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Learning area

Weeks

1.

Lines and Angles

II

(

week)

Learning

objectives

1.1

Understand and

use properties of

angles associated

with transversal

and parallel lines

Learning outcomes

I

II

III

IV

2.

Polygons II

(

weeks)

2.1

Understand the

concept of regular

polygons

I

II

III

IV

V

LeeOoiChan@smkzr1.2005

Identify:

a) transversals

b) corresponding

angles

c) alternate angles

d) interior angles

Determine that for parallel lines:

a)

corresponding angles are

equal

b)

alternate angles are equal

c)

sum of interior angles is

1800

Find the values of:

a) corresponding angles

b) alternate angles

c) interior angles

associated with parallel lines

Determine if two given lines are

parallel based on the properties

of angles associated with

transversals

Solve problems involving

properties of angles associated

with transversals

Determine if a given polygon is

a regular polygon.

Find

a) the axes of symmetry

b) the number of axes of

symmetry

of a polygon

Sketch regular polygons

Draw regular polygons by

dividing equally the angle at the

centre

Construct equilateral triangles,

learning activities

GENERICS

angles associated with

transversal using dynamic

geometry software,

geometry sets, acetate

overlays or tracing paper

Discuss when alternate and

corresponding angles are

not equal

Discuss when all angles

associated with

transversals are equal and

the implication on its

converse

Communication

and surroundings to

identify regular polygons

Explore properties of

polygons using rulers,

compasses, protractors,

grid papers, templates,

geoboards, flash cards

and dynamic geometry

software

Include examples of

nonregular polygons

Constructivism

Enquiry

discovery

CCTS

Identifying

patterns

Moral values

Rational

Sincerity

Identifying

relations

Cooperation

Mastery learning

Multiple

intelligence

Comparing and

differentiating

Classifying

Finding all

possible

solutions

Contextual

learning

Multiple

intelligence

ICT

Drawing

diagrams

Rational

Punctuality

Making

generalizations

Arranging

sequentially

Neatness

Systematic

Learning area

Learning

objectives

Learning outcomes

Weeks

learning activities

squares and regular hexagons

2.2

Understand and

use the knowledge

of exterior and

interior angles of

polygons

I

II

III

IV

V

VI

3.

Circles II

(

weeks)

3.1

Understand and

use properties of

circles involving

symmetry, chords

and arcs

LeeOoiChan@smkzr1.2005

I

II

exterior angles of a polygon

Find the size of an exterior

angle when the interior angle of

a polygon is given and vice versa

Determine the sum of the interior

angles of polygons

Determine the sum of the

exterior angles of polygons

Find

a) the size of an interior

angles of a regular

polygon given the number

of sides

b) the size of an exterior

angle of a regular polygon

given the number of sides

c) the number of sides of a

regular polygon given the

size of the interior or

exterior angle

Solve problems involving angles

and sides of polygons

Identify a diameter of a circle as

an axis of symmetry

Determine that:

a) a radius that is

perpendicular to a chord

divides the chord into

two equal parts and vice

versa

developed through

activities such as folding

papers in the shape of

polygons

Relate to applications in

architecture

Explore angles of different

polygons through activities

such as drawing, cutting

and pasting, measuring

angles and using dynamic

geometry software

Investigate the number of

triangles formed by

dividing a polygon into

several triangles by joining

one chosen vertex of the

polygon to the other

vertices

Include examples from

everyday situations

such as tracing, folding,

drawing and measuring

using compasses, rulers,

threads, protractor, filter

papers and dynamic

geometry software

GENERICS

Communication

Mastering

learning

CCTS

Identifying

patterns

Moral values

Honesty

Sharing

Identifying

relations

Cooperation

Constructivism

Cooperative

learning

Contextual

learning

Using algorithm

and relationship

Hardworking

Finding all

possible

solutions

ICT

Communication

Enquiry

discovery

Drawing

diagrams

Neatness

Systematic

Using algorithm

and relationship

Rational

Mastery learning

Diligence

ICT

Recognizing and

Learning area

Learning

objectives

Learning outcomes

Weeks

III

3.2

Understand and

use properties of

angles in circles

I

II

III

IV

V

VI

LeeOoiChan@smkzr1.2005

learning activities

GENERICS

b) perpendicular bisectors

of two chords intersect

at the centre

c) two chords that are

equal in length are

equidistant from the

centre and vice versa

d) chords of the same

length cut arcs of the

same length

Solve problems involving

symmetry, chords and arcs of

circles

Identify angles subtended by an

arc at the centre and at the

circumference of a circle

Determine that angles subtended

at the circumference by the same

arc are equal

Determine that angles subtended:

a) at the circumference

b) at the centre

by arcs of the same length are

equal

Determine the relationship

between angle at the centre and

angle at the circumference

subtended by an arc

Determine the size of an angle

subtended at the circumference

in a semicircle

Solve problems involving angles

subtended at the centre and

angles at the circumference of

circles

CCTS

Moral values

representing

Finding all

possible

solutions

Explore properties of

angles in a circle by

drawing, cutting and

pasting, and using dynamic

geometry software.

Communication

Enquiry

discovery

Drawing

diagrams

Neatness

Systematic

Using algorithm

and relationship

Rational

Mastery learning

Diligence

ICT

Recognizing and

representing

Finding all

possible

solutions

Learning area

Learning

objectives

Learning outcomes

Weeks

3.3

Understand and

use the concept of

cyclic

quadrilaterals

I

II

III

IV

V

VI

VII

4.

Statistics II

(

weeks)

4.1

Represent and

interpret data in

pie charts to solve

problems

I

II

III

IV

4.2

Understand and

use the concept of

mode, median and

mean to solve

problems

LeeOoiChan@smkzr1.2005

I

II

III

IV

V

VI

Identify cyclic quadrilaterals

Identify the interior opposite

angles of cyclic quadrilaterals

Determine the relationship

between interior opposite angles

of cyclic quadrilaterals

Identify exterior angles and the

corresponding interior opposite

angle of cyclic quadrilaterals

Determine the relationship

between exterior angles and the

corresponding interior opposite

angle of cyclic quadrilaterals

Solve problems involving angles

of cyclic quadrilaterals

Solve problems involving circles

Obtain and interpret information

from pie charts

Construct pie charts to represent

data

Solve problems involving pie

charts

Determine suitable

representation of data

Determine the mode of

a) sets of data

b) data given in frequency

tables

Determine the mode and the

respective frequency from

pictographs, bar charts, line

graphs and pie charts

Determine the median for sets of

data

Determine the median of data in

frequency tables

learning activities

Explore properties of

cyclic quadrilaterals by

drawing, cutting and

pasting and using dynamic

geometry software

GENERICS

Communication

Enquiry

discovery

CCTS

Drawing

diagrams

Moral values

Neatness

Systematic

Using algorithm

and relationship

Rational

Mastery learning

Diligence

ICT

Recognizing and

representing

Finding all

possible

solutions

from sources such as

newspapers, magazines,

reports and the internet

Use calculators and

computer software in

constructing pie charts

Use sets of data from

everyday situations to

evaluate and to forecast

Discuss appropriate

measurement in different

situations

Use calculators to calculate

the mean for large sets of

data

Discuss appropriate use of

mode, median and mean in

Contextual

learning

Collecting and

handling data

Communication

Representing

and interpreting

data

Tolerance

Sharing

Mastery learning

Kindness

Cooperation

ICT

Contextual

learning

Simulation

Punctuality

Determination

Communication

Diligence

Mastery learning

Rational

ICT

Learning area

Learning

objectives

Learning outcomes

Weeks

5.

Indices

(

weeks)

5.1

Understand the

concept of indices

I

II

III

5.2

Perform

computations

involving

multiplication of

numbers in index

notation

5.3

Perform

computation

involving division

of numbers in

index notation

I

II

III

I

II

Calculate the mean of

a) sets of data

b) data in frequency tables

Solve problems involving mode,

median and mean

Express repeated multiplication

as a n and vice versa

learning activities

Verify a m a n a m n

Simplify division of :

e) numbers

f) algebraic terms

expressed in index notation with

the same base

CCTS

calculators and spread

sheets

Enquiry

discovery

using repeated

multiplication and

calculators

Constructivism

Logical

reasoning

Rational

Logical

reasoning

Rational

ICT

Multiple

intelligent

Self access

learning

Systematic

Making

inferences

Sharing

Working out

mentally

ICT

Identifying

patterns

Constructivism

Multiple

intelligent

Self access

learning

Logical

reasoning

Rational

Systematic

Making

inferences

Working out

mentally

Identifying

patterns

LeeOoiChan@smkzr1.2005

Moral values

certain situations

Express numbers in index

notation

Verify a m a n a m n

Simplify multiplication of :

a) numbers

b) algebraic terms

expressed in index notation with

the same base

Simplify multiplication of:

c) numbers

d) algebraic terms

expressed in index notation with

the different bases

GENERICS

Sharing

Learning area

Learning

objectives

Learning outcomes

Weeks

learning activities

GENERICS

CCTS

Moral values

5.4

Perform

computations

involving raising

numbers and

algebraic terms in

index notation to a

power

5.5

Perform

computations

involving negative

indices

I

II

III

IV

II

III

5.6

Perform

computations

involving

LeeOoiChan@smkzr1.2005

Constructivism

Derive a m a mn

Simplify

a) numbers

b) algebraic terms

expressed in index notation

raised to a power

Simplify multiplication and

division of

a) numbers

b) algebraic terms

expressed in index notation with

different bases raised to a power

Perform combined operations

involving multiplication,

division and raised to a power on

a) numbers

b) algebraic terms

1

an

Verify a

State a

Multiple

intelligent

Self access

learning

multiplications and the law

of indices

Constructivism

Multiple

intelligent

Self access

learning

Making

inferences

Sharing

Logical

reasoning

Rational

Systematic

Making

inferences

Sharing

Working out

mentally

Identifying

patterns

Systematic

Identifying

patterns

versa.

Perform combined operations of

multiplication, division and

raising to a power involving

negative indices on

a) numbers

b) algebraic terms

Verify a n

Rational

Working out

mentally

1

and vice

an

as

Logical

reasoning

multiplications and the law

of indices

Constructivism

Multiple

intelligent

Logical

reasoning

Rational

Systematic

Making

Learning area

Learning

objectives

Learning outcomes

Weeks

learning activities

GENERICS

CCTS

Moral values

fractional indices

II

State a n as

versa.

III

IV

State a n

a)

b)

V

a

m

1

n

inferences

and vice

Self access

learning

1

n

as

1

or a n

Working out

mentally

Identifying

patterns

Sharing

a

or n a

Perform combined operations of

multiplication, division and

raising to a power involving

fractional indices on

a) numbers

b) algebraic terms

n

VI

5.7

Perform

computation

involving laws of

indices

II

6.

Algebraic

6.1

Understand and

LeeOoiChan@smkzr1.2005

I

II

multiplication, division and

raised to a power or combination

of these operations on several

numbers expressed in index

notation

Perform combined operations of

multiplication, division and

raised to a power involving

positive, negative and fractional

indices

Expand two brackets

multiplications and the law

of indices

Communication

Logical

reasoning

Mastery learning

Future studies

Politeness

Neatness

Comparing and

differentiation

Hardworking

Using algorithm

and relationship

Identifying

patterns

Relate to concrete

examples

Multiple

intelligence

Working out

mentally

Sharing

Learning area

Weeks

Expressions III

(

weeks)

Learning

objectives

Learning outcomes

learning activities

GENERICS

CCTS

Moral values

use the concept of

expanding

brackets

6.2

Understand and

use the concept of

factorisation of

algebraic

expression to solve

problems

I

II

III

IV

6.3

Perform addition

and subtraction on

algebraic fractions

I

II

III

6.4

Perform

multiplication and

division on

algebraic fractions

II

III

LeeOoiChan@smkzr1.2005

State common factors and the

HCF for several algebraic terms

Factorise algebraic expression:

software

Explore using concrete

materials and computer

software

b) the difference of two

squares

Factorise and simplify algebraic

fractions

ICT

Communication

Enquiry

discovery

Recognizing and

representing

Sharing

Determination

Logical

reasoning

ICT

fractions with the same

denominator

Add or subtract two algebraic

fractions with one denominator

as a multiple of the other

denominator

Add or subtract two algebraic

fractions with denominators:

a) without any common

factor

b) with a common factor

involving denominator with:

a) one term

b) two terms

Divide two algebraic fractions

involving denominator with:

a) one term

b) two terms

Perform multiplication and

division of two algebraic

software

Relate to real life

situations

Communication

Enquiry

discovery

Recognizing and

representing

Sharing

Determination

Logical

reasoning

ICT

Identifying

patterns

software

Communication

Enquiry

discovery

Recognizing and

representing

Sharing

Determination

Logical

reasoning

ICT

Identifying

patterns

Learning area

Learning

objectives

Learning outcomes

Weeks

7.

Algebraic

Formulae

(

weeks)

7.1

Understand the

concept of

variables and

constants

I

II

III

7.2

Understand the

concept of

formulae to solve

problems

I

II

III

fractions using factorisation

involving common factors and

the different of two squares

Determine if a quantity in a

given situation is a variable or a

constant

Determine the variable in a given

situation and represent it with a

letter symbol

Determine the possible values of

a variable in a given situation

learning activities

situations to explain

variables and constants

a) statement

b) situation

Identify the subject of a given

formula

Express a specified variable as

the subject of a formula

involving:

a) one of the basic

operations +

GENERICS

Communication

Contextual

learning

IV

V

8.

8.1

LeeOoiChan@smkzr1.2005

Identifying

relations

Moral values

Rational

Determination

Recognizing and

representing

Contextual

learning

Finding all

possible

solutions

Identifying

relations

Mastering

learning

Recognizing and

representing

Cooperative

learning

Arranging

sequentially

Punctuality

Rational

Determination

Punctuality

Finding all

possible

solutions

b) powers or roots

c) combination of the

basic operations and

powers or roots

Find the value of a variable

when it is:

a) the subject of the

formula

b) not the subject of the

formula

Solve problems involving

formulae

Derive the formula for volume of

CCTS

Communication

Working out

Diligence

Learning area

Weeks

Solid Geometry

III

(

weeks)

Learning

objectives

Understand and

use the concept of

volume of right

prisms and right

circular cylinders

to solve problems

Learning outcomes

II

III

IV

V

VI

VII

VIII

IX

X

8.2

LeeOoiChan@smkzr1.2005

a) prisms

b) cylinders

Calculate the volume of a right

prism in cubic units given the

height and

a) the area of the base

b) dimensions of the base

Calculate the height of a prism

given the volume and the area of

the base

Calculate the area of the base of

a prism given the volume and the

height

Calculate the volume of a

cylinder in cubic units given:

a) area of the base and the

height

b) radius of the base and

the height

of the cylinder

Calculate the height of a cylinder

given the volume and the radius

of the base

Calculate the radius of the base

of a cylinder given the volume

and the height

Convert volume in one metric

unit to another

a)

mm3 , cm3 and m3

b)

cm3 , ml and l

Calculate volume of liquid in a

container

Solve problems involving

volume of prisms and cylinders

Derive the formula for the

learning activities

Relate the volume of right

prisms to right circular

cylinders

GENERICS

CCTS

Moral values

mentally

Constructivism

Mastery learning

Multiple

intelligence

Determination

Comparing and

differentiating

Honesty

Neatness

Using analogies

Finding all

possible

solutions

Communication

Working out

Diligence

Learning area

Learning

objectives

Learning outcomes

Weeks

Understand and

use the concept of

volume of right

pyramids and right

circular cones to

solve problems

II

III

IV

V

VI

VII

VIII

volume of :

a) pyramids

b) cones

Calculate the volume of

pyramids in mm3 , cm3 and m3

given the height and:

a) the area of the base

b) dimensions of the base

Calculate the height of a pyramid

given the volume and the

dimension of the base

Calculate the area of the base of

a pyramid given the volume and

the height

Calculate the volume of a cone

in mm3 , cm3 and m3 given the

height and radius of the base

Calculate the height of a cone

given the volume and the radius

of the base

Calculate the radius of the base

of a cone given the volume and

the height

Solve problems involving

volume of pyramids and cones

8.3

Understand and

use the concept of

volume of sphere

to solve problems

8.4

Apply the concept

of volume to solve

problems

composite solids

II

LeeOoiChan@smkzr1.2005

II

III

learning activities

Relate volume of pyramids

to prisms and cones to

cylinders

GENERICS

CCTS

Moral values

mentally

Constructivism

Mastery learning

Multiple

intelligence

Determination

Comparing and

differentiating

Honesty

Using analogies

Neatness

Finding all

possible

solutions

given the radius of the sphere

Calculate the radius of a sphere

given the volume of the sphere

Solve problems involving

volume of spheres

Communication

Comparing and

differentiating

Constructivism

Mastery learning

form composite solids

Use examples from real

life situations

Communication

Diligence

Determination

Finding all

possible

solutions

Comparing and

differentiating

Constructivism

Diligence

Determination

Finding all

Learning area

Learning

objectives

Learning outcomes

Weeks

9.

Scale Drawings

(

weeks)

involving

composite solids

9.1

Understand the

concept of scale

drawings

volumes of composite solids

I

II

Sketch shapes:

a) of the same size as the

object

b) smaller than the object

c) larger than the object

using grid papers

Draw geometric shapes

according to scale 1 : n, where n

= 1,2,3,4,5,

III

IV

V

10.

Transformations

II

(

weeks)

10.1

Understand and

use the concept of

similarity

I

II

10.2

Understand and

use the concept of

enlargement

I

II

III

IV

LeeOoiChan@smkzr1.2005

learning activities

GENERICS

Mastery learning

using dynamic geometry

software, grid papers, geo

boards or graph papers

Relate to maps, graphics

and architectural drawings

Multiple

intelligence

possible

solutions

Drawing

diagrams

Moral values

Freedom

Punctuality

Contextual

learning

Mastering

learning

Interpreting

Working out

mentally

Consistent

Neatness

Finding all

possible

solutions

1 1

,

2 10

according to a given scale using:

a) grid papers

b) blank papers

Redraw shapes on grids of

different sizes

Solve problems involving scale

drawings

Identify if given shapes are

similar

Calculate the lengths of

unknown sides of two similar

shapes

Identify an enlargement

Find the scale factor, given the

object and its image of an

enlargement when:

a) scale factor > 0

b) scale factor < 0

Determine the centre of

enlargement, given the object

and its image

Determine the image of an object

given the centre of enlargement

CCTS

everyday situations

Contextual

learning

Identifying

relations

Rational

enlargement using grid

papers, concrete materials,

drawings, geo boards and

dynamic geometry

software

Relate enlargement to

similarity of shapes

Communication

Using analogies

Sharing

Mastery learning

Making

generalizations

Politeness

Multiple

intelligence

Kindness

Using algorithm

and relationship

Finding all

possible

solutions

Learning area

Learning

objectives

Learning outcomes

Weeks

V

VI

VII

VIII

IX

11.

Linear Equations

II

(

weeks)

11.1

Understand and

use the concept of

linear equations in

two variables

I

II

III

IV

11.2

Understand and

use the concept of

two simultaneous

linear equations in

two variables to

LeeOoiChan@smkzr1.2005

I

II

learning activities

GENERICS

CCTS

Moral values

and the scale factor

Determine the properties of

enlargement

Calculate:

a) the scale factor

b) lengths of the side of

the image

c) length of the side of the

object

of an enlargement

Determine the relationship

between the area of the image

and its object

Calculate the:

a) area of image

b) area of object

c) scale factor

of an enlargement

Solve problems involving

enlargement

Determine if an equation is a

linear equation in two variables

Write linear equations in two

variables from given information

Determine the value of a variable

given the other variables

Determine the possible solutions

for a linear equation in two

variables

equations are simultaneous linear

equations

Solve two simultaneous linear

equations in two variables by

a) substitution

two variables relating to

real life situations

Explore using graphic

calculators, dynamic

geometry software and

spreadsheets to solve linear

equations and

simultaneous linear

equations

Use trial and improvement

method

Use examples from real

life situations

Contextual

learning

Arranging

sequentially

ICT

Logical

reasoning

Rational

Systematic

Communication

Recognizing and

representing

Mastery learning

Arranging

sequentially

Tolerance

Cooperation

Logical

reasoning

Learning area

Learning

objectives

Learning outcomes

Weeks

solve problems

III

12.

Linear

Inequalities

(

weeks)

12.1

Understand and

use the concept of

inequalities

II

III

12.2

Understand and

use the concept of

linear inequalities

in one unknown

I

II

III

IV

12.3

LeeOoiChan@smkzr1.2005

b) elimination

Solve problems involving two

simultaneous linear equations in

two variables

Identify the relationship:

a) greater than

b) less than

based on given situations

Write the relationship between

two given numbers using the

symbol > or <

Identify the relationship:

a) greater than or equal to

b) less than or equal to

based on given situations

Determine if an given

relationship is a linear inequality

Determine the possible solutions

for a given linear inequality in

one unknown:

a) x > h

b) x < h

c) x h

d) x h

Represent a linear inequality:

a) x > h

b) x < h

c) x h

d) x h

on a number line and vice versa

Construct linear inequalities

using symbols:

a)

> or <

or

b)

From given information

State a new inequality for a

learning activities

GENERICS

CCTS

Moral values

Finding all

possible

solutions

illustrate the symbols and

the use of

Contextual

learning

, , ,

Communication

Method of

learning

everyday situations

Mastery learning

Estimating

Consistent

Classifying

Honesty

Systematic

Arranging

sequentially

Constructivism

Contextual

learning

Sincerity

Punctuality

Making

generalizations

Rational

Using algorithm

and relationship

Mastery learning

Making

Diligence

Learning area

Learning

objectives

Learning outcomes

Weeks

Perform

computations

involving addition,

subtraction,

multiplication and

division on

inequalities

II

III

learning activities

given inequality when a number

is:

a) added to

b) subtracted from

both sides of the inequalities

State a new inequality for a

given inequality when both sides

of the inequalities are:

a) multiplied by a number

b) divided by a number

Construct inequalities

a) x k m k

b) x k m k

c) kx km

d)

GENERICS

CCTS

Moral values

generalization

Constructivism

Systematic

Identifying

relations

x

m

k

k

12.4

Perform

computations to

solve inequalities

in one variables

II

III

12.5

Understand the

concept of

simultaneous

linear inequalities

in one variable

LeeOoiChan@smkzr1.2005

I

II

a) adding a number

b) subtracting a number

on both sides of the inequality

Solve a linear inequality by:

a) multiplying a number

b) dividing a number

on both sides of the inequality

Solve linear inequalities in one

variable using a combination of

operations

Represent the common values of

two simultaneous linear

inequalities on a number line

Determine the equivalent

inequalities for two given linear

inequalities

geometry software and

graphic calculators

Mastery learning

Arranging

sequentially

Systematic

Mastery learning

Using analogies

Determination

Learning area

Learning

objectives

Learning outcomes

Weeks

III

13.

Graphs Of

Functions

(

weeks)

13.1

Understand and

use the concept of

functions

I

II

III

13.2

I

II

III

IV

14.

Ratios, Rates

And Proportions

II

(

weeks)

14.1

Understand the

concept of rate and

perform

computations

involving rates

I

II

III

IV

14.2

Understand and

use the concept of

speed

LeeOoiChan@smkzr1.2005

V

I

II

III

Solve two simultaneous linear

inequalities

State the relationship between

two variables based on the given

information

Identify the dependent and

independent variables in a given

relationship involving two

variables

Calculate the value of the

dependent variable, given the

value of the independent variable

Construct tables of values for

given functions

Draw graphs of functions using

given scale

Determine from graph the value

of y, given value of x, and vice

versa

Solve problems involving graphs

of functions

Determine the rates involved in

given situations and identify the

two quantities involved

Calculate the rate given two

different quantities

Calculate a certain quantity

given the rate and the other

quantity

Convert rates from one unit of

measurement to another

Solve problems involving rates

Identify the two quantities

involved in speed

Calculate and interpret speed

Calculate:

a) the distance, given the

learning activities

machines

GENERICS

CCTS

Communication

Interpreting /

Translating

Cooperative

learning

Working out

mentally

Enquiry

discovery

Drawing

diagrams

Mastery learning

Interpreting

Moral values

Cooperation

Politeness

Punctuality

Rational

Sharing

Making

inferences

that involve rates

Contextual

learning

Recognizing and

representing

Mastery learning

Identifying

relations

Rational

Diligence

Multiple

intelligence

everyday situations

Contextual

learning

Recognizing and

representing

Mastery learning

Identifying

relations

Rational

Diligence

Learning area

Learning

objectives

Learning outcomes

Weeks

IV

V

14.3

Understand and

use the concept of

average speed

I

II

III

14.4

Understand and

use the concept of

acceleration

I

II

speed and the time

b) the time, given the

speed and the distance

Convert speed from one unit of

measurement to another

Differentiate between uniform

speed and non uniform speed

Calculate the average speed in

various situations

Calculate:

a) the distance, given the

average speed and the

time

b) the time, given the

average speed and the

distance

Solve problems involving speed

and average speed

learning activities

GENERICS

CCTS

Moral values

Multiple

intelligence

situations

Discuss the difference

between average speed and

mean speed

involved in acceleration

Calculate and interpret

acceleration

Contextual

learning

Recognizing and

representing

Mastery learning

Identifying

relations

Rational

Diligence

Multiple

intelligence

Contextual

learning

Recognizing and

representing

Mastery learning

Identifying

relations

Rational

Diligence

Multiple

intelligence

15.

Trigonometry

(

weeks)

15.1

Understand and

use tangent of an

acute angle in a

right angled

triangle

II

III

LeeOoiChan@smkzr1.2005

Identify the:

a) hypotenuse

b) the opposite side and

the adjacent side with

respect to one of the

acute angles

Determine the tangent of an

angle

Calculate the tangent of an angle

given the lengths of sides of the

triangles with real

measurements and develop

through activities

Discuss the ratio of the

opposite side to the

adjacent side when the

angle approaches 900

Explore tangent of a given

angle when:

Communication

Logical

reasoning

Mastery learning

Punctuality

Determination

Representing

and interpreting

Simulation

Learning area

Learning

objectives

Learning outcomes

Weeks

IV

15.2

Understand and

use sine of an

acute angle in a

right angled

triangle

I

II

15.3

Understand and

use cosine of an

acute angle in a

right angled

triangle

I

II

15.4

Use the values of

tangent, sine and

cosine to solve

problems

III

III

I

II

III

IV

LeeOoiChan@smkzr1.2005

triangle

Calculate the lengths of sides of

a triangle given the value of

tangent and the length of another

side

Determine the sine of an angle

Calculate the sine of an angle

given the lengths of sides of the

triangle

Calculate the lengths of sides of

a triangle given the value of sine

and the length of another side

Determine the cosine of an angle

Calculate the cosine of an angle

given the lengths of sides of the

triangle

Calculate the lengths of sides of

a triangle given the value of

cosine and the length of another

side

Calculate the value of other

trigonometric ratios given the

value of a trigonometric ratio

Convert the measurement of

angles from:

a) degrees to degrees and

minutes

b) degrees and minutes to

degrees

Find the value of:

a) tangent

b) sine

c) cosine

of 300, 450 and 600 without using

scientific calculator

Find the value of:

a) tangent

learning activities

GENERICS

CCTS

Moral values

a)

varies proportionally

b) the size of angle varies

angle when:

a) the size of the triangle

varies proportionally

b) the size of angle varies

Communication

angle when:

a) the size of the triangle

varies proportionally

b) the size of angle varies

Communication

Logical

reasoning

Mastery learning

Punctuality

Determination

Representing

and interpreting

Simulation

Logical

reasoning

Mastery learning

Punctuality

Determination

Representing

and interpreting

Simulation

Mastery learning

Multiple

intelligence

Cooperative

learning

Comparing and

differentiating

Sharing

Finding all

possible

solutions

Estimating

Self access

learning

ICT

Cooperative

Diligence

Learning area

Learning

objectives

Learning outcomes

Weeks

VI

LeeOoiChan@smkzr1.2005

b) sine

c) cosine

using scientific calculators

Find the angles given the values

of:

d) tangent

e) sine

f) cosine

using scientific calculators

Solve problems involving

trigonometric ratios

learning activities

GENERICS

CCTS

Moral values

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