#Curriculum

Explanatory Notes to
Senior Secondary Mathematics Curriculum

Mathematics Education Section

Curriculum Development Institute
Education Bureau
2009 (with updates in December 2021)
 Contents

Page

Foreword i

Learning Unit 1 Quadratic equations in one unknown 1

Learning Unit 2 Functions and graphs 4
Learning Unit 3 Exponential and logarithmic functions 7
Learning Unit 4 More about polynomials 10
Learning Unit 5 More about equations 12
Learning Unit 6 Variations 14
Learning Unit 7 Arithmetic and geometric sequences and their summations 15
Learning Unit 8 Inequalities and linear programming 17
Learning Unit 9 More about graphs of functions 19
Learning Unit 10 Equations of straight lines 21
Learning Unit 11 Basic properties of circles 23
Learning Unit 12 Loci 26
Learning Unit 13 Equations of circles 27
Learning Unit 14 More about trigonometry 28
Learning Unit 15 Permutations and combinations 30
Learning Unit 16 More about probability 32
Learning Unit 17 Measures of dispersion 34
Learning Unit 18 Uses and abuses of statistics 36
Learning Unit 19 Further applications 37
Learning Unit 20 Inquiry and investigation 38

Acknowledgements 39
Copyright: © HKSAR Education Bureau, 2021. Content in this booklet may be used for
non-profit-making educational and research purposes with proper acknowledgement.
ISBN 978-988-8581-10-8
 Foreword

To keep abreast of the ongoing development of school curriculum, Mathematics

Curriculum and Assessment Guide (Secondary 4 - 6), hereinafter referred to as “C&A
Guide”, was updated in December 2017. Senior Secondary Mathematics Curriculum
comprises a Compulsory Part and an Extended Part. The Extended Part has two
modules, namely Module 1 (Calculus and Statistics) and Module 2 (Algebra and
Calculus).

In the C&A Guide, the Learning Objectives of the Compulsory Part are grouped under
different Learning Units in the form of a table. The notes in the “Remarks” column of
the table in the C&A Guide provide supplementary information about the Learning
Objectives. The explanatory notes in this booklet aim at further explicating:

1. the requirements of the Learning Objectives of the Compulsory Part;

2. the strategies suggested for the teaching of the Compulsory Part;
3. the connections and structures among different Learning Units of the Compulsory
Part;
4. the context of development from different key stages, such as Key Stage 3, to the
Compulsory Part; and
5. the curriculum articulation between the Compulsory Part and the Extended Part.

The explanatory notes in this booklet together with the “Remarks” column and the
suggested lesson time of each Learning Unit in the C&A Guide are to indicate the
breadth and depth of treatment required. Teachers are advised to teach the contents of
the Compulsory Part as a connected body of mathematical knowledge and develop in
students the capability to use mathematics to solve problems, reason and
communicate. Furthermore, it should be noted that the ordering of the Learning Units
and Learning Objectives in the C&A Guide does not represent a prescribed sequence
of learning and teaching. Teachers may arrange the learning content in any logical
sequence which takes account of the needs of their students.

i
Comments and suggestions on this booklet are most welcomed. They should be sent
to:
Chief Curriculum Development Officer (Mathematics)
Curriculum Development Institute
Education Bureau
4/F, Kowloon Government Offices
405 Nathan Road, Kowloon

Fax: 3426 9265

E-mail: [email protected]

ii
Learning Unit Learning Objective Time

Number and Algebra Strand

1. Quadratic 1.1 solve quadratic equations by the factor method 19

equations in 1.2 form quadratic equations from given roots
one unknown
1.3 solve the equation ax2 + bx + c = 0 by plotting the
graph of the parabola y = ax2 + bx + c and reading
the x-intercepts

1.4 solve quadratic equations by the quadratic formula

1.5 understand the relations between the discriminant of a

quadratic equation and the nature of its roots

1.6 solve problems involving quadratic equations

1.7 understand the relations between the roots and
coefficients and form quadratic equations using these
relations

1.8 appreciate the development of the number systems

including the system of complex numbers

1.9 perform addition, subtraction, multiplication and

division of complex numbers

Explanatory Notes:

In Learning Unit 8 “Linear equations in one unknown” at Key Stage 3 (KS3), students
learnt how to formulate and solve linear equations in one unknown. They also learnt how to
formulate simultaneous linear equations in two unknowns, and solve them by both the
algebraic method and the graphical method in Learning Unit 9 “Linear equations in two
unknowns”. In the Compulsory Part, students are required to solve quadratic equations and
other more complicated algebraic equations.

In this Learning Unit, students are required to use:

the factor method
the quadratic formula
the graph of the parabola y = ax 2 + bx + c

1
to solve the quadratic equation ax 2 + bx + c = 0, and to form a quadratic equation from
given roots. Students should be able to choose an appropriate strategy in solving quadratic
equations.

The graphical method will be further elaborated in Learning Objective 9.2, and teachers
should pay attention to the Explanatory Notes to Learning Unit 9 “More about graphs of
functions”.

Students should be able to solve the problems involving quadratic equations. The
problems should be related to their experiences as far as possible. Solving the equations
which can be transformed into quadratic equations, such as 6 6
5 and related
x x 1
problems, and solving higher degree equations by using the factor theorem or the graphs of
functions will be treated in Learning Unit 4 “More about Polynomials”, Learning Unit 5
“More about Equations”, and Learning Unit 9 “More about Graphs of Functions”
accordingly.

In this Learning Unit, all the coefficients of quadratic equations and the given roots in
Learning Objective 1.2, are confined to real numbers.

Regarding the expression of the solutions to quadratic equations, it should be noted that
performing mixed arithmetic operations of simple quadratic surds in Learning Objective 4.3
at KS3 belong to the Non-foundation Topics. In this connection, when using the quadratic
formula to solve quadratic equations such as x 2 4 x 4 0 , the students who have not
studied the above-mentioned topics in the Non-foundation Topics are not required to
32
simplify surds like 2 .
2

Students are required to understand the relations between the discriminant of a quadratic
equation and the nature of its roots in addition to solving quadratic equations. In the C&A
Guide, the term “understand” usually implies a more demanding Learning Objective than
the term “recognise” does. For example, in Learning Objective 1.5 “understand the
relations between the discriminant of a quadratic equation and the nature of its roots” means
that students are required to know the details of the relations, the justification of why the
relations hold, and how to use these relations to perform further operations and solve
problems.

2
The concept of complex numbers is introduced in Learning Objective 1.8. When students
are asked to determine the nature of the roots of a quadratic equation with a negative
discriminant, they are required to point out that “the equation has no real roots” or, more
precisely, “the equation has two nonreal roots” instead of “the equation has no roots” or
“the equation has two complex roots”. The students who do not study Learning Objective
1.9 (Non-foundation Topics) are not required to express the nonreal roots in the form of
a bi when using the quadratic formula to solve quadratic equations.

Students are required to understand the relations between the roots and the coefficients,
which includes:
b c
+ = and = where and are the roots of the equation
a a
ax 2 bx c 0 and a 0 .
Teachers may discuss with students or let them explore other relations between the roots
and coefficients, such as 2 2
. Nevertheless, memorisation of these results is not
required.

Mathematical concepts have come a long way and their development has often been
influenced by cultures and other humanistic factors. The development of number systems
makes no exception. By organising various activities, such as decorating display boards or
reading projects, teachers may get students to appreciate how number systems were
developed from the natural number system to the rational number system, the real number
system and the complex number system. For example, “Why did Pythagoreans in ancient
Greece not accept the existence of irrational numbers?”, “Why were imaginary numbers not
well-articulated until the sixteenth century?”, etc. are some interesting topics for discussion.
Moreover, teachers may ask students to discuss topics such as the hierarchy of the number
system, the representation of terminating decimals and recurring decimals in fractional
1 5
form, and the proof of irrationality of numbers such as 2 , , etc.
2

The students who study Learning Objective 1.9 (Non-foundation Topics) should be able to
perform the addition, subtraction, multiplication and division of complex numbers, of
which the form is confined to the standard form a bi . The polar form of complex
numbers, Argand diagram and De Moivre's theorem are not required in the Curriculum.

Teachers may refer to the C&A Guide (pp. 101 – 102) for using the co-construction
approach to teach the quadratic formula.

3
Learning Unit Learning Objective Time

Number and Algebra Strand

2. Functions and 2.1 recognise the intuitive concepts of functions, domains 10

graphs and co-domains, independent and dependent variables

2.2 recognise the notation of functions and use tabular,

algebraic and graphical methods to represent functions

2.3 understand the features of the graphs of quadratic

functions

2.4 find the maximum and minimum values of quadratic

functions by the algebraic method

Explanatory Notes:

In Learning Objectives 7.3 and 7.4 at KS3, students had a preliminary recognition of the
concept of sequences, which may be considered as an embryonic form of functions. In this
Learning Unit, students are required to recognise the intuitive concepts of functions,
dependent and independent variables. They should also be able to distinguish between the
examples of functions and non-functions. Furthermore, students are required to recognise
the intuitive concepts of domain and co-domain as these two concepts are indispensable for
defining functions. Students are required to recognise that even with the same relations
between variables, different choices of domains and co-domains result in different
functions, and in some cases non-function. Knowing these two concepts can help students
compare different functions in detail (see the Remarks of Learning Objective 3.4), but using
set language to rigorously define functions or express ranges are not required in the
Curriculum. Besides, compositions of functions are not required in the Curriculum. When
students encounter functions such as f ( x) sin x 2 , they may simply regard the calculation
of the functional value as a sequence of consecutive manipulations, say in the
above-mentioned example: taking the square of x and the sine of the square.

When explicating the notations of function, teachers may introduce the concept of dummy
variables. There are various ways to represent functions. Under different circumstances,
teachers may adopt different methods, i.e. tabular, algebraic, graphical methods, or even the
following intuitive method to represent functions:

4
 1 2

Having acquired the concept of functions, students are required to consolidate the concept
by studying their familiar quadratic functions, and to understand the following features of
the graphs of quadratic functions.
The vertex
The axis of symmetry
The direction of opening
Its relations with the axes

Students should be able to determine the direction of opening of the graph of a quadratic
function from the coefficient of x 2 , which is the leading coefficient, to find the y-intercept
from the constant term, and to use the discriminant to determine whether the graph cuts the
x-axis. On the other hand, students should also be able to read, from the graph of a
quadratic function, the information about its axis of symmetry and vertex. They are also
required to understand the relation between the maximum/minimum value of the quadratic
function and the vertex of its graph, and hence be able to find the maximum/minimum
value of the quadratic function by the graphical method.

The students who study Learning Objective 2.4 (Non-foundation Topics) should be able to
use the algebraic method to find the maximum/minimum value of a quadratic function, and
to solve related problems. Apart from the method of completing the square, teachers may
introduce other algebraic methods. For instance, teachers may guide the more able students
to recognise, from the characteristics of the graphs of quadratic functions, that

the x -coordinate of the vertex of y x2 2 x is 1 . By substituting x = 1, they can

2
obtain the minimum value of the function, i.e. 12 2(1) 1 . Using differentiation to find
maximum and minimum values is not required in the Compulsory Part, and belongs to a
Learning Objective of the Learning Unit “Applications of Differentiation” of Module 1 or
Module 2 of the Extended Part.

Teachers may lead students to further explore other relations between the coefficients of the
quadratic functions and the corresponding graphs. For example, to determine, from the sign
of the value of , whether the two x -intercepts are on the same side or opposite sides of

5
the y -axis; to determine whether the values of a, b and c are 0, positive, or negative from
the graph of the quadratic function y ax 2 bx c .

6
Learning Unit Learning Objective Time

Number and Algebra Strand

3. Exponential 3.1 understand the definitions of rational indices 16

and 3.2 understand the laws of rational indices
logarithmic
3.3 understand the definition and properties of logarithms
functions
(including the change of base)

3.4 understand the properties of exponential functions and

logarithmic functions and recognise the features of their
graphs

3.5 solve exponential equations and logarithmic equations

3.6 appreciate the applications of logarithms in real-life

situations

3.7 appreciate the development of the concepts of

logarithms

Explanatory Notes:

In Learning Unit 10 “Laws of Integral indices” at KS3, student understood the concepts of
integral indices, including the definitions of a n, a 0 and a –n (where n is a positive integer). In
this Learning Unit, students are required to understand how the definition of indices is
extended from integral indices to rational ones so that the laws of indices will still hold for
1
n n
most cases. Students are required to understand the definitions of rational indices: a, a E

A EA A A

m
n
and a , where a is a positive real number, m is an integer and n is a positive integer.
E

A A

n 3
Though students at KS3 learnt how to evaluate simple expressions A a (e.g.
EA A –8 ), when n
EA

1
is an odd and a is negative, the written form 8 3 should be avoided. Furthermore,

students are required to understand that the laws of indices do not hold when a is negative.

The laws of rational indices in Learning Objective 3.2 include:

apaq = ap+q

7
 ap
= ap q
aq
(a p)q = a pq
a p b p = (ab) p

p
ap a
bp b

The properties of logarithms in Learning Objective 3.3 include:

log a 1 = 0

log a a = 1

log a MN = log a M + log a N

M
log a = log a M log a N
N
k
log a M = k log a M
log a N
log b N =
log a b

When studying the laws of rational indices and the properties of logarithms, students are
required to clearly understand the necessary conditions for the assertion. For example, when
log a 1 0 , a must be positive and a 1 .

Once students understand the formula for the change of base, they can make use of
calculators to obtain the value of any logarithm (e.g. log 2 3 ). However, the study of natural
logarithm, a Learning Objective in the Extended Part, is not required in the Compulsory
Part.

Although indices in Learning Objective 3.2 are confined to rational numbers, students are
required to recognise that the definition of real indices is a further extension of rational
indices. The details of extension are not required in the Curriculum, but it may be an
interesting topic for further exploration. On the other hand, students should be aware that
the domain of exponential functions is the set of real numbers, while the domain of
logarithmic functions is the set of positive real numbers. The domain of the latter is
different from that of the quadratic functions with which students are familiar. Teachers
may guide their students to discuss the differences between the graphs of the exponential

8
functions (and the logarithmic functions) for a >1 or 0 < a < 1. Students are required to
recognise that when a >1 or 0 < a < 1 and the real number x increases, the function f(x) =
a x and f(x) = logax (where x > 0) increases (or decreases), and the graphs of y = a x and y =
logax (where x > 0) are symmetric to y = x. Since the concept of inverse functions is not
required in the Curriculum, the term “inverse function” need not be introduced when
discussing the symmetric relation between the graphs of y = a x and y = log a x. When
students understood the relation between exponential functions and logarithmic functions,
they can deduce the corresponding features of logarithmic functions from those of
exponential functions. Through various examples such as y 2 x , y x 2 and y x 3 ,
teachers may discuss the rate of increasing/decreasing of the functions.

Learning Objective 3.5 mainly covers simple equations such as 2 x 5 or

log 3 ( x 4) 2 . The equations which can be transformed into quadratic equations such as
4x 3 2x 4 0 or log 2 ( x 1) log 2 ( x 3) 3 are tackled in Learning Objective 5.3.

In this Learning Unit, students are required to understand the concepts of exponential and
logarithmic functions. Teachers may consider using real-life examples or related learning
elements in Science Education or Technology Education KLAs, such as measuring
earthquake intensity in the Richter Scale and sound intensity level in decibels, to let
students appreciate the applications of logarithms in real-life situations and understand why
logarithms have to be involved in these formulae, to enhance students’ ability and
confidence in applying mathematical knowledge or skills as well as processes of
mathematical modelling in real-life situations or STEM related scenarios. Students may try
to use different formulae to calculate the earthquake intensity, but memorisation of such
formulae is not required.

By organising various activities for students to experience the difficulties in performing

complicated operations without any calculation tools, teachers may guide students to
discuss the topics such as the history of development of the concepts of logarithm and its
applications to the design of some calculation tools in the past, such as slide rules and the
logarithmic table.

Students studying Module 1 or Module 2 of the Extended Part will continue the study of
other properties and applications of exponential functions and logarithmic functions.

9
Learning Unit Learning Objective Time

Number and Algebra Strand

4. More about 4.1 perform division of polynomials 14

polynomials 4.2 understand the remainder theorem

4.3 understand the factor theorem

4.4 understand the concepts of the greatest common divisor

and the least common multiple of polynomials

4.5 perform addition, subtraction, multiplication and

division of rational functions

Explanatory Notes:

In Learning Unit 11 “Polynomials” at KS3, students learnt addition, subtraction and

multiplication of polynomials, and factorisation of simple polynomials. In Learning
Objective 13.1 at KS3, they also learnt the operations of algebraic fractions having
denominators as the product of linear factors. In this Learning Unit, students are required to
further their study on the division of polynomials, more complicated problems on
factorisation of polynomials, and manipulations on rational functions with denominators of
degree higher than one. Addition, subtraction, multiplication and division of rational
functions can be considered as mixed arithmetic operations of polynomials.

Long division is a standard procedure for performing the division of polynomials. Teachers
may introduce other procedures, such as synthetic division. It should however be noted that
complicated computations of polynomials are not the objective of the Curriculum.

Students are required to understand the significance of the division algorithm

f ( x) g ( x)Q( x) R( x) and understand how to deduce the remainder theorem under the
condition g ( x) ax b . The factor theorem may be considered as a special case of the
remainder theorem. When using the factor theorem to factorise polynomials, teachers may
lead students to appreciate its usefulness (e.g. to solve some equations with degree greater
than two) and observe its limitations (e.g. not all higher degree equations can be solved
efficiently by this method).

Students are required to use the factor theorem to decompose polynomials such as x 3 a 3 ,
but memorisation of identities involving factorisation of x3 a 3 is not required.

10
To articulate with the Extended Part, the term “rational function” is used in this Learning
Unit to replace the term “algebraic fraction” used at KS3. Nevertheless, the study of the
properties of rational functions is not required in the Compulsory Part.

The concepts of the greatest common divisor and the least common multiple play a crucial
role in performing addition, subtraction, multiplication, division and simplification of
rational functions. In this connection, students are required to understand these two
concepts comprehensively. Teachers may review with students the concepts of greatest
common divisor and least common multiple of numbers before introducing the similar
concepts for polynomials. When teaching the greatest common divisor (sometimes called
“the highest common divisor”) and the least common multiple (sometimes called “the
lowest common multiple”), teachers should feel free to choose any commonly used short
form, such as “H.C.F.”, “gcd” or “( a , b )”, to denote the greatest common divisor of a and
b. To facilitate students to read other reference books, teachers should introduce other
commonly used short forms in addition to the chosen one. When performing the operations
of addition, subtraction, multiplication and division of rational functions, the number of
variables should not be more than two to avoid over-complicated computations. Division of
1 1
rational functions includes computations like “ 2 2
is divided by ”, but it should
x y x y
be noted that complicated computations are not the objective of this Learning Unit.

11
Learning Unit Learning Objective Time

Number and Algebra Strand

5. More about 5.1 use the graphical method to solve simultaneous 10

equations equations in two unknowns, one linear and one quadratic
in the form y = ax2 + bx + c

5.2 use the algebraic method to solve simultaneous equations

in two unknowns, one linear and one quadratic

5.3 solve equations (including fractional equations,

exponential equations, logarithmic equations and
trigonometric equations) which can be transformed into
quadratic equations

5.4 solve problems involving equations which can be

transformed into quadratic equations

Explanatory Notes:

In Learning Unit 9 “Linear equations in two unknowns” at KS3, students learnt how to
formulate simultaneous linear equations in two unknowns, and use the algebraic method
and the graphical method to solve simultaneous linear equations in two unknowns. In this
Learning Unit, one of the simultaneous equations will be quadratic, and the problems will
be extended from those in Learning Objective 1.6 to the problems involving equations
which can be transformed into quadratic equations. Students should note the differences the
number of solutions of simultaneous equations, between one linear and one quadratic
equation, and simultaneous linear equations.

Students are not required to study the graphs of quadratic equations such as
x y 2 3 y 6 or xy y 2 1 in the Compulsory Part. Hence, when using the graphical
method to solve simultaneous equations in Learning Objective 5.1, the quadratic equations
in two unknowns should be confined to the form y ax 2 bx c . However, there are no
such restrictions when using the algebraic method to solve simultaneous equations in two
unknowns, one linear and one quadratic.

Students are required to note whether the solutions are reasonable or not when solving
equations which can be transformed into quadratic equations. For example, when solving
the equation 2 sin 2 5 sin 2 0 , students are required to note that sin 2 does not

12
give a real solution. Moreover, the solutions of equations involving trigonometric functions
are confined to the interval from 0 to 360 (see Learning Objective 14.2).

In order to arouse students’ interest, teachers may select the problems related to students’
daily-life experience when teaching Learning Objective 5.4. Through discussion, teachers
may lead students to discover the diversity of methods of solving equations. Students
should explore various problem solving strategies and be able to select the most appropriate
one.

13
Learning Unit Learning Objective Time

Number and Algebra Strand

6. Variations 6.1 understand direct variations and inverse variations, and 7

their applications to solving real-life problems

6.2 understand the graphs of direct and inverse variations

6.3 understand joint and partial variations, and their

applications to solving real-life problems

Explanatory Notes:

In Learning Unit 6 “Rates, ratios and proportions” at KS3, students recognised direct
proportion, inverse proportion and some relations between quantities. In Learning Unit 2
“Functions and graphs”, they are required to learn the basic concept of functions and thus
recognised that relations may hold between variables. In this Learning Unit, different forms
of the relations between variables will be further elaborated, including direct variation,
inverse variation, joint variation, partial variation, and their daily-life applications. Teachers
may consider using real-life examples or related learning elements in Science Education or
Technology Education KLAs, such as applying variations to solve problems about
mathematical modelling, to enhance students’ ability and confidence in applying
mathematical knowledge or skills in real-life situations or STEM related scenarios.

Although students at KS3 learnt direct proportion and inverse proportion, and how to solve
problems involving proportions, they might not understand how to deal with direct
proportion and inverse proportion by using the concept of variations, i.e. direct
k
variation y kx and inverse variation y . When discussing the graphs of the direct
x
k
variation y kx and inverse variation y , teachers may remind their students that the
x
domains of the two functions may contain negative real numbers.

When solving problems involving partial variation, students usually have to solve quadratic
or higher degree equations. Therefore, students should study Learning Unit 1 “Quadratic
equation in one unknown” and Learning Unit 4 “More about polynomials” before this
Learning Unit.

14
Learning Unit Learning Objective Time

Number and Algebra Strand

7. Arithmetic 7.1 understand the concept and the properties of arithmetic 17

and geometric sequences
sequences and 7.2 understand the general term of an arithmetic sequence
their
7.3 understand the concept and the properties of geometric
summations
sequences

7.4 understand the general term of a geometric sequence

7.5 understand the general formulae of the sum to a finite

number of terms of an arithmetic sequence and a
geometric sequence and use the formulae to solve related
problems
7.6 explore the general formulae of the sum to infinity for
certain geometric sequences and use the formulae to
solve related problems

7.7 solve related real-life problems

Explanatory Notes:
In Learning Objective 7.3 at KS3, students learnt the concept of sequences of numbers
when studying number patterns. In this Learning Unit, they are required to further
understand the concepts, properties, the general formulae of summations of the two
common sequences (arithmetic sequences and geometric sequences) and their applications.

Teachers may guide students to investigate the following property: for any real numbers a
and k, the sequences T1 a, T2 a, T3 a , … and kT1 , kT2 , kT3 , … must be arithmetic if
T1 , T2 , T3 , ... is an arithmetic sequence, and hence the sequence
kT1 a, kT2 a, kT3 a, ... is also arithmetic. Moreover, students should be able to
discover that, when the sequence T1 , T2 , T3 ,… is geometric and k 0 , the sequence
kT1 , kT2 , kT3 , … is geometric. The discussion on whether the sequence 0, 0, 0,… is
geometric is not required in the Compulsory Part.

Teachers may introduce examples such as an = an-1+k, an = ran-1, an+2 = an+1+an to let
students recognise how to represent a sequence by the relation between its terms.

15
When solving geometrical problems related to the sum of arithmetic or geometric
sequences, students may sometimes need to apply the knowledge of Learning Unit 14
“More about Trigonometry”. Teachers should thus note the order of learning and teaching
of these related Learning Units.

The terms “arithmetic mean” and “geometric mean” need not be introduced when the
property of the arithmetic sequence Tn = ½ (Tn–1 + Tn+1) and the property of the geometric
sequence T n 2 = T n 1 T n + 1 are being discussed.

Learning Objective 7.5 may involve geometric problems about finding the sum to a finite
number of terms of an arithmetic sequence or a geometric sequence. Learning Objective 7.6
may involve the geometric problems about finding the sum to infinity for a geometric
sequence. Teachers may consider using real-life examples or related learning elements in
Science Education or Technology Education KLAs, such as problems related to interest,
growth or depreciation in Learning Objective 7.7, to enhance students’ ability and
confidence in applying mathematical knowledge or skills in real-life situations or STEM
related scenarios.

16
Learning Unit Learning Objective Time

Number and Algebra Strand

8. Inequalities 8.1 solve compound linear inequalities in one unknown 16

and linear 8.2 solve quadratic inequalities in one unknown by the
programming graphical method

8.3 solve quadratic inequalities in one unknown by the

algebraic method

8.4 represent the graphs of linear inequalities in two

unknowns in the rectangular coordinate plane

8.5 solve systems of linear inequalities in two unknowns

8.6 solve linear programming problems

Explanatory Notes:

In Learning Unit 14 “Linear Inequalities in one unknown” at KS3, students learnt how to
solve linear inequalities in one unknown and to represent the solution on the number line. In
this Learning Unit, students are required to solve compound linear inequalities in one
unknown involving logical connectives “and” or “or”, quadratic inequalities in one
unknown by using the graphical method and algebraic method, linear inequalities in two
unknowns by the graphical method, and linear programming problems.

In Learning Objective 8.1, teachers should let students discover that, in solving compound
linear inequalities in one unknown, the solutions of the two linear inequalities may, in
general, divide the number line into three regions. The solutions of the compound
inequalities can thus be obtained. Students are required to note that the solutions of “x >3
and x <5” and “x >3 or x <5” are different.

In Learning Unit 3S2 "Triangles" at KS1, students recognised that the sum of the lengths of
any two sides of a triangle is greater than the length of the remaining side, but they do not
know how to express these relations by inequalities. In this Learning Unit, students are
required to consolidate their understanding of solving compound linear inequalities in one
unknown by solving the problems of simple triangle inequalities.

When students are familiar with the features of quadratic graphs, they should be able to
solve quadratic inequalities in one unknown by the graphical method. They are also

17
required to use the algebraic method to solve quadratic inequalities in one unknown.

In Learning Unit 9 “Linear equations in two unknowns” at KS3, students learnt how to
draw the graphs of linear equations on the coordinate plane. Students understood that the
graph of a linear equation in two unknowns (ax+by+c = 0, where a and b are not all
zero) is a straight line; all the coordinates of points lying on the straight line satisfy the
linear equation in two unknowns; all the coordinates of points not lying on the straight line
do not satisfy the linear equation in two unknowns. Teachers may thus further discuss with
students the solution of linear inequalities in two unknowns. When solving linear
inequalities in two unknowns, students are required to determine which region(s) bounded
by the straight lines will correspond to the solutions of the linear inequalities. The method
of testing values is one that can be easily mastered by students. Teachers may use
information technology, such as dynamic geometry software, to discuss with students which
points on the plane do/do not satisfy the linear inequalities in two unknowns.

In Learning Objective 8.5, students are required to use the graphical method to solve
systems of linear inequalities in two unknowns. However, using the algebraic method to
solve systems of linear inequalities in two unknowns is not required in the Curriculum.

When teaching Learning Objective 8.6, teachers may consider using real-life examples or
related learning elements in Science Education or Technology Education KLAs, such as
using linear programming to solve optimisation problems in mathematical modelling, to
enhance students’ ability and confidence in applying mathematical knowledge or skills in
real-life situations or STEM related scenarios. Teachers should also provide their students
with opportunities to discuss the problem solving strategies.

18
Learning Unit Learning Objective Time

Number and Algebra Strand

9. More about 9.1 sketch and compare graphs of various types of functions 11
graphs of including constant, linear, quadratic, trigonometric,
functions exponential and logarithmic functions

9.2 solve the equation f (x) = k using the graph of

y = f (x)

9.3 solve the inequalities f (x) > k , f (x) < k , f (x) k

and f (x) k using the graph of y = f (x)
9.4 understand the transformations of the function f (x)
including f (x) + k , f (x + k) , k f (x) and f (kx)
from tabular, symbolic and graphical perspectives

Explanatory Notes:

In Learning Unit 2, “Functions and graphs”, students had a preliminary recognition of the
concept of function. In this Learning Unit, they are required to compare the graphs of
different functions, to solve equations and inequalities by using the graphical method, and
to understand the concept of transformations of function.

Some students may regard expressions like y 4 as merely solutions of some equations
and even do not know how to draw the graph of y 4 on the coordinate plane. Teachers
should introduce the concept of “constant function” to their students. The students who do
not study Learning Unit 3 “Exponential and logarithmic functions” (Non-foundation
Topics) are not required to discuss the graphs of exponential functions and logarithmic
functions. When comparing the graphs of different functions, students are required to
compare their domains, existence of maximum or minimum values, symmetry and
periodicity.

In Learning Objective 1.3, students learnt how to solve the quadratic equation
ax 2 bx c 0 by reading the x -intercept(s) of the graph of y ax 2 bx c . In Learning
Objective 9.2, students are required to use the parabola y ax 2 bx c and the straight
line y k to solve the quadratic equation ax 2 bx c k . For example, from the graph
of y 2 x 2 5 x 1 , students should be able to solve not only the quadratic equation
2x 2 5 x 1 0 , but also the quadratic equation 2 x 2 5x 4 0 by making use of the

19
graph of the straight line y 3 . However, using the graph of y 2x 2 5 x 1 to solve
2
quadratic equations such as 2 x 6 x 1 0 is not required in the Curriculum.

Students are required to extend the method learnt in Learning Objective 8.2 to the functions
other than quadratic functions. In other words, even though the function f (x) is not of
the form ax 2 bx c , students are still required to know how to read the solution(s) of
f ( x) k from the graph of y f (x) . They should be able to make use of the graph of
y f (x) and the straight line y k to obtain the solutions of
inequalities f ( x) k , f ( x) k , f ( x) k and f ( x) k .

When exploring the transformations of functions, students may first observe the change of
the relation between the independent and dependent variables by making use of the tabular
form, and then use graphing software to compare the changes of the graphs of the functions
after transformations. Teachers may encourage their students to adopt the approach of
mathematical thinking from particular to general in obtaining the relations between the
graphs of y f ( x) k , f ( x k ) , k f (x) , f (kx) and the original function y f (x) .
During discussions, teachers should ask their students to apply the concepts and
terminologies, e.g. translation and reflection, learnt in Learning Unit 26 “Rectangular
coordinate system” at KS3, to describe the changes of the graphs. When discussing with
students the transformation involving dilation such as k f (x) or f (kx), teachers should note
that dilation is not required in the curriculum at KS3. On the other hand, teachers should
guide their students to discuss the changes of functions in their algebraic forms resulting
from the transformations of their graphs. For example, students are required to understand
that the reflection of the graph of y f (x) along the x-axis can be represented
by y f (x) . The changes of the algebraic forms of the functions are confined
to f ( x) k , f ( x k ) , k f (x) , f (kx) or their combinations. That is to say, the rotation of
the graphs of functions is not required in the Curriculum.

The concept of composition of functions is not required in the Curriculum. However, the
graph of functions such as y x 2 4 can be considered as a reflection of the graph of
y x 2 in the x-axis, and a subsequent upward translation of 4 units along the y-axis.

20
Learning Unit Learning Objective Time

Measures, Shape and Space Strand

10. Equations of 10.1 understand the equation of a straight line 7

straight lines 10.2 understand the possible intersection of two straight lines

Explanatory Notes:

In Learning Unit 9 “Linear equations in two unknowns” at KS3, students understood the
graph of a linear equation in two unknowns. In Learning Objective 10.1, students are
required to find the equation of a straight line from given conditions, such as:
the coordinates of any two points on the straight line
the slope of the straight line and the coordinates of a point on it
the slope and the y-intercept of the straight line

In Learning Unit 12 “Locus”, students should have an initial grasp of the concept of locus
and solve simple problems on loci. Teachers may guide students to understand the relation
between an equation and its graph from the perspective of locus, then to formulate the
equation of a given graph, and understand the properties of the graph from its equation.

Based on the abilities and needs of their students, teachers may decide if the terms
“Two-Point Form”, “Point-Slope Form”, “Slope-Intercept Form”, etc. would be introduced
or not. The conversions among different forms of linear equations are not objectives of the
Curriculum. However, given the equation of a straight line, students are required to describe
the features, including:
the slope
the intercepts with the axes
whether it passes through a given point

In Learning Objective 10.1, students are required to recognise the relation between slope
and inclination. Since the inclination may involve the tangent of an obtuse angle, teachers
should note that students must have the pre-requisite knowledge in Learning Unit 14 "More
about trigonometry" before learning this relation. The equation of a straight line in normal
form is not required in the Curriculum.

In Learning Unit 9 “Linear equations in two unknowns", students are required to solve
simultaneous linear equations in two unknowns. Students are required to recognise how to

21
tackle those simultaneous equations with no solutions, only one solution, and more than one
solution by algebraic methods. Hence, students can go further in Learning Unit 10.2 to
tackle those simultaneous equations with no solutions, and more than one solution by the
graphical method.

The content of this Learning Unit may be used as the fundamental basis of other senior
secondary level subjects, such as Physics and Economics. It is hence recommended that
teachers should teach this Learning Unit in the first semester of Secondary Four for
achieving alignment with other subjects smoothly. Teachers may use real-life examples or
related learning elements in Science Education or Technology Education KLAs to enhance
students’ ability and confidence in applying mathematical knowledge or skills in real-life
situations or STEM related scenarios.

22
Learning Unit Learning Objective Time

Measures, Shape and Space Strand

11. Basic 11.1 understand the properties of chords and arcs of a circle 23
properties of 11.2 understand the angle properties of a circle
circles
11.3 understand the properties of a cyclic quadrilateral

11.4 understand the tests for concyclic points and cyclic

quadrilaterals

11.5 understand the properties of tangents to a circle and

angles in the alternate segments

11.6 use the basic properties of circles to perform simple

geometric proofs

Explanatory Notes:

In Learning Units 19 – 24 at KS3, students learnt the basic concept and proof of geometry.
The content were mainly about rectilinear figures. In the Compulsory Part, the scope of
study is extended to circles, and the learning process may still follow the same sequence of
approaches, i.e. from intuitive to deductive. For example, to develop students’ exploratory
spirit and the capability to reason logically, teachers may ask their students to explore the
basic geometric properties of circles by using dynamic geometry software, and
subsequently to attempt to prove their conjectures under teachers’ guidance. Teachers may
refer to the C&A Guide (pp 99 – 100) for employing an inquiry approach to teach the
properties of a cyclic quadrilateral. In this Learning Unit, teachers should discuss the
concepts of tangency, incircle and circumcircle to articulate with the learning of Learning
Unit 24 “Centres of triangles” at KS3.

In Learning Objectives 11.1– 11.3, students are required to understand the basic properties
of circles. Students not only have to know the properties and to use the properties to
perform calculations, but also have to understand the justifications or proofs for these
properties. However, using these properties to perform other simple geometric proofs
belongs to the Non-foundation Topics.

The property that the length of an arc of a circle is proportional to the angle subtended at
the centre was discussed in Learning Unit 16.1 at KS3, but teachers may remind their
students that the length of a chord of a circle is not proportional to the angle subtended at

23
the centre.

In Learning Objective 11.1, students are required to understand the following properties of
chords and arcs of a circle:
the chords of equal arcs are equal
equal chords cut off equal arcs
the perpendicular from the centre to a chord bisects the chord
the straight line joining the centre and the mid-point of a chord which is not a diameter
is perpendicular to the chord
the perpendicular bisector of a chord passes through the centre
equal chords are equidistant from the centre
chords equidistant from the centre are equal
Students are required to understand that there is one and only one circle passing through
given three non-collinear points.

In Learning Objective 11.2, students are required to understand the following angle
properties of a circle:
the angle subtended by an arc of a circle at the centre is double the angle subtended by
the arc at any point on the remaining part of the circumference
angles in the same segment are equal
the arcs are proportional to their corresponding angles at the circumference
the angle in a semi-circle is a right angle
if the angle at the circumference is a right angle, then the chord that subtends the angle
is a diameter

In Learning Objective 11.3, students are required to understand the following properties of
a cyclic quadrilateral:
the opposite angles of a cyclic quadrilateral are supplementary
an exterior angle of a cyclic quadrilateral equals its interior opposite angle

In Learning Objective 11.4 (Non-foundation Topics), students are required to understand

the following tests for concyclic points and cyclic quadrilaterals:
if A and D are two points on the same side of the line BC and BAC = BDC , then
A , B , C and D are concyclic
if a pair of opposite angles of a quadrilateral are supplementary, then the quadrilateral
is cyclic
if the exterior angle of a quadrilateral equals its interior opposite angle, then the
quadrilateral is cyclic

24
In Learning Objective 11.5 (Non-foundation Topics), students are required to understand
the following properties of tangents to a circle and angles in the alternate segments:
a tangent to a circle is perpendicular to the radius through the point of contact
the straight line perpendicular to a radius of a circle at its external extremity is a
tangent to the circle
the perpendicular to a tangent at its point of contact passes through the centre of the
circle
if two tangents are drawn to a circle from an external point, then:
- the distances from the external point to the points of contact are equal
- the tangents subtend equal angles at the centre
- the straight line joining the centre to the external point bisects the angle between
the tangents
if a straight line is tangent to a circle, then the tangent-chord angle is equal to the angle
in the alternate segment
if a straight line passes through an end point of a chord of a circle so that the angle it
makes with the chord is equal to the angle in the alternate segment, then the straight
line touches the circle

In Learning Objective 11.6 (Non-foundation Topics), students are required to use the basic
properties of circles to perform simple geometric proofs. The problems involved may not be
restricted to the contents of this Learning Unit. According to students’ abilities, teachers
may add some problems involving knowledge of geometry such as quadrilaterals, centres of
triangles, etc. which students learnt at KS3.

25
Learning Unit Learning Objective Time

Measures, Shape and Space Strand

12. Loci 12.1 understand the concept of loci 6

12.2 describe and sketch the locus of points satisfying given

conditions

12.3 describe the locus of points with algebraic equations

Explanatory Notes:

To introduce the concept of loci, teachers may make use of daily examples such as long
exposure photographs of headlights of moving cars and star trails. Students may make use
of dynamic geometry software to explore the locus of a point moving under the given
condition, but they are required to understand that a locus does not necessarily involve the
movement of points. For example, all points which are at a fixed distance from a fixed point
constitute the locus of a circle.

In Learning Objective 12.2, students are required to describe a locus in words, and to sketch
its graph. In Learning Objective 12.3, students are required to use algebraic equations to
represent locus of points. When finding the equations of loci, students are also required to
make use of the knowledge learnt at KS3, e.g. the related knowledge of using the distance
formula in Learning Unit 26 “Rectangular coordinate system” at KS3 to find the equation
of the locus of points maintaining an equal distance from two given points.

In Learning Objective 12.2, students are required to describe and sketch the following locus
of points satisfying given conditions:
maintaining a fixed distance from a fixed point
maintaining an equal distance from two given points
maintaining a fixed distance from a line
maintaining an equal distance from two parallel lines
maintaining an equal distance from two intersecting lines

In this Learning Unit, students are required to find the equations of loci of straight lines,
circles, and parabolas of the form y = ax2 + bx + c under given conditions. The equations of
straight lines and circles will be discussed in detail in Learning Unit 10 “Equations of
straight lines” and Learning Unit 13 “Equations of circles”.

26
Learning Unit Learning Objective Time

Measures, Shape and Space Strand

13. Equations of 13.1 understand the equation of a circle 7

circles 13.2 find the coordinates of the intersections of a straight line
and a circle and understand the possible intersection of a
straight line and a circle

Explanatory Notes:

In this Learning Unit, when handling questions related to the equations of circles, the
learning content covered in Learning Unit 11 "Basic properties of Circles" may be involved.

Students are required to find the equation of a circle from given conditions such as:
the coordinates of the centre and the radius of the circle
the coordinates of any three points on the circle

Students are required to describe the features of a circle from its equation. The features
include:
the centre
the radius
whether a given point lies inside, outside or on the circle

Students taking Learning Objective 5.2 (Non-foundation Topics) have an understanding of

using algebraic methods to solve simultaneous equations in two unknowns, one linear and
one quadratic. In Learning Objective 13.2 (Non-foundation Topics), students may apply this
knowledge to deduce that there are three possible cases to describe the intersections of a
circle and a straight line. As a result, they may use the discriminant of a quadratic equation
to determine the number of points of intersection of a straight line and a circle, and to find
the equations of tangents to the circle. On the other hand, teachers may guide students to
use plane geometry to prove that no straight line can cut a circle at more than two points.

27
Learning Unit Learning Objective Time

Measures, Shape and Space Strand

14. More about 14.1 understand the functions sine, cosine and tangent, and 25
trigonometry their graphs and properties, including maximum and
minimum values and periodicity

14.2 solve the trigonometric equations a sin = b , a cos

= b , a tan = b (solutions in the interval from 0
to 360 ) and other trigonometric equations (solutions
in the interval from 0 to 360 )
14.3 understand the formula ½ ab sin C for areas of
triangles

14.4 understand the sine and cosine formulae

14.5 understand Heron’s formula

14.6 understand the concept of projection

14.7 understand the angle between a line and a plane, and the
angle between 2 planes

14.8 understand the theorem of three perpendiculars

14.9 solve related 2-dimensional and 3-dimensional problems

Explanatory Notes:

Students understood the sine, cosine and tangent ratios for an acute angle in a right-angled
triangle in Learning Unit 27 “Trigonometry” at KS3. Teachers may now use a unit circle in
the rectangular coordinate plane to define trigonometric functions, and to introduce the
concepts of positive angles and negative angles. Students should be able to find the
maximum and minimum values of trigonometric functions. They should also be able to
obtain the periodicity of trigonometric functions from their graphs, and to simplify sine,
cosine and tangent expressions involving , 90 , 180 …etc., according to the
periodicity of the functions. Radian measure, a Learning Objective in Module 2 of the
Extended Part, is not required in the Compulsory Part.

In Learning Objective 14.2, solving the trigonometric equations a sin b , a cos b

and a tan b belongs to the Foundation Topics, while solving other trigonometric
equations such as sin 2 0.5 , sin 2 cos and tan cos(90 ) 0 belongs to

28
the Non-foundation Topics. Moreover, solving the equations that can be transformed into
quadratic equations, such as 6 sin 2 5 sin 1 0 and tan cos , belongs to the
Non-foundation Topics (see Learning Objective 5.3).

In Learning Unit 18 “Mensuration” at KS3, students recognised the projection of a point on

a plane and the concept of height of a 3-D figure. Students recognised the definition of a
straight line being perpendicular to a plane, which is: “The straight line is perpendicular to
any straight lines on the plane passing through the intersecting point of the original straight
line and the plane”. Students also recognised the condition for a straight line being
perpendicular to a plane, which is “a straight line is perpendicular to two straight lines on a
plane passing through the intersecting point of the original straight line and the plane”. The
concept of projection would further be discussed in Learning Objective 14.6 of the
Compulsory Part, including the projection of a straight line on a plane. These concepts help
students understand Learning Objective 14.7 and 14.8. The concept of inclination/angle of
inclination is required in Learning Objective 14.7. Teachers may introduce the concept of
the line of greatest slope.

As the theorem of three perpendiculars is involved to solve a variety of 3-dimensional

problems, students are required to understand the following theorem of three perpendiculars
and their proofs in Learning Objective 14.8:

The projection of a straight line L on a plane is a straight line L , and L and L intersect a
straight line L1 on at the same point. If L is perpendicular to L1, then L is perpendicular to
L1; vice versa.

L1
L

In Learning Objective 14.9, students are required to solve related 3-dimensional problems,
including the angle of intersection between two straight lines, the angle between a line and
a plane, the distance between two points, the distance between a point and a line, and the
distance between a point and a plane.

29
Learning Unit Learning Objective Time

Data Handling Strand

15. Permutations 15.1 understand the addition rule and multiplication rule in 11
and the counting principle
combinations 15.2 understand the concept and notation of permutation
15.3 solve problems on the permutation of distinct objects
without repetition
15.4 understand the concept and notation of combination

15.5 solve problems on the combination of distinct objects

without repetition

Explanatory Notes:

Through different key stages, students acquired an intuitive idea on counting. In this
Learning Unit, students are required to have an in-depth understanding on the basic
counting principle, including knowing when to apply the addition rule and the
multiplication rule. Besides, students should also be able to solve more complicated
real-life problems through permutation and combination.

When explicating the concepts of permutation and combination, teachers may feel free to
n
choose any common notations, such as Prn , n Pr , n Pr and C rn , n C r , n C r , . To
r
facilitate students to read reference books, teachers should introduce other commonly used
notations in addition to the chosen ones.

In this Learning Unit, students are required to understand the differences between
Prn
permutation and combination. They are also required to understand the relations C rn
r!

and C rn C nn r . More complicated properties of permutation or combination, such as

C rn C rn 1 C rn 1 , are not required in the Compulsory Part.

There is a wide variety of problems on permutation and combination. Only solving simple
problems on permutation and combination, such as “permutation of objects in which three
particular objects are put next to each other”, are required in this Learning Unit. Solving
problems involving circular permutation, and permutation or combination of identical

30
objects or distinct objects with repetitions, are not required in the Curriculum.

31
Learning Unit Learning Objective Time

Data Handling Strand

16. More about 16.1 recognise the notation of set language including union, 10
probability intersection and complement

16.2 understand the addition law of probability and the

concepts of mutually exclusive events and
complementary events

16.3 understand the multiplication law of probability and the

concept of independent events

16.4 recognise the concept and notation of conditional

probability

16.5 use permutation and combination to solve problems

related to probability

Explanatory Notes:

Having learnt the basic concept of probability and how to use counting methods to
calculate probabilities in Learning Unit 31 “Probability” at KS3, students are required, in
the Compulsory Part, to use the addition law and the multiplication law of probability to
solve more complicated probability problems. Further problems on probability will be
treated in Module 1 of the Extended Part.

In order to express the relation between different events (including mutually exclusive,
complementary and independent events) and the addition law and multiplication law of
probability, the events in this Learning Unit are all expressed in set notations. In this
connection, before learning the contents of Learning Objectives 16.2 – 16.5, students are
required to recognise the basic concepts of sets, which include expressing sets by listing
the elements, using descriptions to characterise the elements and Venn diagrams. Students
are also required to recognise the concepts and notations of empty set, universal set,
union, intersection and complement which often appear in probability problems, but the
rigorous definitions of these concepts and rules of set operations, such as De Morgan’s
Law, are not required in the Compulsory Part.

In Learning Objective 16.2, students are required to understand the addition law of
probability, i.e. “P (A B) = P (A) + P (B) P (A B)”.

32
In Learning Objective 16.3, students are required to understand the multiplication law of
probability, i.e. “P (A B) = P (A) P (B), where A and B are independent events”.
Students are also required to understand that “P (A B) = P (A) P (B)” may be
regarded as the definition of independent events. Students should not determine whether
two events are independent by intuition.

When applying the addition rule and multiplication rule of probability, students are
required to understand how the special cases of the rules under particular conditions, say
when A and B are mutually exclusive events. Furthermore, when the multiplication rule is
being introduced, students are required to recognise the concept and the notation of
conditional probability, and be able to solve problems related to simple conditional
probability. However, Bayes’ Theorem is not required in the Compulsory Part, and will
be treated in Module 1 of the Extended Part.

In Learning Objective 16.4, students are required to recognise the rule “P(A B) =
P(A) P(B A)”.

Students who learnt Learning Unit 15 “Permutation and Combination” (Non-foundation

Topics) are required to apply the techniques of counting to solve problems related to
probability.

33
Learning Unit Learning Objective Time

Data Handling Strand

17. Measures of 17.1 understand the concept of dispersion 13

dispersion 17.2 understand the concepts of range and inter-quartile range

17.3 construct and interpret the box-and-whisker diagram and

use it to compare the distributions of different sets of
data

17.4 understand the concept of standard deviation for both

grouped and ungrouped data sets

17.5 compare the dispersions of different sets of data using

appropriate measures
17.6 understand the applications of standard deviation to
real-life problems involving standard scores and the
normal distribution
17.7 understand the effect of the following operations on the
dispersion of the data:
(i) adding a common constant to each item of the set of
data

(ii) multiplying each item of the set of data by a

common constant

Explanatory Notes:

At KS2, students learnt a simple way to measure the central tendency of a set of discrete
data – average. At KS3, they learnt other ways of measuring the central tendency for both
ungrouped and grouped data. In the Compulsory Part, they are required to know further
that, in many cases, only central tendency is not enough for describing the distribution of a
set of data. Students are required to understand the concepts of dispersion, range and
inter-quartile range, and they should be able to construct and interpret the box-and-whisker
diagrams, sometimes called “boxplots”. Given a set of ungrouped or grouped data, students
should be able to find its standard deviation, and understand its meaning. Moreover, they
should be able to choose an appropriate measure to compare the dispersions of different sets
of data.

34
As “variance” is a commonly used term, students are required to recognise this term and
that variance equals to the square of standard deviation. Further calculations involving
variance will be studied in Module 1 of the Extended Part. In the Compulsory Part, the
formula for standard deviation is confined to population standard deviation only, i.e.

( x1 )2 (xN )2
. The formula for the estimate of the standard deviation
N

of the population from which a sample has been taken will be treated in Module 1 of the
Extended Part.

Students who learnt Learning Objective 17.6 (Non-foundation Topics) are required to
understand the simple applications of standard deviation on real-life problems involving
standard scores and the normal distribution. Teachers may use real-life examples or related
learning elements in Science Education or Technology Education KLAs to enhance
students’ ability and confidence in applying mathematical knowledge or skills in real-life
situations or STEM related scenarios. During the calculation process, students are not
required to look up the table of normal distribution or memorise the percentages of data
lying within 1, 2, or 3 standard deviations from the mean. In Learning Objective 17.7
(Non-foundation Topics), students are required to explore how the changes of some of the
data within the group will affect the dispersion. As a result, students are expected to have a
more in-depth understanding of the properties of different statistics.

35
Learning Unit Learning Objective Time

Data Handling Strand

18. Uses and 18.1 recognise different techniques in survey sampling and 4
abuses of the basic principles of questionnaire design
statistics 18.2 discuss and recognise the uses and abuses of statistical
methods in various daily-life activities or investigations
18.3 assess statistical investigations presented in different
sources such as news media, research reports, etc.

Explanatory Notes:

At primary and junior secondary levels, students had experience in statistical methods, in
particular, data collection, presentation and interpretation of statistical diagrams and
statistical charts. They had a basic understanding of the concept of statistic. At the senior
secondary level, they are required to have a more thorough recognition of real-life statistics.

The concepts of populations and samples may be introduced by quoting several daily
examples. Students are required to know why survey sampling is almost inevitable in daily
statistics, and recognise different techniques in survey sampling. Regarding sampling
techniques, students are required to recognise the basic concepts of both probability
sampling and non-probability sampling. However, it should be noted that calculations
involving survey sampling, such as the calculation of standard deviations of samples, are
not required in the Compulsory Part. Since questionnaire is a very commonly used means
to collect data, students are required to recognise how the factors such as the types, wording
and ordering of questions and response options can influence the reliability and validity of
questionnaires when constructing questionnaires.

Students acquainted themselves at KS3 with the uses and abuses of statistical
diagrams/charts and measures of central tendency. In the Compulsory Part, students are
required to discuss further the uses and abuses of statistical methods in various daily-life
activities or investigations. Discussions including the purpose of survey, the sampling
method adopted, the way of collecting data and the method of analysis are required.
Moreover, students should be able to have a more thorough analysis of statistical
investigations presented in different sources such as news media and research reports.
Analyses of the sampling method of data collection, design of questionnaires, organisation
and presentation of data, statistical analysis and inferences should be included. Students are
expected to be able to integrate the statistical knowledge learnt at different stages.

36
Learning Unit Learning Objective Time

Further Learning Unit

19. Further Solve more sophisticated real-life and mathematical problems 14
applications that may require students to search the information for clues,
to explore different strategies, or to integrate various parts of
mathematics which they have learned in different areas
The main focuses are:
(a) to explore and solve more sophisticated real-life problems
(b) to appreciate the connections between different areas of
mathematics

Explanatory Notes:

This Learning Unit is different from the application topics in other Learning Units. It does
not aim at learning some particular mathematical knowledge, but it allows students to
appreciate the connections between different areas of mathematics through exploring and
solving more sophisticated real-life problems and to develop their ability to integrate and
apply what they have learnt in different Learning Units. Teachers may consider using
real-life examples or related learning elements in Science Education or Technology
Education KLAs, including mathematical modelling, to enhance students’ ability and
confidence in applying mathematical knowledge or skills in real-life situations or STEM
related scenarios, such as the examples suggested in the C&A Guide (pp. 38 – 39):
solve simple financial problems in areas such as taxation and instalment payment
analyse and interpret data collected in surveys
explore and interpret graphs related to real-life situations
explore Ptolemy’s Theorem and its applications
model the relation between two sets of data which show a strong linear correlation and
explore how to reduce simple non-linear relations such as y = m x + c and
y = k a x to linear relations
explore the relation between the Fibonacci sequence and the Golden Ratio
explore the Ceva’s Theorem and its applications
analyse mathematical games (e.g. explore the general solution of the water puzzle)

Teachers may, based on their students’ abilities and needs, choose other more appropriate
topics for their students. Moreover, teachers should allow their students to search the
information for clues, explore different strategies and avoid giving too many hints to
students.

37
Learning Unit Learning Objective Time

Further Learning Unit

20. Inquiry and Through various learning activities, discover and construct 10
investigation knowledge, further improve the ability to inquire,
communicate, reason and conceptualise mathematical
concepts

Explanatory Notes:

This Learning Unit aims at providing students with more opportunities to engage in the
activities that avail themselves of discovering and constructing knowledge, further
improving their abilities to inquire, communicate, reason and conceptualise mathematical
concepts when studying other Learning Units. In other words, this is not an independent
and isolated learning unit, and the activities may be conducted in different stages of a
lesson, such as motivation, development, consolidation or assessment. Related activities
could be cross-learning unit activities and cross-KLA activities that based on mathematical
topics.

Teachers may use the time allocated for this Learning Unit to arrange meaningful
mathematical exploratory activities and extended cross-KLAs (including STEM-related)
learning and teaching activities. For example, students may be given opportunities to
integrate and apply the knowledge and skills learnt in Mathematics through concepts on
mathematical modelling, that students may use mathematical language to pose and analyse
real life problem, and try to solve the problems.

38
 Acknowledgements

We would like to thank the members of the following Committees and Working Group
for their invaluable comments and suggestions in the compilation of this booklet.

CDC Committee on Mathematics Education

CDC-HKEAA Committee on Mathematics Education (Senior Secondary)

Ad Hoc Committee on Secondary Mathematics Curriculum (Junior Secondary and

Compulsory Part of Senior Secondary)

39