Cambridge International AS & A Level Mathematics 9709 – from 2020: Pure Mathematics 1 (for Paper 1) Scheme of Work
1.3 Coordinate geometry
Syllabus content Suggested teaching activities
• find the equation of a straight line Learners will have met the equation of a straight line before, so again this should be a revision exercise.
given sufficient information
e.g. given two points, or one point The ‘Equation of a straight line’ resource at [Link]/equation_of_line.html has examples of equations of
and the gradient a straight line and graphs illustrating them. There is an interactive part which allows learners to explore different
gradients and intercepts. This is followed by a selection of questions for consolidation. (I)
‘Two-variable linear equations intro’ at [Link]/math/algebra/two-var-linear-equations provides a
series of videos and activities that cover writing the equation of a line from different pieces of information. Note: this
website uses US terminology – ‘slope’ instead of ‘gradient’. (I)
Suitable past/specimen papers for practice and/or formative assessment include (I)(F):
2020 Specimen Paper 1 Q1(a)
• interpret and use any of the forms Midpoint/length/gradient
y = mx + c, y – y1 = m(x – x1), This should be consolidation/revision of work done previously. For a quick review of this work, give learners the
ax + by + c =0 in solving problems; coordinates of the end points of different line segments and ask them to find the length, gradient and midpoint of each
including calculations of distances, line segment. (I)
gradients, midpoints, points of
intersection and use of the Tasks available from [Link] are a rich task, ‘Distance between two points’ as well as
relationship between the gradients ‘In-betweens’, which relates to finding gradient and points on lines. (Use the search facility, or navigate from the
of parallel and perpendicular lines ‘Thinking about geometry’ station on the map.) (I)
Gradients of parallel and perpendicular lines
A good activity on the website [Link] to check prior knowledge of the equations of lines
including parallel lines, perpendicular lines, and intercepts is the card sort activity ‘Lots of lines!’ (I)(F) Another
excellent resource is ‘The equation of a straight line’ which looks at many different ways of finding the equation of a
straight line. (I) (Use the search facility, or navigate from the ‘Geometry of equations’ station on the map.)
For more able learners, you could demonstrate the proof that the product of the gradients of perpendicular lines is -1.
Basic practice in working on parallel and perpendicular lines can be found on the CIMT website
[Link]/projects/mepres/allgcse/[Link], (or from [Link], select ‘Resources’, then
‘Mathematics Enhancement Programme (MEP)’, then ‘GCSE course material’) then look for ‘Additional Pupil Text
Material for Units 13 and 14’ for several resources related to this topic area including problem-solving questions. (I)
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Cambridge International AS & A Level Mathematics 9709 – from 2020: Pure Mathematics 1 (for Paper 1) Scheme of Work
Syllabus content Suggested teaching activities
Learners should be able to use both forms of the straight line equation. A worksheet of mixed questions which can be
used to consolidate the learning in this topic can be found at [Link]/teaching-resource/a-level-maths-c1-
coordinate-geometry-worksheet-6135231. (Or from [Link], search for ‘A level maths C1 coordinate geometry
worksheet by phildb’.) (I)(F)
Suitable past/specimen papers for practice and/or formative assessment include (I)(F):
Nov 2016 Paper 11 Q4; Paper 12 Q5; Paper 13 Q6; Jun 2016 Paper 11 Q8; Paper 12 Q8; Paper 13 Q11;
Mar 2016 Paper 12 Q5; Nov 2015 Paper 12 Q6; Jun 2015 Paper 11 Q6; Paper 12 Q7; Paper 13 Q7
• understand that the equation The ‘Circle equations’ resource at [Link]/algebra/[Link] shows the different forms of the
(x ‒ a) + (y ‒ b) = r
2 2 2
equation of a circle. The explanation is accompanied by some self-marking questions related to the topic. (I)(F)
represents the circle with centre
(a, b) and radius r ; including use of The resource (‘Equation of a circle’ by loopy188) at [Link]/teaching-resource/equation-of-a-circle-6317138 is a
the expanded form notebook that can be used to introduce the topic to a class.
x 2 + y 2 + 2gx + 2fy + c =0
Suitable past/specimen papers for practice and/or formative assessment include (I)(F):
2020 Specimen Paper 1 Q10
• use algebraic methods to solve A useful set of worksheets (‘A level maths C1: Circles resources – worksheets’ by SRWhitehouse) to summarise the
problems involving lines and key points relating to equations of circles and moving on to consider the tangent to a circle can be found at
circles; including use of elementary [Link]/teaching-resource/a-level-maths-c1-circles-resources-worksheets-6146676. (I)
geometrical properties of circles,
e.g. tangent perpendicular to Many other useful resources for this topic can be found on the TES website. Go to [Link] and search for
radius, angle in a semicircle, ‘Circle equations’ to find worksheets that can be used to test understanding and to extend:
symmetry; implicit differentiation is • ‘Equations of circles’ by LeonD06 at [Link]/teaching-resource/equations-of-circles-6422649
not included • ‘Equations of Tangents to Circles’ by mrsmorgan1 at [Link]/teaching-resource/equations-of-tangents-to-
circles-11080079 to practice finding the equation of the tangent to a circle. (I)(F)
Extension activity: circles thoughts and crosses at [Link]/teaching-resource/solving-equations-thoughts-
and-crosses-11554989 (I)(F)
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Cambridge International AS & A Level Mathematics 9709 – from 2020: Pure Mathematics 1 (for Paper 1) Scheme of Work
Syllabus content Suggested teaching activities
• understand the relationship Most learners will already be familiar with points of intersection of straight lines. As a revision exercise, the webpage
between a graph and its associated at [Link]/[Link] provides an interactive resource allowing you to change the
algebraic equation, and use the equations of the straight line graphs. (Or to find this resource from [Link], in the ‘Coordinate
relationship between points of geometry’ section select ‘Points, lines and planes’ and look for ‘intersecting lines’.) (I)
intersection of graphs and solutions
of equations, e.g. to determine the Give learners an example to investigate e.g. the intersection of the line y = 4x ‒ 9 and the curve
set of values of k for which the line y = 4x(x ‒ 2). They could use this to explore the link between a line as a tangent to a curve, the repeated root of an
y = x + k intersects, touches or equation and the discriminant. Other examples could be considered, for example:
does not meet a quadratic curve
given that the line y = mx ‒ 3 is a tangent to the curve y = x ‒ 5x + 6, find the value of m. (I)
2
The link [Link]/m/uJ2j9pBq has an interactive file which allows investigation of the intersection of a
quadratic graph and a line. (Or from the Geogebra website, select ‘Materials’ and search for ‘Simultaneous Equations
Involving a Quadratic Equation by Andrew Shaw’.) (I)
Suitable past/specimen papers for practice and/or formative assessment include (I)(F):
Nov 2016 Paper 13 Q1; Nov 2015 Paper 11 Q6(i)(ii); Paper 13 Q1
Past/specimen papers and mark schemes are available to download at [Link]/support
The resource list for this syllabus, including textbooks endorsed by Cambridge International, is available at [Link]
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Cambridge International AS & A Level Mathematics 9709 – from 2020: Pure Mathematics 1 (for Paper 1) Scheme of Work
1.4 Circular measure
Syllabus content Suggested teaching activities
• understand the definition of a Ask learners to calculate the angle, in degrees, subtended by an arc, of length 1 unit, of a circle which has radius 1
radian, and use the relationship unit. This will illustrate the definition of a radian and give learners an idea of the approximate size of a radian in
between radians and degrees degrees. You can then present more formally the relationship between radians and degrees in terms of π and
learners can practise converting degrees to radians by using the resource at
[Link]/math/algebra2/trig-functions/intro-to-radians-alg2/v/we-converting-degrees-to-radians
Searching for ‘degrees to radians’ on the site will also provide questions to practice, e.g.
[Link]/math/algebra2/trig-functions/intro-to-radians-alg2/e/degrees_to_radians (I)
• use the formulae s = r θ and To obtain the formula for length of arc, consider a circle of radius r and an arc of length s that subtends an angle θ
1
A = r 2θ in solving problems radians at the centre of the circle of circumference 2πr . Ask learners to find the length of the arc using the ratio of the
2 θ
concerning the arc length and angles, , and to derive the formula for the sector area of a circle using a similar method.
2π
sector area of a circle; including
calculation of lengths and angles in The ‘Circle Sector and Segment’ resource at [Link]/geometry/[Link] is a tutorial
triangles and areas of triangles and practice questions on arc lengths and areas of sector.
Various different geometrical approaches may be used in questions. Learners need to practise as many questions as
possible so that they become as familiar with radians as with degrees. You could also usefully remind them about the
formula for the area of a triangle.
Suitable past/specimen papers for practice and/or formative assessment include (I)(F):
2020 Specimen Paper 1 Q9; Nov 2016 Paper 11 Q3; Paper 12 Q6; Paper 13 Q5; Jun 2016 Paper 11 Q7;
Jun 2016 Paper 12 Q6; Paper 13 Q6; Mar 2016 Paper 12 Q9; Nov 2015 Paper 11 Q7; Paper 12 Q5; Paper 13 Q4;
Jun 2015 Paper 11 Q5; Jun 2015 Paper 12 Q2; Jun 2015 Paper 13 Q11
Past/specimen papers and mark schemes are available to download at [Link]/support
The resource list for this syllabus, including textbooks endorsed by Cambridge International, is available at [Link]
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Cambridge International AS & A Level Mathematics 9709 – from 2020: Pure Mathematics 1 (for Paper 1) Scheme of Work
1.5 Trigonometry
Syllabus content Suggested teaching activities
• sketch and use graphs of the sine, An interactive graph plotter is very helpful for showing different trigonometric curves. All of these are free resources:
cosine and tangent functions (for [Link]/calculator (register to get free examples such as Trigonometry – unit circle),
angles of any size, and using either [Link] (free to download)
degrees or radians); including e.g. [Link]
y = 3 sin x, y = 1 − cos 2 x , [Link]
y tan ( x + 41 π )
= Go to the resource ‘Sine problem’ at [Link] to find an interesting pattern generated by
transformations of sin x. The problem involves naming the functions used to generate the pattern and provides useful
practice on visualising the graphs. (I)
Extension activity: The ‘Catching waves’ task at [Link] relates to the link between
sine and cosine and waveforms in the world around us. (Use the search facility, or navigate from the ‘Trigonometry:
triangles to functions’ station on the map.) (I)
• use the exact values of the sine, Most scientific calculators will now give exact values of sin, cos and tan of the given angles. Use an equilateral
cosine and tangent of 30°, 45°, triangle of side 2 units to find the exact values of sin, cos and tan of 30° and 60°, and a right-angled isosceles triangle
60°, and related angles, e.g.
1 of sides 1, 1, √2 to find the exact values of sin, cos and tan of 45°.
cos 150° = − 3
2
For the trigonometric ratios of angles in other quadrants, consider projections onto the x-axis as shown in the booklet
1
sin 34 π = ‘Trigonometric ratios of an angle of any size’ at [Link]/resources/uploaded/mc-ty-trigratiosanysize-
2 [Link].
Alternatively, you could deduce the results from the trigonometric graphs. It is a great advantage for learners to be
able to understand and use the graphs, for example in solving equations. The structured resource ‘From stars to
waves’ at [Link] supports this. (Use the search facility, or navigate from the
‘Trigonometry: triangles to functions’ station on the map.) (I)
Suitable past/specimen papers for practice and/or formative assessment include (I)(F):
Jun 2014 Paper 12, Q3
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Cambridge International AS & A Level Mathematics 9709 – from 2020: Pure Mathematics 1 (for Paper 1) Scheme of Work
Syllabus content Suggested teaching activities
• use the notations sin x, cos x,
-1 -1
Learners should already be familiar with the notation used, but it is worth reinforcing the principal values for each
-1
tan x to denote the principal values trigonometric ratio.
of the inverse trigonometric
relations; no specialised knowledge An interesting activity is to ask learners to look for real-life applications of trigonometry and to create their own
of these functions is required, but questions based on these contexts. This could involve questions on finding lengths (related to earlier sections) and
understanding of them as finding angles.
examples of inverse functions is
expected Suitable past/specimen papers for practice and/or formative assessment include (I)(F):
Jun 2016 Paper 12 Q5; Nov 2014 Paper 11, Q2
sinθ Introduce the identities using a right-angled triangle. Alternatively, a structured worksheet and matching activity
• use the identities ≡ tanθ and (which also involves consideration of transformations of trigonometric graphs) can be found at [Link]/teaching-
cos θ
resource/a-level-maths-trigonometry-identities-worksheets-6146808. (Or from [Link] search for ‘A level Maths:
sin2 θ + cos2 θ ≡ 1 , e.g. in proving Trigonometry Identities worksheets’ and look for the resource by SRWhitehouse.) (I)
identities, simplifying expressions
and solving equations Suitable past/specimen papers for practice and/or formative assessment include (I)(F):
Jun 2015 Paper 11 Q1 (See also questions listed below.)
• find all the solutions of simple To obtain all the solutions for a given equation, encourage learners to use the graphs of the trigonometric functions. A
trigonometrical equations lying in a good start point for this is to ask learners to sketch the sine graph from -360° to +360° and ask them to mark all of the
specified interval (general forms of points where sin θ = 0.7 and then to try to identify the corresponding angles. This can be extended to other
solution are not included), trigonometric graphs with other ranges. (I)
e.g. solve 3 sin 2x + 1 = 0
for ‒π < x < π, Once learners are confident with these examples then extend to examples such as 3 sin 2x + 1 = 0
3 sin θ ‒ 5 cosθ – 1 =0
2
for ‒π < x < π, 3 sin θ ‒ 5 cosθ – 1 = 0 for 0 ≤ θ ≤ 360 . (I)
2
for 0 ≤ θ ≤ 360
. The pdf file ‘Trigonometric equations’ at [Link]/resources/uploaded/[Link] takes
learners through examples of these types of question and provides some practice questions. (Note: one of the
trigonometric identities used in this document is beyond what is required for Pure 1). (I)
Another approach is to make use of the unit circle. Resources to support this can be found on the TES website.
The resource ‘CAST diagram for solving trigonometric equations’ at [Link]/teaching-resource/cast-diagram-
for-solving-trigonometric-equations-6332281 has a series of worked examples and some practice questions. (I)
The resource ‘Core 2 – Trigonometry. Powerpoint lesson’ at [Link]/teaching-resource/core-2-trigonometry-
powerpoint-lesson-6030080 is a presentation covering converting between degrees and radians, use of radians in
finding arc length and area of sector, finding exact values of the sine, cosine and tangent of 30°, 45°, 60°. It then
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Cambridge International AS & A Level Mathematics 9709 – from 2020: Pure Mathematics 1 (for Paper 1) Scheme of Work
Syllabus content Suggested teaching activities
progresses to look at finding all solutions to trigonometrical equations using sketch graphs and CAST diagrams.
These resources provide examples, and most A Level maths textbooks will have many questions. Set learners a
mixture of questions in radians and degrees and remind them to check that their calculator is in the correct mode.
Many exam questions involve a proof or ‘show that’ exercise, the result of which is then used in solving a
trigonometric equation. Most of the questions listed below are of this type.
Suitable past/specimen papers for practice and/or formative assessment include (I)(F):
2020 Specimen Paper 1 Q7; Nov 2016 Paper 11, Q6; Paper 12, Q2; Paper 13, Q3; Jun 2016 Paper 11, Q2;
Jun 2016; Paper 12, Q7; Paper 13, Q8; Mar 2016 Paper 12, Q4
Nov 2015 Paper 11, Q4; Paper 12, Q4; Paper 13, Q7a; Jun 2015 Paper 12, Q5; Paper 13, Q4
Nov 2014 Paper 11, Q3; Paper 12, Q5; Paper 13, Q3; Jun 2014 Paper 11, Q9; Paper 12, Q5; Paper 13, Q4
Past/specimen papers and mark schemes are available to download at [Link]/support
The resource list for this syllabus, including textbooks endorsed by Cambridge International, is available at [Link]
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