Prepared by
The Curriculum Development Council
Supplement to Mathematics Education ^{ } Key Learning Area Curriculum Guide
Learning Content of
Junior Secondary Mathematics
Page
Preamble ii
Chapter 1 Learning targets 1
Chapter 2 Learning content 3
Chapter 3 Flow chart 44
Membership of the CDC Committee on Mathematics Education 45 Membership of the CDCHKEAA Committee on Mathematics Education 47 Membership of the Ad Hoc Committee on Secondary Mathematics
Curriculum
48
Preamble
In response to the need to keep abreast of the ongoing renewal of the school curriculum and the feedback collected from the New Academic Structure Mediumterm Review and Beyond conducted from November 2014 to April 2015, and to strengthen vertical continuity and lateral coherence, the Curriculum Development Council Committee on Mathematics Education set up three Ad Hoc Committees in December 2015 to review and revise the Mathematics curriculum from Primary 1 to Secondary 6. The development of the revised Mathematics curriculum is based on the curriculum aims of Mathematics education, guiding principles of curriculum design, and assessment stipulated in Mathematics Education Key Learning Area Curriculum Guide (Primary 1  Secondary 6) (2017).
This booklet is one of the series Supplement to Mathematics Education Key Learning Area Curriculum Guide (Primary 1  Secondary 6) (2017), aiming at providing a detailed account of:
1. the learning targets of the junior secondary Mathematics curriculum;
2. the learning content of the junior secondary Mathematics curriculum; and
3. the flow chart showing the progression pathways for the learning units of junior secondary Mathematics curriculum.
Comments and suggestions on this booklet are most welcomed. They may 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
Email: ccdoma@edb.gov.hk
Learning Targets of Junior Secondary Mathematics Curriculum
Number and Algebra Strand Measure, Shape and Space Strand Data Handling Strand Students are expected to:
recognise the concepts of negative integers, negative rational numbers and irrational numbers;
further use numbers to formulate and solve problems;
investigate and describe relationships between quantities using algebraic symbols, including patterns of sequences of numbers;
interpret simple algebraic relations from numerical, symbolic and graphical perspectives;
manipulate simple algebraic expressions and relations; and apply the knowledge and skills to formulate and solve simple reallife problems and justify the validity of the results obtained; and
recognise errors in measurement and apply the knowledge to solve problems;
extend concepts and formulae of measurements of 2dimensional figures and 3dimensional figures and apply the knowledge to solve problems;
explore and visualise the geometric properties of 2dimensional figures and 3dimensional figures;
use inductive and deductive approaches to study the properties of 2dimensional rectilinear figures;
perform geometric proofs involving 2 dimensional rectilinear figures with appropriate symbols, terminology and reasons;
recognise the methods of organising discrete and continuous statistical data;
further choose appropriate statistical charts to represent given data and interpret them;
understand the measures of central tendency;
select and use the measures of central tendency to describe and compare data sets;
investigate and judge the validity of arguments derived from data sets;
recognise the concept of probability and apply the knowledge to solve simple probability problems; and
Number and Algebra Strand Measure, Shape and Space Strand Data Handling Strand Students are expected to:
apply the knowledge and skills in the Number and Algebra strand to formulate and solve problems in other strands.
inquire and describe geometric knowledge in 2dimensional space using algebraic relations and apply the knowledge to solve problems;
inquire and describe geometric knowledge in 2dimensional space using trigonometric ratios and apply the knowledge to solve problems; and
apply the knowledge and skills in the Measures, Shape and Space strand to formulate and solve problems in other strands.
integrate the knowledge in statistics and probability to solve simple reallife problems.
Learning Content of Junior Secondary Mathematics Curriculum
Notes:
1. Learning units are grouped under three strands (“Number and Algebra”, “Measures, Shape and Space” and “Data Handling”) and a Further Learning Unit.
2. Related learning objectives are grouped under the same learning unit.
3. The learning objectives underlined are the Nonfoundation Topics and the learning objectives with asterisks (**) are the Enrichment Topics.
4. The notes in the “Remarks” column of the table may be considered as supplementary information about the learning objectives.
5. To aid teachers in judging how far to take a given topic, a suggested lesson time in hours is given against each learning unit. However, the lesson time assigned is for their reference only. Teachers may adjust the lesson time to meet their individual needs.
6. The total lesson time for junior secondary Mathematics curriculum is 331 – 413 hours (i.e. 12% – 15% of the total lesson time available for the junior secondary curriculum).
Learning Unit Learning Objective Time Remarks
Number and Algebra Strand
1. Basic computation 1.1 recognise the tests of divisibility of 4, 6, 8 and 9 8 At Key Stage 2, students are required to recognise the tests of divisibility of 2, 3, 5 and 10.
1.2 understand the concept of power Computations involving powers are not required.
1.3 perform prime factorisation of positive integers 1.4 find the greatest common divisor and the least
common multiple
Students are required to use prime factorisation and short division to find the greatest common divisor and the least common multiple.
At Key Stage 2, students are required to find the greatest common divisor and the least common multiple of two numbers by listing their multiples and factors, and using short division.
The terms “H.C.F.”, “gcd”, etc. can be used.
1.5 perform mixed arithmetic operations of positive integers involving multiple levels of brackets
1.6 perform mixed arithmetic operations of fractions and decimals
At Key Stage 2, students are required to perform mixed arithmetic operations of three numbers (including fractions and integers). In the mixed operations of addition and subtraction involving three fractions with different denominators, all denominators should not exceed 12.
The above restrictions are no longer applicable at Key Stage 3, but complicated operations should be avoided.
Note: Teachers are suggested to arrange this learning unit as the first one to be taught at this key stage.
2. Directed numbers 2.1 understand the concept of directed numbers 9 Students are required to represent the directed numbers on the number line.
Students are required to compare the magnitude of directed numbers.
2.2 perform mixed arithmetic operations of directed numbers
2.3 solve problems involving directed numbers 3. Approximate values and
numerical estimation
3.1 recognise the concept of approximate values 6 Students are required to round off a number to a certain number of significant figures, a certain place and a certain number of decimal places.
At Key Stage 2, students are required to round off a whole number to a certain place and round off a decimal to the nearest tenths or hundredths.
3.2 understand the estimation strategies The estimation strategies include rounding off, rounding up and rounding down.
3.3 solve related reallife problems
3.4 **design numerical estimation strategies according to the contexts and judge the reasonableness of the results obtained
4. Rational and irrational numbers
4.1 recognise the concept of nth root 7 Computations involving nth roots are not required.
Students are required to evaluate expressions such as ^{3} . 8
4.2 recognise the concepts of rational and irrational numbers
Students are required to represent rational and irrational numbers on the number line.
4.3 perform mixed arithmetic operations of simple quadratic surds
In the simple quadratic surds a b , a is a rational number, b is a positive rational number and a b is an irrational number.
The computations such as the following examples are required:
3 12 3 3
3
2 4 2 38
The complicated mixed arithmetic operations are not required, for example,
3 3 2
2
1
.
4.4 **explore the relation between constructible numbers and rational and irrational numbers
5. Using percentages 5.1 understand the concept of percentage changes 15 Percentage increase and percentage decrease are required.
Percentage change can also be called
“percentage of change”.
5.2 solve related reallife problems The problems include those about discount and profit or loss, growth and depreciation, simple and compound interests, successive and component changes, and salaries tax.
6. Rates, ratios and proportions
6.1 understand the concepts of rates, ratios and proportions
8 Direct and inverse proportions are required.
6.2 solve problems involving rates, ratios and proportions
Students are required to solve problems about plans involving scales.
Problems involving similar figures are tackled in Learning Objectives 18.3 and 22.3.
Teachers may consider using reallife examples or related learning elements in Science Education or Technology Education KLAs to enhance learning and teaching.
7. Algebraic expressions 7.1 represent word phrases by algebraic expressions 7 Notations such as ab representing a b,
b
a representing a ÷ b, are required.
Students are required to use algebraic expressions to represent formulae, for example, the formula of the area of a triangle
2
A bh that was learnt at Key Stage 2.
7.2 represent algebraic expressions by word phrases
7.3 recognise the concept of sequences of numbers Students are required to guess the next term of a sequence and give explanations.
Students are required to find a particular term from the general term of a sequence.
Sequences of odd numbers, even numbers, square numbers, and triangular numbers are required.
7.4 recognise the preliminary idea of functions The concept of inputprocessingoutput is required.
Note: The algebraic expressions discussed in this Learning Unit are confined to expressions involving addition, subtraction, multiplication, division and powers of numbers or variables.
8. Linear equations in one unknown
8.1 solve linear equations in one unknown 7
8.2 formulate linear equations in one unknown from a problem situation
8.3 solve problems involving linear equations in one unknown
9. Linear equations in two unknowns
9.1 understand the concept of linear equations in two unknowns and their graphs
12 Students should understand:
the graph of a linear equation in two
unknowns is a straight line
the coordinates of every point lying on a straight line satisfy the corresponding linear equation in two unknowns
the coordinates of every point not lying on a straight line do not satisfy the corresponding linear equation in two unknowns
9.2 solve simultaneous linear equations in two unknowns by the graphical method
Students are required to recognise that the exact values of the solutions may not be obtained by the graphical method.
9.3 solve simultaneous linear equations in two unknowns by the algebraic methods
The algebraic methods include substitution and elimination.
The simultaneous equations include those with:
no solutions
only one solution
more than one solution 9.4 formulate simultaneous linear equations in two
unknowns from a problem situation
9.5 solve problems involving simultaneous linear equations in two unknowns
10. Laws of integral indices 10.1 understand the laws of positive integral indices 11 The laws of positive integral indices include:
a^{ p }a^{ q} = a^{ p + q}
_{q}
p
a
a = a^{ p }^{ q}
(a^{ p})^{q} = a^{ pq}
a^{ p} b^{ p} = (ab)^{ p}
p p
p
b a b
a
10.2 understand the definitions of zero exponent and negative exponents
10.3 understand the laws of integral indices The above laws of positive integral indices also apply to integral indices.
10.4 understand scientific notations Teachers may consider using reallife examples or related learning elements in Science Education or Technology Education KLAs to enhance learning and teaching.
10.5 understand the binary number system and the denary number system
Interconversion between binary numbers and denary numbers is required.
Teachers may consider using reallife examples or related learning elements in Science Education or Technology Education KLAs to enhance learning and teaching.
10.6 **understand other numeral systems, such as the hexadecimal number system
11. Polynomials 11.1 understand the concept of polynomials 15 Students are required to understand the concepts of terms, monomials, binomials, orders, powers, constant terms, like terms, unlike terms and coefficients.
Students are required to arrange the terms of a polynomial in ascending order or descending order.
11.2 perform addition, subtraction, multiplication and their mixed operations of polynomials
The operations of polynomials involving more than one variable are required.
11.3 factorise polynomials Students are required to understand that factorisation can be regarded as a reverse process of expansion of polynomials.
The following methods are required:
extracting common factors (and grouping of terms)
crossmethod
12. Identities 12.1 understand the concept of identities 8 Students are required to understand the differences between equations and identities, and to prove identities.
12.2 use identities to expand algebraic expressions The identities include:
Difference of two squares (a b)(a + b) a^{2 } b^{2}
Perfect square
(a b)^{2 } a^{2 } 2ab + b^{2} 12.3 use identities to factorise polynomials The identities include:
Difference of two squares a^{2 } b^{2 } (a b)(a + b)
Perfect square
a^{2 } 2ab + b^{2 } (a b)^{2}
13. Formulae 13.1 perform operations of algebraic fractions 9 Algebraic fractions are confined to those having denominators as products of linear factors.
13.2 use substitution to find the values of unknowns in the formulae
13.3 change the subject of formulae not involving radical signs
Note: Teachers may consider using reallife examples or related learning elements in Science Education or Technology Education KLAs to enhance learning and teaching.
14. Linear inequalities in one unknown
14.1 understand the concept of inequalities 6 The following are required:
use inequalities to represent word phrases
represent the following inequalities on the number line: x > a, x ≥ a, x < a, x ≤ a
14.2 recognise the basic properties of inequalities The properties include
if a > b and b > c, then a > c
if a > b, then a c > b c
if a > b and c is positive, then ac > bc and
c b c a
if a > b and c is negative, then ac < bc and
c b c a
where “>” and “<” in the above properties can be replaced by “≥” and “≤” respectively.
14.3 solve linear inequalities in one unknown Students are required to represent solutions of inequalities on the number line.
14.4 solve problems involving linear inequalities in one unknown
Measures, Shape and Space Strand
15. Errors in measurement 15.1 recognise the concept of errors in measurement 6 15.2 recognise the concepts of maximum absolute
errors, relative errors and percentage errors 15.3 solve problems related to errors
15.4 **design estimation strategies in measurement according to the contexts and judge the reasonableness of the results obtained
16. Arc lengths and areas of sectors
16.1 understand the formula for arc lengths of circles 8 Students are required to understand the property that the arcs are proportional to their corresponding angles at the centre.
16.2 understand the formula for areas of sectors of circles
“Find the diameter or radius of a circle from its area” is not required in the primary Mathematics curriculum.
16.3 solve problems related to arc lengths and areas of sectors of circles
The problems on finding perimeters and areas of composite figures are required.
16.4 **recognise the Circle Dissection Algorithm of the ancient Chinese mathematician Liu Hui and further recognise Huilu and Tsulu (approximations of )
17. 3D figures 17.1 recognise the concepts of right prisms, right circular cylinders, right pyramids, right circular cones, regular prisms, regular pyramids, polyhedra and spheres
5 Students are required to recognise the concept of regular tetrahedra.
17.2 recognise the sections of prisms, circular cylinders, pyramids, circular cones, polyhedra and spheres
Students are required to recognise:
different sections of the 3D figure can have different sizes and shapes
the concept of uniform cross sections At Key Stage 2, students are required to
cross sections of prisms and cylinders are the same as that of the bases if they are parallel to the bases, but the term “uniform cross sections” is not introduced.
17.3 sketch the 2D representations of 3D figures Students are required to sketch the 2D representations of right prisms, right circular cylinders, right pyramids and right circular cones.
Students may use the tools such as oblique grids and isometric grids to learn the sketching of 2D representations.
Three orthographic views of 3D figures are not required.
17.4 **recognise the three orthographic views of 3D figures
17.5 **recognise Euler’s formula and explore the number of regular polyhedra (Platonic solids)
18. Mensuration 18.1 recognise the formulae for volumes of prisms, circular cylinders, pyramids, circular cones and spheres
15 Students are required to recognise the projection of a point on a plane and the concept of height of a 3D figure.
18.2 find the surface areas of right prisms, right circular cylinders, right pyramids, right circular cones and spheres
Students are required to recognise the formula for surface areas of spheres.
18.3 recognise the relations among lengths, areas and volumes of similar figures and solve related problems
Students are required to recognise the concept of similar 3D figures.
The concept of similar 2D figures is dealt with in Learning Objective 22.3.
Students are required to recognise frustums and solve problems related to their surface areas and volumes.
18.4 solve problems involving volumes and surface areas
18.5 **explore ways to form a container with the greatest capacity by folding an A4sized paper with squares cutting from its four corners
Note: Students are required to understand 2 D representations of 3D figures.
19. Angles and parallel lines
19.1 understand the concepts and properties of adjacent angles on a straight line, vertically opposite angles and angles at a point
11 The properties include:
the sum of adjacent angles on a straight line is equal to a straight angle
vertically opposite angles are equal
the sum of angles at a point is equal to a round angle
Students are required to recognise the concepts of complementary angles and supplementary angles.
19.2 understand the concepts of corresponding angles, alternate interior angles and interior angles
Students are required to recognise transversals.
19.3 recognise the conditions for two straight lines being parallel
The conditions include:
alternate interior angles are equal
corresponding angles are equal
interior angles are supplementary 19.4 recognise the angle properties associated with
parallel lines
The properties include:
alternate interior angles of parallel lines are equal
corresponding angles of parallel lines are equal
interior angles of parallel lines are supplementary
19.5 understand the properties of the interior and The properties include:
exterior angles of triangles the angle sum of a triangle is equal to a straight angle
the exterior angle of a triangle is equal to the sum of the interior opposite angles of the triangle
Students are required to recognise the concepts of acuteangled triangles and obtuseangled triangles.
20. Polygons 20.1 understand the concept of regular polygons 8 20.2 understand the formula for the sum of the interior
angles of a polygon
20.3 understand the formula for the sum of the exterior angles of a convex polygon
20.4 appreciate the triangles, quadrilaterals, and regular polygons that tessellate in the plane
20.5 construct equilateral triangles and regular hexagons with compasses and straightedge
Teachers may let students recognise the basic knowledge of construction with compasses and straightedge.
Students may use information technology for construction.
20.6 **explore ways to construct regular pentagons with compasses and straightedge
21. Congruent triangles 21.1 understand the concept of congruent triangles 14
21.2 recognise the conditions for congruent triangles The conditions include: SAS, SSS, ASA, AAS and RHS.
21.3 understand the property of isosceles triangles The property refers to: the base angles of an isosceles triangle are equal.
Teachers may allow students to recognise the proof of equal base angles in isosceles triangles by means of SAS.
21.4 understand the condition for isosceles triangles The condition refers to: if two angles of a triangle are equal, then the triangle is isosceles.
21.5 construct angle bisectors, perpendicular bisectors, perpendicular lines, parallel lines, special angles and squares with compasses and straightedge
Students may use information technology for construction.
21.6 recognise the concept of congruent 2D figures 21.7 **explore the angles that can be constructed with
compasses and straightedge
22. Similar triangles 22.1 understand the concept of similar triangles 9
22.2 recognise the conditions for similar triangles The conditions include：
AAA (AA)
corresponding sides are proportional
two corresponding sides proportional and their included angles equal
22.3 recognise the concept of similar 2D figures Students are required to recognise that quadrilaterals with corresponding sides proportional are not necessarily similar.
22.4 **explore shapes of fractals
23. Quadrilaterals 23.1 understand the properties of parallelograms 13 The properties include:
opposite sides equal, opposite angles equal and diagonals bisect each other 23.2 understand the properties of rectangles,
rhombuses and squares
The properties of rectangles include:
all the properties of parallelograms
the two diagonals equal
the diagonals bisect each other into four equal line segments
The properties of rhombuses include:
all the properties of parallelograms
the diagonals are perpendicular to each other
the diagonals bisect the opposite angles The properties of squares include:
all the properties of rectangles
all the properties of rhombuses
the diagonals form a 45 with the sides of the squares
23.3 understand the conditions for parallelograms The conditions include:
opposite sides are equal
opposite angles are equal
diagonals bisect each other
there is a pair of sides that are both equal and parallel
23.4 use the above properties or conditions to perform simple geometric proofs
23.5 understand the midpoint theorem and the intercept theorem
23.6 **explore the conditions for congruent quadrilaterals
Note:
Students are required to recognise logical relations such as “squares are figures having four equal sides, but figures having four equal sides are not necessarily squares”.
Teachers may let students recognise the deductive method in Euclid’s Elements.
24. Centres of triangles 24.1 understand the properties of angle bisectors and perpendicular bisectors
8 The properties include:
if a point lies on the angle bisector, then it is equidistant from the two sides of the angle, and the converse
if a point lies on the perpendicular bisector of a line segment, then it is equidistant from the two end points of the line segment, and the converse 24.2 understand the concurrence of angle bisectors and
the concurrence of perpendicular bisectors of a triangle
Students are required to recognise the concepts of the incentre and the circumcentre of a triangle, and the following properties:
the incentre of a triangle is equidistant from the three sides of the triangle, and a circle inside the triangle can be constructed with this distance as its radius and the incentre as its centre
the circumcentre of a triangle is equidistant from the three vertices of the triangle and a circle passing through the vertices can be constructed with this distance as its radius and the circumcentre as its centre
24.3 recognise the concurrence of medians and the concurrence of altitudes of a triangle
Students are required to recognise the concepts of the centroid and the orthocentre of a triangle.
Teachers may use information technology to help students understand the proofs of concurrence of medians and concurrence of altitudes.
25. Pythagoras’ theorem 25.1 understand the Pythagoras’ theorem 6 Teachers may introduce different proofs of Pythagoras’ theorem, for example, the proof by the ancient Chinese mathematician Liu Hui and the proof in Euclid’s Elements.
Teachers may introduce the Pythagorean school and its related history, including the history of the first mathematical crisis.
25.2 recognise the converse of Pythagoras’ theorem Teachers may introduce the proofs of the converse of Pythagoras’ theorem.
25.3 solve problems related to Pythagoras’ theorem and its converse
25.4 **explore Pythagorean triples 26. Rectangular coordinate
system
26.1 recognise the rectangular coordinate system 19 Students are required to
represent the position of a point by its coordinates
mark the point with given coordinates 26.2 find the distance between two points on a
horizontal line and the distance between two points on a vertical line
26.3 find areas of polygons in the rectangular coordinate plane
26.4 recognise the effect of transformations on a point in the rectangular coordinate plane
Transformations include:
translation
reflection in a line parallel to the xaxis or yaxis
clockwise or anticlockwise rotation about the origin through n 90, where n is a positive integer
26.5 understand the distance formula
26.6 understand the midpoint formula and the formula for the internal point of division
26.7 understand the slope formula and solve related problems
Students are required to recognise the concept of intercepts.
Besides finding slopes, students are required to use the slope formula to find x coordinates or ycoordinates of points on straight lines, xintercepts or yintercepts of straight lines, from given conditions, for example:
given the coordinates of the two points on a straight line, find the xintercept or yintercept of the straight line
26.8 recognise the relation between the slopes of parallel lines and the relation between the slopes of perpendicular lines, and solve related problems
Students are required to identify parallel lines and perpendicular lines from their slopes.
The relation between slope and inclination in the rectangular coordinate plane is dealt with in the Compulsory Part at Key Stage 4.
26.9 use coordinate geometry to perform simple geometric proofs
26.10 **explore the formula for the external point of division
27. Trigonometry 27.1 understand sine, cosine and tangent of angles between 0 and 90
18 The trigonometric ratios of 0 and 90 are not required.
27.2 understand the properties of trigonometric ratios The properties include:
For 0 90,
as increases, the values of sin and tan increase and that of
cos decreases
0sin 1
0cos 1
tan
0
tan cos
sin
sin^{2}cos^{2} 1
sin(90)cos
cos(90)sin
tan ) 1 90 (
tan
27.3 understand the exact values of trigonometric ratios of 30, 45 and 60
27.4 solve problems related to plane figures
27.5 solve problems involving gradients, angles of elevation, angles of depression and bearings
Students are required to recognise the relation between gradients and inclinations.
Students are required to recognise two kinds of bearing such as 010 and N10E.
Data Handling Strand
28. Organisation of data 28.1 recognise the concepts of discrete data and continuous data
4
28.2 recognise organisation of data without grouping 28.3 recognise organisation of data in groups
Note: Students are required to recognise the organisation of data using frequency distribution tables.
29. Presentation of data 29.1 recognise stemandleaf diagrams and histograms 17 Students are required to construct simple stemandleaf diagrams and histograms using paper and pen. When constructing stemandleaf diagrams and histograms of a larger amount of data, students may use information technology.
Students are required to recognise the
construction of statistical charts in appropriate scales.
29.2 interpret stemandleaf diagrams and histograms 29.3 interpret statistical charts representing two
different sets of data in daily life
Example: Temperature and rainfall charts
29.4 recognise frequency polygons, frequency curves, cumulative frequency polygons and cumulative frequency curves
Construction of statistical charts is required.
29.5 interpret frequency polygons, frequency curves, cumulative frequency polygons and cumulative frequency curves
Students are required to find the following from cumulative frequency polygons and cumulative frequency curves:
medians, quartiles (upper quartiles, lower quartiles) and percentiles
the positions of individual data in the populations
29.6 choose appropriate statistical charts to present data
Statistical charts include stemandleaf diagrams and histograms, and those that are dealt with at Key Stage 2, including bar charts, pie charts and broken line graphs.
29.7 recognise the uses and abuses of statistical charts in daily life
Teachers may consider using reallife examples or related learning elements in Science Education or Technology Education KLAs to enhance learning and teaching.
30. Measures of central tendency
30.1 understand the concepts of mean, median and mode/modal class
10 Students are required to understand the features and limitations of each measure, for example, a single extreme datum may have a great influence on the mean, and the median is not affected by a single extreme datum.
Mean can also be called “average”.
At Key Stage 2, students are required to recognise the concept of average.
30.2 calculate mean, median and mode of ungrouped data
30.3 calculate mean, median and modal class of grouped data
Students are required to understand that mean and median of grouped data are estimations only.
30.4 recognise the uses and abuses of mean, median and mode/modal class in daily life
30.5 understand the effects of the following operations on the mean, median, and mode:
(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
30.6 recognise the concept of weighted mean Reallife applications are required, for example: the methods for calculating average scores for report cards and scores for university admissions.
30.7 solve problems involving weighted mean
31. Probability 31.1 recognise the concepts of certain events, impossible events and random events
12
31.2 recognise the concept of probability Geometric probability is not required.
Students may use diagrams such as Venn diagrams to understand the concept of sample space.
31.3 calculate probabilities of events by listing the sample space and counting
Students are required to use tables or tree diagrams to list sample spaces.
31.4 solve problems involving probability
31.5 recognise the concept of expectation 31.6 solve problems involving expectation Further Learning Unit
32. Inquiry and investigation
Through various learning activities, discover and construct knowledge, further improve the ability to inquire, communicate, reason and conceptualise mathematical concepts
20 This is not an independent and isolated learning unit. The time is allocated for students to engage in learning activities from different learning units, for example, activities on enrichment topics, cross learning unit activities, and crossKLA activities that based on mathematical topics.
Total lesson time: 331 hours
Flowchart : Junior Secondary Mathematics Curriculum

Angles and parallel lines
Polygons Congruent triangles
Similar triangles Quadrilaterals
Rectangular coordinate
system Pythagoras’
theorem
Trigonometry
Arc lengths and areas of sectors
3D figures
Mensuration
PRIMARY MATHEMATICS CURRICULUM
Basic computation
Directed numbers
Approximate values and
numerical estimation
Errors in measurement
Centres of triangles
Organisation of data
Presentation of data
Measures of central
tendency Probability
Rates, ratios and proportion Using
percentages
Rational and irrational numbers
Linear inequalities in one unknown
Algebraic expressions
Linear equations in one unknown
Polynomials Laws of integral
indices
Formulae
Identities Linear equations in two unknowns
Number and Algebra Strand
Measures, Shape and Space Strand
Data Handling Strand
Mathematics Education
(From September 2015 to August 2017)
Chairperson: Mr LAM Kayiu (from September 2016) Mr SUM Singwah (until August 2016) Vicechairperson: Mr WAI Kwokkeung (EDB) (from March 2016)
Mr LEE Pakleung (EDB) (until February 2016) Members: Dr CHAN Waihong
Prof CHENG Zijuan
Ms CHEUNG Yuetmei (until August 2016) Prof CHING Waiki
Ms CHONG Hiuli, Jackie Mr CHU Kankong (HKEAA) Dr LAW Hukyuen
Mr LEE Wingyeong
Mr MOK Suikei (from October 2016) Mr NG Siukai (EDB)
Mr POON Waihoi, Bobby Mr SHUM Yiukwong Mr SIU Kwokleong Mr TANG Hokshu Mr TSANG Kinfun Ms TSUI Kwanyuk
Ms TSUI Fungming, Karin Ms WONG Chuihan, Ellen
Ms WONG Tinling (from October 2016) Secretary: Dr NG Yuikin (EDB)
Mathematics Education
(From September 2017 to August 2019)
Chairperson: Mr LAM Kayiu
Vicechairperson: Mr WAI Kwokkeung (EDB) Members: Mr CHAN Saihung
Dr CHAN Waihong Ms CHAN Waiyi
Mr CHU Kankong (HKEAA) Mr CHU Lapfoo
Ms CHUNG Poloi Dr LEE Mansang, Arthur Ms LEE Yukkit, Kitty Mr LEUNG Kwokkei Dr LIU Kammoon, Lester Mr MOK Suikei
Mr NG Siukai (EDB) Mr PUN Chihang
Ms WONG Chuihan, Ellen Mr YOUNG Chunpiu Dr YU Leungho Philip Secretary: Dr NG Yuikin (EDB)
Mathematics Education
(From September 2015 to August 2017)
Chairperson: Mr LAM Kayiu
Vicechairperson: Mr WAI Kwokkeung (EDB) Mr LEE Pakleung (EDB)
(from March 2016) (until February 2016) Members: Mr CHEUNG Kamtim, Thomas
Mr CHIU Kwoksing Mr CHIU Hongming
Mr CHU Kankong (HKEAA) Mr LAU Chiwah
Dr LEUNG Yuklun, Allen Ms POON Suetfan
Dr SHIU Waichee Mr WONG Kwongwing Dr YU Leungho, Phillip Secretary: Dr NG Yuikin (EDB)
Secondary Mathematics Curriculum
(Junior Secondary and Compulsory Part of Senior Secondary) (From December 2015)
Convenor Mr LEE Kinsum (EDB) Members: Dr CHAN Yipcheung
Mr CHIU Hongming Mr CHIU Kwoksing Mr CHOW Kongfai
Mr CHU Kankong (HKEAA) Mr IP Cheho
Mr LEE Wingyeong Mr LIU Honman
Dr LIU Kammoon, Lester Mr SIU Kwokleong
Ms TSUI Fungming, Karin Mr WONG Kwongwing Secretary: Mr LEE Chunyue (EDB)
Ms SIU Yuetming (EDB)
(from August 2017) (until July 2017)