re-write a
newspaper article from
morning reading
programme, which avoids
all mention of numbers or
replace them by fractions or
percentages
Select an advertisement in
the morning reading
programme and calculate
the percentage of money
saved
Online Resources:
http://www.nctm.org/
http://www.purplemath.com/
http://www.bbc.co.uk/school
s/gcsebitesize/maths/
http://www.onlinemathlearni
ng.com/
Print Resources:
- New Syllabus
Mathematics 1 7th Edition
by Shinglee Chapter 2, 8
& 9 + eBook
- S drive/
Maths/Resources/IP MA
S1/Arithmetic I
Design a poster using any
one ancient number system
with simple illustration of its
meaning and usage
3
Hwa Chong Institution
Subject/Programme : Mathematics
Scheme of Work 2014
Level : Secondary 1
8.
solve word problems involving different
types of numbers including fractions
and decimals
9. introduce percentage and reverse
percentage
10. express percentage as fraction and also
decimal
11. compare two quantities by percentage
12. apply percentage in real life context
such as simple and compound interest,
discount, profit/loss, taxes &
commission
street directory
Identity:
Students to appreciate the
difference in numeral systems in
the history of mankind and why it
has evolved to this day
Note: Italic & underlined for SBGE, bold & underlined for SSMT
http://www.youtube.com/watch?v=0
A3VfV0oIBo
Converting Terminating Decimal
Numbers to Fractions
http://www.youtube.com/watch?v=q
yTFvx_ZVOs
Lesson plans
Learning positive and negative
number: Powerup
http://illuminations.nctm.org/Lesson.
aspx?id=2413
Simplifying ratios:
http://www.algebrahelp.com/lesson
s/proportionbasics/
Order of operations:
http://www.algebrahelp.com/lesson
s/simplifying/oops/
Learning rates: Paying for your bills
http://illuminations.nctm.org/Lesson.
aspx?id=2459
Learning ratio and equivalent
fraction
http://illuminations.nctm.org/Lesson.
aspx?id=2534
Use drawing or tree
diagram to classify numbers
Students to use contradict
to explain why 2 is an
irrational number
Students prepare their
family budget in terms of
percentage
Student to research on how
the less fortunate families in
Singapore are helped by
the government –
compassion
Students to research on
why we have GST and not
heavier corporate and
personal taxes
Summative Assessment:
Topics for Test 1
(a) Prime Numbers,
HCF & LCM
(b) Integers, Rational
Numbers & Real
Numbers
(c) Approximation &
Estimation
(d) Applications of
Mathematics in
Practical
Situations
(e) Basic Algebra &
Algebraic
4
Hwa Chong Institution
Subject/Programme : Mathematics
Scheme of Work 2014
Level : Secondary 1
Manipulation
Linear Equations,
Algebraic formula
& Simple
Inequalities
(g) Ratio, Rate, and
Speed
(f)
In Wks/hrs
1 week
Time frame
Term 1
Week 6
Content(topic/theme/concept)
Arithmetic I (Unit 3/Approximation &
Estimation)
Core:
Students know why is there a need
to do approximation & estimation
At the end of the topic, students will be able
to
1. understand the need of using
approximation and estimation in daily
life.
2. use significant figures and write
numbers in required significant figures
3. distinguish and explain significance of
rounding and truncation errors
4. define the Binary System
5. apply simple operations (addition,
subtraction)on binary numbers
6. define operation systems and solve
questions involving operation systems
Connection:
Students to make connections with
the use of approximation &
estimation in daily life and in
newspaper article
Practice:
Students make rounding/estimates
of numbers, quantities and lengths
with appropriate and reasonable
degree of accuracy based on the
situation
Note: Italic & underlined for SBGE, bold & underlined for SSMT
Suggestions:
Suggestions:
Collaborative learning
Students work in groups to estimate
quantities in a variety of contexts,
compare their estimates and share
their strategies in determining the
estimates
Formative Assessment:
Pop-quiz to access mastery
of basic concepts and skills
Students to compare the effects of
rounding to different degrees of
accuracy
Mind map to reflect on their
mastery of the concepts
and skills
Summative Assessment:
Topics for Test 1
(a) Prime Numbers,
HCF & LCM
(b) Integers, Rational
Numbers & Real
Numbers
(c) Approximation &
Estimation
(d) Applications of
Mathematics in
Practical
Situations
(e) Basic Algebra &
Algebraic
Manipulation
(f) Linear Equations,
Algebraic formula
& Simple
Inequalities
(g) Ratio, Rate, and
Online Resources:
http://www.nctm.org/
http://www.purplemath.com/
http://www.bbc.co.uk/school
s/gcsebitesize/maths/
http://www.onlinemathlearni
ng.com/
Print Resources:
- New Syllabus
Mathematics 1 7th Edition
by Shinglee Chapter 3 +
eBook
- S drive/
Maths/Resources/IP MA
S1/Arithmetic I
5
Hwa Chong Institution
Subject/Programme : Mathematics
Scheme of Work 2014
Level : Secondary 1
Speed
In Wks/hrs
1 week
Time frame
Term 1
Week 7
Content(topic/theme/concept)
Arithmetic I (Unit 4/Mathematics in Practical
Situations)
At the end of the topic, students will be
able to
1. Solve problems involving profit and loss.
2. Solve problems involving further
examples of percentages.
3. Solve problems involving simple interest.
4. Solve problems involving compound
interest.
5. Solve problems involving hire purchase.
6. Convert one currency to another.
7. Calculate simple taxation problems.
8. Solve problems involving personal and
household finances.
9. Interpret and use tables and charts in
solving problems.
10. Use different problem solving strategies
to solve everyday life problems.
Core:
Students to understand the financial
terms such as profit, loss, interest,
taxes, currency
Connections:
Compare and contrast the
traditional and modern views and
perspectives on use of loans and
credit
The 2008 financial sub-prime loans
which spiral into a global crisis;
question on affordability of
commodity
Practice:
Students to assume the role of a
bank officer offering different types
of loan packages for different
income groups for car loans or
housing loans
Identity:
Students to understand the
importance of saving (household
budgeting, long term financial
planning) and develop good habits
of using money (preventing
bankruptcy, taking calculated risks
in investments)
Note: Italic & underlined for SBGE, bold & underlined for SSMT
Suggestions:
- Enrichment activity: Work in
Groups and
(a) Find out the different types
of interest rates offered by
housing loans, car loas, etc,
and determine which of
these loans would be
suitable for the different
income groups.
Suggestions:
(a) Formative
assessment: Pop
Quiz
(b) Alternative
formative
assessment: Oral
Presentation of
the different
types of loan
packages by
different financial
institutions
Online resources:
Various banks’ websites
HDB website
Print Resources:
- Arithmetic of Life
Insurance (Unit 24,
Teaching Sec Math by
Alfred S. Posamentier)
- New Syllabus
Mathematics 3 6th Edition
by Shinglee Chapter 6
Summative Assessment:
Topics for Test 1
(a) Prime Numbers,
HCF & LCM
(b) Integers, Rational
Numbers & Real
Numbers
(c) Approximation &
Estimation
(d) Applications of
Mathematics in
Practical
Situations
(e) Basic Algebra &
Algebraic
Manipulation
(f) Linear Equations,
Algebraic formula
& Simple
Inequalities
(g) Ratio, Rate, and
Speed
6
Hwa Chong Institution
Subject/Programme : Mathematics
Scheme of Work 2014
Level : Secondary 1
Time
allocated
In Wks/hrs
1.5 week
Time frame
Term 1
Week 8 to
Week 9
Content/ Learning Outcomes
Content(topic/theme/concept)
Algebra I (Unit 1/ Basic Algebra & Algebraic
manipulation)
At the end of the topic, students will be able
to
1. trace and comment on the development
of Algebra
2. use letters to represent quantities
3. identify polynomials, variables,
coefficients and constant terms
4. use basic conventions of algebraic
notation to represent statements and
relationships between variables
5. translate simple real-world situations
into algebraic expressions
6. introduce and solve number pattern and
generalize the nth term of a simple
number sequences using algebraic
expression
7. demonstrate equivalence between
algebraic expressions
8. simplify algebraic expressions involving
addition, subtraction, brackets, fractional
coefficients and combinations of these
9. simplify algebraic expressions or
evaluate algebraic expressions by
substituting values for variables
10. expand and factorize linear expressions
of the form
ax  ay  az  a( x  y  z )
Suggested Curriculum of
Parallel/s
Core:
Students know how to identify
patterns and make connections
between numbers
Students use letters to express
basic arithmetical processes
algebraically
Students simplify algebraic
expression
Students evaluate algebraic
expressions by substituting
numbers
Connection:
Students to connect Algebraic
method with drawing models in
primary school
Students relate some rules of
operation associated with numerical
fractions with those learnt in
algebraic fractions
Practice:
Students appreciate the use of
algebra in problem solving in daily
life
Identity:
Students to do research on AlKhwarizmi, the Mathematician who
is known as the father of Algebra
where a is a constant.
11. add and subtract algebraic fractions with
Note: Italic & underlined for SBGE, bold & underlined for SSMT
Learning Activities
Assessment/ Feedback
Suggestions:
Suggestions:
Direct Socratic questioning, drill and
practice
Formative Assessment:
Pop-quiz to access mastery
of basic concepts and skills
Concept mapping
Problem solving
Model heuristic to algebraic
approach
Blended learning:
Simplifying multiplied algebraic
expression
http://www.youtube.com/watch?v=6
fGa5NrJ3l8
Simplifying mixed algebraic
expression
http://www.youtube.com/watch?v=g
uqtvxoj8a0
Number Pattern
http://www.youtube.com/watch?v=4
HjLfAxK2No
Simplifying Algebraic expressions
http://www.algebrahelp.com/lesson
s/simplifying/
Simplifying like terms in
expressions
http://www.algebrahelp.com/lesson
s/simplifying/combiningliketerms/
Distributive law in expansion
http://www.algebrahelp.com/lesson
s/simplifying/distribution/
Solve SMO types of questions
Mind map to reflect on their
mastery of the concepts
and skills
Quiz on factorization of
expressions
http://www.algebrahelp.com
/worksheets/view/factoring/fi
ndgcf/terms.quiz
Quiz on simple factorization
http://www.algebrahelp.com
/worksheets/view/factoring/
gcf.quiz
Resources
Online Resources:
http://www.nctm.org/
http://www.purplemath.com/
http://www.bbc.co.uk/school
s/gcsebitesize/maths/
http://www.onlinemathlearni
ng.com/
Print Resources:
- New Syllabus
Mathematics 1 7th Edition
by Shinglee Chapter 4 &
7 + eBook
- S drive/
Maths/Resources/IP MA
S1/Algebra I
Quiz on expansion
http://www.algebrahelp.com
/worksheets/view/simplifyin
g/distribution.quiz
Research on Fibonacci,
Pascal, Sequence
Summative Assessment:
Topics for Test 1
(a) Prime Numbers,
HCF & LCM
(b) Integers, Rational
Numbers & Real
7
Hwa Chong Institution
Subject/Programme : Mathematics
Scheme of Work 2014
Level : Secondary 1
linear denominator, e.g.
In Wks/hrs
4.5 weeks
Time frame
Term 2
Week 1 to
Week 5
Content(topic/theme/concept)
Algebra I (Unit 2/Linear Equations, Algebraic
formula & Simple Inequalities)
At the end of the topic, students will be able
to
1. solve simple linear equations involving
one unknown
2. solve simple linear equations involving
fractional and decimal coefficients
3. solve simple fractional equations that
can be reduced to linear equation e.g.
x x2
3

 3;
6
3
4
x2
4.
5.
6.
7.
Numbers
(c) Approximation &
Estimation
(d) Applications of
Mathematics in
Practical
Situations
(e) Basic Algebra &
Algebraic
Manipulation
(f) Linear Equations,
Algebraic formula
& Simple
Inequalities
(g) Ratio, Rate, and
Speed
1
2

x 2 x 3
change the subject in given formula in
linear form
use the concept on changing subject to
find unknown in a formula
construct formula from word problem
apply linear algebraic equations and
Core:
Students differentiate equations
and identities, equations and
expression
Students know how to use
properties of equality and inverse
operations to solve equations
Connection:
Students to make connections to
drawing models in primary school
Students understand algebra
fallacies and take care in writing
proofs
Practice:
Students form linear equations from
given situation and solve simple
linear equation
Identity:
Students to research on Amalie
Note: Italic & underlined for SBGE, bold & underlined for SSMT
Suggestions:
Suggestions:
Students learn to form equations
and solve it on their own with the
help of the website to check
answers
Blended learning
Equation Calculator & Solver
http://www.algebrahelp.com/calcula
tors/equation/
Formative Assessment:
Pop-quiz to access mastery
of basic concepts and skills
Experiential learning
Use graphic calculators to explore
the graphical interpretation of
solving linear equations and solving
linear inequalities
Mind map to reflect on their
mastery of the concepts
and skills
Quizzes :
http://www.algebrahelp.com
/worksheets/view/equationb
asics.quiz
http://www.algebrahelp.com
/worksheets/view/proportion
basics.quiz
Online Resources:
http://www.algebrahelp.com
/lessons/equationbasics/
http://www.nctm.org/
http://www.purplemath.com/
http://www.bbc.co.uk/school
s/gcsebitesize/maths/
http://www.onlinemathlearni
ng.com/
Print Resources:
- New Syllabus
Mathematics 1 7th Edition
by Shinglee Chapter 5 +
eBook
- S drive/
Maths/Resources/IP MA
S1/Algebra I
http://www.algebrahelp.com
/worksheets/view/simplifyin
g/combiningliketerms.quiz
8
Hwa Chong Institution
Subject/Programme : Mathematics
Scheme of Work 2014
Level : Secondary 1
8.
9.
10.
11.
12.
13.
14.
solve problems in real life
solve challenging problems using
algebraic skills
use inequality symbols <, >,  and 
represent simple linear inequalities (e.g.
x  a ) on the number line
using the number line to simplify linear
inequalities involving ‘and’ and ‘or’
perform the fundamental operations of
addition, subtraction, multiplication, and
division on linear inequalities
simplify and solve simple linear
inequalities in one variable and
represent solutions on number line
form and solve simple linear inequalities
from given word problems
In Wks/hrs
0.5 weeks
Content(topic/theme/concept)
Algebra I (Unit 3/Ratio, Rate and Speed)
Time frame
Term 2
Week 5
At the end of the topic, students will be able
to
1. recap the concept of ratios and speed
learnt in primary school
2. simplify ratios involving 2 or more
quantities that can be decimal or
fractions
3. use ratio to study scales in map
4. Calculate linear and area scales in map
5. understand rate and use speed as an
example of rates
6. differentiate between ratio and rate
7. solve problems in ratios and rates in
daily life context
8. solve problems in speed and average
speed
Emmy Noether – Her passion in
studying Maths – Algebra, the not
very well known Mathematician that
Albert Einstein called her the most
significant and creative female
mathematician of all time
Core:
Students to find ratio of two or more
quantities
Note: Italic & underlined for SBGE, bold & underlined for SSMT
Summative Assessment:
Topics for Test 2
(a) Statistical Data
Handling
(b) Averages of
Statistical Data
(c) Basic Geometry
(d) Triangles,
Quadrilaterals
and Polygons
(e) Geometrical
Constructions
(f) Perimeter and
Area of Plane
Figures
(g) Volume and
Surface Area of
Solids
Suggestions:
Lesson plans
Simplifying ratios:
http://www.algebrahelp.com/lesson
s/proportionbasics/
Learning rates: Paying for your bills
http://illuminations.nctm.org/Lesson.
aspx?id=2459
Learning ratio and equivalent
fraction
http://illuminations.nctm.org/Lesson.
aspx?id=2534
Summative Assessment:
Topics for Test 2
(a) Statistical Data
Handling
(b) Averages of
Statistical Data
(c) Basic Geometry
(d) Triangles,
Quadrilaterals
and Polygons
(e) Geometrical
Constructions
(f) Perimeter and
Area of Plane
Figures
(g) Volume and
Surface Area of
Solids
Print Resources:
- New Syllabus
Mathematics 1 7th Edition
by Shinglee Chapter 9 +
eBook
- S drive/
Maths/Resources/IP MA
S1/Algebra I
9
Hwa Chong Institution
Subject/Programme : Mathematics
Scheme of Work 2014
Level : Secondary 1
Time
allocated
In Wks/hrs
1.5 weeks
Time frame
Term 2
Week 6 to
Week 7
Content/ Learning Outcomes
Content(topic/theme/concept)
Coordinate Geometry I (Unit 1/Coordinate
Geoemtry, Functions and Linear Graphs)
At the end of the topic, students will be able
to
1. plot points in the 4 quadrants of the
Cartesian plane
2. understand what are ordered pairs and
use a graph of a set of ordered pairs as
a representation of a relationship
between two variables
3. introduce function and how function can
be represented by equations.
4. learn more about linear functions of the
form y  ax  b
5. plot graphs of linear functions
6. understand the gradient of a linear
graph as a ratio of the vertical change
to the horizontal change (positive and
negative gradients)
7. use graphs to represent information in
practical situations.
Suggested Curriculum of
Parallel/s
Core:
Students know how to relate two
variables and present them on
Cartesian Plane
Students know how to plot straight
line graphs
Students can identify and find the
gradient and y-intercept of a
straight line graph
Students can compare graphs with
different values of m and of c
Students can interpret graphs of
practical situations
Connection:
Students know the relevance of
Coordinate Geometry in real life
Practice:
Students know how to apply what
they learned in drawing graphs in
Mathematics to other area of
Science education
Identity:
Students can understand the
graphs they encountered in
newspapers, reports, researches,
Learning Activities
Suggestions:
Blended learning
Functions
http://www.youtube.com/watch?v=I
mn_Qi3dlns
The Cartesian Coordinate System
http://www.youtube.com/watch?v=R
rrYInyIEGo
Experiential learning
Use Graphmatica or other graphing
software to illustrate the
geometrical meaning of solving
linear equations
Use Excel to demonstration how
the change of m and c can affect
the appearance of graph
Play battleship game that involves
the use of 2D Cartesian coordinates
to specify locations
Given examples of function
machines in daily life and know how
to represent the function in verbal,
tabular, graphical and algebraic
forms
Assessment/ Feedback
Resources
Suggestions:
Formative Assessment:
Pop-quiz to access mastery
of basic concepts and skills
Online Resources:
http://www.nctm.org/
http://www.purplemath.com/
http://www.bbc.co.uk/school
s/gcsebitesize/maths/
http://www.onlinemathlearni
ng.com/
Cheat sheet to reflect on
their mastery of the
concepts and skills
Quiz on coordinates
http://www.algebrahelp.com
/worksheets/view/graphing/
points.quiz
Quiz on reading points
http://www.algebrahelp.com
/worksheets/view/graphing/r
eadpoints.quiz
Quiz on plotting points and
drawing lines
http://www.algebrahelp.com
/worksheets/view/graphing/
pointslines.quiz
Quiz on determine slope
from a graph
http://www.algebrahelp.com
/worksheets/view/graphing/
slope.quiz
Further Quiz on drawing
line with gradient-intercept
form
http://www.algebrahelp.com
/worksheets/answers/graphi
ng/slopeintercept.quiz
Print Resources:
- New Syllabus
Mathematics 1 7th Edition
by Shinglee Chapter 6 +
eBook
- S drive/
Maths/Resources/IP MA
S1/Geometry I
Summative Assessment:
Topics for Test 2
(a) Statistical Data
Note: Italic & underlined for SBGE, bold & underlined for SSMT
10
Hwa Chong Institution
Subject/Programme : Mathematics
Scheme of Work 2014
Level : Secondary 1
Handling
(b) Averages of
Statistical Data
(c) Basic Geometry
(d) Triangles,
Quadrilaterals
and Polygons
(e) Geometrical
Constructions
(f) Perimeter and
Area of Plane
Figures
(g) Volume and
Surface Area of
Solids
Time
allocated
In Wks/hrs
0.5 weeks
Time frame
Term 2
Week 8
Content/ Learning Outcomes
Content(topic/theme/concept)
Statistics I (Unit 1/Statistical Data Handling)
At the end of the topic, students will be able
to
1. Collect, classify and tabulate data
2. Construct and interpret data from
pictograms and bar graphs
3. Construct and interpret data from pie
charts
4. Construct and interpret data from line
graphs
5. Evaluate the purposes and
appropriateness of the use of different
statistical diagrams
6. Explain why some statistical information
or diagrams can lead to a
misinterpretation of data
Suggested Curriculum of
Parallel/s
Core:
Students understand that data can
be expressed in many ways and
also know how to tabulate and
interpret statistical data
Connection:
Students conduct a survey and
collect data in internet
Students can relate their
experience in helping to do survey,
discuss on the factors of
misrepresentation of data
Practice:
Students to assume the role of a
statistician, using statistical data
found in Singapore websites,
presenting data in different ways to
Note: Italic & underlined for SBGE, bold & underlined for SSMT
Learning Activities
Assessment/ Feedback
Suggestions:
Blended learning:
Students explore the online
resources in iVLE on Statistic
and also find out in the internet the
usage of statistic in the real world
Suggestions:
Data handling
http://www.youtube.com/watch?v=h
KHgqqk4NbE
Presentation of data
http://www.youtube.com/watch?v=1
xlAj_QkViw
Bar Graph
http://www.youtube.com/watch?v=g
X9mAL8ixzI
Prepare cheat sheet to reflect
on their mastery of the
concepts and skills
Experiential learning
Teachers to show how reports on
Formative Assessment:
Pop-quiz using iVLE
resources to access mastery
of basic concepts and skills
Summative Assessment:
Topics for Test 2
(a) Statistical Data
Handling
(b) Averages of
Statistical Data
(c) Basic Geometry
(d) Triangles,
Resources
Online Resources:
http://www.nctm.org/
http://www.purplemath.co
m/
http://www.bbc.co.uk/scho
ols/gcsebitesize/maths/
http://www.onlinemathlear
ning.com/
Print Resources:
- New Syllabus
Mathematics 1
7th Edition by Shinglee
Chapter 15 + eBook
- S drive/
Maths/Resources/IP
MA S1/Statistic I
11
Hwa Chong Institution
Subject/Programme : Mathematics
Scheme of Work 2014
Level : Secondary 1
optimize and convince people to
agree to their findings
Identity:
Students compare various
representations and understand
why a particular representation is
more suitable than others for a
given situation
Students discuss on integrity and
understand under what
circumstances that statistic data
can be misused to mislead readers
In Wks/hrs
0.5 weeks
Time frame
Term 3
Week 1
Content(topic/theme/concept)
Statistics I (Unit 2/Averages of Statistical
Data)
At the end of the topic, students will be able
to
1. Find the mean of a set of data
2. Calculate an estimate for the mean
3. Find the median of a set of data
4. Find the mode of a set of data
5. Evaluate the purposes and
appropriateness of the use of mean,
median and mode
Core:
Students know when to use mean,
median and mode in different
context
Connection:
Students make use of existing
online data and discuss the
situations in which the different
modes of central tendencies are
used.
Practice:
Students to assume the role of a
statistician, using statistical data
found in Singapore websites,
presenting data in different ways to
optimize and convince people to
agree to their findings
Identity:
Students compare various
measures of central tendencies and
understand why a particular
Note: Italic & underlined for SBGE, bold & underlined for SSMT
Singapore’s population Census can
be found online and interpret a
simple survey in the reports
Students form groups and do an
online survey on an affective nature
such as computer gaming,
gambling etc and collect and
present findings after June holidays
Quadrilaterals and
Polygons
(e) Geometrical
Constructions
(f) Perimeter and Area
of Plane Figures
(g) Volume and
Surface Area of
Solids
Students learn to use Microsoft
Excel or other software they prefer
to handle data, interpret data and
draw charts and diagrams
Suggestions:
Blended learning:
Students explore the online
resources in iVLE on Statistic
and also find out in the internet the
measures of central tendencies in
the real world
Mean, Mode, Median
http://www.youtube.com/watch?v=h
8EYEJ32oQ8
Mean, Mode, Median and the
Business Perspective
http://www.ehow.com/info_1211459
4_measurement-importantbusiness-perspective-mode-meanmedian.html
Experiential learning
Teachers to show reports on 2013
Singapore’s haze situation and
have the students to discuss the
use of 3 hr average vs the the 24 hr
Suggestions:
Formative Assessment:
Pop-quiz using iVLE
resources to access mastery
of basic concepts and skills
Prepare cheat sheet to reflect
on their mastery of the
concepts and skills
Summative Assessment:
Topics for Test 2
(a) Statistical Data
Handling
(b) Averages of
Statistical Data
(c) Basic Geometry
(d) Triangles,
Quadrilaterals and
Polygons
(e) Geometrical
Constructions
(f) Perimeter and Area
Online Resources:
http://www.nctm.org/
http://www.purplemath.co
m/
http://www.bbc.co.uk/scho
ols/gcsebitesize/maths/
http://www.onlinemathlear
ning.com/
Print Resources:
- New Syllabus
Mathematics 2
7th Edition by Shinglee
Chapter 13 + eBook
- S drive/
Maths/Resources/IP
MA S1/Statistic I
12
Hwa Chong Institution
Subject/Programme : Mathematics
Scheme of Work 2014
Level : Secondary 1
measure is more suitable than
others for a given situation
Time
allocated
In Wks/hrs
0.5 weeks
Time frame
Term 3
Week 1
Content/ Learning Outcomes
Content(topic/theme/concept)
Geometry I (Unit 1/Basic Geometry)
At the end of the topic, students will be able
to
1. state the 5 axioms in Euclidean
Geometry
2. define the basic geometric elements
(points, lines and angles)
3. identify right, acute, obtuse and reflex
angles, complementary &
supplementary angles, vertically
opposite angles, adj angles on a straight
line, adj angles at a point, interior and
exterior angles
4. identify angles formed by two parallel
lines and a transversal
5. identify and use corresponding,
alternate and interior angles to find
unknown angles.
Suggested Curriculum of
Parallel/s
Core:
Students know how to name the
terminologies in geometry
Students know the properties of the
different types of angle
Students able to give reason for
their working
Connection:
Students to make connections to
previous knowledge learned in
primary school
Practice:
Students relate angles formed by
parallel lines and transversal and
apply what they learned about
different angles in billiard games
Note: Italic & underlined for SBGE, bold & underlined for SSMT
average as a means to measure
the PSI
Learning Activities
of Plane Figures
(g) Volume and
Surface Area of
Solids
Assessment/ Feedback
Suggestions:
Suggestions:
Blended learning:
Learn about lines:
http://www.youtube.com/watch?v=C
-O_Kuuuv9c
Formative Assessment:
Pop-quiz to access mastery
of basic concepts and skills
Learn about angles:
http://www.youtube.com/watch?v=l
_OuHtL7Bug
Build a kaleidoscope
Cheat sheet to reflect on their
mastery of the concepts and
skills
Poster on the timeline on the
development of geometry and
the Mathematicians behind all
the development
Summative Assessment:
Topics for Test 2
(a) Statistical Data
Handling
(b) Averages of
Statistical Data
(c) Basic Geometry
(d) Triangles,
Quadrilaterals and
Polygons
(e) Geometrical
Constructions
(f) Perimeter and Area
Resources
Online Resources:
http://www.nctm.org/
http://www.purplemath.co
m/
http://www.bbc.co.uk/scho
ols/gcsebitesize/maths/
http://www.onlinemathlear
ning.com/
Print Resources:
- New Syllabus
Mathematics 1
7th Edition by Shinglee
Chapter 10 + eBook
- S drive/
Maths/Resources/IP
MA S1/Geometry I
13
Hwa Chong Institution
Subject/Programme : Mathematics
Scheme of Work 2014
Level : Secondary 1
of Plane Figures
(g) Volume and
Surface Area of
Solids
In Wks/hrs
1 week
Time frame
Term 3
Week 2
In Wks/hrs
0.5 week
Content(topic/theme/concept)
Geometry I (Unit 2/Triangles, Quadrilaterals
and Polygons)
At the end of the topic, students will be able
to
1. construct 2-dimensional shapes using
Geometer’s Sketchpad / Fun with
Construction
2. know properties of triangles and special
quadrilaterals
3. classify special quadrilaterals on the
basis of their properties
4. find angle sum, interior and exterior
angles of any convex polygon.
5. know properties of regular pentagon,
hexagon, octagon and decagon.
Content(topic/theme/concept)
Geometry I (Unit 3/Geometrical
Constructions)
Core:
Students know how to derive the
formula for sum of exterior and
interior angles of polygons
Connection:
Students to make connections with
squares and rectangles they
learned in primary school
Students relate the properties of
polygon as compare to triangles
and quadrilaterals
Practice:
Students use IT tools to study the
angle properties of polygons
Suggestions:
Suggestions:
Collaborative learning
Formative Assessment:
Pop-quiz to access mastery
of basic concepts and skills
In groups, students draw triangles
of different sizes and shapes and
investigate the properties relating
the three sides of a triangle,
knowing the sum of two side is
greater than the third side and also
the longest side of a triangle is
opposite the largest angle
Use GSP or geometry software to
explore properties of quadrilaterals
and the sum of interior angles of
different polygons drawn
Identity:
Students to research on Euclid,
father of Geometry, what can we
learn from him and also understand
more about Euclidean Geometry
Core:
Students know the properties of the
perpendicular bisectors of a line
Note: Italic & underlined for SBGE, bold & underlined for SSMT
Mind map to reflect on their
mastery of the concepts and
skills
Art piece on Tessellation
using GSP or other IT tools
Summative Assessment:
Topics for Test 2
(a) Statistical Data
Handling
(b) Averages of
Statistical Data
(c) Basic Geometry
(d) Triangles,
Quadrilaterals and
Polygons
(e) Geometrical
Constructions
(f) Perimeter and Area
of Plane Figures
(g) Volume and
Surface Area of
Solids
Suggestions:
Suggestions:
Blended learning
Formative Assessment:
Online Resources:
http://www.nctm.org/
http://www.purplemath.co
m/
http://www.bbc.co.uk/scho
ols/gcsebitesize/maths/
http://www.onlinemathlear
ning.com/
Print Resources:
- New Syllabus
Mathematics 1
7th Edition by Shinglee
Chapter 11 + eBook
- S drive/
Maths/Resources/IP
MA S1/Geometry I
Online Resources:
http://www.nctm.org/
http://www.purplemath.com/
14
Hwa Chong Institution
Subject/Programme : Mathematics
Scheme of Work 2014
Level : Secondary 1
Time frame
Term 3
Week 3
In Wks/hrs
1 week
Time frame
Term 3
Week 4
At the end of the topic, students will be able
to
1. know properties of perpendicular
bisectors of line segments and angle
bisectors.
2. construct simple geometrical figures from
given data (including perpendicular
bisectors and angle bisectors) using
compasses, ruler, set squares and
protractors where appropriate.
3. pose problems involving geometrical
properties of polygons
Content(topic/theme/concept)
Geometry I (Unit 4/Perimeter and Area of
Plane Figures)
At the end of the topic, students will be able
to
1. convert between cm2 and m2
2. find perimeter and area of simple
geometrical figures including
parallelogram & trapezium
3. solve problems involving perimeter and
area of composite plane figures
segment and the bisector of an
angle
Connection:
Students to make connections with
previous knowledge learned in
primary school
Practice:
Students to model an architect to
construct a floor plan of their own
flat
Core:
Students know how to do
conversions and find the area and
perimeter of standard figures
Students know the relevance of
Mensuration in real life
Connection:
Students identify the height of
parallelogram and trapezium as
compare with height of rectangles
and square
Students relate area of
parallelogram with rectangle and
hence trapezium with parallelogram
Practice:
Students find perimeter and area of
composite plane figures in daily life
Note: Italic & underlined for SBGE, bold & underlined for SSMT
http://www.mathsisfun.com/geometr
y/constructions.html
http://www.onlinemathlearning.com/
geometry-construction.html
Teachers to use online construction
tools(such as Geogebra) to
demonstrate how to construct
geometrical figures
Experiential learning:
Students to bring geometrical
construction set to practice their
drawing on worksheets
Suggestions:
Blended learning:
2-D and 3-D
http://www.youtube.com/watch?v=r
MNa9wICWbo
Solid Shades:
http://www.youtube.com/watch?v=w
Z3F16xcGRQ
Students find the area of different
2D figures manually and verify it
with the actual area of interior
calculated in GSP
Pop-quiz to access mastery
of basic concepts and skills
Mind map to reflect on their
mastery of the concepts
and skills
Cheat sheet/
mindmap/
concept map
http://www.bbc.co.uk/school
s/gcsebitesize/maths/
http://www.onlinemathlearni
ng.com/
Print Resources:
- New Syllabus
Mathematics 1
7th Edition by Shinglee
Chapter 12 + eBook
Summative Assessment:
Pen and paper Class Test
- S drive/
Maths/Resources/IP MA
S1/Geometry I
Suggestions:
Online Resources:
http://www.nctm.org/
http://www.purplemath.com/
http://www.bbc.co.uk/school
s/gcsebitesize/maths/
http://www.onlinemathlearni
ng.com/
Formative Assessment:
Pop-quiz to access mastery
of basic concepts and skills
Mind map to reflect on their
mastery of the concepts
and skills
Cheat sheet/
mindmap/
concept map
Summative Assessment:
Topics for Test 2
(a) Statistical Data
Handling
(b) Averages of
Statistical Data
(c) Basic Geometry
(d) Triangles,
Quadrilaterals
Print Resources:
- New Syllabus
Mathematics 1
7th Edition by Shinglee
Chapter 13 + eBook
- S drive/
Maths/Resources/IP MA
S1/Geometry I
15
Hwa Chong Institution
Subject/Programme : Mathematics
Scheme of Work 2014
Level : Secondary 1
and Polygons
(e) Geometrical
Constructions
(f) Perimeter and
Area of Plane
Figures
(g) Volume and
Surface Area of
Solids
In Wks/hrs
1 week
Time frame
Term 3
Week 5
Content(topic/theme/concept)
Geometry I (Unit 5/ Volume and Surface
Area of Solids)
Core:
Students know the terminologies in
mensuration
At the end of the topic, students will be able
to
1. convert between cm3 and m3
2. find the volume and surface area of 3D
geometrical objects including cubes,
cuboid, prism, cylinder, pyramid, cone
and sphere
3. solve problems involving volume and
surface area of composite solids
4. solve problems in real-world contexts
(including floor plans, surveying,
navigation, etc) using geometry
5. interpreting the solution in the context
of the problem
6. identifying the assumptions made and
the limitations of the solution
Connection:
Students able to estimate the sizes
of containers in their daily life
Students make connection between
volume of pyramid & prism, cone
and cylinder
Practice:
Students to act as logistic manager
to determine the optimal packaging
shape to ensure minimum wastage
of space for packing of spherical
and cylindrical objects
Also look into minimum wastage of
material used in production for the
same capacity
Identity:
As a global citizen, how one can
help in reducing wastage of
material used in packaging
Students research on Archimedes
and see what we can learn from
him
Note: Italic & underlined for SBGE, bold & underlined for SSMT
Suggestions:
Suggestions:
Blended learning:
Volume of objects
http://www.youtube.com/watch?v=g
Ng77aqxiF8
Basic of Capacity
http://www.youtube.com/watch?v=T
kXxn0bJ4r0
What is volume
http://www.youtube.com/watch?v=a
yg5YEEWE9s
Formative Assessment:
Pop-quiz to access mastery
of basic concepts and skills
Mind map to reflect on their
mastery of the concepts
and skills
Design a Maths trail in
school regarding Geometry
Cheat sheet/
mindmap/
concept map
Summative Assessment:
Topics for Test 2
(a) Statistical Data
Handling
(b) Averages of
Statistical Data
(c) Basic Geometry
(d) Triangles,
Quadrilaterals
and Polygons
(e) Geometrical
Constructions
Online Resources:
http://www.nctm.org/
http://www.purplemath.com/
http://www.bbc.co.uk/school
s/gcsebitesize/maths/
http://www.onlinemathlearni
ng.com/
Print Resources:
- New Syllabus
Mathematics 1
7th Edition by Shinglee
Chapter 14 + eBook
- New Syllabus
Mathematics 2
7th Edition by Shinglee
Chapter 10 + eBook
- S drive/
Maths/Resources/IP MA
S1/Geometry I
16
Hwa Chong Institution
Subject/Programme : Mathematics
Scheme of Work 2014
Level : Secondary 1
(f)
Perimeter and
Area of Plane
Figures
(g) Volume and
Surface Area of
Solids
Note: Italic & underlined for SBGE, bold & underlined for SSMT
17
Hwa Chong Institution
Subject/Programme : Mathematics
Scheme of Work 2014
Level : Secondary 1
Time
allocated
In Wks/hrs
1 week
Time frame
Term 3
Week 7
Content/ Learning Outcomes
Content(topic/theme/concept)
Trigonometry I (Unit 1 Pythagoras’ Theorem)
At the end of the topic, students will be able
to
1. introduce Pythagoras theorem and
some simple proofs
2. find the length of a side of a rightangled triangle using Pythagoras’
theorem
3. determine whether a triangle is rightangled using Pythagoras’ theorem
4. solve problems involving Pythagoras’
theorem
5. derive Pythagorean Triplets
Suggested Curriculum of
Parallel/s
Core:
Students know how to determine
whether a triangle is right-angled
using Pythagoras theorem and vice
versa, using Pythagoras theorem to
determine lengths
Connection:
Students to apply Trigonometry in
the obstacle courses during
National Service trainings
Practice:
Students to solve real life,
particularly in 3-dimensional
situations using Pythagoras
Theorem
Identity:
Students know the history of
ancient Egyptians and the
significance of Pythagoras Theorem
in their daily life and able to explain
at least one method of proving the
theorem
Note: Italic & underlined for SBGE, bold & underlined for SSMT
Learning Activities
Assessment/ Feedback
Suggestions:
Suggestions:
Blended learning and
Collaborative learning with
Flipped Classroom Pedagogy:
Students learn the history of
Pythagoras Theorem
Students learn the Proofs of
Pythagoras Theorem
Formative Assessment:
Pop-quiz to access mastery
of basic concepts and skills
Use of Java applets to illustrate the
interactive proofs
http://www.iesmath.com/math/java/geo/pythagora
s.html
Pre and Post quizzes to
assess mastery of concept
and skills
http://sunsite.ubc.ca/LivingMathema
tics/V001N01/UBCExamples/Pytha
goras/pythagoras.html
Mind map to reflect on their
mastery of the concepts
and skills
Summative Assessment:
EOY Exam
Resources
Online Resources:
http://www.nctm.org/
http://www.purplemath.com/
http://www.bbc.co.uk/school
s/gcsebitesize/maths/
http://www.onlinemathlearni
ng.com/
Print Resources:
- New Syllabus
Mathematics 2
7th Edition by Shinglee
Chapter 8 + eBook
- S drive/
Maths/Resources/IP MA
S1/Trigonometry I
18
Hwa Chong Institution
Subject/Programme : Mathematics
Scheme of Work 2014
Level : Secondary 1
Time
allocated
In Wks/hrs
1.5 week
Time frame
Term 3
Week 8 to 9
Learning Activities
Content/ Learning Outcomes
Content(topic/theme/concept)
Algebra I (Unit 3/Basic Indices)
At the end of this unit, students will be able
to
1. define zero index
2. state the rules of indices for nonnegative integral indices
3. apply rules of indices to simplify
simple indicial expressions
4. apply rules of indices to simplify
algebraic expressions involving
addition, subtraction & multiplication
5. evaluate indicial expressions
6. solve equations and problems
involving non-negative integral indices
7. change the subject of an indicial
formula (no involvement of roots)
8. change the subject of an indicial
formula (with involvement of roots)
9. discuss the patterns in the last digit of
powers of natural
numbers 2, 3, … 8, 9 and find last digit
of sums.
10. understand and use very large and
very small numbers
11. write extreme numerals in standard
Suggested Curriculum of Parallel/s
Core:
Students know what are indices and
the laws of simplifying index
expressions and solving index
equation
Students to represent and understand
numbers that are in standard form
Connection:
Students appreciate the usefulness of
standard form in extreme values
Practice:
Students handle and interpret
standard form on the calculator
Identity:
Students know the advantages of
using standard form in Science
research and astronomy
very small numbers such as
form a 10 where 1  a  10
12. perform arithmetic operations with
numerals in standard form
13. use standard form in daily life
n
A 10n , 1  A  10
Assessment/ Feedback
Suggestions:
Suggestions:
Blended learning
Formative Assessment:
Pop-quiz to access mastery
of basic concepts and skills
Lesson on indices on numbers
http://www.algebrahelp.com/lesson
s/simplifying/numberexp/
Lesson on indices on variables
http://www.algebrahelp.com/lesson
s/simplifying/varexp/
Large numbers:
http://www.youtube.com/watch?v=4
HjLfAxK2No
Scientific notations
http://www.youtube.com/watch?v=H
mw0wJVud0k
http://www.youtube.com/watch?v=H
mw0wJVud0k&list=PLD5E964922C
6B4CEE
http://www.youtube.com/watch?v=F
OxrkugkKPg&list=PLD5E964922C6
B4CEE
Mind map to reflect on their
mastery of the concepts
and skills
Quiz on common errors in
Indices. Spot and correct
the errors
Quiz on indices on numbers
http://www.algebrahelp.com
/worksheets/view/simplifyin
g/numberexp.quiz
Resources
Online Resources:
http://www.nctm.org/
http://www.purplemath.com/
http://www.bbc.co.uk/school
s/gcsebitesize/maths/
http://www.onlinemathlearni
ng.com/
Print Resources:
- New Syllabus
Mathematics 3
7th Edition by Shinglee
Chapter 2 + eBook
- S drive/
Maths/Resources/IP MA
S1/Algebra I
Further Quiz on Negative
indices on numbers
http://www.algebrahelp.com
/worksheets/view/simplifyin
g/negativeexponents.quiz
Collaborative learning
Discussion on a x , what if a zero
or negative
6
12
Further
Quiz10
on 9Negative
mega/million
), giga/billion
(
), tera/trillion ( 10 ), micro
Discussion
on A 10(n10
, why
must
indices on expressions
n be an integer?
http://www.algebrahelp.com
Discuss on the common
/worksheets/view/simplifyin
misconceptions in indices
g/negativevarexp.quiz
( 10
Summative Assessment:
EOY Exam
where n is an integer.
Note: Italic & underlined for SBGE, bold & underlined for SSMT
19
6
), nano ( 10
Hwa Chong Institution
Subject/Programme : Mathematics
Scheme of Work 2014
Level : Secondary 1
Time
allocated
In Wks/hrs
1 week
Time frame
Term 4
Week 1
Content/ Learning Outcomes
Content(topic/theme/concept)
Sets (Unit 1/Set Notations)
At the end of this unit, students will be able
to
1. understand empty or null set, finite set,
infinite set, universal set, equal set,
subset, complement of a set
2. use set language and notation to
describe sets and represent
relationships between sets as follows:
A = {x : x is natural number}
B = {x: a < x  b}
D = {a, b, c…}
3. understand and use the following
notations:
Union of A and B = A  B
Intersection of A and B = A  B
Number of elements in set A = n(A)
“… is an element of …” 
“… is not an element of …” 
complement of set A = A’
empty set =  or { }
universal set = 
A is a subset of B: A  B
A is a proper subset of B: A  B
A is not a subset of B: A Ø B
Suggested Curriculum of
Parallel/s
Core:
Students to represent and
understand what are sets and also
the different ways of describing sets
Students understand the definition
of different sets and able to
represent them in different
notations
Students to relate elements and
sets using different notations
Connection:
Students understand the precision
in using mathematical symbol as
they use different set notations to
represent different meaning
Practice:
Students use set notations in
describing different sets in the
environment they are in
Learning Activities
Assessment/ Feedback
Suggestions:
Suggestions:
Blended learning
Formative Assessment:
Pop-quiz to access mastery
of basic concepts and skills
Set equality and subsets
http://www.youtube.com/watch?v=
OYGYqRj9-ok&feature=c4overviewvl&list=PL20023FA07684B937
Defining sets
http://www.youtube.com/watch?v=
GYlhVuGBl5E&feature=c4overviewvl&list=PL20023FA07684B937
Cheat sheet/Mind map to
reflect on their mastery of
the concepts and skills
Pose questions for
classmates to solve
Prepare poster on the
development of Set Theory
Summative Assessment:
EOY Exam
Resources
Online Resources:
http://www.nctm.org/
http://www.purplemath.com/
http://www.bbc.co.uk/school
s/gcsebitesize/maths/
http://www.onlinemathlearni
ng.com/
Print Resources:
- New Syllabus
Mathematics 2
6th Edition by Shinglee
Chapter 10 + eBook
- S drive/
Maths/Resources/IP MA
S1/Sets
A is a not a proper subset of B: A  B
Note: Italic & underlined for SBGE, bold & underlined for SSMT
20
Hwa Chong Institution
Subject/Programme : Mathematics
Scheme of Work 2014
Level : Secondary 1
Time
allocated
In Wks/hrs
1 week
Time frame
Term 4
Week 2
Content/ Learning Outcomes
Content(topic/theme/concept)
Sets (Unit 1/Venn Diagrams)
At the end of this unit, students will be able to
use Venn diagram to
1. represent the relations of different sets
2. represent the intersection of sets, union
of sets
3. solve problems involving 2 sets
4. solve problems involving 3 sets
5. find maximum/minimum size of a set
through logical deduction.
6. understand and apply De Morgan’s Laws
for intersection and union of sets
7. relate sets to geometry, number systems
and algebra (i.e. use Venn diagram to
show the relationship between polygons,
classification of numbers, and solution
sets)
8. discuss the contribution of George
Cantor to Set Theory
9. comment on the history of development
of Set Theory and Modern Mathematics
Suggested Curriculum of
Parallel/s
Core:
Students know how to use Venn
diagram to represent relations
Connection:
Students use Venn diagram to
solve problems in Primary School
Maths
Practice:
Students to solve real life logical
problems using Venn diagram and
set theory
Note: Italic & underlined for SBGE, bold & underlined for SSMT
Learning Activities
Assessment/ Feedback
Suggestions:
Suggestions:
Venn diagram
http://www.youtube.com/watch?v=u
R70knMr2Hg&list=PL20023FA0768
4B937
Formative Assessment:
Pop-quiz to access mastery
of basic concepts and skills
Venn diagram union and
intersection
http://www.youtube.com/watch?v=u
R70knMr2Hg
Cheat Sheet/Mind map to
reflect on their mastery of
the concepts and skills
Notes on Venn diagram
http://www.cut-theknot.org/LewisCarroll/dunham.shtml
Prepare a poster using
Venn Diagram to create a
overview of Sec 1 Maths
syllabus
Prepare a poster using
Venn Diagram to study on
the affective domain of
classmates
Resources
Online Resources:
http://www.nctm.org/
http://www.purplemath.com/
http://www.bbc.co.uk/school
s/gcsebitesize/maths/
http://www.onlinemathlearni
ng.com/
Print Resources:
- New Syllabus
Mathematics 2
6th Edition by Shinglee
Chapter 10 + eBook
- S drive/
Maths/Resources/IP MA
S1/Sets
Summative Assessment:
EOY Exam
21