IGCSE

Mathematics
Module 1-5

Guangdong Country Garden School

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GUANGDONG COUNNTRY GARDEN (IB WORLD) SCHOOL·IGCSE·MATH

§1.1 HCF & LCM

◆Aim：
After finishing this section, students should be able to:
1．Write a number as a product of prime factors；
2．Find the LCM and HCF of the given numbers.
◆Glossary：
1．Factor
2．Prime factors
3．Divide exactly into the number
4．HCF ( The highest common factor )
5．Multiples
6．LCM（The lowest common multiple，least common multiple）
◆Teaching steps:
★Factors
1．Investigation
Find a number that divide 12 is a integer

2．Definition of factor——A factor of a number is a number that will divide exactly

into it

3．Prime factor
（1）Definition of prime factor
（2）Example
Case1：Write 60 as a product of prime factors
According to the character of the number，Try from 2，3，4，…
Form1：
Form2：

Case2：Write 1617 as a product of prime factors

As same reason as case 1，we have 1617  3  7  7  11

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4. HCF ( The highest common factor ) or GCF ( The greatest common factor )
Example: Find the HCF of 18 and 24

◆Exercises1-Write the following numbers as a product of prime factors

18,16,64,81,100

◆Exercises2-Find the HCF of 36, 72 and 24

★Multiples
（1）definition——A multiple of a number is the product of that number and an
titeger
6=3×2,so 6 is a multiple of 3(6 is a multiple of 2),Also we called 3 is a factor of 6

（ 2 ） LCM——The lowest common multiple of same numbers is the smallest

number that is a multiple of each of them.
For example: LCM of 4 and 6 is 12, LCM of 6 and 9 is 27

（3）The method about Find LCM

Method1:
(1)Writedown the sequence of the multiple
(2)Observe the sequence ,find the first same number
For example: Find the LCM of 12 and 15
12,24,36,48,60,72，……；15,30,45,60,74,……
So,the LCM of 12 and 15 is 60

Method2:Use the form of product of prime number

For example1: Find the LCM of 12 and 15
12=2×2×3( 22  31 ),15=3×5( 31  51 )

§1.1 HCF & LCM 2/4

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GUANGDONG COUNNTRY GARDEN (IB WORLD) SCHOOL·IGCSE·MATH

Any number that is a multiple of 12 must have at least two 2 and one 3 in its
prime factor form
Any number that is a multiple of 15 must have at least one 3 and one 5 in its
prime factor form
So, Any common multiple 12 and 15 must have at least two 2s , one 3 and one 5
in its prime factor form
Hence the LCM of 12 and 15 is 2×2×3×5=60
For example2: Find the LCM of 12 , 15,and 18
12= 22  31 ,15= 31  51 , 18  2  32 ,So,the LCM of 12 , 15,and 18 is 22  32  5 =180
◆Exercises3
Write the following numbers as a product of prime factors.
a) 18 b) 16 c) 64 d) 81 e) 100

f) 36 g) 21 h) 11 i) 45 j)108

Assignment:
In each of the following questions, find the LCM and HCF of the given numbers.
1. a) 9 and 12

b) 12 and 18

c) 15 and 24

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GUANGDONG COUNNTRY GARDEN (IB WORLD) SCHOOL·IGCSE·MATH

d) 24 and 36

e) 3 and 5

2. a) 4, 14 and 21

b) 4, 9 and 18

c) 12, 16 and 24

d) 6, 10 and 15

◆Reflection

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 GUANGDONG COUNNTRY GARDEN (IB WORLD) SCHOOL·IGCSE·MATH

§1.2 Sets

Objective
After finishing this section, students should be able to:
 Recognize the symbols used in sets
 List the elements of sets being defined
 Describe sets being defined
 Express in set builder notation the set.

Emphasis
 Recognize the symbols used in sets
 List the elements of sets being defined

 Difficulties
 Describe sets being defined
 Express in set builder notation the given set.

Glossary
Sets, elements, number of elements, finite sets, infinite sets, empty sets, set builder
notation

Teaching step
Words to be defined:
A set is a well defined collection of objects that usually have some connection
with each other. Capital letters are usually used to denote a set. Sets can be described
in words. For example: set A is a set of the oceans of the world; set B contains
natural numbers less than or equal to 10. Sets can also be listed between curly
brackets {} or braces. For example:
A = { Indian, Atlantic, Pacific, Arctic, Antarctic }
B = { 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 }

Objects that belong to a set are called elements and are indicated by the symbol
 .  means ‘is an element of’. In the examples above, we can say Atlantic  A
or 2  B.
 means ‘is not an element of’. Again using our examples, we can say Mount
Everest  A and 11  B.

n(A), number of elements in set A. We count the number of elements in the set.
Example: If set C contains the odd numbers from 1 to 10 inclusive, find n(C).
C = { 1, 3, 5, 7, 9 }
There are 5 elements in the set. So, n(C) = 5.

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Some Common Number sets and their notation

N: the set of non – negative integers. (the set of natural numbers). N* or N+ is the set
of positive integers (without 0).
Z: the set of integers. Z+ is the set of positive integers. Z– is the set of negative
integers.
Q: the set of rational numbers.
Q’: the set of irrational numbers
R: the set of real numbers

The types of sets

According to the number of elements in the set:
The sets described and listed above are finite sets – they have a fixed or
countable number of elements.
Sets that do not have a fixed number of elements are infinite sets. The set of
natural numbers greater than 10 is an example of an infinite set. This can be listed as
{ 11, 12, 13, 14, … }.
A set may also have no elements. Such a set is called an empty set. The
symbols {} or  indicate an empty set. An example of an empty set would be

women over 6m tall, or square circles. The number of elements in an empty set is 0
but {0} is not an empty set – it is a set containing one element, 0.

Describing sets
(1) Enumeration
List each element individually so there are a small number of elements. Each
element is separated by commas. Example: A = { 1, 2, 3, 4, 5 }

(2) Description
a. Describing in words: give a description of the elements of the set.
Example: B = { the positive integers which is less than 6 }
b. Using set builder notation
This is a method of defining a set when it is difficult to list all the elements or
when the elements are unknown.
Examples:
1. The infinite set of even natural numbers can be listed like this:
{ 2, 4, 6, 8, 10, … }. This set can be described in set builder notation like
this: { x : x  N, x is an even number }. You read this as ‘the set of all
elements x such that x is an element of the set of natural numbers and is even’.
2. The finite set of natural numbers between 9 and 90 can be listed as { 10, 11,
12, 13, …, 89 } or written in set builder notation as { x : x  N, 9 < x < 90 }
You read this as ‘the set of elements x such that x is an element of the set of
natural numbers and x is bigger than 9 and smaller than 90’.

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(3) The Venn Diagram
Represent a set graphically. A closed curve, the interior of which represents the
set.
Example: 4
1 3
2 5

 Exercise
1. List these sets.
a) The set of persons living in your home.

b) The set consisting of the first five odd numbers.

c) The set whose objects are the last four letters of the English alphabet.

d) The set of even numbers between 1 and 7.

2. Describe these sets.

a) A=｛2,3,5,7｝

b) P=｛s,t,u,v,w,x,y,z｝

c) Q=｛5,10,15,20,25｝

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3. A =｛1,2,3,4,5,6｝B =｛2,4,6,8,10｝C =｛3,5,7,9,11｝.
list the sets given by:
a)｛x:x∈A,x>3｝

b)｛x:x∈B,x≤6｝

c)｛x:x∈C,5<x<12｝

d)｛x:x=2y+1,y∈B｝

e)｛(x,y):x∈B,y∈C x=2y｝

4. Express in set builder notation the set of N:

a) greater than 5

b) less than 10.

c) between 3 and 11

d) which are prime.

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§1.3 Relationships between sets

Objective
After finishing this section, students should be able to:
 Understand the relationships between sets
 List the elements of sets being defined
 Develop logical thinking

Emphasis
 Understand the relationships between sets
 List the elements of sets being defined

Difficulties
 Develop logical thinking

Glossary
Equal sets, subsets, proper subsets, universal set, intersection, union of sets,
complement of a set, disjoint sets

Teaching step

 Warm – up
Define the following: set, element
What are the types of sets?
How can we describe sets?

 Relationships between sets

A. Equal sets, Subsets and Proper subsets

Equal sets
Sets that that contain exactly the same elements are said to be equal.
Example: A = The set of letters in the word END = {E, N, D}
B = The set of letters in the word DEN = {D, E, N}
We can say A = B. The order of the elements in the set does not matter.

Subsets & Proper subsets

If every element of set A is also an element of set B, then A is said to be a subset
of B. The notation, if set A is a subset of set B, it is denoted by A  B. Every set
has at least two subsets, itself and the null set.
If A  B and A ≠ B, then A is a proper subset of set B. Proper subsets always
contain fewer elements than the set itself. This is written as A  B.  means ‘is a

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 GUANGDONG COUNNTRY GARDEN (IB WORLD) SCHOOL·IGCSE·MATH
proper subset of’.  means ‘not a proper subset of’
Example: The proper subsets of {D, E, N} are:
{D}, {E}, {N}, {D, E}, {E, N}, {D, N}
Trivial subsets of {D, E, N} are {} and {D, E, N}
If a set has n elements, it will have 2n subsets. For example, a set with 3 elements
will have 23 subsets. That is 2 x 2 x 2 = 8 subsets.

B. Universal and Complement of a set

The universal set, ξ or  , for any problem is the set which contains all the
available elements for that problem. It is also the set of elements from which to select
to form subsets. Always remember that the universal set could change from problem
to problem.
The complement of a set is the set of elements of ξ which do not belong to A.
The complement of set A is written as A’.
A set and its complement are disjoint. A ∩ A’ =  . The union of a set and its

complement is the universal set. A  A’ = ξ.

Example: The universal set is all of the odd numbers up to and including 11.
List the universal set. ξ = { 1, 3, 5, 7, 9, 11 }

Given that Set A = { 3, 5 } and ξ = { 1, 3, 5, 7, 9, 11 }. The

complement of a Set A is the set of elements of ξ which do not
belong to A. List the complement of A. A’ = { 1, 7, 9, 11 }

C. Intersection and Union of sets

The intersection of two sets A and B is the set of elements which are common to
both A and B. Intersection is denoted by the symbol ∩.
The union of the sets A and B is the set of all the elements contained in A and B.
Union is denoted by the symbol  .
Example: If A = { 2, 3, 5, 8, 9 } and B = { 1, 3, 4, 8 } find: a. A ∩ B; b. A  B
a. A ∩ B = { 3, 8 } b. A  B = { 1, 2, 3, 4, 5, 8, 9 }

When two sets have no elements common, they are called disjoint sets. The
intersection of disjoint sets is the empty set or  .

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Assignment
1. Find a universal set for each of the following sets.
a) the set of people in your class that have long hair

b) the set of vowels

c) {2,4,6,8,}

d) {goats, sheep, cattle}

2. If εis the set of students at your school, define five subsets of ε.

3. For each of the following, list the set which is the intersection of the two sets.
a) {1,2,3,4,5,6} and {4,5,8,9,10}

b) {a,b,c,d} and {w,x,y,z}

c) {1,2,3,4,5,…} and {1,3,5,7, …}

d) {m,n,o,p,q} and {d,o,g}

4.ε={1,2,3,4,5,6}, A={1,2,3,4}, B={3,4,5}, C={5}.

List the sets A∩B, B∩C, A∩C andε∩B.

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 GUANGDONG COUNNTRY GARDEN (IB WORLD) SCHOOL·IGCSE·MATH
5. Write down the union of the following sets.
a) A={a,b,c} and B={d,e,f}

b) A={x} and B={y}

c) P={2,4,6,8,10} and Q={5,6,3,1}

d) {0,1,2,3,} and A={4,5,6, …}

6.State whether the following statements are true or false.

a) P∪Q=Q∪P

b) M∪M=2M

c) B∪Ф=Ф

d) B∪B=B2

7. ε={p,q,r,a,t,v} and Y={p,r,v}. List the members of Y′.

8. ε={1,2,3, …,20}. P is the set of prime numbers inε.

a) List the elements of the set P.

b)List the elements of the set P′.

9. W={whole numbers} and subset T={even numbers}.

Describe in words the complement of T with respect to W.

10. The universal set is the set of all integers.

What is the complement of the set of negative numbers?

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§1.4 Venn diagrams(1)【Learning Planner】

Class Name
1. Objective
(1)Evaluate the number of sets using Venn diagram.
(2)Solve the problems of sets using Venn diagram.
(3)Use critical and logical thinking.
2. Evaluation
Criteria Level descriptor Mark 8 Mark
A Evaluate the number of sets using Venn diagram. 1-2
Knowledge Solve the problems of sets using Venn diagram. 3-4
and Use critical and logical thinking. 5-6
understanding Finish Examples 1. 7-8

3. Learning steps
Warm – up
Do you know that….
The Venn Diagram is made up of two or more overlapping circles. It is often used in
mathematics to show relationships between sets. In language arts instruction, Venn Diagrams
are useful for examining similarities and differences in characters, stories, poems, etc.
It is frequently used as a prewriting activity to enable students to organize thoughts or
textual quotations prior to writing a compare/contrast essay. This activity enables students to
organize similarities and differences visually .

Sketches used to illustrate sets and the relationships between them are called Venn
diagram. Set problems may be solved by using Venn diagrams. Therefore, we need to
understand the basics of Venn diagrams.

The rectangle represents ξ The circle represents set A Set A and Set B are disjoint

A A B

A  B A  B A  B

B A B A B
AA

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A’ (A  B)’ A  B  C

A A B A B

C
(A  B)  (A  C)

A B
For two intersecting sets A and B we can use the rule:
n (A  B) = n (A) + n (B) – n(A  B)

Examples:
1. A = { 3, 4, 5, 6 }, B = { 2, 3, 5, 7, 9 } and ξ = { 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 }. Draw a
Venn diagram to represent this information. Hence write down the elements of:
(a) A’ (b) A  B (c) A  B

2. In the Venn diagram shown,

ξ = { boys in the fourth form } R C
R = { members or the rugby team}
4 5 2
C = { members of the cricket team }
(a) How many are in the rugby team?

(b) How many are in both teams? 20

(c) How many are in the rugby team but not in the
cricket team?

(d) How many are in neither team?

(e) How many are there in the fourth form?

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3. ξ = { 1, 2, 3, …, 12 }, A = { 2, 3, 4, 5, 6 } and B = { 2, 4, 6, 8, 10 }. Draw the
given in a Venn diagram and answer the following: (Please be careful to use set
notation only when the answer is a set ).
(a) A  B =
(b) A  B =
(c) A’ =
(d) n (A  B) =
(e) B’  A =
4. Shade the following sets.
(a) A  B (b) A  B (c) A’

A B A B A B

(d) A’  B (e) (B  A)’ (f) B’  A

A B A B A B

Assignment
1. Use the given Venn diagram to answer the following questions.
a) List the elements of A and B. A B
4
6 12 8
b) List the elements in A∩B.
24 16
18 20

2 10 14 22
c) List the elements in A∪B.
P Q

2. Use the given Venn diagram to answer c

a e h
the following questions.
b d f g
a) List the elements that belong to:
(ⅰ) P
(ⅱ) Q i j
b) List the elements that belong to both P and Q.

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c) List the elements that belong to:
(ⅰ) neither P nor Q
(ⅱ) P but not Q

3. Draw a Venn diagram to show the following sets and write each element in its correct
space.
ε= { whole numbers from 20 to 36 inclusive }
A= { multiples of 4 } B= { numbers greater than 29 }

4. The universal set is { students in a class }.

V= { students who like volleyball } and S= { students who play soccer }.
There are 30 students in the class. The Venn diagram shows numbers of students.
1. Find the value of x.
2. How many students like volleyball?
3. How many students in the class do not play soccer?

V S

10 x 8

5. Shade the region in the Venn diagram which represent the subset A∩B′.

A B

Reflection

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§1.5 Venn diagrams (2) 【Learning Planner】

Class Name
1. Objective
(1)Evaluate the number of sets.
(2)Solve logical problems of sets.
(3)Express the sentences in set language.
(4)Interpret the set statements.
2. Evaluation
Criteria Level descriptor Mark 8 Mark
A Evaluate the number of sets. 1-2
Knowledge Solve logical problems of sets. 3-4
and Express the sentences in set language. 5-6
understanding Interpret the set statements. 7-8

3. Learning steps
Warm – up
Describe the region shaded.

B A B A B
AA

A A B A B

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Examples:
1. In a form of 30 girls, 18 play netball and 14 play hockey, while 5 play neither. Find the
number who play both netball and hockey.

2. If A = { sheep }
B = { sheep dogs }
C = { ‘intelligent’ animals }
D = { animals which make good pets }

(a) Express the following sentences in set language:

(i) No sheep are ‘intelligent’ animals.
(ii) All sheep dogs make good pets.
(iii) Some sheep make good pets.
(b) Interpret the following statements:
(i) BC

(ii) BC=D

3. If S = { Scottish men }, G = { good footballers }, express the following statements in

words:
(a) G  S

(b) G ∩ S = 

(c) G ∩ S ≠ 

4. In the Venn diagram n ( A ) = 10, n ( B ) = 13, n ( A ∩ B ) = x and n ( A  B ) = 18.

(a) Write in terms of x the number of elements in A but A B

not in B.
x
(b) Write in terms of x the number of elements in B but
not in A.

(c) Add together the number of elements in the three parts

of the diagram to obtain the equation 10 – x + x + 13 – x = 18.
(d) Hence find the number of elements in both A and B.

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Exercise or Assignment:
1. In the Venn diagram n ( A ) = 21, n ( B ) = 17, n ( A ∩ B ) = x and n ( A  B ) = 29.
(a) Write down in terms of x the number of elements in A B
each part of the diagram.

x
(b) Form an equation and hence find x.

2. The sets M and N intersect such that n ( M ) = 31, n ( N ) = 18 and n ( M  N ) = 35.

How many elements are in both M and N?

3. The sets A and B intersect such that n ( A ∩ B ) = 7, n ( A ) = 20, n ( B ) = 23. Find

n ( A  B ).

4. Of the 32 pupils in a class, 18 play golf, 16 play the piano and 7 play both. How many
play neither?

5. In a school, students must take at least one of these subjects: Maths, Physics or Chemistry.
In a group of 50 students, 7 take all three subjects, 9 take Physics and Chemistry only, 8
take Maths and Physics only and 5 take Maths and Chemistry only. Of these 50 students,
x take Maths only, x take Physics only and x + 3 take Chemistry only. Draw a Venn
diagram, find x, and hence find the number taking Maths.

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6. The IGCSE results of the 30 members of a Rugby squad were as follows: All 30 players
passed at least two subjects, 18 players passed at least three subjects, and 3 players passed
four subjects or more. Calculate:

(a) How many passed exactly two subjects,

(b) What fraction of the squad passed exactly three subjects.

7. Given that ξ = { pupils in a school }, B = { boys }, H = { hockey players }, F =

{ football players },
Express the following in words:
(a) F  B

(b) H  B’

(c) F ∩ H ≠ 

(d) B ∩ H = 

Express in set notation:

(e) No boys play football.

(f) All pupils play either football or hockey.

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 GUANGDONG COUNNTRY GARDEN (IB WORLD) SCHOOL·IGCSE·MATH

§1.6 Limits of accuracy 【Learning Planner】

Class Name
1. Objective
(1)Give appropriate upper and lower bounds for data given to a specified accuracy.
(2)Give answers to reasonable accuracy in the context of a given problem.
(3)Develop critical thinking.
2. Evaluation
Criteria Level descriptor Mark 8 Mark
Give appropriate upper and lower bounds for data 1-2
A
given to a specified accuracy.
Knowledge
and Finish assignment 1. 3-4
understanding Finish example 2. 5-6
Finish assignment 5. 7-8
3. Learning steps
Lower bound and upper bound
Suppose the length of a piece of wire is 52 cm to the nearest centimeter. This means that
the wire could have any length from 51.5 cm to to, but not including, 52.5 cm. This is
because the smallest number that rounds to 52, is 51.5 and the largest number that rounds to
52 is 52.49. However, as 52.49 = 52.5 rather than 52.499 or 52.4999, when the upper bound
is needed in a calculation, 52.5 must be used.
52.5 is called the upper bound of the range of possible values and 51.5 is called the
lower bound of the range.
If the length of the wire is denoted by x cm, then we can write:
51.5  x  52.5

Examples:
1. In a race, Nomatyala ran 100 m in 15.3 seconds. The distance is correct to the nearest
meter and the time is correct to one decimal place. Write down the lower and upper
bounds of:
a. The actual distance Nomatyala ran.

b. The actual time taken.

2. The length of a piece of thread is 4.5 m to the nearest 10 cm. The actual length of the
thread is Lcm. Find the range of possible values for L, giving your answer as an
inequality.

3. Give the lower and upper bounds:

Measurement Lower bound Upper bound
The diameter of a CD is 12 cm to the nearest cm.
The weight of a butterfly might be given as 0.032 g.
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Sum and difference of measurement
1. What are the upper and lower bounds of the sum of the measurements 8 cm and 4 cm,
each of which is correct to the nearest centimetre?
8 cm lies within (8  0.5) cm. That is 7.5 cm to 8.5 cm.
4 cm lies within (4  0.5) cm. That is 3.5 cm to 4.5 cm.
So the upper bound of the sum = 8.5 cm + 4.5 cm =13 cm
and the lower bound of the sum = 7.5 cm + 3.5 cm =11 cm

2. What are the upper and lower bounds of the difference of the measurements 8 cm and 4
cm, each of which is correct to the nearest centimetre?
8 cm lies within the range 7.5 cm to 8.5 cm.
4 cm lies within 3.5 cm to 4.5 cm.
Hence the upper bound of the difference =8.5 cm – 3.5 cm= 5 cm
And the lower bound of the difference = 7.5 cm – 4.5 cm = 3 cm.

Product and division of measurements

1. The dimensions of a rectangle are 32.6 cm and 20.8 cm correct to 3 significant figures.
Calculate the lower and upper bounds for the area.
The length lies within the range 32.55 cm to 32.65 cm.
The breadth lies within the range 20.75cm to 20.85 cm.

Hence the lower bound for area is 32.55  20.75 = 675.4125 cm 2

And the upper bound for area is 32.65  20.85 = 680.7525 cm 2

So the area lies between 675.4125 cm 2 and 680.7525 cm 2 , or 675 cm 2 and 681 cm 2
correct to 3 significant figures.

4.2  5.1
2. Each number in the given fraction is correct to 2 significant figures.
1.6
Find, correct to 3 significant figures, the lower and upper bounds of the value of the
fraction.
The lower bound is obtained by making the numerator of the fraction as small as possible
and the denominator as large as possible .
4.15  5.05
The lower bound is =12.701…=12.7 (correct to 3 significant figures)
1.65
The upper bound is obtained by making the numerator of the fraction as large as possible
and the denominator as small as possible .
4.25  5.15
The upper bound is =14.120… =14.1 (correct to 3 significant figures)
1.55

1.6 Limits of accuracy 2/4

 GUANGDONG COUNNTRY GARDEN (IB WORLD) SCHOOL·IGCSE·MATH
Exercise:
1. Complete the table.
Measurement Lower bound Upper bound
Temperature in a fridge = 2C to the nearest degree
Mass of an aircon = 2.3 g to 1 d.p.
Length of telephone cable = 64 m to the nearest m
Time taken to run 100 m = 13.6 s to the nearest 0.1 s
The length of a fence is 330 m to the nearest 10 m

2. A boy’s height is given as 145 cm to the nearest centimeter. Find the upper and lower
bounds within which his height could lie, giving your answer as an inequality.

3. The length of a field is measured as 90 meters to the nearest ten meters. Give the upper
and lower bounds of the length.

4. In a DIY store the height of a door is given as 195 cm to the nearest cm. Write down the
upper bound for the height of the door.

5. A vet weighs a sick goat at 37 kg to the neatest kg. What is the least possible weight of
the goat?

6. The weight of a Labrador is 35 kg, to the nearest kg. The weight lies between:
_______________.

7. In the country sports Jill was timed at 28.6 for the 200 m. What is the upper bound for the
time she could have taken?

8. Anne estimates that the mass of a lion is 300 kg. Her estimate is correct to the nearest 100
kg. Between what limits does the actual mass ( m kg ) of the lion lie?

9. To the nearest 10 cm, the top of a table is 130 cm long and 100 cm wide. State the range
of possible values of the length ( L cm ) and width ( W cm )?

1.6 Limits of accuracy 3/4

 GUANGDONG COUNNTRY GARDEN (IB WORLD) SCHOOL·IGCSE·MATH
Assignment:
1. Given are measurements, write the possible values using an inequality.
a. mass = 17 kg ( 2 s.f. ) ____________________
b. d = 256 km ( 3 s.f. ) ____________________
c. length = 2.4 m ( 1 d.p. ) ____________________
d. m = 0.34 g ( 2 s.f. ) ____________________
e. v = 2.04 m/s ( 2 d.p. ) ____________________
f. x = 12.0 cm ( 1 d.p. ) ____________________
g. T = 81.4 C ( 1 d.p. ) ____________________
h. M = 0.3 kg ( 1 s.f. ) ____________________
i. mass = 0.7 tonnes ( 1 s.f. ) ____________________
j.n = 52 000 students ( nearest thousand ) ____________________
2. A cook’s weighing scales weigh to the nearest 0.1 kg. What is the upper bound for the
weight of a chicken which she weighs at 3.2 kg?

3. A surveyor using a laser beam device can measure distances to the nearest 0.1 m. What is
the least possible length of a warehouse which he measures at 95.6 m?

4. Liz and Julie each measure a different worm and they both say that their worm is 11 cm
long to the nearest cm.
a) Does this mean that both worms are the same length?

b) If not, what is the maximum possible difference in the length of the two worms?

5. A card measuring 11.5 cm long ( to the nearest 0.1 cm ) is to be posted in an envelope

which is 12 cm long ( to the nearest cm ). Can you guarantee that the card will fit inside
the envelope? Explain your answer.

1.6 Limits of accuracy 4/4

 GUANGDONG COUNNTRY GARDEN (IB WORLD) SCHOOL·IGCSE·MATH

§1.7 Simple Interest and compound interest【Learning Planner】

Class Name
1. Objective
(1)Calculate simple interest, rate and time of money invested. Know compound interest.
(2)Calculate the hire purchase or installment plan for certain items.
(3)Develop critical thinking.
2. Evaluation
Criteria Level descriptor Mark 8 Mark
Calculate simple interest, rate and time of money 1-2
A
invested. Know compound interest.
Knowledge
Finish example 1. 3-4
and
Finish assignment 4. 5-6
understanding
Finish assignment 5. 7-8

3. Learning steps
The money you pay to live in somebody else’s house is called rent. The money you pay
if you hire a car is called rental. The money you pay to the post office to use one of their post
boxes is also called rental. If you borrow money from a bank, you also have to pay for the
use of the money borrowed. This money you pay is called interest. If you deposit ( or invest )
money in the bank, the bank will pay you interest. The letter I stands for interest. The interest
depends on the sum of money borrowed or invested. The initial amount of money borrowed
or invested is called the principal amount. The letter P stands for the principal amount.
The interest also depends on the length of time for which the money is borrowed or
invested. T is the letter used for time. Time is usually measured in years.
Finally, the interest depends on the rate of interest. This is expressed as a percentage per
year and is denoted by R. For example, if a bank’s interest rate is 5% per annum, it will pay R
(5) per year for every R (100) invested.

◆Simple interest:
If the amount of interest paid (or charged) is the same for each year, then it is called simple
interest.
So, to summarize, you invest an amount of money (P) in the bank. The bank pays you
PTR
interest (I) at a fixed rate (R) per annum ( I = ). For any number of years (T) you have
100
kept your money in the bank, you can calculate the final amount (A) of money. The final
amount will be equal to the principal plus interest ( A = P + I )。
Examples:
1. $500 is invested at 10% per annum simple interest. How much interest is earned in 3
years?

2. How long will it take $250 invested at the rate of 8% per annum simple interest to
amount to $310?

1.7 Simple Interest and compound interest 1/4

 GUANGDONG COUNNTRY GARDEN (IB WORLD) SCHOOL·IGCSE·MATH
3. A farmer gets a loan of $8 000 and clears the loan at the end of 5 years by paying $12
000. What rate percentage of simple interest did the farmer have to pay per annum?

◆Compound interest:
When the interest for one year is added to the investment (or debt) and the interest for
the next year is calculated on the increased on the increased investment (or debt) ,it is called
compound interest.
The formula A=P(1+R)T will be used calculate the final amount in compound interest.
The compound interest will be equal to the final amount minus the principal.(I=A-P)
Examples:
4. $500 is invested at 10% per annum compound interest. How much interest is earned in 3
years?

5. How long will it take $250 invested at the rate of 8% per annum compound interest to
amount to $291.60?

6. A farmer gets a loan of $8 000 and clears the loan at the end of 4 years by paying $14641.
What rate percentage of compound interest did the farmer have to pay per annum?

◆Hire purchase
Consumer items like foodstuffs and clothes are normally paid for in cash. But many
people cannot pay cash for expensive items like television sets, furniture, cars and so on.
With a hire purchase ( HP ) system or installment plan, the customer usually pays a fraction
( or percentage ) of the price of the item and pays the remainder in a certain number of
weekly or monthly installments. The initial amount the customer pays is called the down
payment or deposit. Since hire purchase involves added expense for the seller, interest is
charged on outstanding balances.

An advantage of buying on hire purchase is that the article may be used while the
money is accumulated to pay for it. The goods do not become the buyer’s property until all
the installments have been paid. One obvious disadvantage is that if the buyer is unable to
keep paying the installments, then the article will be repossessed or taken back by the seller.
Some people believe it is wiser to save money in the bank and pay cash.

1.7 Simple Interest and compound interest 2/4

 GUANGDONG COUNNTRY GARDEN (IB WORLD) SCHOOL·IGCSE·MATH
Examples:
1. The cash price of a car was $20 000. The hire purchase price was $6 000 deposit and
installments of $700 per month for two years. How much more than the cash price was
the hire purchase price?

2. A man buys a car for $30 000 on hire purchase. A deposit of 20% is paid and interest is
paid on the outstanding balance for the period of repayment at the rate of 10% per annum.
The balance is paid in 12 equal installments. How much will each installment be?

Exercise or Assignment:
Show all working solutions in every number:
1. Calculate the simple interest and compound interest on:
a. $250 invested for a year at the rate of 3% per annum.

b. $400 invested for 5 years at the rate of 8% per annum.

1
c. $700 invested for 2 years at the rate of 15% per annum.
2

1
d. $800 invested for 8 years at the rate of 7 % per annum.
2

e. $5 000 invested for 15 months at the rate of 5.5% per annum.

2. $1 400 is invested at 4% per annum simple interest. How long will it take for the amount
to reach $1 624?

1.7 Simple Interest and compound interest 3/4

 GUANGDONG COUNNTRY GARDEN (IB WORLD) SCHOOL·IGCSE·MATH
3. The simple interest on $600 invested for 5 years is $210. What is the rate percentage per
annum?

4. A shopkeeper wants 25% deposit on a bicycle costing $400 and charges 20% interest on
the remaining amount. How much is:
a) the deposit

b) the interest

c )the total cost of the bicycle

5. A woman pays 30% deposit on a fridge costing $2 500 and pays the rest of the money in
1 year with interest of 20% per year. How much does she pay altogether for the fridge?

6. $10000 is invested at 4% per annum compound interest. How long will it take for the
amount to reach $11248.64?

7. The compound interest on $10000 invested for 4 years is $4641. What is the rate
percentage per annum?

8. Abdul inversted ﹩240 when the rate of simple interest was r% per year.
After m months the interest was ﹩I.
Write down and simple an expression for I, in terms of m and r.

Answer I= .

1.7 Simple Interest and compound interest 4/4

 GUANGDONG COUNNTRY GARDEN (IB WORLD) SCHOOL·IGCSE·MATH

Review of module 1【Learning Planner】

Class Name

1． Work out 7-2×4.

Answer [2]
2．Write as a decimal
7
(a) .
20

Answer [2]
(b) 127%

Answer [2]
3．Put one of the symbols＜，＞ or = in each part to make two statements correct.
(a) 0.0225 0.3×0.5. [2]
3 2
(b) 2.79 4.63 . [2]
4．A spoon can hold 5 ml of medicine.
(a) Write 5 ml in litres.
Answer(a) [2]
(b) Write your answer in standard form.
Answer(b) [2]
5．Hassam picks 24kg of fruit.
He finds that 8% of fruit is rotten.
Work out the mass of fruit which is rotten.
Answer kg[2]
6．The population, P, of a city is 280000, to the nearest ten thousand. Complete the statement
about P.
Answer  p＜ [2]
7．In June 2000, one euro(€) was worth 0.59 British pound (￡).
Work out the value, in pounds, of a car which cost €12800.
Give your answer to the nearest hundred pounds.
Answer￡ [3]
8．Doreen cycles to her friend's home. She leaves at 0940 and arrives at 1020.
(a)Write down the time taken
(i) in minutes,
Answer(a)(i) minutes [2]
(ii) as a fraction of an hour in its lowest terms.
Answer(a)(ii) hours [2]
(b)The distance Doreen cycles is 8.4km. Work out Doreen's average speed in km/h.
Answer(b) km/h [2]
9．Luis and Hans both have their birthdays on January 1 . In 2002 Luis is 13 and Hans is 17
st

years old.
(a) Which is the next year after 2002 when both their ages will be prime numbers?
Answer(a) [2]
(b) In which year was Hans twice as old as luis?
Answer(b) [2]

Revision of module 1 1/4

 GUANGDONG COUNNTRY GARDEN (IB WORLD) SCHOOL·IGCSE·MATH
10．

(a) In Diagram 1, shade the area which represents A  B  [2]

(b) Describe in set notation the shaded area in Diagram 2.
Answer(b) [2]

11．Draw a Venn diagram to show the following sets and write each element in its correct space.[6]
a) The universal set is { a, b, c, d, e, f, g, h }.
A= { b, c, f, g } B= { a, b, c, d, f }

12．The temperature decreases from 25℃ to 22℃.

Calculate the percentage decrease.

Answer %[2]
2 1
13．Geoff spent of his money on food and on CDs. [6]
5 3
a) What fraction did he spend altogether?

b) What fraction did he have left over?

c) If he had $500, how much was left?

14．Three men invest $2000, $3500 and $4500 respectively in a business and agree to share
the profits in the ratio of their investments. The profits in the first year were $8000. How
much did they each receive? [8]

Revision of module 1 2/4

 GUANGDONG COUNNTRY GARDEN (IB WORLD) SCHOOL·IGCSE·MATH
15 ． A woman buys 100 oranges for $30. She sells them for 50 cents each. Calculate the
percentage profit or loss made. [4]

16．An increase of 250% in the ground area of a factory took place during the last year. The
area is now 15.75 hectares. What was the area a year ago? [6]

17．Klaus and Heidi plan a holiday in the USA in August. [10]

a) Klaus decides to change 800 Euros (€) into dollars in January when the exchange rate
is $1 = €1.68. A bank change of 1% is then deducted. Calculate how much he receives, to the
nearest dollar.

b) (ⅰ) Heidi invests her €800 in a bank at an annual rate of 9% simple interest.
Calculate the amount she has after 6 months.

(ⅱ) She now changes this amount into dollars. The exchange rate is $1 = €1.87, but
this time there is no bank change. Calculate how much Heidi receives, to the nearest dollar.

c) Who made the better decision?

d) They bring a total of $120 back with them and exchange it for € at a rate of $1= €1.72
with no bank charge. Calculate how much they receive, to the nearest Euro.

Revision of module 1 3/4

 GUANGDONG COUNNTRY GARDEN (IB WORLD) SCHOOL·IGCSE·MATH
18．Complete this table of squares and cubes. The numbers are not in sequence. [6]

Number Square Cube

3 9 27
121
2744
-343

18．Write each of these four numbers in the correct place in the Venn Diagram below. [4]
4 112
2.6， ， 12 ，
17 7

19．At an athletics meeting，Ben's time for the 10000 metres race was 33 minutes exactly and
he finished at 1517.
(a) (i)At what time did the race start? [2]

(ii)What was Ben's average speed for the race? Give your answer in kilometers per hour.[4]

(iii)The winner finished 51.2 seconds ahead of ben. How long did the winner take to run
the 10000 metres? [2]

(b)The winning distance in the javelin competition was 80 metres. Otto's throw was 95%
of the winning distance. Calculate the distance of Otto's throw. [4]

(c)Pamela won the long jump competition with a jump of 6.16 metres. This was 10%
further than Mona's jump. How far did Mona jump? [4]

Revision of module 1 4/4

 IGCSE 数学导学案

§2.1 Factorising and Expanding【Learning Planner】

Class Name
Syllabus
Use letters to express generalised numbers and express basic arithmetic processes
algebraically. Substitute numbers for words and letters in complicated formulae. Construct
and rearrange complicated formulae and equations.Manipulate directed numbers. Use
brackets and extract common factors. Expand products of algebraic expressions. Expand
products of more than two brackets.Manipulate algebraic fractions. Factorise and simplify
rational expressions.
Objectives
Students should be able to factorise by grouping and factorising quadratic
expressions.Factorise and simplify rational expressions.
Learning steps
Theory:
A formula is an equation which specifies how a number of variables are related to
one another. Formulas are written so that a single variable, the subject of the formula, is on
the left hand side of the equation. Everything else goes on the right hand side of the equation.
Factorising by grouping
When an expression has an even number of terms,such as four,you may find that there is
no common factor for all four terms. In such cases, you group the terms in pairs and find the
common factor of each pair.
Factorising quadratic expressions
Expressions in the form of ax2+bx+c (where a, b, and c are numbers) are called
quadratic expressions. When you factorise such expressions, you have to remember that the
middle term bx is, in fact, a combination of two terms.
Consider: (2x-3)(x+4) can be multiplied out to give:

When you try to factorise the expression , you have to decide which
combination of terms gave 5x .You can do this by trial and error.

Example 1
(1)Change the subject of the equation -b = c to x.

(2)Make u the subject of the formula .

§2.1 Factorising and Expanding 1/4

 IGCSE 数学导学案

Example 2 Factorise
(1) 6x2 -7x+2 (2) 9x2 -16 (3) x3 −5x² + 3x − 15.

Example 3
Write as a single fraction in its simplest form.

(1) (2) (3)

Exercises
1.Expand (1) 3x(2x – 4y) (2) (x + 4)(x – 7)(2x + 1)

2. Factorise (1) 2x3 + 5x − 15− 6x² (2) 6ab－3bc+2ad－cd+8a－4c

(3) ap+aq-bp-bq (4) 4x2 -25

§2.1 Factorising and Expanding 2/4

 IGCSE 数学导学案

Assignment
1.Factorise the quadratic expressions below;
(1)x2 -7x+6 (2)12x2 -19x+5

(3)3x2 -7x+2 (4)x2 -6x+8

(5)6x2 -7x-3 (6)10x2 +9x-7

2.Expand
(1) (2x+3)2 (2)(2x-3)(x+4)(3x-1)

42np− 7n
3.Simplify 12pt− 2t+18mp− 3m
.

§2.1 Factorising and Expanding 3/4

 IGCSE 数学导学案

4 +10w
4.Simplify 8 − 50w2
.

5.Write as a single fraction, in its simplest form.

1−x 2+x
x
- 1+2x

6.Make b the subject of the formula r= .

7. ap = px + c Write p in terms of a, c and x.

8. x2 ‐ 6x +10 is to be written in the form (x ‐ p) 2 + q. Find the values of p and q.

§2.1 Factorising and Expanding 4/4

 IGCSE 数学导学案

§2.2 Indices【Learning Planner】

Class Name
Syllabus
Manipulate algebraic fractions. Factorise and simplify rational expressions.
Use and interpret positive, negative and zero indices. Use and interpret fractional indices.
Use the rules of indices.Manipulate algebraic fractions.
Objectives
Use the rules of indices.
Lear ning steps
New wor ds interpret 解释, 说明 fractional 分数的, 小数的
reciprocal 倒数的, negative 否定, 负数
simplify 化简 standard form 科学记数法
Laws of indices – what you need to know
There are lots of very important laws (or rules)
It is important that you know and can apply these
Understanding the explanations will help you remember them:

Exam Tip:Take it slowly and apply the laws one at a time.Write number in the questions with
the same BASE if possible.

2.2 Indices 1/4

 IGCSE 数学导学案

Example 1 Simplify:
(1)
(m5)2 (2) 6w0

(3)（32x8）÷（8x32 ） (4)(x3/64)2/3

(5)(3x3)3 (6)(125x6)2/3

Example2
Find the value of n in the following equations.
(1) 2n=1024 (2) 42n-4=16

(3) 9n=27 (4) (512)-2/3=2n

5
(5) 2n=1/16 (6) 3n= 3

Example 3 Work out.

(1) 1252/3 (2) (1/3)-2

(3) 813/4 (4)

3
64

2.2 Indices 2/4

 IGCSE 数学导学案

Exercises
1.Simplify:
(1) (16x16)3/4 (2) (8/y6)-1/3

(3) (x5)2 (4) (81m8)3/4

1 2
(5) (36x16)1/2 (6) (2 x3 )3

Assignment
1.Find the value of
1
(1)(√5)8 (2)(27)-2/3

(3) (1/4)0.5 (4)(-8)2/3

2.Simplify the following.

(1)(4pq2)3 (2) (16x8)-1/4

2.2 Indices 3/4

 IGCSE 数学导学案

3.Find c in terms of a and b. Give your answer in its simplest form.

a×107+b×106=c×106

4.Find n in terms of x.
3x×94=3n

5. 243x=32 Find the value of x.

6. 5y=k, find 5y+1 in terms of k.

7.Find the value of x which satisfies

(1) 3x=81

(2) 3x=1/9

(3) 3x=1

2.2 Indices 4/4

 IGCSE 数学导学案

§2.3 Solve quadratic equations【Learning Planner】

Class Name
Syllabus
Derive and solve simultaneous equations, involving one linear and one quadratic. Derive and
solve quadratic equations by factorisation, completing the square and by use of the formula.
Objectives
Solve quadratic equations by factorisation, completing the square and by use of the formula.

Learning steps
New word factorisation 因式分解 complete the square 配方 formula 公式
What is a quadr atic equation?
A quadratic equation looks like (or can/should be made to look like) this:ax2 + bx + c = 0 (as
long as a ≠ 0)
What is the quadr atic for mula?
The Quadratic Formula is a way of finding the roots (solutions) of a quadratic equation:

The part of the formula under the square root (b2 – 4ac) is called the discriminant and it tells
you a lot about the roots:
o If b2 – 4ac > 0 then there are two distinct (different) real roots (*)
o If b2 – 4ac = 0 then there is one real root (two repeated roots)
o If b2 – 4ac < 0 then there are no real roots (and the equation cannot be solved)
Example 1
(1)Find the roots of the equation 3x2-2x-4=0,given your answers correct to 2 decimal place.

(2)Solve the equation 3x2 + 2x – 8 =0.

What is completing the squar e?

“Completing the square” is something that can be done to a quadratic expression (to make it
easier to work with or more useful in some way)
It involves writing the quadratic expression x2 + px +q in the form (x + a)2 + b

2.3 Solve quadratic equations 1/4

 IGCSE 数学导学案

Example 2

Factor ising a 3 ter m quadr atic equation ax2 + bx + c=0 (a≠1 and a≠0)
Signs in quadratic determine signs in brackets:
If c is positive then both signs are the same as the sign of b
If c is negative then the signs are different and bigger number has the sign of b
Using those signs find numbers p and q which
o Multiply to give a × c
o Add to give b
Example 3 Solve the equation 6x2-7x-3=0 by factorisation.

2.3 Solve quadratic equations 2/4

 IGCSE 数学导学案

Exam Tip:
If the resulting quadratic has a repeated root then the line is a tangent to the curve.
If the resulting quadratic has no roots then the line does not intersect with the curve –
or you have made a mistake!
When giving your final answer, make sure you indicate which x and y values go
together. If you don`t make this clear you can lose marks for an otherwise correct
answer.

Exercises
1.Solve the equation 3x2 - 11x + 4 = 0. Show all your working and give your answers correct
to 2 decimal places.

2.f(x) = x2 + 4x −6
(a) f(x) can be written in the form (x + m)2 +n. Find the value of m and the value of n.
(b) Use your answer to part (a) to find the positive solution to x2 + 4x – 6 = 0.

Assignment
1.Solve the equation 5x - 6x - 3 =0. Show all your working and give your answers correct to
2

2 decimal places.

2.3 Solve quadratic equations 3/4

 IGCSE 数学导学案

2.Use the quadratic equation formula to solve 2x2 + 7x – 3 = 0 . Show all your working and
give your answers correct to 2 decimal places.

3.Solve the equation 10x2+9x-7=0 by factorisation.

4.Solve the simultaneous equations:

3x-y=13
x2+y2=17

5.Find the exact solutions of the equation x2–8x + 6 = 0 by completing square.

2.3 Solve quadratic equations 4/4

 IGCSE 数学导学案

§2.4 Simultaneous Equations and Inequalities

【Learning Planner】
Class Name
Syllabus
Derive and solve linear equations in one unknown. Derive and solve simultaneous linear
equations in two unknowns. Represent inequalities graphically and use this representation to
solve simple linear programming problems. Derive and solve linear inequalities.
Objectives
Solve linear equations in one unknown and solve simultaneous linear equations in two
unknowns. Solve simple linear programming problems.
Lear ning steps
What are linear simultaneous equations?
When there are two unknowns (say x and y) in a problem, we need two equations to be able to
find them both: these are called Simultaneous Equations.If they just have x and y in them (no
x2 or y2) then they are Linear Simultaneous Equations.(They can be represented by two
straight lines on a graph – the two answers are the x and y coordinates of the point of
intersection of the lines).You may have to use the information in the question to write down
the equations.Look for an “is” (or equivalent) in the question and make sure you know what
the letters you are using stand for.

How do you solve linear simultaneous equations?

The method described here is called the Elimination (or Balance) Method:Label the
equations A and B .
1.Multiply A and/or B by numbers to make the coefficients of x or y the same size.
2.Add or subtract appropriate equations to eliminate that variable
(Note: if the coefficients you made the same size in 1. have different signs you will be adding.
If they have the same signs you will be subtracting.).
3.Solve the resulting equation.
4.Substitute back into A or B and solve to find the other variable.
5.Check your answer by substituting into the equation you didn’t use in 4.
How do we interpret inequalities on a graph?
First, see Inequalities and Straight Line Graphs
Once you do…
1. Write down the EQUATION of each line on the graph
2. REMEMBER that lines are drawn with:
A solid line for ≤ or ≥ (to indicate line included in region)
A dotted line for < or > (to indicate line not included)
REPLACE = sign with: ≤ or < if shading below line ≥ or > if shading above line
(Use a point to test if not sure)

Exam Tip: If one of the equations is written in the form y=... or x=... they can use the
method of Substitution.

2.4 Simultaneous Equations and Inequalities 1/4

 IGCSE 数学导学案

Example 1 Solve the equation 0.2x – 3 = 0.5x

Example 2 Solve the simutaneous equations:

3x-y=13
2x+3y=5

Example 3
Pavan saves $x each month. His two brothers each save $4 more than Pavan each month.
Altogether the three boys save $26 each month. (a) Write down an equation in x.
(b) Solve your equation to find the amount Pavan saves each month.

Example 4
Solve the inequality -7≤3x-1<2 illustrating your answer on a number line.

Example 5
On the axes given show the region (Figure1) that satisfies the three inequalities.
3x+2y≥12 y<2x x<3 Label the region R.

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 IGCSE 数学导学案

Figure1 Figure2

Example6 Write down the 3 inqualities which define the shaded region on Figure2.

Exercises
1. Solve the following simultaneous equations.
(1) 2x + 3y = 11 (2) 0.4x + 2y = 10
3x – 5y = −12 0.3x + 5y = 18.

2. By shading the unwanted regions of the grid,find and label the region R that satisfies the
following four inqualities.

y≤2
y≥1
y≤2x-1
y≤5-x

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 IGCSE 数学导学案

Assignment
1.Find the value of 2x + y for the simultaneous equations.
3x + 5y = 48
2x – y = 19

2.By shading the unwanted regions of the grid above, find and label the region R that satisfies
the following four inequalities.
x+y≥7 x≥0 y≥x x+2y≤20

3.Robbie pays $10.80 when he buys 3 notebooks and 4 pencils. Paniz pays $14.50 when she
buys 5 notebooks and 2 pencils. Write down simultaneous equations and use them to find the
cost of a notebook and the cost of a pencil.

4.Write down the three inequalities

that define the unshaded region, R.

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 IGCSE 数学导学案

§2.5 Sequences【Learning Planner】

Class Name
Syllabus
Continue a given number sequence. Recognise patterns in sequences including the
term to term rule and relationships between different sequences. Find and use the nth term of
sequences.

Objectives
Subscript notation may be used. Linear, quadratic, cubic and exponential sequences and
simple combinations of these.
Learning steps
1.What is a sequence?
A sequence is simply a set of numbers (or objects) in an order.
What is a linear sequence?
A linear sequence is one where the numbers go up (or down) by the same amount each time
o eg 1, 4, 7, 10, 13, … (add 3 to get the next term)
o 15, 10, 5, 0, -5, … (subtract 5 to get the next term)
 If we look at the differences between the terms, we see that they are constant.
What can we do with linear sequences?
 You should be able to recognise and continue a linear sequence.
 You should also be able to find a formula for the nth term of a linear sequence in terms
of n.
This formula will be in the form:
nth term = dn + a
where d is the common difference, b is a constant that makes the first term “work”.
How to find the nth term formula for a linear sequence
 Find the common difference between the terms – this is d.
 Put the first term and n=1 into the formula, then solve to find b.

Example 1
For the sequence 5,7,9,11,13,..., find the next three terms and a formula for the nth term.

2.What is a quadratic sequence?

Unlike in a linear sequence, in a quadratic sequence the differences between the terms
(the first differences) are not constant.
However, the differences between the differences (the second differences) are constant
 Another way to think about this is that in a quadratic sequence, the sequence of
differences is a linear sequence

2.5 Sequences 1/4

 IGCSE 数学导学案

eg Sequence 2, 3, 6, 11, 18, …

1st Differences 1 3 5 7 (a Linear Sequence)
2nd Differences 2 2 2 (Constant)
 Because the second differences there are constant, we know that the example is a
quadratic sequence.
What can we do with quadratic sequences?
 You should be able to recognise and continue a quadratic sequence
 You should also be able to find a formula for the nth term of a quadratic sequence in
terms of n
 This formula will be in the form:nth term = an2 + bn + c

How to find the nth term formula for a quadratic sequence

1. Work out the sequences of first and second differences
Note: check that the first differences are not constant and the second differences are constant,
to make sure you have a quadratic sequence!
2. Use the first and second differences to find a, b, and c in the nth term formula
Follow these steps in order:
2a is the 1st second difference (or any second difference, as in a quadratic sequence they are
all the same!)
3a + b is the 1st first difference a + b + c is the 1st term

Example 2
For the sequence 5,7,11,17,25,..., find the next three terms and a formula for the nth term.

What is a geometric sequence?

 In a geometric sequence, the term-to-term rule would be to multiply by a constant
o an+1 = ran
 r is called the common ratio
 In the sequence 4, 8, 16, 32, 64, … the common ratio would be 2
The nth term=a1rn-1

Example 3
For the sequence 3,6,12,24,48,..., find the next three terms and a formula for the nth term.

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Exercises
1.Here are the first four terms of a sequence. 23 17 11 5
(a) Find the next term. (b) Find the nth term.

2.Find the nth term of each sequence.

(a) 4, 8, 12, 16, 20, ....... (b) 11, 20, 35, 56, 83, ....... (c) 2, 6, 18, 54, 162, ...

3.The first five terms of a sequence are 4, 9, 16, 25, 36, … Find
(a) the 10th term, (b) the nth term.

Assignment
1. 32 25 18 11 4 These are the first 5 terms of a sequence. Find
(a) the 6 term, (b) the n term, (c) which term is equal to –332.
th th

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2.Find the nth term of each sequence.

(a) 16, 19, 22, 25, 28, ... (b)1, 3, 9, 27, 81, …

(c)7,5,3,1,-1,... (d)11,20,35,56,83,...

3.The nth term of a sequence is an2+bn

(a) Write down an expression,in terms of a and of b,for the 3rd term.
(b) The 3rd term of this sequence is 21 and the 6th term is 96.
Find the value of a and of b.You must show all your woking.

4.The first four terms of a sequance are

T1=12 T2=12 +22 T3=12 +22 +32 T4=12 +22 +32 +42
(a)The n term is given by Tn=n(n+1)(2n+1)/6.Work out T23.
th

(b)A new sequence is formed as follows.

U1=T2-T1 U2=T3-T2 U3=T4-T3 ......

(1)Find the values of U1 and U2.
(2)Write down a formula for the nth term,Un.

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 IGCSE 数学导学案

§2.6 Travel graphs【Learning Planner】

Class____________Name ____________
Syllabus
Interpret and use graphs in practical situations including travel graphs and conversion graphs.
Draw graphs from given data. Apply the idea of rate of change to simple kinematics involving
distance–time and speed–time graphs, acceleration and deceleration. Calculate distance travelled
as area under a speed–time graph.
New wor ds acceleration 加速度 deceleration 减速度
Learning steps
1.What is a distance-time graph?
Distance-time graphs show distance from a fixed point at different times
Distance is on the vertical axis, and time is on the horizontal axis.
The gradient of the graph is the speed:
Speed =RISE / RUN=DISTANCE / TIME
Straight line = Constant speed
Horizontal line = Stationary (not moving!)
2.What is a speed-time graph?
Speed-time graphs show speed at different times
Speed is on the vertical axis, and time is on the horizontal axis.
The gradient of the graph is the acceleration:
Acceleration = RISE / RUN = SPEED / TIME
Area under graph = Distance covered
Horizontal line = Constant speed (so zero acceleration)

Example 1
One afternoon Mary cycled to her grandparent`s house,8km from her owm home.Part
of the travel graph for her journey is shown below.Mary stayed at her grandparent`s
house for half an hour.She then cycled home at a steady speed,without
stopping,arriving home at 4pm.
(a) Complete the travel graph for Mary`s journey.
(b) For how long did Mary stop on the way to her grandparent`s house?
(c) What is Mary`sspeed between 1.45pm and 2.45pm?

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 IGCSE 数学导学案

Exam Tip:
It is easy to get confused between different types of graph.Look at the label on the vertical axis
to make sure you are looking at a DISTANCE-time graph (not speed-time).

Example 2
The speed-time graph for a car travelling between two sets of traffic lights is shown below.
(a) Calculate the acceleration in the first 6 seconds.
(b) Work out the distance covered by the car.

Exercise
1. A car travels a distance of 1280 metres at an average speed of 64 kilometres per hour.
Calculate the time it takes for the car to travel this distance. Give your answer in seconds.

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2.The diagram shows a speed-time graph for the journey of a car.Calculate the total distance
travelled.

3.The speed-time graph shows the first 60 seconds of a train journey.

(a) Find the acceleration of thetrain.
(b) Calculate the distance the train has travelled in this time. Give your answer in kilometres.

4.Find: a) V if the total distance traveled is 900m. b) the distance traveled in the first 60
seconds.
v

180 t
60

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Assignment
1. Given that the total distance traveled is 1.5 km, find: a) the value of V. b) the rate of
deceleration after 10 seconds.

v
60

20 60 80 t

2. Given that the total distance traveled is 4 km and that the initial (初始的) deceleration is
4m/s2, find
a) the value of V.
b) the value of T.

100

T 2T 4T t

3.Amar cycles at a speed of 18km/h. It takes him 55 minutes to cycle between two villages.
Calculate the distance between the two villages.

4.A car of length 4.3m is travelling at 105km/h. It passes over a bridge of length 36m.
Calculate the time, in seconds, it takes to pass over the bridge completely.

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§2.7 Functions【Learning Planner】

Class Name
Syllabus
Express direct and inverse proportion in algebraic terms and use this form of expression to find
unknown quantities. Use function notation, e.g. f(x) = 3x – 5, f: x ⟼ 3x – 5, to describe simple
functions. Find inverse functions f -1(x). composite functions as defined by gf(x) = g(f(x)).
Learning steps
1.What is a function?
A function is simply a mathematical “machine” that takes one set of numbers and changes them
into another set of numbers according to a set rule
eg. If the function (rule) is “double the number and add 1”
Putting 3 in to the function would give 2 × 3 + 1 = 7 out.
Putting -4 in would give 2 × (-4) + 1 = -7 out. Putting a in would give 2a + 1 out.
The number being put into the function is often called the input
The number coming out of the function is often called the output
2.What does a function look like?
A function f can be written as:

f(x) = … or f : x ↦ …

eg. The function with the rule “triple the number and subtract 4” would be written:

f(x) = 3x – 4 or f:x ↦ 3x – 4 or y = 3x – 4

f(3) = 2 × 3 + 1=7 f(-4) = 2 × (-4) + 1 = -7 f(a) = 2a + 1

3.What is a compound function?
A compound function is one function applied to the output of another function
What do compound functions look like?
The notation you will see is:fg(x) it can be written as: f(g(x))
and means “f applied to the output of g(x)” – ie. g(x) happens FIRST !
eg. if f(x) = 2x + 1 and g(x) = 1/x
then fg(2) = f(½) =2 × ½ + 1 = 2 and gf(2) = g(2 × 2 + 1) = g(5) = 1/5
eg. if f(x) = 2x + 1 and g(x) = 1 / x
then fg(x) = f(1/x) = 2 × 1 / x + 1 = 2 / x +1and gf(x) = g(2 ×x + 1) = g(2x + 1) = 1 / (2x+1)
4.What is an inverse function?
An inverse function does the exact opposite of the function it came from
Eg. if the function “doubles the number and adds 1” then its inverse will “subtract 1 and halve the
result”. It is the INVERSE operations in the reverse order.
An inverse function f-1 can be written as:

f-1(x) = … or f-1 : x ↦ …

Eg. if f(x) = 2x + 1 its inverse can be written as: f-1(x) = (x – 1) / 2 or f-1: x ↦ (x – 1) / 2

Eg. if f(x)=2x+1 its inverse can be found as follows …

y= 2x + 1 Write the function as y=…

§2.7 Functions 1/4

 IGCSE 数学导学案

x = 2y + 1 Swap the xs and ys

x – 1= 2y Rearrange into the form y=… (or …=y)
(x – 1) / 2 = y f-1(x) =( x – 1) / 2
Exam Tip:
Make sure you are applying the functions in the correct order.The letter nearest the bracket is the
function applied first.

Example 1 A function is defined as f(x)=3x2-2x+1 .

(a)Find f(7) (b)Find f(x+3)

Example 2 In this question f(x)=2x-1 and g(x)=(x+2)2

(a)Find fg(4). (b)Find gf(x).

Example 3
Find the inverse of the function f(x)=5-3x.

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Exercises
1.f(x)=(x+3)/3,x≠0.
(a)Calculate f(1/4) (b) Solve f(x)=1/4

2.f(x)=(x+1)/2 and g(x)=2x+1.

(a) Find the value of gf(9).
(b) Find gf (x) , giving your answer in its simplest form.

Assignment
x
1.f(x)= -3 g(x)=6x-7 h(x)=2x
4

(a)work out the value of x when f(x)=-0.5.

(b)Find g-1(x) .

(c)Work out the value of x when h(x)=f(13)

§2.7 Functions 3/4

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2. f(x)=3x+5 g(x)=x2
(a)Find g(3x)

(b)Find f-1(x),the inverse function.

(c)Find ff(x).Given your answer in its simplest form.

3.f: x↦1-2x and g:x↦x/2

(a) Find fg(7)

(b) Solve f(x)=g(x)

(c) The graphs of y=f(x) and y=g(x) meet at M.Find the coordinates of M.

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§2.8 Derivatives of functions of the form axn

【Learning Planner】
Class Name
Syllabus
Estimate gradients of curves by drawing tangents.Understand the idea of a derived function. Use
the derivatives of functions of the form axn , and simple sums of not more than three of these.
Apply differentiation to gradients and turning points (stationary points). Discriminate between
maxima and minima by any method.
Learning steps
What is differentiation?
Differentiation is part of the branch of mathematics called Calculus.
It is concerned with the rate at which changes takes place – so has lots of real-world
uses: The rate at which a car is moving – ie. its speed
The rate at which a virus spreads amongst a population.
To begin to understand differentiation you’ll need to understand gradient .
Gradient generally means steepness.
For example, the gradient of a road up the side of a hill is important to lorry drivers.

On a graph the gradient refers to how steep a line or a curve is.It is really a way of measuring how
fast y changes as x changes.This may be referred to as the rate at which y.So gradient is a way of
describing the rate at which change happens.For a straight line the gradient is always the same
(constant). Recall y= mx + c, where m is the gradient .
For a curve the gradient changes as the value of x changes.
At any point on the curve, the gradient of the curve is equal to the gradient of the tangent at that
point. A tangent is a straight line that touches the curve at one point.

§2.8 Derivatives of functions of the form axn 1/4

 IGCSE 数学导学案

The derived function (aka gradient function) is an expression that allows the gradient to be
calculated anywhere along a curve.The derived function is also called the derivative.
How do I find the derived function or derivative?
This is really where the function with differentiation begins!
The derived function (dy/dx) is found by differentiating

How do I find the value of a gradient?

Substitute the x value into the expression for the derived function and evaluate it.

Turning points
A point where the gradient is zero is called a turning point.
dy
A and B are turning points.At any turning point =0.
dx
A is called a maximum point because it is higher than
the points near it .
B is called a minimum point.

Exam Tip:
When differentiating long, awkward expressions, write each step out fully and simplify
afterwards.
Example 1 A curve has equation y=x3-3x2-9x+1.
dy
(a)Use differentiation to find the derived function .
dx
(b)Find the gradient of the curve when x=-2.
(c)For which values of x is the gradient equal to 0.

§2.8 Derivatives of functions of the form axn 2/4

 IGCSE 数学导学案

Example 2 A curve has the equation y=x3+8x2+5x.

(a)Work out the coordinates of the two turning points.
(b)Determine whether each of the turning points is a maximum or a minimum. Give reasons for
your answers.

Exer cises
1.The equation of a curve is y=2x3.
dy
(a) Find
dx
(b) Find the gradient of the curve at (1,2) and (2,16).

2.Find the turning points of y=x3-12x+4 and state whether each is a maximum or a minimum
point.

§2.8 Derivatives of functions of the form axn 3/4

 IGCSE 数学导学案

Assignment
dy
1.Find for each of the following:
dx

(a) y=2x4
(b) y=2x3+5x2-8
(c) y=x(x3-1)
(d) y=2x3(x+3)

2.The equation of a curve is y=x3-2ax where a is a canstant.When x =2 the gradient of the curve is
-12.
(a) Find the value of a .
(b) Find the gradient when x=4.

3.A curve has the equation y=4x3 -3x+3.

(a)Find the coordinates of the two stationary points.
(b)Determine whether each of the stationary points is a maximum or a minimum. Give reasons for
your answers.

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 IGCSE 数学导学案

3.1 Length of a line segment and midpoint【Learning Planner】

Class Name
Syllabus:

Objectives:
After finishing this section, students should be able to:
1) Find the the coordinate of the midpoint of a line segment.
2) Find the length of a line segment.
Learning steps:
1.

2. Example1:

3.3 Equation of straight lines 1/4

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3. Example2:

4. Example3:

3.3 Equation of straight lines 2/4

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5.Exercise

Assignment
1.

2. The distance between two points P(7, a) and Q (a+1 , 9) is 15 .Find the possible values of
a.

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Assignment
1.

2.Three of the vertices of a parallelogram ABCD are A(-7, 6) , B(-1, 8) and C(7, 3).
a. Find the midpoint of AC .
b Find the coordinates of D .

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§3.2 Parallel and perpendicular lines【Learning Planner】

Class Name
Syllabus

Objectives
1. Identify the characteristics of perpendicular lines and parallel lines.
2. Make use of the characteristics of perpendicular lines and parallel lines.to
solve problems.
3. Use necessary information to form linear equations.
Learning steps
1.

2.

3. Example 1:

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4. Example 2:

5. Exercise :
1.

3.3 Equation of straight lines 2/4

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2.

3.

3.3 Equation of straight lines 3/4

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Assignment

3.3 Equation of straight lines 4/4

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§3.3 Equation of straight lines【Learning Planner】

Class Name
Syllabus

Objectives
1. Identify the characteristics of perpendicular lines.
2. Make use of the characteristics of perpendicular lines to solve problems.
3. Use necessary information to form linear equations.
Learning steps
1. Equations of straight lines
(1) The general form of a linear equation (a straight line) is: y=mx+c, where m is
the gradient, c is y-intercept.

(2) Horizontal lines have equations of the form y=a. (y=0 is the x-axis.)
(3) Vertical lines have equations of the form x=a. (x=0 is the y-axis.)
Point-gradient form

Exam Tip:
There are 3 ways to present linear functions:
(1) General form: ax+by+c=0.
(2) Gradient-intercept form: y=mx+c.
(3) Point gradient form: with gradient m and a point ( x1 , y1 ) on a straight line, the
Cartesian equation of the line is: y  y1  m ( x  x1 ) .

3.3 Equation of straight lines 1/4

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Example 1

Example 2

Example 3

Exercises
1.

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2.

Assignment
1.

2.

3.3 Equation of straight lines 3/4

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3.

4.
In the trapezium OABC, the point A has coordinates (2, 4) and the point C has
coordinates (5, 0). The sides OA and CB are parallel, and BA is perpendicular to OA.
(a) Find the coordinates of B,
(b) CB is produced to D such that OADC is a parallelogram, find the coordinates
of D.

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§3.4 The gradient of a straight line and curve【Learning Planner】

Class Name
Objective
After finishing this section, students should be able to:
1.Understand gradient (slope) of a straight line and curve。
2. Find gradient of a straight line and curve.

Learning steps
1. The gradient of a straight line
Theory.
(1) Straight line pass through the points A and B, B
Increase in
( x1 , y1 ), ( x2 , y2 ), then increase in y-coordinate is
y-coordinate
y2  y1 , increase in x-coordinate is x2  x1 , So Increase
A in x-coordinate
increase in y-coordinate y2  y1
Gradient = =
increase in x-coordinate x2  x1
(Please don’t mind the order of A and B).
(2) If a straight line has equation y  mx  c , then Gradient =m, the y-intercept =c
(3) If a straight line has equation ax  by  c  0 , we must change the form to
y  mx  c to find the gradient.
y y
(4) From the formula the gradient 2 1 =m
x2  x1
We can get the formula of the equation of a straight line y  y1  m ( x  x1 )
(5) If two lines are parallel then their gradients are equal .
If the gradients of the two perpendicular lines are m1 and m2 , then m1  m2  1 .
(6) The gradient of a horizontal line is 0 , The gradient of a vertical line is not exist .
2.Exercise
1. Find the equation of the lines:
a. gradient -4 and passing through the point (2, -2)
b. the line passing through the point (-1, 6 ) and (5, -3)
c. the line parallel to the line x+2y=5 and passing through the point (2, -5)
d. the line perpendicular to the line 2x+3y=12 and passing through the point (7, 3).

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3. The gradient of a curve.

Tangent of a curve:
(1) The steepness of a curve is not a constant, the steepness changes from point to
point.
(2) The gradient of a curve changes from point to point.
(3) Definition of tangent of a curve----If the line AT just
touches the curve at point A, then we say that it is the A ·
tangent to the curve at point A.
(4) Definition of gradient of a curve at point A---The
gradient of the tangent to the curve at point A.
Drawing a tangent to a curve:
Let A be point at which we want to draw the tangent
P
As graph, Place ruler below the curve and move it
upwards (downwards) until it touch the curve. If the point
of contact is not A, rotate the ruler until the point of contact
is A. Use a pencil to draw the tangent. A ·
Calculate the gradient of the tangent: Q N
Mark 2 points P and Q, on the tangent, Try to make
the horizontal distance between P and Q a whole number of
units. Draw a horizontal line through P and a vertical line
through Q to form a right-angle triangle PNQ.
dis tan ce NQ
Then gradient of the curve at A=gradient of the tangent PAQ=
dis tan ce PN
4.Examples:
1. The graph of the function y  5x  x 2
is show in the diagram below right. Find 7 Q
the gradient of the graph: a) at the point 6 B M
(1, 4). b) At the point (3, 6) 5
A
4 R
3
2
1 P N

0 1 2 3 4 5

2. The graph below right shows the height of a tree (y meters) plotted against the age
of the tree (x years). Estimate the rate at which the tree was growing when it was 4
years old.
M
3 Q
3
2 A (4,21
2
)
1
P N
1
5
0 2 4 6 8 1
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5. Example

6. Exercise:

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§3.5The gradient function【Learning Planner】

Class Name
Objective

Learning steps
1.

2.

3.Example

3.4 The gradient of a straight line and curve 1/4

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4. Exercise:

5.

6.Exercise

3.4 The gradient of a straight line and curve 2/4

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2.

3.4 The gradient of a straight line and curve 3/4

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3.

3.4 The gradient of a straight line and curve 4/4

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§3.6 Using graphs to solve equations【Learning Planner】

Class Name
Objective
After finishing this section, students should be able to: 1. Using graphs to solve
equations, 2. Solve quadratic and other equation graphically..

Learning steps
1. Learn new words
Efficient 高效的; Simultaneous 同时的; Intersect 相交; Graphical 绘图的.
2. Examples :
1.a) On a grid. Draw a straight line through the four points and find the gradient of the
straight line that you have drawn.
1
b) If y  x  2 , fill in the blanks in the table of values below and draw the graph of
3
1
y  x  2 on the same grid.
3
x -6 -3 3
y 0 2
c) Write down the coordinates of the point at which the two graphs meet.

2. The table shows some corresponding values of x and y for the function y  x 2  3 ,
work out the missing values of y and put them in the table.
x -2 -1.5 -1 -0.5 0.5 1 1.5 2
y 5.25 4 5.25
a) Plot the points on the grid and join them with a smooth curve.
b) By drawing a suitable straight line on the same grid, solve the equation: x 2  6 and
x2  3  6 .
3.5 Using graphs to solve equations 1/4
 IG 数学导学案

3.Exercises:
1. Use the graph of y  x 2  2 x  7 to solve the equations:
(a) x 2  2 x  7  0 (b) x 2  2 x  7  3 (c) x 2  2 x  1

x
y

3.5 Using graphs to solve equations 2/4

 IG 数学导学案

2.

3.5 Using graphs to solve equations 3/4

 IG 数学导学案

3.

3.5 Using graphs to solve equations 4/4

 IG 数学导学案

§3.7 Other curves【Learning Planner】

Class Name

Objective
Draw and use graphs for functions of the type y=ax n (where n=2, -1, 0, 1, 2 or 3)
and sums of such functions.
Learning resources:
New words:
exponential 指数的, 幂数的 estimate 估计，评估 range 范围

Learning
1.

3.6 Other curves 1/4

 IG 数学导学案

2.Exercise:
2 36
1. Draw the graph of the function y=x + for 0.5≤x≤8.
x
2 36
Use the graph to estimate the smallest possible value of x + for values of x in the range
x
0.5≤x≤8
A table of corresponding values of x and y is shown below:

x 0.5 1 2 3 4 5 6 7 8
2 36
y=x +
x
2 36
Draw the graph of y=x + for 0.5≤x≤8:
x

3.6 Other curves 2/4

 IG 数学导学案

36
2. On the same axes, draw the graphs of y=x+10 and y= for -4≤x≤4.
x2
36
Use the graphs to find two solutions of the equation 2 = x+10.
x
Does this equation have more than two solutions?

36
Complete this table of values for function y=x+10 and y=
x2
x -4 0 4
y=x+10

x -4 -3 -2 -1 0 1 2 3 4
36
y=
x2

36
Draw the graph of y=x+10 and y= for -4≤x≤4
x2

3.6 Other curves 3/4

 IG 数学导学案

3..

3.6 Other curves 4/4

 IG 数学导学案

§3.8 Inverse Function【Learning Planner】

Class Name

Objectives
1. Understand the flow diagram of a function.
2. Disassemble a function to a flow diagram.
3. Use two Method to find the inverse function.
Learning
1.

2.

3.Exercise
1. Find the inverse function of the function f ( x )  4 x  3 .

x
2. Given the function g ( x )   4 , find the g 1 ( x) .
3

3.8 Inverse Function 1/4

 IG 数学导学案

3. Given the function h( x)  2( x  3) , find the value of: h1 (10) , hh1 (20) ,
h1h1 (26) .

Assignment
1
1. A function f ( x) is a linear function, it's gradient is 3 and y-intercept is .
3
a) find f 1 ( x) .

b) Simplify f 1 f ( x) .

c) Solve the equation f ( x) =6 f 1 ( x) .

3. g ( x )  4  3x .

a) Solve the equation g ( x )  2 g ( x )  1 .

b) Find g 1 ( x) .

3.8 Inverse Function 2/4

 IG 数学导学案

4. f ( x)  x 2  2 x  4 (x≥m)
a）State the value of f (2) .

b) Solve the equation f ( x)  3 .

c) Solve the equation f ( x )  0 , correct you answer to 2 d.p. (Decimal places).

d)★ State the smallest value of m for which f(x) is one to one.

5.

3.8 Inverse Function 3/4

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6.

7.

3.8 Inverse Function 4/4

 IGCSE 数学导学案

§4.1 Congruent triangles and Similar shapes【Learning Planner】

Class Name
Syllabus

Objectives
1. Know the conditions about congruent triangles and similar triangles.
2. Calculate the angles, sides, areas or volumes of congruent (or similar) shapes.

Learning steps
1. Congruent triangles

Two triangles are congruent if they are the same size and shape.

We have 5 standard tests to prove that two triangles are congruent.

a) SAS - Side Angle Side

b) ASA – Angle Side Angle
c) AAS – Angle Angle Side
d) SSS – Side Side Side
e) RHS – Right-angle Hypotenuse Side

2. Angles in parallel lines

a) Corresponding angles are equal.
b) Alternate angles are equal.
c) Co-interor angles add to 180°.

3. Similar shapes

∎ Two shapes are mathematically similar if they are the same shape, or one is
enlargement of the other one.

∎ Equivalent angles in the two shapes will be equal.

∎ Equivalent lengths in the two shapes will be in the same ratio and are linked by a
scale factor.

4.1 Congruent Triangles and Similar Shapes 1/4

 IGCSE 数学导学案

Scale factor = Second length ÷ First length

For example, as shown in the figure, line PQ is parallel to line BC.

∆APQ and ∆ABC are similar (∆APQ ~ ∆ABC)

�� �� �� �� ��
= = OR =
�� �� �� �� ��

∎ Identify equivalent known quantities (Lengths, Areas or Volumes) before you

solve similar problems.

∎ Convert between Scale/Area/Volume Factors using

���� ������ = (����� ������)�

������ ������ = (����� ������)�

Example 1

ABCD and PQRS are similar shapes. Find the length of PS.

Example 2

4.1 Congruent Triangles and Similar Shapes 2/4

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Example 3

Exercises
1.

x and y.

2.

4.1 Congruent Triangles and Similar Shapes 3/4

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Assignment
1.

2.

4.1 Congruent Triangles and Similar Shapes 4/4

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§4.2 Circles and Constructions【Learning Planner】

Class Name
Syllabus

Objectives
a. Master the basic concepts of circles.
b. Know the angles subtended by an arc.
c. Know how to use geometrical instruments to draw a circle, an angle, triangles,
parallel lines, bisecting an angle and perpendiculars.
d. Know how to calculate angles using the circle theorems.

Learning steps
∎ New words
circle 圆 center 圆心
diameter 直径 chord 弦
radii 半径 radius 半径
semi-circle 半圆 tangent of the circle 圆的切线
the point of contact 切点 perpendicular bisector 垂直平分线
minor acr 劣弧 major acr 优弧
minor sector 扇形（小于半圆） major sector 扇形（大于半圆）
minor segment 弓形（小于半圆） major segment 弓形（大于半圆）

4.2 Circles and Constructions 1/4

 IGCSE 数学导学案

1. The first 3 circle theorems

a) The angle at the circumference in a semicircle is a right angle.

b) Angles at he circumference subtended by the same arc are equal.

c) Angle subtended by an arc at the center is twice the angle at the circumference.

D
P
O

A
B B

1
If AB is semi-circular Arc, ∠ ADˆ B =∠ APˆ B = ∠ ÂOB .
2
∠P=90°

2. Tangents

a) A radius and a tangent are perpendicular.

b) Tangents from an external point are equal in length.
As shown in the figure, RT = ST. Actually the quadrilateral ROST is a kite with
two right angles.

3. Cyclic quadrilaterals
(All 4 vertices of the quadrilateral are on the circumference)
Opposite angles in a cyclic quadrilateral add up to 180°.

∠BAD + ∠DCB =180°

This is not a cyclic quadrilateral.
∠ABC + ∠ADC =180°
∠ABC = ∠ CDE (Why?)4.2 Circles and Constructions 2/4
 IGCSE 数学导学案

4. Alternate segment theorem

The angle between a chord and a tangent is equal to the angle in the alternate
segment.

A
B
∠ACD = ∠ABC

∠BCE = ∠BAC

D E
C

Example 1

Example 2

Example 3

Find the value of u, v, w, x.

Exercise

4.2 Circles and Constructions 3/4

 IGCSE 数学导学案

Assignment
1.

angle POS, PRS, SPQ, PSQ.

2.

(ii) the value of angle JKG and the value of angle GJK.

3.

Find the value of angle RTH, RHT, RST, RUT.

4.

4.2 Circles and Constructions 4/4

 IGCSE 数学导学案

§4.3 Symmetry【Learning Planner】

Class Name
Syllabus

Objectives
1. Know line symmetry, rotational symmetry and plane symmetry (2-dimension
and 3-dimension).
2. Find the axis of line symmetry and orders of rotational symmetry.
3. Master the symmetry properties of a circle.

Learning steps

New words
英文 中文 英文 中文
Symmetry 对称 Originally 原来的
Mirror image 镜像 Order 阶
Dimension 维度 Rotational 旋转的
Two-dimension 二维（平面） Rotational symmetry 旋转对称轴
Three-dimension 三维（空间立体）

1. Line symmetry (two-dimension)

Line symmetry refers to shapes that can have mirror lines added to them.
∎ Each side of the line of symmetry is a reflection of the other side.

2. Rotational symmetry and its order (two-dimension)

∎ Rotational symmetry refers to the number of times a shape looks the same as it is
rotated 360° about its center.
∎ This numbers is called the order of rotational symmetry.

4.3 Symmetry 1/4

 IGCSE 数学导学案

3. Plane symmetry (three-dimension)

If a solid can be cut into two halves and each half is the mirror image of the other
half. The plane separating the solid by two halves is called the plane of symmetry

Case A: A cuboid has planes of symmetry.

Case B: A cube has planes of symmetry.
Case C: A sphere has an infinite number of planes of symmetry. It is symmetrical
about any plane which passes through it center.

4. Rotational symmetry (three-dimension)

If a solid can be rotated about a line through an angle less then 360  and still
look the same. The line called an axis of symmetry.

Case A: A cuboid has axes of symmetry.

Case B: A cube has axes of symmetry.
Case C: A sphere has an infinite number of axes of symmetry. It is symmetrical
about any diameter.

5. Symmetry properties of a circle

(a) The perpendicular bisector of a chord passes through the center.

In the other words, it can be in the following:

Case A: The perpendicular from the center of a circle to a chord meets the chord
at its mid-point.
Case B: The line joining the center of a circle to the mid-point of a chord is
perpendicular to the chord.

(b) Equal chords are equidistant from the center and chords equidistant from the
center are equal in length.

(c) The two tangents to a circle from a point outside the circle are equal in
length.

D A
N

O· ·
O C O· P
A B A M B
B

4.3 Symmetry 2/4

 IGCSE 数学导学案

Example 1
State for following shape: How many lines symmetry does it have? Does it have
rotational symmetry? If so, of what order?

Example 2

Exercises
1.For the shape shown, write down

(a) the number of lines of symmetry,

(b) the order of rotational symmetry.

2. a) Write down the number of lines of symmetry of the

shape.

b) Write down the order of rotational symmetry of the

shape.

4.3 Symmetry 3/4

 IGCSE 数学导学案

Assignment
1.

2. For the diagram, write down

(a) the order of rotational symmetry,

(b) the number of lines of symmetry.

3. The diagram is net of a solid.

a) How many lines of symmetry does the net have?

b) How many planes of symmetry does the solid have?

c) How many axes of rotational symmetry does the solid have?

4.3 Symmetry 4/4

 IGCSE 数学导学案

§4.4 Chapter Review Exercise

Class Name

1.

2.

3.

4.4 Chapter Review Exercise 1/4

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4.

5.

6.

4.4 Chapter Review Exercise 2/4

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7.

8.

9.

Calculate angle GEH.

4.4 Chapter Review Exercise 3/4

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10.

11.

Calculate angle ACD.

12.

4.4 Chapter Review Exercise 4/4

 IGCSE 数学导学案

§5.1 Perimeter and area of two-dimensional shapes

【Learning Planner】
Class Name
Syllabus

Objectives
a. Remember new words and formula of area.
b. Calculate the perimeter and area of two-dimensional shapes including
compound shapes and the circle problems.
c. Know the sum of all interior angles of any polygon.
d. Calculate the number of sides or the size of interior angles of a polygon.

Learning steps
∎ New words
English 中文 English 中文
angle 角 isosceles triangle 等腰三角形
acute angle 锐角 equilateral triangle 等边三角形
obtuse angle 钝角 quadrilateral 四边形
segment 线段 parallelogram 平行四边形
vertex 顶点 rectangle 长方形
perpendicular 垂直 square 正方形
parallel 平行 rhombus 菱形
interior angle 内角 trapezium 梯形
exterior angle 外角 polygon 多边形
revolution 旋转 convex polygon 凸多边形
measure 度量 regular polygon 正多边形
perimeter 周长 diameter 直径
area 面积 radius 半径
Circumference 圆周 arc 弧 sector 扇形

5.1 Perimeter and area of two-dimensional shapes 1/4

 IGCSE 数学导学案

∎ Important formulas

1. If a polygon has n sides, the sum of all interior angles is � − � ∙ ���°

The sum of all exterior angles of a polygon with n sides is 360°

2. Perimeter and area of some two-dimensional shapes

���
��� ������ = , � �� ��� ������� �����.
���°

���� �
������ ���� = = ��, � �� ��� ��� ������.
���° �

Example 1
Sandra has designed this open container.
The cross section of this container is designed from three semi-circles with diameters
17.5cm, 6.5cm and 24cm.
Calculater the area of the cross section of the container.

5.1 Perimeter and area of two-dimensional shapes 2/4

 IGCSE 数学导学案

Example 2

Example 3

Exercise

5.1 Perimeter and area of two-dimensional shapes 3/4

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Assignment
1.

2.
Find the interior angle of a regular polygon with 18 sides.

3.

5.1 Perimeter and area of two-dimensional shapes 4/4

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§5.2 Surface area and volume of solids 【Learning Planner】

Class Name
Syllabus

Objectives
a. Understand means of variable in the formula which represent volume of a solid.
b. Find the surface area of some solids
c. Find the volume of some solids

Learning steps
∎ New words
英文 中文 英文 中文
Surface area 表面积 Cubic 立方的
Curved surface area 侧面积 cube 正方体
Volume 体积 Cuboid 长方体
capacity 容积 cylinder 圆柱
Solid 固体 Prism 棱柱
Liter 升 Cone 圆锥
Radius 半径 Pyramid 棱锥
Millimeter 毫米 Sphere 球体
Cross-section 横截面 Hemisphere 半球
Triangular prism 三棱柱
right triangular prism 正三棱柱（底面为等边三角形）
triangular pyramid 三棱椎
square-based pyramid 正四棱锥 （底面为正方形）

Length Volume Units Abbreviation

1 mm 1 mm3 Cubic millimeter mm3
1cm=10mm 1 cm3=10mm×10mm×10mm=1000mm3 Cubic centimeter cm3
1m=100cm 1 m3 =100cm×100cm×100cm=1000000cm3 Cubic meter m3

5.2 Surface area and volume of solids 1/4

 IGCSE 数学导学案

∎ Some formulas
(1) Surface area of cuboid= 2(lb  bh  hl )
Volume of a cuboid = Length  breadth  height

(2) The curve surface area of cylinder= 2 r h

Volume of a cylinder =  r 2 h

(3) Volume of a prism  area of base  height =area of cross-section×height

1
(4) Volume of a pyramid= ×area of the base×perpendicular height
3

(5) Curved surface area of a cone=  rl , where l is slant height

1
Volume of a cone=  r 2 h , where h is perpendicular height
3

4
(6) Surface area of a sphere=4  r 2 , where r is radius, volume of a sphere=  r 3
3
Surface area of a hemisphere=3  r , where r is radius,
2

2
Volume of a hemisphere=  r 3
3

(7) Volumes and surface areas of similar solids

For a pair of similar solids, surface area scale factor=  linear scale factor 
2

Volume scale factor=  linear scale factor 

3

Example 1

Calculate the volume of the prism.

5.2 Surface area and volume of solids 2/4

 IGCSE 数学导学案

Example 2

Example 3

(b)

5.2 Surface area and volume of solids 3/4

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Assignment
1.

2.

5.2 Surface area and volume of solids 4/4

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§5.3 Chapter Review Exercise

Class Name

1. [0580/41/M/J/17 Q5]

5.3 Chapter Review Exercise 1/4

 IGCSE 数学导学案

2. [0580/41/O/N/17 Q8]

5.3 Chapter Review Exercise 2/4

 IGCSE 数学导学案

3. [0580/41/M/J/16 Q4]

5.3 Chapter Review Exercise 3/4

 IGCSE 数学导学案

4. [0580/43/M/J/18 Q7]

5.3 Chapter Review Exercise 4/4