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ST. FRANCIS’ CANOSSIAN COLLEGE
MATHEMATICS DEPARTMENT
CURRICULUM PLANNING 07-08
Subject :
Class:
Mathematics
Textbook: Exploring Mathematics Book 2 (Oxford).
Form 2
Subject Teachers: Mrs. E. Fu, Ms. W.K. Chan, Ms. S. Tsoi
Chapter
Date
Cycle
1
4/9-13/9
1
2
17/9-11/10
Detailed Content
N.P.
Introduction
Approximation and Errors
1.1 Significant Figures
1.2 Approximation and Errors in Measurement
• Ask students to find some information from the internet and then
estimate certain values.
2-4 Introduction to Polynomials
2.1 Index Notation
2.2 Laws of Indices
•
Abler students may try to simplify expressions like [(a2)3]4.
•
Use the following example to illustrate that two different
methods can be used to solve the same question:
3
12/10-24/10
2
3
IT station
(P.9)
1
2.5
3
3
a2
a2
a6
( )  (a 21)  a3
or ( )  3  a3
a
a
a

Discuss with students whether xn∙xn is equal to (x + x)n .
.
2.3 Polynomials
2.4 Addition and Subtraction of Polynomials
2.5 Multiplication of Polynomials
2.6 Simple Factorization of Polynomials
3
Suggested Activities
4-6 Identities
3.1 Meaning of Identities
3.2 The Difference of Two Squares
3.3 The Perfect Square Identities
•
Ask students to prove
(a − b)2 = (b − a)2.
•
Ask students to deduce the identity related to (a − b)2 by using the
identity related to (a + b)2.
2
3
3
4.5
2
2
4
Powerpoint “Concept of Identity”
4
5
6
8
25/10-12/11
13/11-5/12
6/12-19/12
21/12-1/1
2/1-14/1
16/1-31/1
6-8 Formulas
4.1 Simple Algebraic Fractions
4.2 Formulas and Substitution
4.3 Change of Subject of a Formula
4
4
4
8-10 Linear Equations in Two Unknowns
5.1 Basic Knowledge of Linear Equations in Two Unknowns
•
Teach students to use softwares such as Winplot to draw the graph
of a linear equation in two unknowns.
5.2 Solving Simultaneous Linear Equations in Two Unknowns by
Graphical Method
5.3 Solving Simultaneous Linear Equations in Two Unknowns by
Algebraic Method
5.4 Applications of Simultaneous Linear Equations in Two Unknowns

Discuss two special cases of simultaneous equations:
(1) The graphs of two equations are two parallel lines.
(2) The graphs of two equations are two coincident straight lines
.
10-12 Rate and Ratio
6.1 Rate
•
Discuss with students that apart from the comparison of two
different kinds of quantities, a rate can also be used to compare two
quantities of the same kind, e.g. exchange rate of different
currencies.
6.2 Ratio
6.3 Applications of Ratio
•
Introduce that the scale on a map is usually expressed as 1 : n. In
Geography, it is called representative fraction (R.F. in short
form).
•
Use examples to illustrate how to find the actual distance from
map or actual length of an object from plan by using R.F.

Ask students to find some scale drawings from books,
newspapers or internet, and then calculate the actual length of the
object from the scale drawing.
1.5
X’mas Holiday
Mid-Term Examination & Paper Correction
12-15 Angles in Triangles and Polygons
8.1 Angles and Sides of a Triangle
8.2 Angles of a Polygon
8.3 Basic Constructions
• Introduce some websites about tessellated figures and let students
appreciate the beauty of these figures.
• Illustrate that tessellations can be created using two or more
different kinds of regular polygons.
4
3.5
4.5
5
IT station (P.133)
3
5
4
3.5
3
Powerpoint “Tessellation”
9
1/2-5/2
6/2-17/2
18/2-26/2
10
11
3/3-17/3
18/3-19/3
20/3-30/3
31/3-14/4
12
15/4-28/4
15-17 Introduction to Deductive Geometry
9.1 Intuitive and Deductive Approaches in Studying Geometry
•
Explain the terms ‘axioms’, ‘definitions’ and ‘theorems’.
Lunar New Year Holidays
9.2 Deductive Approach to Properties of Geometric Figures
17-19 Pythagoras’ Theorem
10.1 Square Roots
10.2 Pythagoras’ Theorem
•
Suggest students to find some proofs of Pythagoras’ theorem on
the internet.
10.3 Application of Pythagoras’ Theorem
10.4 Converse of Pythagoras’ Theorem
10.5 Irrational Numbers
19-21 Trigonometric Ratios
11.1 Introduction to Trigonometric Ratios
Easter Holiday
11.1 Introduction to Trigonometric Ratios
•
Ask students to learn from the internet that the sine ratio can also
be defined by the coordinates of a point on the unit circle on a
rectangular coordinate plane. The teacher may explain that we
can then define the sine ratio for angles not only less than 90°, but
also for any angles like 150°, 240°, etc, and this will be discussed
in detail in senior levels.
11.2 Applications of Trigonometric Ratios
21-22 Trigonometric Relations
12.1 Trigonometric Ratios of Some Special Angles
3
6
1.5
2.5
2
2
3
2
6
IT station (P.130)
3
1.5
NF
•
‘Rationalization of denominators’ will be discussed in Book 3A.
At this moment, the teacher can briefly mention
1
1
2

2
and
2
3
to students.
3
3
12.2 Finding Trigonometric Ratios Using Pythagoras’ Theorem
12.3 Introduction to Trigonometric Identities
•
Explain how to prove the identity sin2θ+ cos2θ=1 in
right-angled triangles.
13
29/4-16/5

23-24 Area and Volume (II)
13.1 Circles
“周髀算經” (Civic Education)
IT station (P.90)
1
6.5
3
13.2 Arcs and Sectors
13.3 Cylinders
•
Ask students an interesting question on enclosing the largest area,
then guide them step by step to deduce the formula for the area of
an n-sided regular polygon with known perimeter.
•
Then use a Spreadsheet program to compute and draw the results.
Hence understand that among all plane figures with the same
perimeter, the circle has the largest area.
7
19/5-6/6
25-27 Handling Continuous Data
7.1 Organization of continuous Data
7.2 Presentation of Continuous Data
7.3 Cumulative Frequency
7.4 Misuses of Statistical Diagrams
•
Ask students to collect some statistical graphs from newspapers or
magazines, and discuss whether they are conveying misleading
messages.
5
3
Class Exploration (P.A13)
3
7.5
5.5
2
Powerpoint “Histogram”
Powerpoint “Frequency polygon”
Powerpoint “Cumulative frequency”
Powerpoint “Percentile”
Powerpoint “Abuses of Statistics”
Project : Collect data from newspaper, magazines or internet
about Environmental Pollution in Hong Kong (Civic
Education)
5/6-18/6
Final Examination
Note:
(1) a)
region are only suitable for students of general and higher abilities,
b)
region are only suitable for abler students.
(2) Topics / Exercises for abler students: ‘Challenging Problems’ at the end of each chapter.