Analyze the chosen topic in the mathematics curriculum 2018:
- Show the content that is supplemented, removed or adjusted in
compare with the curriculum 2006, explain the reasons if
necessary.
- List the concepts, theorems, rules/methods in the chosen topic .
+ Concepts: have exact definitions or not?
+ Theorems: students have to prove or not?
+ Rules/ methods: are they algorithmic/ quasi-algorithmic or
not?
I. Supplemented and Adjusted Content
While the core mathematical topics (Coordinate System, Plane
Equation, Line Equation, and Sphere Equation) remain the same, the
SGK 2018 curriculum significantly adjusts terminology, pedagogical
approach, and the emphasis on application.
Area of GEC 2006 GEC 2018 Analysis of Change
Change (Approach) (Approach) (Reason)
Coordinate The section The chapter starts Efficiency & Focus:
System in "Coordinate directly with the By integrating the
Space System in Space" "Plane Equation" basic coordinate
(§1 of the chapter) (Bài 14) and system review into
was often treated integrates the the functional
as a review or coordinate system lessons (Plane,
prerequisite definitions and Line), the 2018
section, assuming vector operations curriculum moves
prior knowledge. as they are needed faster to the core
for the main topics. competency goals
of the chapter.
Sphere The Sphere The Sphere Logical Flow: The
Equation Equation (e.g., IV- Equation is now order is changed to
Phương trình Mặt typically taught Plane → Line →
cầu) was generally after the Line Sphere. The Sphere
placed early in the Equation. Equation relies on
chapter, often the distance
immediately after formula, which is
the Plane structurally related
Equation. to both the Plane
(distance
point-to-plane) and
the Line (shortest
distance). Placing it
after the Line
allows for a more
complete set of
tools to be
developed first.
Cross Introduced Explicitly defined Supplemented and
Product indirectly through as a fundamental Standardized: The
a Problem (to find vector operation. Cross Product is
the normal vector Uses determinant elevated to a
of a plane). The notation for formal, essential
determinant calculating algebraic tool,
notation is not coordinates clearly. allowing for faster
explicitly used in calculation and
the solution steps. deeper
understanding of
the normal vector
concept.
Pair of The concept is Officially Terminology
Direction used implicitly in formalized as a key Supplement: Helps
Vectors the Problem Term, clarifying the students grasp the
leading to the relationship nature of a plane
normal vector. between two (defined by a point
non-collinear and two
vectors and the non-collinear
plane they define. direction vectors),
improving the
logical structure for
writing the plane
equation.
Chapter Topics are Topics are divided Structural
Structure presented as into distinct Adjustment: The
Sections (§1, §2, Lessons (Lesson 14: content is
etc.). The Sphere Plane Equation, modularized and
Equation is often a followed by lesson-based,
minor subsection separate lessons making the topics
(e.g., IV- Sphere for Line and more independent,
Equation) within Sphere). easier to teach, and
the first main easier for students
section. to follow.
Angle The content does Includes explicit Competency Focus:
Formulae not include a formulae for Explicitly teaching
dedicated section calculating the these formulae
on "Formulae for angle between: emphasizes the
Calculating 1) two planes and geometry of
Angles in Space" 2) a line and a relationships in 3D
(e.g., between two plane. space. It ensures
planes, a line and a students develop
plane). These the computational
calculations were competency needed
often implicitly for later
covered in applications,
exercises. moving from
implicit knowledge
to explicit skill
acquisition.
Pedagogical Primarily presents Employs Activity Pedagogical Shift
Approach definitions, (HĐ) methods to (Curriculum 2018
theorems, and guide students to Goal): Moves from
proofs. self-discover transmitting
concepts (e.g., knowledge to
Activity 2 is used to developing student
lead to the Cross competency,
Product). encouraging critical
thinking and
self-discovery.
Real-World Few or no Explicitly Increased
Application significant supplements a Practicality:
real-world dedicated Connects Math to
application Application Physics/Real-World
examples in the section (Vận dụng) scenarios,
theoretical with practical enhancing student
section. problems, such as motivation and
calculating the demonstrating the
Moment of Force utility of the
M=[OP,F] using the concepts.
cross product.
II. Removed Content
● No core mathematical content has been removed. The
fundamental concepts of the coordinate system, vector
coordinates, vector operations, dot product, plane equation, line
equation, and sphere equation are retained. The removal
primarily concerns the older method of presentation and
teaching structure.
III. Rationale for the Changes
The adjustments in the SGK 2018 are driven by the overarching
requirements of the new Vietnamese General Education Curriculum:
1. Competency Development: The shift toward Activity (HĐ) and
Application methods aims to develop students' mathematical
thinking, problem-solving skills, and ability to apply
mathematics to real-world situations.
2. Standardization of Algebraic Knowledge: Formalizing the Cross
Product and explicitly using the determinant formula
introduces a more modern and precise approach, aligning the
curriculum with international standards for high school
mathematics.
3. Emphasis on Practicality: Including practical application
examples (like Moment of Force) demonstrates that
mathematics is a powerful tool for modeling and solving
problems in natural sciences, making the subject more relevant
and engaging for students.
Lesson 1: Equation of a Plane
1. Concepts
→
● Normal Vector: Let (α) be a plane. A nonzero vector 𝑛 that is
perpendicular to the plane (α) is called a normal vector of (α).
→ →
● Pair of Direction Vectors: If two vectors 𝑎, 𝑏 are not collinear
and their supports are either parallel to or lie within the plane
→ →
(α), then 𝑎, 𝑏 form a pair of direction vectors of the plane (α).
● Equation of a plane: In space OxyzOxyz, an equation of the
form: Ax + By + Cz + D = 0 (A, B, C not all zero) is called the
general equation of a plane.
2. Theorems (no need to prove)
● If plane (α) in Oxyz has two direction vectors
→ →
𝑎 = (a1; a2; a3) and 𝑏 = (b1; b2; b3),
→ → →
then the vector 𝑛 = [𝑎, 𝑏] is a normal vector of (α).
● Distance from a Point to a Plane: In space Oxyz, the distance
from point M(x0;y0;z0) to plane (α): Ax + By + Cz + D = 0 is:
● Conditions for Parallel or Perpendicular Planes: Let planes
(α1) : A1x + B1y + C1z + D1 = 0 and (α2): A2x + B2y + C2z + D2 = 0 have
→ →
normal vectors 𝑛1 = (A1; B1; C1), 𝑛2 = (A2; B2; C2)
- Parallel condition:
- Perpendicular condition:
3. Rules/methods
● Type 1: Plane through a point and a normal vector
○ If plane (α) passes through M(x0; y0; z0)and has normal
→
vector 𝑛 = (A; B; C) then:
A(x − x0) + B(y − y0) + C(z − z0) = 0
⇔ Ax + By + Cz + D = 0 with D = −(Ax0 + By0 + Cz0).
● Type 2: Plane through a point and a pair of direction vectors
→ → →
○ Step 1: Find a normal vector 𝑛 = [𝑎, 𝑏]
○ Step 2: Write the equation of the plane through the given
→
point and with normal vector 𝑛.
● Type 3: Plane through three non-collinear points A,B,CA, B, C
→ →
○ Step 1: Find two direction vectors, e.g. 𝐴𝐵, 𝐴𝐶
→ → →
○ Step 2: Find a normal vector 𝑛 = [𝐴𝐵, 𝐴𝐶]
○ Step 3: Write the plane equation through point A and with
→
normal vector 𝑛.
● Type 4: Plane in intercept form
○ The equation of the plane through A(a; 0; 0), B(0; b; 0),
C(0; 0; c) is:
Lesson 2: Equation of a line
1. Direction vector of a line
- Definition: If u is a direction vector of line Δ, then any nonzero
multiple ku (with k≠0) is also a direction vector of Δ
- Definition: In space Oxyz, consider the line Δ passing through
→
point A (x0,y0,z0) and having direction vector 𝑢 = (a;b;c). The
system of equations: x=x0+at; y=y0+bt; z=z0+ct (t∈R) is called
the parametric equation of line Δ (where t is the parameter).
- Theorem:
For a plane (α) with general equation Ax+By+Cz+D=0:
● If a, b, c are not all zero, then the system x=x0+at;
y=y0+bt; z=z0+ct (t∈R) defines a line passing through
→
point M(x0,y0,z0) with direction vector 𝑢 = (a;b;c).
● From the parametric equation of a line, each value of tt
corresponds to exactly one point on the line, and
conversely, each point on the line corresponds to a value
of tt.
2. Canonical equation of a line
- Definition: In space Oxyz, consider the line Δ passing through
point A(x0,y0,z0) and having a direction vector u = (a;b;c) with
𝑥 − 𝑥0 𝑦 − 𝑦0 𝑧 − 𝑧0
a,b,c≠0. The system 𝑎
= 𝑏
= 𝑐
is called the
canonical equation of line Δ.
3. Line through two points
- Definition: In space Oxyz, given two distinct points A1 (x1,y1,z1)
and A2 (x2,y2,z2).
- The line A1A2 has a direction vector:
uA1A2= (x2−x1; y2−y1; z2−z1)
- The parametric equation of line A1A2 is:
x=x1+(x2−x1)t; y=y1+(y2−y1)t; z=z1+(z2−z1)t (t∈R)
- If x1≠x2, y1≠y2, z1≠z2 , then the canonical equation of line
𝑥 − 𝑥1 𝑦 − 𝑦1 𝑧 − 𝑧1
A1A2 is: 𝑥2 − 𝑥1
= 𝑦2 − 𝑦1
= 𝑧2 − 𝑧1
4. Relative Position of Two Lines
- Theorem (no need to prove): In space Oxyz, let lines Δ1, Δ2
have direction vectors u1 = (a1;b1;c1), u2 = (a2;b2;c2).
● If u1 = ku2 (k≠0), then the two lines are parallel.
● If u1⋅u2=0, then the two lines are perpendicular.
● Otherwise, they are skew lines (neither parallel nor
intersecting, nor perpendicular).
Lesson 3: Equation of a sphere
A. Essential Theory to Remember
1. Definition
A sphere in 3D space is the set of all points that are at a fixed distance (called the
radius) from a given point (called the center).
2. Equation of a Sphere
● Type 1 (Standard Form):
Given a sphere (S):
2 2 2 2
(𝑥 − 𝑎) + (𝑦 − 𝑏) + (𝑧 − 𝑐) = 𝑅
Then:
○ Center: I(a;b;c) (take the opposite signs of the numbers inside
parentheses).
○ Radius: R (take the square root of the right-hand side).
● Type 2 (General Form):
Given a sphere (S):
2 2 2
𝑥 + 𝑦 + 𝑧 − 2𝑎𝑥 − 2𝑏𝑦 − 2𝑐𝑧 + 𝑑 = 0
Then:
○ Condition for this equation to represent a sphere:
2 2 2
𝑎 +𝑏 +𝑐 − 𝑑 > 0
○ Center: I(a;b;c) (take the opposite of the coefficients of x,y,z and divide
by 2).
○ Radius:
2 2 2
𝑅= 𝑎 +𝑏 +𝑐 − 𝑑