ADH ATOLL SCHOOL 2023-2024

SCHEME OF WORK – GRADE 10

MATHEMATICS – SECOND TERM

Week Period Strand Sub topics Outcome Activity

Use theoretical probability to predict the
likelihood of a single event. For example, find the
Probability of single Calculate the probability of a single probability of choosing the letter M from the
Week 1 2 Probability events event as either a fraction, decimal or letters of the word MATHEMATICS.
E8.1 percentage Use the formula: favourable outcomes
probability = possible outcomes

Discuss probabilities of 0 and 1, leading to the

outcome that a probability lies between these two
Probability chart Understand and use the probability scale values. Revise the
1 Probability from 0 to 1. language of probability associated with the
E8.2 probability scale. Use the probability scale by
estimating frequencies of events
occurring based on probabilities.

Use examples to show that the ‘probability of an

Understand that the probability of an event occurring = 1 – the probability of the event
2 Probability Total Probability event occurring = 1 – the probability of not occurring’,
E8.3 the event not occurring. including those where there are only two outcomes
and those when there are more than two outcomes

Compare estimated experimental probabilities, or

relative frequency, with theoretical probabilities.
Learners need to recognise that when experiments
Week 2 1 Probability Relative frequency Understand relative frequency as an are repeated different outcomes may result, and
estimate of probability. increasing the number of times an
experiment is repeated generally leads to better
estimates of probability.
 Roll two different dice, or spin two spinners, and
list all the outcomes. Use simple examples to
illustrate how possibility diagrams and tree
diagrams can help to organise data.

Calculate the probability of simple Use possibility diagrams and tree diagrams to help
2 Probability Two-way Table combined events, using possibility calculate probabilities of simple combined events,
diagrams, tree diagrams and Venn paying close
diagrams. attention to how diagrams are labelled.

The article ‘Probability calculations from tree

In possibility diagrams, outcomes
will be represented by points on a
grid, and in tree diagrams, outcomes will
2. Probability Two-way Table be written at the end of branches and
probabilities by the side of the
branches.
diagrams’ on the Nrich website
(https://nrich.maths.org/9648) suggests a
The article ‘Tree diagrams, 2-way Tables and
Venn Diagrams’ also on the Nrich website
(https://nrich.maths.org/9861)
considers a range of diagrammatic representations
for probability. The resources include some
detailed examples of how
different representations could be used to support
the solution to example problems. These could be
used to stimulate
discussion with learners.

Vectors and Reflection C7.2 and Reflect simple plane figures in Draw an arrow shape on a squared grid. Use this to
Week 3 transformations E7.2 horizontal or vertical lines illustrate the following: reflection in a line (mirror
line)
1
Vectors and Rotation C7.2 and Rotate simple plane figures about the Rotation about
transformations E7.2 origin, vertices or midpoints of edges any point (centre of rotation) through multiples of
of the figures, through multiples of 90° 90° (in both clockwise and anti-clockwise
2 directions);

Vectors and Translation C7.2 and Construct given translations Translation by a vector. Several different examples
2 transformations E7.2 of each transformation should be shown. Use the
word image appropriately.
 Vectors and Enlargement Recognize and describe reflections, Draw a triangle on a squared grid. Use this to
transformations C7.2 and rotations, translations and enlargements; illustrate enlargement by a positive integer scale
E7.2 positive and fractional scale factors for factor about any point
enlargements only; also includes negative (Centre of enlargement). Use both methods:
scale factors for enlargements for counting squares and drawing rays. Show how to
extended learners. find the Centre of
enlargement given a shape and its (enlarged)
image
Week 4 1 Vectors and Column vector Use the concept of translation to explain a vector.
transformations C7.1 and Use simple diagrams to illustrate column vectors
E7.1 in two dimensions,
explaining the significance of positive and
negative numbers.
2 Vectors and Vector Addition Add and subtract vectors Show how to add and subtract vectors
transformations C7.1 and E7.1 algebraically by making use of a vector triangle.

2 Vectors and Scalar multiplication Multiply a vector by a scalar Show how to multiply a column vector by a scalar
transformations and illustrate this with a diagram.
C7.1 and E7.1

1 Vectors and Vector magnitude Revise the work from section 7.1. Use diagrams to
transformations E7.3 (note there help illustrate how to calculate the magnitude of a
is no C7.3) vector; link this to
he work on Pythagoras’ theorem from topic 6.2.

Finally, learners will need to understand how to

Week 5 construct inequalities from constraints given,
The conventions of using broken lines showing that several
2. Algebra and Finding unknown for strict inequalities and shading possible solutions to a problem exist, indicated by
Graph quantities using graph. unwanted regions will be expected. the unshaded region on a graph. Provide learners
with examples and
questions.
Interpret and use graphs in practical A good starting point is to draw and use straight
situations including travel graphs and line graphs to convert between different units, for
Algebra and Graphs in practical conversion graphs, e.g. interpret the example between metric and imperial units, or
2. Graph situation. gradient of a straight line graph as a between different currencies. Exchange rates can
 rate of change
Week 6
Apply the idea of rate of change to
simple kinematics involving distance–
2 Algebra and Speed Time Graph time and speed–time graphs,
Graph acceleration and deceleration; may
include estimation and interpretation of
the gradient of a tangent at a point
Calculate distance travelled as area
Algebra and Velocity Time Graph under a speed–time graph.
1 Graph
Sketching Graph Turning points Recognise, sketch and interpret graphs
Week 7 2 Maximum and of functions; linear, quadratic, cubic,
Minimum reciprocal and exponential
Use the derivatives of functions and
be found online and can be useful for
setting questions
When learners have drawn their graphs and written
their question they can then give these to other
members of a group to answer.
The STEM learning e-library
(https://www.stem.org.uk/resources) has an
example of a lesson that can be used to deepen
or assess learners understanding in this section.
Search for ‘Interpreting distance–time graphs A6’.
You will need to ensure that learners have studied
topic 4.2 and that they can confidently calculate
areas of rectangles,
triangles, trapeziums and compound shapes
derived from these.
Extend this work by looking at examples of
speed–time graphs being used to find acceleration
and deceleration and to
calculate distance travelled as area under a linear
speed–time graph
Learners should be encouraged to sketch a range
of graphs by recognising key points on these
graphs. They should realise
that sketching a graph is different from drawing a
graph and that both are useful; they may be asked
to do both. Learners
should understand that a sketch of a graph does not
need to be 100% accurate and to scale; it is
important however, that
the most important features are there and clearly
labelled. Questions that they could be encouraged
to ask themselves
should include:
 What happens when x = 0? When y = 0?
 What happens when x tends towards infinity?
 Are there any asymptotes? Horizontal?
Vertical? Oblique
Link this work to work learners have already done
 simple sums of not more than three of on the gradient of a straight line graph and
these, where a is a rational constant and n distance–time graphs.
is a positive integer or 0. Remind them about the equation for finding the
Understand the idea of Apply differentiation to gradients gradient of a straight line.
3 Graph of a derived and turning points (stationary
function function points), The Maths is Fun website (www.mathsisfun.com)
provides good introductions to calculus. Search
Discriminate between maxima and ‘Introduction to
minima by any method. Calculus’ and ‘Introduction to derivatives

If necessary, revise what is meant by ‘similar’ and

Week 8 1 Algebra and Similar Figure Calculate lengths of similar figures provide examples. Give learners practice of
Graph calculating lengths in
similar figures
If necessary, revise what is meant by ‘similar’ and
provide examples. Give learners practice of
Use the relationships between areas of calculating lengths in
similar triangles, with corresponding similar figures.
results for similar figures and extension
Algebra and
2 Similar Figure to volumes and surface areas of similar For extended learners, expand on the work on
Graph solids. calculating lengths of similar figures to using the
relationships between
areas, surface areas and volumes of similar shapes
and solids.

Discuss the conditions for congruent triangles.

Point out that when naming triangles that are
congruent, it is usual to state
letters in corresponding order. For example,
stating that ΔABC is congruent to ΔEFG implies
that the angle at A is the
Recognise congruent shapes. same as the angle at E.
Use the basic congruence criteria for
Algebra and Congruent shapes triangles (SSS, ASA, SAS, RHS). Extend the work on congruent shapes to introduce
2 Graph) similar triangles/shapes. Use the fact that
corresponding sides are in the
same ratio to calculate the length of an unknown
side. Link this work to work on transformations
since rotation, reflection
and translation leave shapes congruent and

Recognise rotational and line
Angle Properties symmetry (including order of rotational
(geometry)
Symmetry symmetry) in two dimensions. Includes
Week 9 2
properties of triangles, quadrilaterals
and circles directly related to their
symmetries.
Recognise symmetry properties of the
prism (including cylinder) and the
3 Symmetry properties pyramid (including cone).
of circle
Use the following symmetry properties
of circles:
 equal chords are equidistant from
the centre
 the perpendicular bisector of a
chord passes through the centre
 tangents from an external point are
equal in length.
Identify and Use: • natural numbers •
integers (positive, negative and zero) •
Numbers prime numbers • square numbers •
Week 3 Revision Different types common factors and common multiples •
10 numbers rational and irrational numbers • real
numbers Continue a given number
sequence .Recognise patterns in sequences
and relationships between different
sequences
Use the language and notation of simple
Vulgar and decimal vulgar and decimal fractions and
2 Numbers fractions and percentages in appropriate contexts;
Revision percentages recognise equivalence and convert
between fractions, decimals and
percentages
Understand ratio, direct and inverse
Week Numbers Ratio proportion rate proportion and rate Use scales in practical
enlargements form similar shapes.
Define the terms line of symmetry and order of
rotational symmetry for two dimensional shapes.
Revise the symmetries of
triangles (equilateral, isosceles) and quadrilaterals
(square, rectangle, rhombus, parallelogram,
trapezium, kite) including
considering diagonal properties. Discuss the
infinite symmetry properties of a circle.
For extended learners, define the terms plane of
symmetry and order of rotational symmetry for
three dimensional shapes.
Use diagrams to illustrate the symmetries of
cuboids (including a cube), prisms (including a
cylinder), pyramids (including
a cone). Look at diagrams for the symmetry
properties of a circles paying attention to chords
and tangents.
Teacher explains the concepts and distribute the
worksheets. Students do the problems.
Teacher clarify students doubts. Monitor students
works by walking around the class and help the
needy ones. Help the students individually’
Teacher explains the concepts and distribute the
worksheets. Students do the problems.
Teacher clarify students doubts. Monitor students
works by walking around the class and help the
needy ones. Help the students individually’
Teacher explains the concepts and distribute the
worksheets. Students do the problems.
11 2 Revision situations Divide quantities in a given Teacher clarify students doubts. Monitor students
ratio Calculate average speed works by walking around the class and help the
needy ones. Help the students individually’
3 Numbers Percentages Calculate a % of a quantity Express one Teacher explains the concepts and distribute the
Revision quantity as a % of another quantity worksheets. Students do the problems.
Calculate % increase or decrease Teacher clarify students doubts. Monitor students
works by walking around the class and help the
needy ones. Help the students individually’

Teacher explain the following concept.

Interpret and obtain the equation of a
Straight line graphs straight-line graph in the form
Week 1 Graph y = mx + c Determine the equation of a
12 straight line parallel to a given line
Construct tables of values for functions of
the form • ax + b • ± 2 x + ax + b • x a (x ≠
Quadratic graph 0) where a and b are integer constants
Graph of Cubic graph Draw and interpret such graphs Find the
2 Function Exponential graph gradient of a straight line graph Solve
Reciprocal graph linear and quadratic equations
approximately by graphical methods
Use letters to express generalised numbers
Removing brackets Express basic arithmetic processes
2 Basic Algebra Factorization algebraically Substitute numbers in
Making subject formulae Transform simple formulae
Construct simple expressions and set up
simple equations
Expand products of algebraic expressions
Calculate the gradient of a straight line from the
co-ordinates of two points on it. Calculate the
length and the co-ordinates of the midpoint of a
straight-line segment from the co-ordinates of its
end points Construct and transform more
complicated formulae and equations
Teacher explains the concepts and distribute the
worksheets. Students do the problems.
Teacher clarify students doubts. Monitor students
works by walking around the class and help the
needy ones. Help the students individually’
Teacher explains the concepts and distribute the
worksheets. Students do the problems.
Teacher clarify students doubts. Monitor students
works by walking around the class and help the
needy ones. Help the students individually’

Manipulate directed Factorise expressions of the form

numbers Use brackets • ax + bx + kay + kby
Algebraic Extract common • a²x² – b²y², Teacher explains the concepts and distribute the
Week 2 manipulation factors • a² + 2ab + b² worksheets. Students do the problems.
13 • ax² + bx + c Teacher clarify students doubts. Monitor students
works by walking around the class and help the
Manipulate algebraic fractions e.g. needy ones. Help the students individually’
 2 Functions Simple function Use function notation e.g. Teacher explains the concepts and distribute the
Composite function to describe simple functions worksheets. Students do the problems.
Inverse Function and the notation to describe their Teacher clarify students doubts. Monitor students
inverses works by walking around the class and help the
needy ones. Help the students individually’
Work out composite functions as defined
by gf(x) = g(f(x))

positive indices Teacher explains the concepts and distribute the

worksheets. Students do the problems.
1 Indices negative indices Use and interpret fractional indices. solve Teacher clarify students doubts. Monitor students
works by walking around the class and help the
zero indices needy ones. Help the students individually’

Solve quadratic equations by

Solve simple linear • factorisation
equations in one Teacher explains the concepts and distribute the
Week 2 Equations & unknown • quadratic formulae worksheets. Students do the problems.
14 inequalities Teacher clarify students doubts. Monitor students
Solve simultaneous • completing the square works by walking around the class and help the
linear equations in two needy ones. Help the students individually’
unknowns Solve simple linear inequalities

Represent inequalities graphically

Solve simple linear programming
Linear problems (the conventions of using broken
2 programming lines for strict inequalities and shading
unwanted regions will be expected)
Teacher explains the concepts and distribute the
worksheets. Students do the problems.
Teacher clarify students doubts. Monitor students
works by walking around the class and help the
needy ones. Help the students individually’

Recognise and use symmetry of

• rotational and line • prism, cylinder, cone and pyramid
symmetry in 2 Use the following symmetry properties of Teacher explains the concepts and distribute the
dimensions circles worksheets. Students do the problems.
• symmetry properties • equal chords are equidistant from the Teacher clarify students doubts. Monitor students
1 Symmetry of triangles, centre works by walking around the class and help the
 quadrilaterals and • perpendicular bisector of a chord passes needy ones. Help the students individually’
circles through the centre
• tangents from an external point are
equal in length

• at a point Calculate unknown angles using the Teacher explains the concepts and distribute the
• on a straight line and following geometrical properties: worksheets. Students do the problems.
intersecting • angles properties of irregular polygons Teacher clarify students doubts. Monitor students
straight lines • angle at the centre of a circle is twice the works by walking around the class and help the
• within parallel lines angle at the circumference needy ones. Help the students individually’
• in triangles • angles in the same segment are equal
Week 2 Angle • in quadrilaterals • angles in opposite segments are
15 properties • in regular polygons • supplementary
• in a semi-circle • in cyclic quadrilaterals
• between tangent and
radius of a circle

perimeter and area of Carry out calculations involving:

a triangle • perimeter and area of a triangle
perimeter and area of
a rectangle • perimeter and area of a rectangle
circumference and
area of a circle • circumference and area of a circle
area of parallelogram Teacher explains the concepts and distribute the
area of a trapezium • area of parallelogram worksheets. Students do the problems.
3 Mensuration volume of a cuboid, Teacher clarify students doubts. Monitor students
prism and cylinder • area of a trapezium works by walking around the class and help the
needy ones. Help the students individually’
surface area of a • volume of a cuboid, prism and cylinder
cuboid and cylinder
• surface area of a cuboid and cylinder

• Pythagoras’ theorem Solve problems in 2 dimensions involving Teacher explains the concepts and distribute the
angle of elevation and depression worksheets. Students do the problems.
 • sine, cosine and Extend sine and cosine functions to angles Teacher clarify students doubts. Monitor students
tangent ratios for between 90º and 180º works by walking around the class and help the
acute angles in right- Solve problems using sine and cosine needy ones. Help the students individually’
Week 2 Trigonometry angled triangles rulesfor any triangle
16 Find the area of any triangle using
½ absinC

Solve simple trig problems in three

dimensions including angle between line
and plane
3 Statistics • Bar charts Collect, classify and tabulate data Use examples to show how to calculate an
estimate for the mean of data in a grouped
• Pie charts Read, interpret and draw simple inferences frequency table using the mid interval
from tables and statistical values.
• Pictograms diagrams Explain how the modal class can be found grouped
• Frequency Frequency distribution.
distributions Construct and use
• bar charts
• Histograms with • pie charts
equal intervals • pictograms
• frequency distributions
• Scatter diagrams • histograms with equal intervals
(with lines of best fit) • scatter diagrams (with lines of best fit)
and understand what is and understand what is meant by
meant by positive, negative and zero correlation
positive, negative and Calculate, for individual and discrete data
zero correlation • mean • median • mode
and distinguish between their use
Calculate the range
Week 1 Probability Simple Probability Calculate the probability of a single event Problems could be set involving extracting
17 as a fraction or a decimal (not a ratio) information from tables or graphs.
Understand and use the probability scale
from 0 to 1

2 Probability Relative frequency Understand relative frequency as an
estimate of probability.
Expected frequency of occurrences.
2 Probability Tree Diagram Calculate the probability of simple
combined events, using possibility
diagrams, tree diagrams
Use relative frequency formula to find out the
theoretical probability
In possibility diagrams, outcomes will be
represented by points on a grid, and in tree
diagrams, outcomes will be written at the end
 and Venn diagrams. of branches and probabilities by the side of the
branches.
Venn diagrams will be limited to two sets.
Week 2 Vector Vectors in Add and subtract vectors Teacher explains the concepts and distribute the
18 two dimensions Multiply a vector by a scalar worksheets. Students do the problems.
Teacher clarify students doubts. Monitor students
works by walking around the class and help the
needy ones. Help the students individually’

2 Transformation Translation Recognise and describe reflections, Teacher explains the concepts and distribute the
rotations, translations and enlargements. worksheets. Students do the problems.
Teacher clarify students doubts. Monitor students
works by walking around the class and help the
needy ones. Help the students individually’

1 Transformation Enlargements. Recognise and describe reflections, Positive, fractional and negative scale factors for
rotations, translations and enlargements enlargements.
Positive, fractional and negative scale factors for
enlargements.
Week 2 Transformation Rotation Describe transformations using Teacher explains the concepts and distribute the
18 coordinates worksheets. Students do the problems.
Teacher clarify students doubts. Monitor students
works by walking around the class and help the
needy ones. Help the students individually’

2 Transformation Reflection Recognise and describe reflections, Teacher explains the concepts and distribute the
rotations, translations and enlargements worksheets. Students do the problems.
Teacher clarify students doubts. Monitor students
works by walking around the class and help the
needy ones. Help the students individually’

FINAL EXAM