HBMT4103_V2

FACULTY OF EDUCATION AND LANGUAGE (FEL)

SEMESTER 12 / YEAR 4

HBMT4103_V2

TEACHING OF LOWER SECONDARY MATHEMATICS PART III

MATRICULATION NO : 791117016270001
IDENTITY CARD NO. : 791117016270
TELEPHONE NO. : 0197501650
E-MAIL : mazjb79@yahoo.com.my
LEARNING CENTRE : JOHOR BAHRU

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Table Of Content

1. INTRODUCTION
2. LITERATURE REVIEWS
3. SUMMARISE OF STRATEGIES, ACTIVITIES, RESOURSE, CONCEPTUAL AND
PROSEDURAL KNOWLEDGE WITH MATHEMATIC CONNECTION IN REAL LIFE
4. WAYS TO USE CONCEPTUAL AND PROCEDURAL KNOWLEDGE CONTEXTUALLY AND
IN REAL LIFE SITUATIONS
5. REFERENCES

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1. INTRODUCTION

Learning mathematics is a key fundamental in every education system that aims to prepare its
citizens for a productive life.
As a nation, the development of highly skilled and well educated manpower is critical to support an
innovation and technology driven economy. A strong groundingin mathematics and a talent pool in
mathematics are essential to support the wide range of value added economic activities and innovations.
Many countries are paying attention to the quality of thier mathematics education.
At the individual level, mathematics underpins many aspects of our everyday activities, from
making sense of information in a newspaper to making informed decisions about personal finances. It
supports learning in many field study, whether it is in the science or business. A good understanding of
basic mathematics is essential wherever calculations, measurements, graphical interpretations and
statistical analysis are necessary. The learning of mathematics also provides an excellent vehicle to train
the mind, and to develop the capacity to think logically, abstractly, critically and creatively. These are
important competencies that we must imbue in our student, so that they can lead a productive life and be
life long learners.
Students have different starting points. Not all have the same interests and natural abilities to learn
mathematics. Some will find it enjoyable, other will find it challenging. Some will find the theorems and
results intriguing, other will find the formula and rules bewildering. It is therefore important for
mathematics curriculum to provide differentiated pathways and choices to support every learner in order
to maximise thier potential. The curriculum must engage 21st century learner, who are digital natives
comfortable with the use of technologies and who work and think differently. The learner of
mathematics must take into cognizance the new generation of learner, the innovations in pedagogies as
well as the affordances of technologies.
It is the goal of the national mathematics curriculum to ensure that all students will achieve a level
of mastery of mathematics that will serve them well in thier lives, and for those who have the interest
and ability, to pursue mathematics at the highest possible level. This view of assignment will provide us
better research and example how mathematics are very important subject that guide student to improve
thier daily living using mathematics knowledge.

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2. LITERATURE REVIEWS

Pupils in the primary school in Malaysia are exposed to data handling as young as the age of nine
(Primary Three). They are taught to collect, organize and classify data in tabular form. This indicates
that the Ministry of Education has made an initial attempt to encourage the use of statistics at a young
age (Ministry of Education Malaysia, 2003). At Primary Four, pupils are required to describe and solve
simple problem based on pictographs and simple bar charts. They were introduced to the glossary
relating to data organization. At Primary Five, they are expected to recognize and determine the
frequency, mode, range, maximum and minimum values.
They were also expected to describe a bar chart in more detail compared to the Primary Four pupils.
This includes stating the title and labeling the chart appropriately. They were also expected to construct
and interpret information from the bar chart. At Primary Six, pupils are more able to organize and
interpret data based on their prior knowledge in statistics. They were taught to construct bar chart, pie
chart and frequency tables, and determine the mean, mode, range, maximum and minimum values from
the charts and tables (Ministry of Education Malaysia, 2006). At Secondary Two, students are required
to collect and record data systematically and classify the data based on counting. They were required to
tabulate the table and obtain information from the tables. Students are also required to interpret the
pictograph, bar charts and line graphs. At Secondary Three, students were required to use pie charts to
represent and interpret the data in solving elementary statistical problems. They were also taught about
concepts of mode, median and mean (Ministry of Education Malaysia, 2003). At the upper secondary
level (Secondary Four and Five), students learned a little more statistical concepts than those at the
lower secondary school level (Secondary One, Two and Three). At Secondary Four, students were
required to learn the concepts of class interval which is associated with the understanding of the upper
limit, lower limit, upper boundary, lower boundary and size of class. They use the concepts of mode and
mean of group data and discuss the size effect of the class interval on the accuracy of mean
Statistical Competency And Attitude Towards Learning Elementary Statistics:

Statistical Competency And Attitude Towards Learning Elementary Statistics

Zamalia Mahmud & Nor Hasmaniza Osman

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Universiti Teknologi MARA Malaysia
Jun 2010
From the results obtained, a number of implications can be forwarded in the interest of improving
geometry teaching in the classroom. Firstly, the significant differences in geometry achievement of the
experimental groups as compared to the control groups indicate that the geometers sketchpad shows
promising implications for the potential of using the Geometers Sketchpad in teaching geometry at the
secondary school level. The result of this study is consistent with the Sanders (1998) study which
reported that the addition of dynamic geometry software in geometric construction had increased her
students interest in geometry as well as enhancing their understanding. This observation can therefore
encourage classroom teachers and even curriculum developers of the potential of the geometers
sketchpad as effective tool in learning geometry. Van Hiele-based instructional materials and the use of
GeometersSketchpad played a special role in helping students to progress within a level or to a higher
level (Elchuck, 1992; Engebretsen, 1997; Glass et al, 2001; Schattschneider & King, 2001, Noraini
Idris, 2006).
Tasks that involved a variety of environments in which the concepts were embodied, such as
drawing, identifying and exploration revealed modes of reasoning about specific concepts that the
researcher could identify with confidence. According to the van Hiele model, each leaning period builds
on and extends the thinking of the proceeding level. This is significant for teachers in selecting and
sequencing instructional activities in accordance with the model. Effective learning occurs as students
actively experience the objects of study in appropriate contexts of geometric thinking and as they engage
in discussion and reflection using the language of the learning period. Awareness and knowledge of
students van Hiele levels can be a useful asset and tool to the geometry teacher in the classroom. The
significant improvement of geometry achievement on account of the specially prepared van Hiele-based
instructional and Geometers Sketchpad used in this study also suggest that there is a need to provide
more interactive and hands-on learning activities for geometry learning at the lower secondary school
level.

Journal of Mathematics Education

The Impact of Using GeometersSketchpad on Malaysian StudentscAchievement and Van Hiele
GeometricThinking
Noraini Idris

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University of Malaya, Malaya, December 2009, Vol. 2, No. 2, pp.94-107
Comparing the pre, post and delayed post tests, it can be concluded that there was no relationship or
connections between conceptual knowledge and procedural knowledge. From the tests it was also found
that students improved tremendously in problems on procedural skills and the knowledge on procedural
skills were retained as well. On the other hand, a minimal improvement of conceptual knowledge was
recorded. This again showed that the students would be able to score in the examinations as long as they
have the procedural skills. Poor performance in questions on conceptual knowledge will not cause the
loss of majority marks. Thus, this shifted the students perceptions on the subject that frequent practice
will achieve good marks and conceptual learning is less crucial when it comes to getting excellent
grades in examinations.
Eventually, this dangerous shift will perhaps make the students lose any curiosity and lack the
initiatives to find out and investigate the conceptual aspects of trigonometry. Students who were able to
solve problems on procedural skills will still be able to obtain good marks in the examinations although
they may have weak conceptual understanding of trigonometry. The students, for sure, may be able to
obtain excellent marks for the examinations but the knowledge retained may be short term.
The greatest obstacle is that students memories the sequence or steps to solve a trigonometry
problem which resulted in bad performance in the long run. The common misconceptions depicted from
the tests were misinterpreted language, distorted definition and technical mechanical error when
compared to Gur (2009) research. Although only two classes were involved in this research, this can be
seen sufficient enough to allow insight on our schools today. A further research investigation can be
done if more time is given to this research and a number of studies can be conducted in the future such
as researches on the poor performance of students in trigonometry graphs and its applications, the ability
to use mathematical language in relation to trigonometry in the classroom, comparative teaching
strategy in trigonometry and also to investigate further to what extent conceptual understanding on
trigonometry is taught and learned in the classroom.

Investigating Students Conceptual Knowledge and Procedural Skills in the Learning of College
Level Trigonometry
Fui Fui Law,Masitah Shahrill and Lawrence Mundia
Paduka Seri Begawan Science College, Ministry of Education, Universiti Brunei Darussalam
2015

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The fact that the concept of trigonometry is frequently discussed from its algorithmic (procedural)
aspects can cause its conceptual dimension to be neglected. Therefore, field education experts must give
information about the conceptual dimension of the concept of trigonometry apart from its procedural
dimension to prospective teachers in courses. Furthermore, questions in the form of verbal problems
must also be featured while solving questions about trigonometry in the courses. Verbal problems can be
prepared for not only the subject of trigonometry but also all mathematical concepts, and prospective
teachers can be requested to read these problems and explain what they understand in the problems.
Thus, prospective teachers may become more adequate in understanding what they read, which
constitutes the first problem solving step.
The second step, which is required from a prospective teacher who understands the problem, is to
plan and transform the given problem into mathematical language or a numerical expression. In order to
achieve this, they have to visualize what is given in their minds and transform it into a shape or perform
mathematical modeling. Therefore, mathematical modeling activities must be performed in the courses.

How do Prospective Teachers Solve Routine and Non-Routine Trigonometry Problems?

Sefa Dndar and Hakan Yaman
International Online Journal of Educational Sciences,
2015

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The purpose of this study was to identify some common student errors in trigonometry. The
conducted study has shown that the freshman calculus students perform unsatisfactorily in the operation
of trigonometric expressions. Our investigation of student responses suggests that having to view radiant
as angle students difficulties in checking trigonometric functions. The findings have shown that there
are two different types of error that the freshman calculus students make. The first one is the lack of
knowledge and the second one is the manipulative. For example, the first one that the radiant angle is
not expressed as a real number and trigonometric functions could not considered with domain and range
from real numbers to real numbers.
The second one that they could not used the unit circle to find the values of trigonometric functions
such as sin 29. This classification is of considerable importance as it enables one to give appropriate
remedial instruction for the two types of errors. If we want to account for students systematic errors
from a constructiveness perspective, analyzing the procedures is not sufficient. We must analyze
students current scheme and how they interact with each other according to instruction and experience
(Olivier, 1989). As it is known, the university blames the high school for poor teaching, and the high
school blames the secondary school. Some of the misconceptions in this study have showed that what
the students have learn previously is correct but this correct learning becomes the source of later
misconceptions.

THE GAP BETWEEN REAL NUMBERS AND TRIGONOMETRIC RELATIONS

Nevin ORHUN
Anadolu University Faculty of Science
2010

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3. SUMMARISE OF STRATEGIES, ACTIVITIES, RESOURSE, CONCEPTUAL AND
PROSEDURAL KNOWLEDGE WITH MATHEMATIC CONNECTION IN REAL LIFE

3.1 Strategies
Accelerated or individualized math: a system of having students work at different levels individually
in one classroom. They progress by passing tests for each unit and move at their own pace.
Adjusted speech: teacher changes speech patterns to increase student comprehension. Includes facing
the students, paraphrasing often, clearly indicating most important ideas, limiting asides, etc.
Curriculum Based Probe: having students solve 2-3 sheets of problems in a set amount of time
assessing the same skill. Teacher counts the number of correctly written digits, finds the median correct
digits per minute and then determines whether the student is at frustration, instructional, or mastery
level.
Daily re-looping of previously learned material: A process of always bringing in previously learned
material to build on each day so that students have a base knowledge to start with and so that learned
structures are constantly reinforced.
Ecological approach/generate data from real life experiences to use in class: involves all aspects of a
childs life, including classroom, family, neighborhood, and community, in teaching the child useful life
and educational skills.
Explicit timing: timing math seat work in 30-minute trials that are used to help students become more
automatic in math facts and more proficient in solving problems. Teacher compares correct problem per
minute rate. Used to recycle materials and concepts.
Explicit vocabulary building through random recurrent assessments: Using brief assessments to
help students build basic subject-specific vocabulary and also gauge student retention of subject-specific
vocabulary
Graphic organizers: visual displays to organize information into things like trees, flowcharts, webs,
etc. They help students to consolidate information into meaningful whole and they are used to improve
comprehension of stories, organization of writing, and understanding of difficult concepts in word
problems.

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Model-lead-test strategy instruction (MLT): 3 stage process for teaching students to independently
use learning strategies: 1) teacher models correct use of strategy; 2) teacher leads students to practice
correct use; 3) teacher tests students independent use of it. Once students attain a score of 80% correct
on two consecutive tests, instruction on the strategy stops.
Monitoring of progress through group and individual achievement awareness charts: Using charts
to build awareness and motivation of progress for students. The emphasis here is on progress so even
students working at different levels can chart significant gains.
Native language support: providing auditory or written content input to students in their native
language.
Problem solving instruction: explicit instruction in the steps to solving a mathematical or science
problem including understanding the question, identifying relevant and irrelevant information, choosing
a plan to solve the problem, solving it, and checking answers.
Reciprocal peer tutoring (RPT) to improve math achievement: having students pair, choose a team
goal to work toward, tutor each other on math problems, and then individually work a sheet of drill
problems. Students get points for correct problems and work toward a goal.
Reinforcing math skills through games: Using games to follow-up a lesson in order to reinforce
learned skills and use the skills in another context.
Response journal: Students record in a journal what they learned that day or strategies they learned or
questions they have. Students can share their ideas in the class, with partners, and with the teacher.
Student developed glossary: Students keep track of key content and concept words and define them in
a log or series of worksheets that they keep with their text to refer to.
Students generate word problems: Have students create word problems for a specific math skill.
Through the construction of a problem the students learn what to look for when solving word problems
they are assigned.
Tactile, concrete experiences in math: Using three dimensional objects in math instruction such as
geometrical shapes, coins, or blocks used to form various geometrical
Think-alouds: using explicit explanations of the steps of problem solving through teacher modeling
metacognitive thought. Ex: Reading a story aloud and stopping at points to think aloud about reading
strategies/processes or, in math, demonstrating the thought process used in problem solving shapes

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3.2 Activities
There are thausand activities that we can use, some are useless and some are very useful. For
student in 21st century it better be interesting. There are some example :

i) Trig Triumph Game: Triumph with Trigonometry. Learn with interactive graphics.
http://www.mathwithgames.com/trigonometry/triumph.php
ii) Trig Triumph Game: Triumph with Trigonometry. Identify Sides of a Right Triangle
http://www.mathwithgames.com/trigonometry/t1.php
iii) Trig Triumph Game: Triumph with Trigonometry. Tap and drag to identify trigonometric ratios.
http://www.mathwithgames.com/trigonometry/t2.php
iv) Trig Triumph Game: Triumph with Trigonometry. Find the lengths of sides on a right triangle.
http://www.mathwithgames.com/trigonometry/t3.php
v) Trig Triumph Game: Triumph with Trigonometry. Solutions Include Angle , Minute ', and Second ''
Symbols
http://www.mathwithgames.com/trigonometry/t4.php
vi) Trig Triumph Game: Triumph with Trigonometry. Show Minutes and Seconds as Values after the
Decimal Point.
http://www.mathwithgames.com/trigonometry/t5.php

3.3 Resource
There are several resource that we can get an idea how to teach mathematics. Ministry of Education
already provide mathematics book for every student in Malaysia. Its one of teaching resource that we
can use. In 21st century teaching and learning online resource are easier and the faster way to get any
information that we want. As example several link below are useful resource for mathematics teacher.
http://www.pbslearningmedia.org/search/?
q=*&selected_facets=supplemental_curriculum_hierarchy_nodes_exact:5148577a-b1b8-43b7-
bd9d-ff9bd0ea8de4&display=Mathematics
http://www.educationworld.com/a_lesson/archives/math_practice_4_you.shtml
http://www.superkids.com/aweb/tools/math/index.shtml
http://www.teach-nology.com/worksheets/math/
http://www.nctm.org/

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https://plus.maths.org/content/
http://mathcentral.uregina.ca/index.php
http://mathsci2.appstate.edu/~sjg/simpsonsmath/
http://www.aplusclick.com/
http://mypages.iit.edu/~smile/index.html
http://www.tenmarks.com/
http://www.mathscore.com/math/free/worksheets/freeMathWorksheetGenerators.html
http://mathpickle.com/Videos.html
http://mathforum.org/
https://www.superteacherworksheets.com/
http://www.yummymath.com/

3.4 Conceptual
Trigonometry is a branch of mathematics. It is a central of mathematics. Trigonometry is all about
the relation between the sides and angles of the triangles. The father of the trigonometry is Hipparchus
introduce first trigonometry table. Trigonometry is the subject which is easy to understand if approach in
a right manner. Go through the article to understand the basic concepts.

Right Angle Triangle:

Right angle triangle is a triangle in which one of its interior angle is 90 degree. The opposite side of the
right angle triangle is hypothesis and the other two sides are adjacent and opposite. Basic sin, cos and
tan functions are as follows,

a)Sin = Opposite/Hypothesis
b)Cos = Adjacent/Hypothesis
c)Tan = Adjacent/Opposite

Pythagoras Theorem:
Pythagoras theorem is used to find the sides of the right angle. Pythagoras theorem is,
(Hypotenuse)^2= (Adjacent)^2 + (Opposite)^2

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Triangle Identities:
Triangle identities are the function. There are some identities which are true for right angle triangles and
some are true for all triangles. Understand more about trigonometry identities.

Sine and cosine rule:

Sine and cosine rule are very important in trigonometry. This is useful to solve triangle which is not a
right angle.
Sine rule:
a/sin A = b/sin B = c/sin C

Cosine rule:
a^2 = b^2+c^2-2ab cos A
b^2 = a^2+c^2-2ab cos B
c^2 = a^2+b^2-2ab cos C
Here a, b and c are the side of the triangle.
And A, B and C are the angle of the triangle.

Important points:
Understand the Trigonometry table.
To understand trigonometry you can have an online math tutor chat.
To know more about trigonometry basic take online trig help.

3.5 Procedural

Goal 1: Trigonometric Functions

Perform angle conversions
Indirect Measurement
Finding Trigonometric Function
Determining Angle Measure
Determining Side Length

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Goal 2: Solving Right Triangle Trigonometry

Understand and use trigonometry functions as related to right triangles.
Find exact values, angles and side measure, for right triangles.
Use special right triangles

Goal 3: Radian Measure

Apply radian measure to make calculations
o Arc length and central angle
o Area of sector
o Angular and linear speed
Finding coordinates on unit circle for special angles

Goal 4: Graph Circular Functions

Calculate amplitude, period, and phase shift of sine and cosine functions
Writing sine and cosine functions given a graph

Goal 5: Trigonometric Identities

Use the sum and difference identities
Use the double angle identities
Use half-angle identities
Use the product to sum and the sum to product identities

Goal 6: Inverse Functions and Trigonometric Equations

Finding solutions in an interval; various forms
Solving Trigonometric Equations; various forms
Solving Trigonometric Equations; multiple functions
Solving real-world application problems
Solving Trigonometric equations involving angles and double angles and half angle identitites

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Goal 7: Applications of Trigonometry and Vectors

Solve Equations
o Using the Law of Sines
o Using the Law of Cosines
o Herons Formula

4. WAYS TO USE CONCEPTUAL AND PROCEDURAL KNOWLEDGE CONTEXTUALLY AND

IN REAL LIFE SITUATIONS

Mathematics is a subject that is vital for gaining a better perspective on events that occur in the
natural world. A keen aptitude for math improves critical thinking and promotes problem-solving
abilities. One specific area of mathematical and geometrical reasoning is trigonometry which studies the
properties of triangles. Now it's true that triangles are one of the simplest geometrical figures, yet they
have varied applications. The primary application of trigonometry is found in scientific studies where
precise distances need to be measured.
The techniques in trigonometry are used for finding relevance in navigation particularly satellite
systems and astronomy, naval and aviation industries, oceanography, land surveying, and in cartography
(creation of maps). Now those are the scientific applications of the concepts in trigonometry, but most of
the math we study would seem (on the surface) to have little real-life application. So is trigonometry
really relevant in your day to day activities?
Let's explore areas where this science finds use in our daily activities and how we can use this to
resolve problems we might encounter. Although it is unlikely that one will ever need to directly apply a
trigonometric function in solving a practical issue, the fundamental background of the science finds
usage in an area which is passion for many - music! As you may be aware sound travels in waves and
this pattern though not as regular as a sine or cosine function, is still useful in developing computer
music.
A computer cannot obviously listen to and comprehend music as we do, so computers represent it
mathematically by its constituent sound waves. And this means that sound engineers and technologists
who research advances in computer music and even hi-tech music composers have to relate to the basic
laws of trigonometry.

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Trigonometry finds a perfect partner in modern architecture. The beautifully curved surfaces in
steel, stone and glass would be impossible if not for the immense potential of this science. So how does
this work actually. In fact the flat panels and straight planes in the building are but at an angle to one
another and the illusion is that of a curved surface.
Digital imaging is another real life application of this marvelous science. Computer generation of
complex imagery is made possible by the use of geometrical patterns that define the precise location and
color of each of the infinite points on the image to be created. The image is made detailed and accurate
by a technique referred to as triangulation. The edges of the triangles that form the image make a wire
frame of the object to be created and contribute to a realistic picture. Several imaging technologies that
apply the concepts of trigonometry find usage in medicine.
he next time you go in for an advanced scanning procedure, be sure to check out how the sine and
cosine functions you learn at school find a practical application is medical techniques such as CAT and
MRI scanning, in detecting tumors and even in laser treatments. Whoever said studying math has only
an academic value! Need other reasons to know how formula in trigonometry make life easier for us?
Now we all use patterns and symmetry in relating to objects around us. For instance there is a need for
harmony and symmetrical agreement even if you are just redecorating your home. You need to be sure
about angles and positioning when deciding lighting arrangements. And although you won't need to
write out sine formula for this one, you will still be using the basic laws of triangles in deciding the best
angle to show off that trendy lamp on your study table.
Did you know that trigonometry is an arty science that can be used to measure the heights of
mountains? So why would we want to measure the heights of mountains. Because this information is of
great value for aircraft designing and navigation. And if this sounds overly technical think about the time
when you last took a vacation at a hill station. You might be surprised how much this information comes
in handy to tourists, for example those with medical conditions that prevent them from traveling to very
high altitudes. So the nest time you want to go trekking you might want to know the actual altitude you
might be traversing.
Learning math sure makes us smart and adept at solving tricky situations. From tacking brain-
teasers and jigsaws to the more complex crises, the application of basic laws of math and geometry are
many. Not only does math provide a strong basis for resolving everyday issues, it undoubtedly helps
handle situations with a positive approach.

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5. REFERENCES

http://www.ijern.com/journal/February-2014/28.pdf taken 10th November 2015

http://www.moe.gov.sg/education/syllabuses/sciences/files/maths-secondary.pdf taken 10th November 2015
http://www.aca.edu.sg/website/images/stories/documents/syllabuses/Maths-Secondary.pdf taken 10th
November 2015
https://grantwiggins.wordpress.com/2014/04/23/conceptual-understanding-in-mathematics/ taken 10th
November 2015
http://instatmy.org.my/downloads/RCSS'10/Proceedings/32P.pdf taken 10th November 2015
http://www.uis.unesco.org/Library/Documents/secondary-education-malaysia-2011-en.pdf taken 10th
November 2015
http://www.keycurriculum.com/docs/PDF/Sketchpad/GSP_Impact-of-Sketchpad_JME_2009_Dec.pdf taken
10th November 2015
http://www.researchgate.net/publication/42386007_Mathematics_Achievement_among_Malaysian_Students
_What_Can_They_Learn_from_Singapore taken 10th November 2015
http://escholarship.org/uc/item/10f0x4gf#page-9 taken 10th November 2015
http://www.ijssh.org/papers/168-A10042.pdf taken 10th November 2015
http://wenr.wes.org/2014/12/education-in-malaysia/ taken 10th November 2015
http://www.ritsumei.ac.jp/acd/re/k-rsc/lcs/kiyou/pdf_22-1/RitsIILCS_22.1pp19-27_DARUS.pdf taken 10th
November 2015
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.461.4939&rep=rep1&type=pdf taken 10th
November 2015
https://www.uni-trier.de/fileadmin/fb1/prof/PSY/PAE/Team/Schneider/RittleJohnsonSchneiderInPress.pdf
taken 10th November 2015
http://jehdnet.com/journals/jehd/Vol_3_No_4_December_2014/17.pdf taken 10th November 2015
http://maxwellsci.com/print/rjaset/v9-952-962.pdf taken 10th November 2015
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http://www.mathgoodies.com/articles/manipulatives.html taken 10th November 2015
http://epublications.uef.fi/pub/urn_isbn_978-952-61-0893-3/urn_isbn_978-952-61-0893-3.pdf taken 10th
November 2015

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http://ir.uiowa.edu/cgi/viewcontent.cgi?article=4936&context=etd taken 10 November 2015
http://math.nie.edu.sg/ame/matheduc/tme/tmeV11/15%20Article%20by%20Lovemore.pdf taken 10th
November 2015
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2015
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November 2015
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https://www.edu.gov.on.ca/eng/document/reports/math/math.pdf taken 10th November 2015
https://en.wikipedia.org/wiki/List_of_trigonometry_topics taken 10th November 2015
http://www.careerbless.com/aptitude/qa/trigonometry_imp.php taken 10th November 2015
https://en.wikibooks.org/wiki/Trigonometry/Concepts taken 10th November 2015
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http://www.cas.udel.edu/dti/curriculum-units/Documents/curriculum/guide/2013/Thinking%20and
%20Reasoning/units/13.02.01.pdf taken 10th November 2015
http://www.slideshare.net/paolodagaojes/9-math-lm-u4m7v10 taken 10th November 2015
http://program.pesb.wa.gov/endorsements/list/mathematics---grades-5-12-effective-09-01-2014 taken 10th
November 2015
http://www.geneva304.org/Downloads/TrigonometryandTrigonometryHonorsFrameworks_000.pdf taken
10th November 2015
https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=trigonometry
%20in%20real%20life%20situations taken 10th November 2015
http://malini-math.blogspot.my/2011/08/applications-of-trigonometry-in-real.html taken 10th November 2015
https://www.quora.com/Where-do-you-use-trigonometry-in-real-life taken 10th November 2015

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 HBMT4103_V2
https://www.google.com/search?
q=trigonometry+in+real+life+situations&espv=2&biw=948&bih=954&tbm=isch&tbo=u&source=univ&sa=
X&ved=0CCYQsARqFQoTCNa53Oa4kMkCFY0Zjgod4LMB1A taken 10th November 2015
https://prezi.com/ss8smjpcit2x/real-life-applications-of-trigonometry/ taken 10th November 2015
https://www.youtube.com/watch?v=1okhBnvuuck taken 10th November 2015
http://www.slideshare.net/ihatetheses/real-world-application-of-trigonometry taken 10th November 2015
http://centraledesmaths.uregina.ca/RR/database/RR.09.01/trigexamples1.html taken 10th November 2015

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