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Wah Yan College Kowloon
F.3 Mathematics Scheme of Work (2017-2018)
Textbook 1. New Progress in Junior Mathematics 3A (with Skills Drilling Exercises, Second Edition)
2. New Progress in Junior Mathematics 3B (with Skills Drilling Exercise, Second Edition)
Other Resources
Repertoire of Self-directed Learning Skills:
1. reading to learn, 2. notes-taking, 3. looking up words in the dictionary, 4. pre-lesson preparation, 5. group discussion, 6. group presentation, 7. initiative to ask
questions, 8. setting learning objectives and doing reflection, 9. eLearning platform with instant feedback, 10. flipped classroom, 11. peer assessment, 12.
searching for information on the internet, 13. project learning, 14. training of higher-order thinking skills, etc.
SL: Scheduled number of lessons
AL: Actual number of lessons
School
Term Weeks
Topics/
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Parts*
Learning
Objectives/
Teaching Focus
SL/AL
Teaching and
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and
Assessment
Self-directed
Learning
Skills◆
Values#
Basic
Law
Education First Term
(3/9/2017-
30/12/2017,
Weeks
1-17)
1-4 Chapter 1
More about
Factorization of
Polynomials
• Factorize
polynomials
by taking out
common
factors and
grouping
terms
• Factorize
polynomials
Let’s Warm Up
(p.1.4)
• Teachers can
ask students to
review the
addition,
subtraction and
multiplication of
polynomials.
• Teachers can
ask students to
review the
0.5 period
/0.5
period
Demonstrating
some examples
and giving
some classwork
• Warm-up
Worksheet 1
• Test Bank
1.0
School
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Values#
Basic
Law
Education
by the
cross-method
• Factorize
polynomials
by using the
identities of
the difference
of two squares
and perfect
square
Discover the
identities of
the difference
and sum of
two cubes
Factorize
polynomials
by using the
identities of
the difference
and sum of
two cubes
important
identities.
• Teachers can
ask students to
review the
concept of
factorization.
1.1 Factorization
by Taking
2 periods
/2 periods
Demonstrating
some examples
• Worksheet
1.1
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Basic
Law
Education
Out Common
Factors and
Grouping
Terms
(pp.1.4 – 1.9)
• Students should
be able to
factorize simple
polynomials by
taking out
common factors.
• Teachers should
explain in detail
the points to
note in
factorizing
expressions in
the form
9a(2x – y)2 –
3a(y – 2x).
• Students should
be able to
factorize simple
polynomials by
and giving
some classwork
• Workbook
1.1
• Ongoing
Assessment
Package:
Quiz 1.1
• Test Bank
1.1
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Basic
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Education
grouping terms.
• Teachers should
introduce the
two approaches
in factorizing
polynomials
with 6 terms.
1.2 Factorization
by the
Cross-method
(pp.1.9 – 1.16)
• Working
through
Inspiring Task
1.1, students
should be able
to conclude that
‘sum of a and b’
and ‘product of
a and b’ are the
coefficient of x
and the constant
term
respectively in
2.5
periods
/2.5
periods
Demonstrating
some examples
and giving
some classwork
• Worksheet
1.2
• Workbook
1.2
• Ongoing
Assessment
Package:
Quiz 1.2
• Test Bank
1.2
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Basic
Law
Education
the expansion of
(x + a)(x + b).
• Teachers may
explain that
these
polynomials
cannot be
factorized by
grouping terms
directly because
the two terms ax
and bx are
already
combined.
(Please refer to
the Teacher’s
Notes on p.1.11
and p.1.12 for
the alternative
method: The use
of grouping
terms)
• Students should
be able to
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Basic
Law
Education
factorize simple
polynomials
using the
cross-method.
• Teachers may
explain in detail
it is not
necessary to test
all pairs of the
factors of the
constant term.
The coefficient
of x may be
considered for a
hint. (Please
refer to the
Teacher’s Notes
on p.1.10, and
the four Tips for
Students on
p.1.11.)
1.3 Factorization
by Using
Identities
4.5
periods
/4.5
Demonstrating
some examples
and giving
• Worksheet
1.3
• Workbook
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Basic
Law
Education
(pp.1.16 –
1.26)
• Students should
be able to
factorize simple
polynomials
using the
identities learnt
in S.2.
• Teachers should
illustrate
Example 14 and
Example 20
(also note that
Example 15 is
the intermediate
step of the
question type in
Example 20)
which are some
question types
appeared in the
HKDSE Exam.
The geometric
periods some classwork 1.3
• Ongoing
Assessment
Package:
Quiz 1.3
• Test Bank
1.3
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Basic
Law
Education
interpretation of
the difference of
two cubes is
demonstrated by
Inspiring Task
1.2.
Students should
be able to
factorize
polynomials
using the
identities of the
difference and
the sum of two
cubes.
Chapter Summary
Assess Your
Progress
Revision Exercise
Enrichment
Mathematics –
Factorization by
using AC method
(p.1.33)
0.5 period
/0.5
period
Demonstrating
some examples
and giving
some classwork
• Workbook
• TSA
Supplementa
ry Exercises
• Intensive
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Basic
Law
Education
• This enrichment
introduces an
alternative
method of
factorizing
polynomials in
the form ax2 +
bx + c other than
the
cross-method.
Practice
• Ongoing
Assessment
Package:
Formative
Assessment
1
• Test Bank
(Multiple-
choice
Questions)
5 Chapter 2
Linear
Inequalities in
One Unknown
• Understand
the meaning of
inequality
signs , ,
and
• Explore the
basic
properties and
some laws of
Let’s Warm Up
(p.2.4)
• Teachers can
ask students to
review the
number line and
the operations of
directed
numbers.
• Teachers can
ask students to
review the
concept of
0.5 period
/0.5
period
• Warm-up
Worksheet 2
• Test Bank
2.0
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Basic
Law
Education
inequalities
• Solve simple
linear
inequalities in
one unknown
and represent
the solutions
on the number
line
solving
algebraic
equations in one
unknown.
2.1 Introduction
to Inequalities
(pp.2.5 – 2.13)
• Teachers should
introduce the
law of
trichotomy and
the inequality
signs.
• Students should
learn expressing
a word sentence
in an algebraic
expression, and
vice versa.
1.5
periods
/1.5
periods
• Simulations
• Inspiring Task
2.1
Investigating
the Number of
Solutions of
Inequalities
(p.2.8)
• Worksheet
2.1
• Workbook
2.1
• Ongoing
Assessment
Package:
Quiz 2.1
• Test Bank
2.1
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Basic
Law
Education
• Students should
be able to
determine
whether a value
is a solution of
the given
inequality.
• Working
through
Inspiring Task
2.1, students
should realize
that inequalities
have many
possible
solutions.
• Students should
be able to
represent the
solutions of an
inequality
graphically, and
write down an
inequality
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Basic
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Education
represented by
the graph.
2.2 Basic
Properties of
Inequalities
(pp.2.13 –
2.23)
• Teachers should
introduce the
basic properties
of inequalities:
- transitive
property
- additive
property
- multiplicative
property
- reciprocal
property
These are
demonstrated by
Inspiring Tasks
2.2 – 2.5.
• Teachers should
2.5
periods
/2.5
period
• Inspiring Task
2.2
Exploring the
Transitive
Property of
Inequalities
(p.2.13)
• Inspiring Task
2.3
Exploring the
Additive
Property of
Inequalities
(p.2.14)
• Inspiring Task
2.4
Exploring the
Multiplicative
Property of
Inequalities
(p.2.16)
• Inspiring Task
• Worksheet
2.2
• Workbook
2.2
• Ongoing
Assessment
Package:
Quiz 2.2
• Test Bank
2.2
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Basic
Law
Education
emphasis on the
conditions of
some properties,
such as those for
the change in
the inequality
sign in
multiplicative
property and the
reciprocal
property.
• Students should
be able to
perform simple
proofs by using
these properties.
2.5
Exploring the
Reciprocal
Property of
Inequalities
(p.2.18)
2.3 Linear
Inequalities in
One
Unknown
(pp.2.24 –
2.31)
• Teachers should
introduce the
4 periods
/4 periods
• Worksheet
2.3
• Workbook
2.3
• Ongoing
Assessment
Package:
Quiz 2.3
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Basic
Law
Education
method of
solving
inequalities in
one unknown.
• Students should
be able to set up
and solve linear
inequalities in
one unknown
according to the
situations in the
application
problems.
• Teachers should
remind students
that the
solutions of
some
application
problems must
not be fractions
(and should be
integers, odd
numbers, etc.).
• Test Bank
2.3
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Basic
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Education
Chapter Summary
Assess Your
Progress
Revision Exercise
Enrichment
Mathematics –
When Will a Red
Rainstorm Signal
Be Issued?
(p.2.39)
• This enrichment
introduces the
rainstorm
warning system
set up by The
Hong Kong
Observatory and
helps students
explore
compound
inequalities.
0.5 period
/0.5
period
• Open-ended
Questions
• Workbook
• TSA
Supplementa
ry Exercises
• Intensive
Practice
• Ongoing
Assessment
Package:
Formative
Assessment
2
• Test Bank
(Multiple-
choice
Questions)
6-7 Chapter 3
More about
Percentages
Let’s Warm Up
(p.3.4)
• Teachers can
0.5 period
/0.5
period
• Warm-up
Worksheet 3
• Test Bank
School
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Values#
Basic
Law
Education
• Apply
percentages to
solve
problems
involving
simple and
compound
interests,
growth and
depreciation
• Apply
percentages to
solve further
practical
problems
involving
successive and
component
changes
• Apply
percentages to
solve simple
real-life
problems
ask students to
review the
concepts
between
percentage
change, original
value and new
value.
3.0
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Basic
Law
Education
involving
taxation
3.1 Simple
Interest
(pp.3.5 – 3.11)
• Teachers should
introduce the
terminologies
related to
interest
(including the
use of the short
form ‘p.a.’).
• Working
through
Inspiring Task
3.1, students
should realize
the way of
finding simple
interest.
• Students should
be able to find
the simple
2 periods
/2 periods
• Inspiring Task
3.1
Finding the
Formula of
Simple
Interest (p.3.5)
• Worksheet
3.1
• Workbook
3.1
• Ongoing
Assessment
Package:
Quiz 3.1
• Test Bank
3.1
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Values#
Basic
Law
Education
interest, the
amount, the
principal, the
period and the
interest rate.
3.2 Compound
Interest
(pp.3.11 –
3.18)
• Teachers should
point out the
difference
between the
concepts of the
simple interest
and the
compound
interest.
• Working
through
Inspiring Task
3.2, students
should realize
the way of
2.5
periods
/2.5
periods
• Inspiring Task
3.2
Discovering
the Formula
for
Calculating
Amount in
Compound
Interest
(p.3.12)
• e-Figure
Gallery
• Inspiring Task
3.3
Using a
Spreadsheet to
Compare
Simple
Interest and
• Worksheet
3.2
• Workbook
3.2
• Ongoing
Assessment
Package:
Quiz 3.2
• Test Bank
3.2
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Self-directed
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Skills◆
Values#
Basic
Law
Education
finding the
amount in
compound
interest.
• Students should
be able to find
the compound
interest, the
amount and the
principal.
• Working
through
Inspiring Tasks
3.3 and 3.4,
students should
be able to make
some
comparison and
understand more
about simple
interest and
compound
interest.
Compound
Interest
(p.3.14)
• Inspiring Task
3.4
Using a
Spreadsheet to
Compare
Compound
Interest over
Different
Periods
(p.3.15)
3.3 Growth and 1.5 • Inspiring Task • Worksheet
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Basic
Law
Education
Depreciation
(pp.3.19 –
3.26)
• Working
through
Inspiring Task
3.5, students
should realize
the way of
finding the new
value for a
growth at a
constant rate is
similar to that of
finding the
amount in
compound
interest.
• Students should
be able to solve
problems in
real-life
situations using
the formulas for
periods
/1.5
periods
3.5
Exploring
Growth at a
Constant Rate
(p.3.19)
3.3
• Workbook
3.3
• Ongoing
Assessment
Package:
Quiz 3.3
• Test Bank
3.3
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Basic
Law
Education
growth and
depreciation.
• Teachers should
remind students
the growth
factor is always
greater than 1,
whereas the
decay factor is
always less than
1.
3.4 Successive
and
Component
Changes
(pp.3.27 –
3.34)
• Working
through
Inspiring Task
3.6, students
should realize
there is a direct
way in
2 periods
/2 periods
• Inspiring Task
3.6
Investigating
the Formula
for Successive
Percentage
Changes
(p.3.27)
• Worksheet
3.4
• Workbook
3.4
• Ongoing
Assessment
Package:
Quiz 3.4
• Test Bank
3.4
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Values#
Basic
Law
Education
calculating the
new value in a
successive
percentage
change, without
finding the
intermediate
value.
• Students should
be able to solve
problems in
real-life
situations
related to
successive
percentage
changes.
• Students should
be able to solve
problems in
real-life
situations
related to
component
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Basic
Law
Education
percentage
changes.
3.5 Taxation
(pp.3.35 –
3.43)
• Teachers should
introduce four
common types
of taxes: rates,
property tax,
profits tax and
salaries tax.
• Students should
be able to solve
problems related
to different
types of tax.
3 periods
/3 periods
• E & A
Resource
Book:
Exploration
• Worksheet
3.5
• Workbook
3.5
• Ongoing
Assessment
Package:
Quiz 3.5
• Test Bank
3.5
Chapter Summary
Assess Your
Progress
Revision Exercise
Enrichment
Mathematics –
How to Calculate
0.5 period
/0.5
period
• Open-ended
Questions
• Workbook
• TSA
Supplementa
ry Exercises
• Intensive
Practice
• Ongoing
School
Term Weeks
Topics/
Extended
Parts*
Learning
Objectives/
Teaching Focus
SL/AL
Teaching and
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and
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Self-directed
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Skills◆
Values#
Basic
Law
Education
a Loan
Repayment?
(p.3.53)
• This enrichment
introduces
mortgage, which
is the loan for
buying a
property, and
guides students
to explore the
calculation of
the interest of
mortgage by
applying
compound
interest through
an example.
Assessment
Package:
Formative
Assessment
3
• Test Bank
(Multiple-
choice
Questions)
8-11 Chapter 4
More about 3-D
Figures
• Explore the
reflectional
and rotational
Let’s Warm Up
(p.4.4)
• Teachers can
ask students to
review
reflectional
0.5 period
/0.5
period
• Warm-up
Worksheet 4
• Test Bank
4.0
School
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Topics/
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Parts*
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Objectives/
Teaching Focus
SL/AL
Teaching and
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Activities
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and
Assessment
Self-directed
Learning
Skills◆
Values#
Basic
Law
Education
symmetries in
cubes and
regular
tetrahedra
• Explore and
identify the
net of a given
solid
• Imagine and
sketch the
solids from
given 2-D
representation
s from various
views
• Recognize the
limitation of
2-D
representation
s in
identifying the
solid
• Explore the
properties of
symmetry and
rotational
symmetry in
2-D figures.
• Teachers can
ask students to
review the 5
regular
polyhedra.
School
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Self-directed
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Values#
Basic
Law
Education
simple solids,
such as the
projection of
an edge on
one plane, the
angle between
a line and a
plane, the
angle between
two planes
• Explore
Euler’s
formula
4.1 Symmetry of
3-D Figures
(pp.4.5 – 4.14)
• Teachers should
extend the
concepts of
symmetry to
3-D figures by
using simple
prisms and
pyramids as
3 periods
/3 periods
• Inspiring Task
4.1
Exploring
Some Planes
of Reflection
of a Cube
(p.4.6)
• Inspiring Task
4.2
Exploring
Some Axes of
• Worksheet
4.1
• Workbook
4.1
• Ongoing
Assessment
Package:
Quiz 4.1
• Test Bank
4.1
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Values#
Basic
Law
Education
introduction.
• Working
through
Inspiring Task
4.1, students
should be able
to draw some
planes of
reflection of a
cube.
• Students should
be able to
identify and
name the planes
of reflection of a
cube and a
regular
tetrahedron.
• Working
through
Inspiring Task
4.2, students
should be able
to draw some
Rotational
Symmetry of a
Cube (p.4.9)
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Basic
Law
Education
axes of
rotational
symmetry of a
cube.
• Students should
be able to
identify and
name the axes of
rotational
symmetry of a
cube and a
regular
tetrahedron.
4.2 Nets of 3-D
Figures
(pp.4.15 –
4.21)
• Working
through
Inspiring Task
4.3, students
should be able
to further
explore the nets
2 periods
/2 periods
• Teaching
Videos
• E & A
Resource
Book:
Activity
• Inspiring Task
4.3
Exploring the
Nets of a
Cube (p.4.15)
• Worksheet
4.2
• Workbook
4.2
• Ongoing
Assessment
Package:
Quiz 4.2
• Test Bank
4.2
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of a cube.
• Students should
be able to
further explore
the nets of some
other 3-D
figures.
• Students should
be able to draw,
modify and
obtain
information
from the nets of
3-D figures,
including the
vertices (points)
and the edges
(sides) that
coincide with
the others.
4.3 2-D
Representatio
ns of 3-D
Figures
2 periods
/2 periods
• Teaching
Videos
• Worksheet
4.3
• Workbook
4.3
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Education
(pp.4.22 –
4.30)
• Students should
be able to sketch
the 2-D
representations
(front view, top
view and side
view) of a solid.
• Students should
be able to sketch
a solid from its
2-D views.
• Teachers should
remind students
that there may
be more than
one solid that
matches all the
given 2-D
views.
• Ongoing
Assessment
Package:
Quiz 4.3
• Test Bank
4.3
4.4 Points, Lines
and Planes in
3-D Figures
2.5
periods
/2.5
• Teaching
Videos
• Worksheet
4.4
• Workbook
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Education
(pp.4.30 –
4.37)
• Students should
be able to find
- the projection
of a point on a
plane,
- the projection
of a line
segment on a
plane,
- the line
segment
representing
the shortest
distance
between a
point and a
plane, and
- the angle
between a line
and a plane.
• Students should
be able to find
periods 4.4
• Ongoing
Assessment
Package:
Quiz 4.4
• Test Bank
4.4
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Education
the angle
between two
planes.
4.5 Further
Exploration
on 3-D
Figures
(pp.4.37 –
4.41)
• Working
through
Inspiring Task
4.4, students
should be able
to find a
relationship
between the
numbers of
vertices, edges
and faces of
some polyhedra.
• Students should
be able to apply
the Euler’s
1 period
/1 period
• Inspiring Task
4.4
Exploring the
Relationship
between the
Numbers of
Vertices,
Edges and
Faces of a
Polyhedron
(p.4.38)
• Worksheet
4.5
• Workbook
4.5
• Ongoing
Assessment
Package:
Quiz 4.5
• Test Bank
4.5
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Formula to
solve related
problems.
Chapter Summary
Assess Your
Progress
Revision Exercise
Enrichment
Mathematics –
What Is a Some
Cube? (p.4.52)
• This enrichment
introduces the
Soma Cube and
encourages
students to
create different
shapes by using
Soma Cubes.
This helps
students develop
their own
creative
abilities.
0.5 period
/0.5
period
0.5 period
/0.5
period
• Open-ended
Questions
• Workbook
• TSA
Supplementa
ry Exercises
• Intensive
Practice
• Ongoing
Assessment
Package:
Formative
Assessment
4
• Test Bank
(Multiple-
choice
Questions)
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Education
Students can
also follow the
link provided in
Web Surfing to
learn more
about Soma
Cube and 3-D
figures.
Enrichment
Mathematics –
Why Are There
Only 5 Regular
Polyhedra?
(p.4.53)
• This enrichment
states some
properties of
regular
polyhedra and
explains why
there are only 5
regular
polyhedra.
12-13 Chapter 5 Let’s Warm Up 0.5 period • Warm-up
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Measures of
Central
Tendency
• Find mean,
median and
mode from a
given set of
ungrouped
data
• Find mean,
median and
modal class
from a given
set of grouped
data
• Discuss the
relative merits
of different
measures of
central
tendency for a
given situation
• Discuss the
misuse of
(p.5.4)
• Teachers can
ask students to
review the
frequency
distribution
table,
cumulative
frequency table
and cumulative
frequency
polygon/curve.
/0.5
period
Worksheet 5
• Test Bank
5.0
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averages in
various daily
life situations
and recognize
the dangers of
misusing
averages
Explore and
make
conjectures on
the effect of
the central
tendency of
the data when
a modification
is made
• Understand
weighted
mean and be
aware of its
use in various
real-life
situations
5.1 Introduction -
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(p.5.5)
• Teachers should
introduce the
three common
measures of
central
tendency: mean,
median and
mode.
5.2 Mean
(pp.5.5 – 5.14)
• Students should
be able to find
the mean of a
set of ungrouped
data, and find an
unknown datum
with a known
mean.
• Students should
be able to find
the mean of a
set of grouped
data.
2 periods
/2 periods
• Inspiring Task
5.1
Comparing
Means of Data
in Different
Grouping
Methods
(p.5.9)
• Worksheet
5.2
• Workbook
5.2
• Ongoing
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Quiz 5.2
• Test Bank
5.2
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Education
• Working
through
Inspiring Task
5.1, students
should realize
that the mean of
a set of grouped
data is an
estimation only.
5.3 Median
(pp.5.14 –
5.21)
• Students should
be able to find
the median of a
set of ungrouped
data.
• Students should
be able to find
the median of a
set of grouped
data from a
cumulative
frequency
1 period
/1 period
• Worksheet
5.3
• Workbook
5.3
• Ongoing
Assessment
Package:
Quiz 5.3
• Test Bank
5.3
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polygon/curve.
• Teachers should
point out that
the median of a
set of grouped
data is also an
estimation only.
5.4 Mode and
Modal Class
(pp.5.21 –
5.27)
• Students should
be able to find
the mode(s) of a
set of ungrouped
data, and make
simple
deductions.
• Students should
be able to find
the modal
class(es) of a set
of grouped data.
1 period
/1 period
• Worksheet
5.4
• Workbook
5.4
• Ongoing
Assessment
Package:
Quiz 5.4
• Test Bank
5.4
5.5 Comparison 1.5 • Worksheet
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Education
between
Mean,
Median and
Mode
(pp.5.27 –
5.33)
• Teachers should
summarize the
characteristics
of the three
measures of
central
tendency.
• Students should
be able to
choose
appropriate
measure(s) of
central tendency
to represent a set
of data and
compare two
sets of data.
periods
/1.5
periods
5.5
• Workbook
5.5
• Ongoing
Assessment
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Quiz 5.5
• Test Bank
5.5
5.6 Misuse of 1.5 • Inspiring Task • Worksheet
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Education
Averages
(pp.5.34 –
5.40)
• Teachers should
point out that
the measures of
central tendency
are also called
the ‘averages’.
• Working
through
Inspiring Task
5.2, students
should realize
that the misuse
of averages may
mislead the
public.
• Students should
be able to judge
whether a claim
is reasonable.
periods
/1.5
periods
5.2
Exploring the
Misuse of
Averages
(p.5.34)
5.6
• Workbook
5.6
• Ongoing
Assessment
Package:
Quiz 5.6
• Test Bank
5.6
5.7 More about
3 periods
/3 periods
Inspiring Task
5.3
• Worksheet
5.7
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Averages
(pp.5.40 –
5.49)
Working
through
Inspiring Task
5.3, students
should realize
the changes on
measures when
a common
constant is
added or
multiplied to a
set of data.
Working
through
Inspiring Task
5.4, students
should realize
the changes on
measures when
a zero is inserted
to a set of data.
Investigating
the Changes
on Measures
When Adding
or Multiplying
a Common
Constant to a
Set of Data
(p.5.40)
Inspiring Task
5.4
Investigating
the Changes
on Measures
When
Inserting a
Zero in a Set
of Non-zero
Data (p.5.42)
Inspiring Task
5.5
Investigating
the Changes
on Measures
• Workbook
5.7
• Ongoing
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Package:
Quiz 5.7
• Test Bank
5.7
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Working
through
Inspiring Task
5.5, students
should realize
the changes on
measures when
a datum is
removed from a
set of data.
Students should
be able to solve
some real-life
problems and
describe the
changes.
When
Removing a
Datum from a
Set of Data
(p.5.45)
5.8 Weighted
Mean
(pp.5.49 –
5.55)
• Teachers should
point out that
the weights can
be expressed as
1 period
/1 period
• E & A
Resource
Book:
Exploration
• Worksheet
5.8
• Workbook
5.8
• Ongoing
Assessment
Package:
Quiz 5.8
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Education
integers,
decimals,
fractions,
percentages, etc.
• Students should
be able to find
the weighted
mean of a set of
data, and
compare two
sets of data
according to
their weighted
means.
• Test Bank
5.8
Chapter Summary
Assess Your
Progress
Revision Exercise
Enrichment
Mathematics –
What Is the
Consumer Price
Index? (p.5.69)
• This enrichment
0.5 period
/0.5
period
• Open-ended
Questions
• Workbook
• TSA
Supplementa
ry Exercises
• Intensive
Practice
• Ongoing
Assessment
Package:
Formative
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Basic
Law
Education
uses Consumer
Price Index as
an example to
illustrate the use
of weighted
mean in our
daily life.
Assessment
5
• Test Bank
(Multiple-
choice
Questions)
Second
Term
(31/12/2017-
18/7/2018,
Weeks
18-46)
18-20 Chapter 6
Probability
• Explore the
meaning of
probability
through
various
activities
• Have an
intuitive idea
about the
relation
between
probability
and the
relative
frequency as
Let’s Warm Up
(p.6.4)
• Teachers can
ask students to
review the
chance of
happening of a
situation.
0.5 period
/0.5
period
• Warm-up
Worksheet 6
• Test Bank
6.0
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Basic
Law
Education
found in
statistics or
simulation
activities
• Investigate
probability in
real-life
activities,
including
geometric
probability
• Compare the
experimental
and theoretical
probabilities
• Calculate the
theoretical
probability by
listing the
sample space
and counting
• Recognize the
meaning of
expectation
School
Term Weeks
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Basic
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Education
6.1 Probability
(pp.6.4 – 6.12)
• Working
through
Inspiring Task
6.1, students
should realize
there is a
difference in
level of
possibility
among different
events.
• Teachers should
introduce the
terminologies
related to
probability
(event, possible
outcome,
favourable
outcome, etc.)
by using simple
real-life
2 periods
/2 periods
• E & A
Resource
Book:
Activity
• Inspiring Task
6.1
Comparing
the Chances of
Different
Events
Happening
(p.6.4)
• Worksheet
6.1
• Workbook
6.1
• Ongoing
Assessment
Package:
Quiz 6.1
• Test Bank
6.1
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Basic
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Education
situations.
• Students should
be able to find
the probability
of a simple
event by
counting.
• Teachers may
need to
introduce the
contents in a
pack of playing
cards.
• Teachers should
also introduce
the terms
‘impossible
event’ and
‘certain event’.
6.2 More about
Probability
(pp.6.12 –
6.26)
• Working
3 periods
/3 periods
• Inspiring Task
6.2
Listing All
Possible
Outcomes by
• Worksheet
6.2
• Workbook
6.2
• Ongoing
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Basic
Law
Education
through
Inspiring Task
6.2, students
should be able
to list all
possible
outcomes by
using tree
diagrams.
• Teachers should
illustrate the use
of tables to find
the probability
of an event for a
more
complicated
problem.
• Teachers should
point out the
difference
between the
events ‘without
replacement’
and ‘with
Using a Tree
Diagram
(p.6.13)
Assessment
Package:
Quiz 6.2
• Test Bank
6.2
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Basic
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Education
replacement’.
• Teachers should
point out the
advantages and
disadvantages of
using tree
diagrams or
tables.
• Students should
be able to find
the probability
of event using a
tree diagram or
a table,
depending on
the nature of the
situation.
• Teachers should
introduce
geometric
probability,
including the
situation related
to time.
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Basic
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Education
• Students should
be able to solve
problems related
to geometric
probability.
6.3 Experimental
Probability
(pp.6.26 –
6.33)
• Students should
understand the
meanings of
theoretical
probability and
experimental
probability.
• Teachers should
point out the
term ‘empirical
probability’
(which is used
in TSA
questions) can
be regarded as
2 periods
/2 periods
• Simulations
• Inspiring Task
6.3
Exploring
Experimental
Probability
(p.6.27)
• Worksheet
6.3
• Workbook
6.3
• Ongoing
Assessment
Package:
Quiz 6.3
• Test Bank
6.3
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Basic
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Education
‘experimental
probability’.
• Working
through
Inspiring Task
6.3, students
should realize
the probability
in an experiment
is not
necessarily
equal to the
theoretical one.
• Students should
realize that the
experimental
probability is
close to
theoretical
probability for a
large number of
trials, and be
able to solve
related
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problems.
• Students should
also be able to
judge whether a
dice, a coin, etc.,
is fair.
6.4 Expected
Value
(pp.6.33 –
6.38)
• Teachers should
first explain the
concept of
expected
number of
occurrences by
using simple
real-life
situations.
• Teachers should
then introduce
the concept of
expected value,
and may point
2 periods
/2 periods
• Worksheet
6.4
• Workbook
6.4
• Ongoing
Assessment
Package:
Quiz 6.4
• Test Bank
6.4
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Education
out it can be
considered as
the weighted
mean of the
possible
outcomes.
• Students should
be able to solve
some real-life
problems.
• Students should
also be able to
judge whether a
game is fair, and
whether it is
favourable to
players.
Chapter Summary
Assess Your
Progress
Revision Exercise
Enrichment
Mathematics –
Deal Or No Deal?
0.5 period
/0.5
period
• Open-ended
Questions
• Workbook
• TSA
Supplementa
ry Exercises
• Intensive
Practice
• Ongoing
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Term Weeks
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Parts*
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Objectives/
Teaching Focus
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Basic
Law
Education
(p.6.49)
• This enrichment
uses the game
‘Deal Or No
Deal’ to
introduce the
application of
expected value
in daily life.
Assessment
Package:
Formative
Assessment
6
• Test Bank
(Multiple-
choice
Questions)
21-23
Chapter 7
Area and
Volume (III)
• Understand
and use the
formulas for
volumes of
pyramids,
circular cones
and spheres
• Understand
and use the
formulas for
surface areas
of right
Let’s Warm Up
(p.7.4)
• Teachers can
ask students to
review the
measures related
to circles and
sectors.
• Teachers can
ask students to
review the
measures related
to prisms and
cylinders.
• Teachers can
0.5 period
/0.5
period
• Warm-up
Worksheet 7
• Test Bank
7.0
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Basic
Law
Education
circular cones
and spheres
• Distinguish
between
formulas for
length, area,
volume by
considering
dimensions
• Understand
and use the
relationships
between sides,
surface areas
and volumes
of similar
figures
ask students to
review the
properties of
similar plane
figures.
7.1 Pyramids
(pp.7.5 – 7.15)
• Teachers should
introduce the
terminologies of
pyramids.
• Working
3 periods
/3 periods
• e-Figure
Gallery
• Teaching
Videos
• Inspiring Task
7.1
Exploring the
• Worksheet
7.1
• Workbook
7.1
• Ongoing
Assessment
Package:
School
Term Weeks
Topics/
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through
Inspiring Task
7.1, students
should
recognize the
way of finding
the volume of a
square pyramid.
• Teachers should
point out that
the result is true
for all pyramids.
• Teachers should
point out the use
of Pythagoras’
theorem.
• Teachers should
introduce the
concept of
frustums.
• Students should
be able to find
the volumes and
the total surface
Volume of a
Pyramid
(p.7.6)
Quiz 7.1
• Test Bank
7.1
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areas of
pyramids and
frustums.
7.2 Circular
Cones
(pp.7.15 –
7.26)
• Teachers should
introduce the
terminologies of
circular cones.
• Teachers should
introduce the
formula for the
volume of a
circular cone
from that of a
pyramid.
• Teachers should
introduce the
concept of
frustums.
• Teachers should
point out the
3.5
periods
/3.5
periods
• E & A
Resource
Book:
Exploration
• e-Figure
Gallery
• Inspiring Task
7.2
Exploring the
Area of the
Curved Face
of a Right
Circular Cone
(p.7.19)
• Worksheet
7.2
• Workbook
7.2
• Ongoing
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condition ‘AAA’
in the problems
involving
similar
right-angled
triangles.
• Working
through
Inspiring Task
7.2, students
should
recognize the
way of finding
the curved
surface area of a
right circular
cone.
• Students should
be able to find
the volumes and
the total surface
areas of right
circular cones.
7.3 Spheres 1.5 • Worksheet
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(pp.7.27 –
7.35)
• Teachers should
point out the
formulas for the
volume and the
surface area of a
sphere.
• Students should
be able to solve
problems related
to spheres.
• Teachers should
demonstrate the
use of a
calculator in
finding the cube
root of a
number.
periods
/1.5
periods
7.3
• Workbook
7.3
• Ongoing
Assessment
Package:
Quiz 7.3
• Test Bank
7.3
7.4 Dimensions of
Lengths,
Areas and
Volumes
(pp.7.35 –
1 period
/1 period
• Worksheet
7.4
• Workbook
7.4
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7.38)
• Teachers should
introduce the
three types of
measurements:
linear
measurement,
quadratic
measurement
and cubic
measurement,
and relate them
with the degree
of the
expressions (the
polynomials).
Assessment
Package:
Quiz 7.4
• Test Bank
7.4
7.5 Similar Plane
Figures and
Solids
(pp.7.38 –
7.50)
• Working
through
Inspiring Tasks
3 periods
/3 periods
• Inspiring Task
7.3
Investigating
the
Relationship
between the
Ratios of
Areas and
• Worksheet
7.5
• Workbook
7.5
• Ongoing
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7.3 and 7.4,
students should
recognize that
the ratios of
volumes, areas
and sides are
closely related
to the
dimensions of
the
measurements.
• Students should
be able to solve
problems related
to similar plane
figures and
solids.
• Teachers should
remind students
the way of
relating a certain
measurement of
a pyramid (or a
circular cone)
Sides in
Similar Plane
Figures
(p.7.39)
• Inspiring Task
7.4
Investigating
the
Relationships
between the
Ratios of
Volumes,
Areas and
Sides in
Similar Solids
(p.7.43)
• Test Bank
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with a frustum,
as it is a
common
mistake that the
two solids are
thought to be
similar.
Chapter Summary
Assess Your
Progress
Revision Exercise
Enrichment
Mathematics –
How Do We Prove
the Formula for
the Volume of
Spheres? (p.7.61)
• This enrichment
provides a proof
for the formula
for the volume
of a sphere with
known formulas
for the volumes
0.5 period
/0.5
period
• Open-ended
Questions
• Workbook
• TSA
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• Intensive
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• Ongoing
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7
• Test Bank
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Questions)
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of a cylinder and
a circular cone.
26-28 Chapter 8
Quadrilaterals
• Deduce the
properties of
various types
of
quadrilaterals
but with focus
on
parallelograms
and special
quadrilaterals
Extend the
idea of
deductive
reasoning in
handling
geometric
problems on
parallelograms
and special
quadrilaterals
Let’s Warm Up
(p.8.4)
• Teachers can
ask students to
review some
common
quadrilaterals.
• Teachers can
ask students to
review the
properties of
and conditions
for congruent
triangles and
parallel lines.
• Teachers can
ask students to
review special
triangles.
0.5 period
/0.5
period
• Warm-up
Worksheet 8
• Test Bank
8.0
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Perform
simple proofs
related with
parallelograms
and special
quadrilaterals
Understand
and use the
mid-point and
intercept
theorems
8.1 Introduction
to
Quadrilateral
s (p.8.5)
• Teachers should
introduce the
opposite sides
and the opposite
angles of a
quadrilateral.
0.5 period
/0.5
period
8.2 Properties of
Parallelogram
s (pp.8.5 –
2 periods
/2 periods
• e-Figure
Gallery
• Inspiring Task
• Worksheet
8.2
• Workbook
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8.12)
• Teachers should
point out that
the knowledge
‘opposite sides
equal’ (learnt at
the primary
level) is
obtained by an
intuitive
approach.
• Teachers should
then proof it
using a
deductive
approach.
• Working
through
Inspiring Task
8.1, students
should perform
proofs to obtain
two more
properties of
8.1
Exploring the
Properties of
Parallelogram
s (p.8.6)
8.2
• Ongoing
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parallelograms.
• Students should
be able to find
unknowns and
solve problems
related to
parallelograms.
8.3 Conditions
for
Parallelogram
s (pp.8.13 –
8.19)
Working
through
Inspiring Task
8.2, students
should perform
proofs to obtain
four conditions
for
parallelograms.
Teachers should
point out that
2 periods
/2 periods
Inspiring Task
8.2
Exploring the
Conditions for
Parallelogram
s (p.8.13)
Worksheet
8.3
Workbook
8.3
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8.3
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the first three
conditions are
just the converse
of the properties
learnt in the last
section.
Students should
be able to prove
that a given
quadrilateral is a
parallelogram.
Remarks:
Some students
may be interested
in the properties
of isosceles
trapeziums.
Teachers may use
the deductive
approach to prove
that the diagonals
are of equal
length.
Furthermore, we
8.4 Rhombuses,
Rectangles,
Squares,
Kites and
Trapeziums
(pp.8.20 –
8.33)
• Teachers should
introduce the
properties of
rhombuses,
rectangles,
squares, kites
4 periods
/4 periods
• I.T.
Worksheets
• Worksheet
8.4
• Workbook
8.4
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will also use the
analytic approach
(on p.11.44 in
Chapter 11) to
prove the same
result.
and trapeziums.
• Students should
be able to solve
problems related
to these special
quadrilaterals.
• Teachers may
use a Venn
diagram to show
the relationships
between these
special
quadrilaterals.
8.5 Proofs
Related to
Quadrilateral
s (pp.8.33 –
8.38)
Students should
be able to prove
results related to
quadrilaterals.
1.5
periods
/1.5
periods
Worksheet
8.5
Workbook
8.5
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8.6 Mid-point
Theorem
(pp.8.38 –
8.44)
Teachers should
introduce the
mid-point
theorem.
Students should
be able to use
the mid-point
theorem to solve
problems and
prove results.
1.5
periods
/1.5
periods
Teaching
Videos
Worksheet
8.6
Workbook
8.6
Ongoing
Assessment
Package:
Quiz 8.6
Test Bank
8.6
8.7 Intercept
Theorem
(pp.8.45 –
8.51)
Working
through
Inspiring Task
8.3, students
1.5
periods
/1.5
periods
E & A
Resource
Book:
Exploration
Inspiring Task
8.3
Exploring the
Intercept
Theorem
Worksheet
8.7
Workbook
8.7
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should
recognize that
the intercepts
made are of
equal length.
Students should
be able to use
the mid-point
theorem and the
intercept
theorem to solve
problems and
prove results.
(p.8.45)
Teaching
Videos
8.7
Chapter Summary
Assess Your
Progress
Revision Exercise
Enrichment
Mathematics –
What Will
Happen If
Intercepts Are Not
Equal? (p.8.63)
• This enrichment
0.5 period
/0.5
period
• Open-ended
Questions
• E & A
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Book:
• Workbook
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• Ongoing
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introduces the
generalized
intercept
theorem.
Exploration 8
• Test Bank
(Multiple-
choice
Questions)
29-32 Chapter 9
Lines and
Centres of a
Triangle
• Identify
special lines in
a triangle
Explore and
recognize the
relations
between the
lines of
triangles such
as the triangle
inequality,
concurrence of
intersecting
points of
medians
Let’s Warm Up
(p.9.4)
• Teachers can
ask students to
review the
properties of
isosceles and
equilateral
triangles.
• Teachers can
ask students to
review the
conditions for
congruent and
similar triangles.
0.5 period
/0.5
period
• Warm-up
Worksheet 9
• Test Bank
9.0
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Explore and
justify the
methods of
constructing
centres of a
triangle such
as in-centre,
circumcentre,
orthocentre
and centroid
9.1 Lines in a
Triangle
(pp.9.5 – 9.10)
• Teachers should
introduce the
four types of
lines in a
triangle.
• Students should
be able to solve
problems and
prove results
related to the
1.5
periods
/1.5
periods
• Inspiring Task
9.1
Exploring the
Lines in an
Isosceles
Triangle
(p.9.7)
• Worksheet
9.1
• Workbook
9.1
• Ongoing
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lines in a
triangle.
• Working
through
Inspiring Task
9.1, students
should observe
that the four
types of special
lines to the base
in an isosceles
triangle coincide
with each other.
9.2 Triangle
Inequality
(pp.9.11 –
9.15)
Working
through
Inspiring Task
9.2, students
should observe
that the three
1 period
/1 period
Inspiring Task
9.2
Exploring the
Triangle
Inequality
(p.9.11)
Worksheet
9.2
Workbook
9.2
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sides of a
triangle should
satisfy a certain
relation.
Students should
be able to solve
problems and
prove results
related to the
triangle
inequality.
9.3 Centres of a
Triangle
(pp.9.15 –
9.22)
Working
through
Inspiring Task
9.3, students
should observe
that the three
lines in each
type of special
2.5
periods
/2.5
periods
E & A
Resource
Book:
Activity
E & A
Resource
Book:
Exploration
Inspiring Task
9.3
Exploring the
Point of
Intersection of
Worksheet
9.3
Workbook
9.3
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9.3
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lines intersect
with each other
at the same
point.
Working
through
Inspiring Task
9.4, students
should perform
a proof to verify
one of the above
observations.
Teachers should
introduce some
properties of the
centres of a
triangle.
Students should
be able to
construct the
centres of a
triangle.
Lines in a
Triangle
(p.9.16)
Inspiring Task
9.4
Proving the
Concurrency
of the
Medians of
Any Triangle
(p.9.17)
e-Figure
Gallery
Chapter Summary
Assess Your
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Progress
Revision Exercise
Enrichment
Mathematics –
What Is the
Napoleon’s
Theorem? (p.9.29)
• This enrichment
introduces
Napoleon’s
Theorem which
is an interesting
theorem about
the centroid of a
triangle.
0.5 period
/0.5
period
• I.T.
Worksheets
Supplementa
ry Exercises
• Intensive
Practice
• Ongoing
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Package:
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Assessment
9
• Test Bank
(Multiple-
choice
Questions)
33-34 Chapter 10
Applications of
Trigonometry
• Apply
trigonometric
ratios to find
measures of
2-D figures
• Introduce the
Let’s Warm Up
(p.10.4)
• Teachers can
ask students to
review the
concept of
ratios.
• Teachers can
ask students to
0.5 period
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period
• Warm-up
Worksheet
10
• Test Bank
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ideas of
bearing,
gradient, angle
of elevation,
angle of
depression and
solve related
2-dimensional
problems
review the
trigonometric
ratios.
10.1 Solving
Real-life
Problems
Using
Trigonometri
c Ratios
(pp.10.4 –
10.10)
• Students should
be able to solve
some real-life
problems using
trigonometric
ratios.
• Teachers should
2.5
periods
/2.5
periods
• E & A
Resource
Book:
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• Worksheet
10.1
• Workbook
10.1
• Ongoing
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remind students
the key-in
sequence for
finding lengths
and angles.
10.2 Gradient and
Angle of
Inclination
(pp.10.11 –
10.17)
• Teachers should
introduce the
concept of
gradient.
• Teachers should
point out that
gradient is equal
to the tangent
ratio of the
angle of
inclination.
• Students should
be able to solve
problems related
2.5
periods
/2.5
periods
• Worksheet
10.2
• Workbook
10.2
• Ongoing
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Education
to gradient and
angle of
inclination.
• Teachers should
introduce the
contour map.
• Students should
be able to solve
problems related
to contour maps.
10.3 Angles of
Elevation and
Depression
(pp.10.18 –
10.26)
• Teachers should
introduce the
concept of
angles of
elevation and
depression.
• Students should
be able to solve
problems
2.5
periods
/2.5
periods
• Worksheet
10.3
• Workbook
10.3
• Ongoing
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involving angles
of elevation and
depression.
• Teachers should
remind students
taking out the
common factor
when necessary.
• Teachers should
demonstrate the
techniques in
solving
problems
through
Examples 9, 10
and 11.
10.4 Bearings
(pp.10.26 –
10.37)
• Teachers should
introduce the
concept of
bearings, and
demonstrate the
4.5
periods
/4.5
periods
• Worksheet
10.4
• Workbook
10.4
• Ongoing
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Education
inter-conversion
between
different
bearings.
• Teachers may
point out that
when presenting
bearings, there
is a difference
between
Chinese and
English such as
the phrases ‘由
O 測 A’ and
‘of A from O’.
• Teachers should
remind students
the use of
alternate angles
(or equivalent)
to find unknown
angles related to
bearings.
• Students should
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be able to solve
problems related
to bearings,
including the
concept of
speed.
Chapter Summary
Assess Your
Progress
Revision Exercise
Enrichment
Mathematics –
How are
Rectangular and
Polar Coordinate
Systems Related
Through
Trigonometry?
(p.10.47)
• This enrichment
introduces the
inter-conversion
of the
coordinates of
0.5 period
/0.5
period
• Open-ended
Questions
• Workbook
• TSA
Supplementa
ry Exercises
• Intensive
Practice
• Ongoing
Assessment
Package:
Formative
Assessment
10
• Test Bank
(Multiple-
choice
Questions)
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Basic
Law
Education
points between
the rectangular
coordinate
system and the
polar coordinate
system using
trigonometry
34-37 Chapter 11
Coordinate
Geometry of
Straight Lines
• Understand
and use
formulas of
distance and
slope
• Understand
the conditions
for parallel
lines and
perpendicular
lines
• Use ratio to
find the
Let’s Warm Up
(p.11.4)
• Teachers can
ask students to
review the
concept of the
coordinates of a
point and the
distance
between two
points.
• Teachers can
ask students to
review the
concept of linear
equations in two
unknowns.
0.5 period
/0.5
period
• Warm-up
Worksheet 11
• Test Bank
11.0
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Basic
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Education
coordinates of
• the
mid-point,
and
the internal
point of
division
Appreciate the
analytic
approach to
prove results
relating to
rectilinear
figures besides
deductive
approach
Choose and
use
appropriate
methods to
prove results
relating to
rectilinear
figures
• Teachers can
ask students to
review
Pythagoras’
theorem.
School
Term Weeks
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Basic
Law
Education
11.1 Distance
Formula
(pp.11.5 –
11.12)
• Working
through
Inspiring Task
11.1, students
should be able
to find the
distance
between two
points using
Pythagoras’
theorem.
• Students should
be able to find
the distance
between two
points.
• Teachers may
remind students
the converse of
Pythagoras’
2 periods
/2 periods
• Inspiring Task
11.1
Finding the
Distance
between Two
Points (p.11.5)
• Worksheet
11.1
• Workbook
11.1
• Ongoing
Assessment
Package:
Quiz 11.1
• Test Bank
11.1
School
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Basic
Law
Education
theorem. In fact,
there is another
method to
determine
whether any two
lines are
perpendicular to
each other,
which will be
discussed in
Section 11.3.
11.2 Slope and
Inclination
(pp.11.12 –
11.22)
• Teachers should
introduce the
concept of
slope, and the
meanings of
positive slope
and negative
slope.
• Teachers should
4 periods
/4 periods
• e-Figure
Gallery
• Worksheet
11.2
• Workbook
11.2
• Ongoing
Assessment
Package:
Quiz 11.2
• Test Bank
11.2
School
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Basic
Law
Education
point out the
slopes of some
special lines
(such as that of
vertical lines).
• Teachers should
discus with
students the
relation between
slopes and
steepness of
lines, and
introduce the
concept of
collinear.
• Students should
be able to solve
problems and
prove results
related to slope.
• Teachers should
introduce the
concept of
inclination.
School
Term Weeks
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Parts*
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Objectives/
Teaching Focus
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Teaching and
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and
Assessment
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Skills◆
Values#
Basic
Law
Education
• Students should
be able to solve
problems related
to slope and
inclination.
11.3 Parallel Lines
and
Perpendicula
r Lines
(pp.11.22 –
11.34)
• Working
through
Inspiring Task
11.2, students
should
recognize that
parallel lines
have the same
slope.
• Students should
be able to solve
problems and
prove results
3 periods
/3 periods
• e-Figure
Gallery
• Inspiring Task
11.2
Exploring the
Relationship
between the
Slopes of
Parallel Lines
(p.11.23)
• Inspiring Task
11.3
Exploring the
Relationship
between the
Slopes of two
Perpendicular
Lines
(p.11.27)
• Worksheet
11.3
• Workbook
11.3
• Ongoing
Assessment
Package:
Quiz 11.3
• Test Bank
11.3
School
Term Weeks
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Basic
Law
Education
related to
parallel lines.
• Working
through
Inspiring Task
11.3, students
should
recognize that
two
perpendicular
lines have
slopes with a
product –1.
• Students should
be able to solve
problems and
prove results
related to
perpendicular
lines.
11.4 Points of
Division
(pp.11.34 –
11.43)
2 periods
/2 periods
• Worksheet
11.4
• Workbook
11.4
School
Term Weeks
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Parts*
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Objectives/
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Teaching and
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and
Assessment
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Skills◆
Values#
Basic
Law
Education
• Teachers may
ask students to
compare the
mid-point
formula with the
way of finding
the mean of two
numbers.
• Students should
be able to find
the mid-point of
the line segment
joining two
points.
Teachers may
draw a simple
diagram to help
students using
the section
formula.
Students should
be able to find
the internal
point of
• Ongoing
Assessment
Package:
Quiz 11.4
• Test Bank
11.4
School
Term Weeks
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Parts*
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Objectives/
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Basic
Law
Education
division.
11.5 Applications
of Analytic
Approach in
Geometry
(pp.11.43 –
11.51)
Working
through
Inspiring Task
11.4, students
should be able
to prove a
geometric
property using
two different
approaches.
Students should
be able to
perform proofs
using the
analytic
approach.
2 periods
/2 periods
Simulations
Inspiring Task
11.4
Using
Different
Approaches to
Prove a
Geometric
Property
(p.11.44)
Inspiring Task
11.5
Investigating a
Property of
the Centroid
of Triangles
(p.11.48)
Worksheet
11.5
Workbook
11.5
Ongoing
Assessment
Package:
Quiz 11.5
Test Bank
11.5
School
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Parts*
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Basic
Law
Education
Working
through
Inspiring Task
11.5, students
should be able
to find the
coordinates of
the centroid of a
triangle.
Chapter Summary
Assess Your
Progress
Revision Exercise
Enrichment
Mathematics –
How to Find the
External Point of
Division? (p.11.61)
• This enrichment
introduces the
section formula
for external
point of
division.
0.5 period
/0.5
period
• Open-ended
Questions
• Workbook
• TSA
Supplementa
ry Exercises
• Intensive
Practice
• Ongoing
Assessment
Package:
Formative
Assessment
11
• Test Bank
(Multiple-
choice
School
Term Weeks
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Extended
Parts*
Learning
Objectives/
Teaching Focus
SL/AL
Teaching and
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Activities
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and
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Values#
Basic
Law
Education
Questions)
38-39 Revisions Demonstrating
some
examples and
giving some
classwork
* The extended parts should be marked with asterisks. These parts should be more challenging and can be covered when the students can master the
knowledge and skills covered in the conventional topics.
# Core Values of Wah Yan College, Kowloon
I. Love and care 1. Accept & feel positive about himself
2. Appreciation & Gratitude
3. Empathy & Compassion
4. Forgiveness & Reconciliation
5. Service
6. Family as a basic unit of society; marriage is the
foundation of a family
II. Strive for excellence
7. Reflective
8. Commitment
9. Perseverance
10. Curiosity & willingness to learn
11. Value imagination and creativity
III. Respect and Justice
12. Life is valuable and respectable
13. Openness to good in all things
14. Respect for himself & others
15. Integrity
16. Faithfulness
IV. Responsibility
17. Freedom & Self-discipline
18. Care for the environment
19. Social Identities: citizen identity, national identity
and global citizen identity
V. Faith 20. Experience of God 22. Appreciate religious liturgies
21. Explore & practise one's faith
