rpt maths

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rpt maths

Attribution Non-Commercial (BY-NC)

Als DOCX, PDF, TXT **herunterladen** oder online auf Scribd lesen

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Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

Topic/Learning Area: STANDARD FORM --- 2 weeks

1

1.1 understand and use the concept of

significant figure;

i) round off positive numbers to a

given numbers to a given number

of significant figures when the

numbers are:

a) greater than 1;

b) less than 1;

ii) perform operations of addition,

subtraction, multiplication and

division, involving a few

numbers and state the answer in

specific significant figures;

iii) solve problems involving

significant figures;

Discuss the significance of zero in

a number.

Discuss the use of significant figures in

everyday life and other areas.

Identifying

patterns

Using

algorithm and

relationship

Finding all

possible

solutions

Rounded numbers are only

approximates.

Limit to positive numbers

only.

Generally rounding is done

on the final answer.ion.

1.2 understand and use the concept of

standard form to solve problems.

i) state positive numbers in

standard form when the

numbers are:

a) greater than or equal

to10;

b) less than 1;

ii) convert numbers in standard

form to single numbers;

iii) perform operations of

addition, subtraction,

multiplication and division,

involving any two numbers and

state the

Use everyday life situations such as

in health, technology,

industry, construction and business

involving numbers in

standard form.

Use the scientific calculator to explore

numbers in standard form..

Comparing

and

differentiat

ing

Identifying

relations

Using algorithm

and relationship

Another term for

standard form is

scientific notation

Include two

numbers in standard

form.

Topic/Learning Area: QUADRATIC EXPRESSIONS AND EQUATIONS --- 2 weeks

Yearly Plan Mathematics Form 4

2

Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

3

4

2.1 understand the concept of quadratic

expression,

i) identify quadratic

expressions,

ii) form quadratic expression by

multiplying any two linear expressions

iii) form quadratic expression

based on specific situation

a. Discuss the characteristics of

quadratic expressions of the form

ax + bx + c, where a, b and c are

constants, a 0 and x is an

unknown.

Identifying

patterns

Identifying

relations

Recognizing and

representing

Include the case when

b=0 and / or c=0

Emphasise that for the

terms x and x, the

coefficients are

understood to be one.

Include daily life

situation

3

2.2 factorise quadratic expression,

i) factorise quadratic expressions of

the form

ax + bx + c, where b = 0 or

c = 0

ii) factorise quadratic expressions of

the form px-q, p and q are perfect

squares

iii) factorise quadratic expressions of

the form ax+bx +c, where a, b and c

are not equal to zero.

iv) factorise quadratic expressions

containing coefficient with common

factors

Discuss the various methods to obtain

the desired product

Begin with the case a = 1

Explore the use of graphing calculator to

factorise quadratic expressions

Identifying

patterns

Identifying

relations

Using algorithm

and relationship

1 ia also a perfect square

Factorisation methods that

can be used are

- Cross method;

- Inspection

2.3 understand the

concept of quadratic equations;

(i) identify the

quadratic equations with one

unknown;

(ii) write quadratic equations in

general form i.e. ax

2

+ bx + c =0

(iii) form quadratic equations

based on specific situations;

Discuss the characteristics of

quadratic equations

Identifying

Patterns

Identifying

relations

Recognizing

and

representing

Include everyday life

situations

2.4 understand and use the concept of (i) determine whether a Discuss the number of roots of Finding all

There are quadratic

3

Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

roots of quadratic equations to solve

problems.

given value is a root

of a specific quadratic equations;

(ii) determine the

solutions for quadratic equations

by :

a) trial and improvement

method

b) factorisations;

iii) solve problems

involving quadratic equations

a quadratic equation.

Use everyday life situations.

Possible

solutions

Using

algorithm

and

relationship

Problem

solving

Drawing

diagram

equations that cannot be

solved by factorisations.

Check the rationality of the

solutions

Topic/Learning Area: SETS --- 2 weeks

4

3.1 understand the concept of sets;

(i) sort given objects into groups;

(ii) define sets by :

a) descriptions;

b) using sets notation

(iii) identify whether a given object

is an element of a set and use

the symbol or ;

(iv) represent sets by using

Venn diagrams;

(v) list the elements and state the

number of elements of a set;

(vi) determine whether a set is an

empty set;

(vii) determine whether two sets

are equal;

Use everyday life examples

to introduce the concept of

sets.

Discuss the difference

between the representation

of elements and the number

of the elements in Venn

diagrams.

Discuss why {0} and { } are not

empty sets.

Identify

relations

Comparing

and

differentiati

ng

Drawing

diagram

Recognizing

and

representing

Set refers to any

collection or group of

objects.

The notation used is

braces, { }.

The same elements in a

set need not be

repeated.

Sets are usually

denoted

by capital letters.

The definition of sets

has to be clear

and precise so that

the elements can be

identified.

The symbol

(epsilon)

is read as is an

element

of or is a member

4

Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

of.

The symbol is

read

as is not an element

of

or is not a member

of.

n(A) denotes the

number of elements in

set A.

The symbol (phi)

or

{ } denotes an empty

set.

An empty set is also

a null set.

3.2 understand and use the concept

of subset, universal set and the

complement of a set;

i) determine whether a given set

is a subset of

a specific set and use

the symbol or ;

ii) represent subset using

Venn diagram;

iii) list the subsets for a specific

set;

iv) illustrate the

relationship between set and

universal set using Venn

diagram;

v) determine the complement of

a given set;

vi) determine the relationship

between set, subset, universal

Begin with everyday life situations.

Discuss the relationship between sets

and universal sets.

Comparing and

differentiating

Classifying

Drawing

diagram

Making

inferences

An empty set is a subset of

any set.

Every set is a subset of

itself.

The symbol

denotes a universal set.

The symbol A denotes

the complement of set

A

Include everyday life

situations.

5

Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

set and the complement of a

set;

6

3.3 Perform operations on sets:

- the intersection of sets

- the union of sets

i) determine the intersection of : a) two

sets

b) three sets

and use the symbol ;

ii) represent the intersection of sets

using Venn diagram;

iii) state the relationship between a) A

B and A ;

b) A B and B;

(iv) determine the complement of the

intersection of sets ;

(v) solve problems involving the

intersection of sets;

(vi) determine the union of :

a) two sets;

b) three sets ;

and use the symbol U ;

(vii) represent the union of sets using

Venn diagram;

(viii) state the relationship between a)

A U B and A ; b) A U B and B ;

ix) determine the complement of the

union of sets

Identify

relations

Comparing &

differentiating

Drawing

diagram

Recognizing &

representing

Estimating

Identify

relations

Comparing &

differentiating

Drawing

diagram

Recognizing &

representing

Include everyday life

situations.

6

Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

(x) solve problems

involving the union of sets ;

(xi) determine the outcome of

combined operation on sets ;

(xii) solve problems involving

combined operations on sets.

Making

inferences

Topic/Learning Area: MATHEMATICAL REASONING --- 2 weeks

4.1 Understand the concept of

statement

(i) determine whether a given

sentence is a statement

(ii) determine whether a given

statement is true or false;

(iii) construct true or false

statement using given

numbers and mathematical

symbols.

Introduce this topic using

everyday life situations.

Focus on mathematical

sentences.

Discuss sentences consisting of:

a) words only;

b) numbers and words

c) numbers and mathematical

symbols

Identifying

relation

Classifying

Identifying

relation

Statements consisting of:

a) words only, e.g.

Five is greater than

two.;

b) numbers and words,

e.g. 5 is greater than

2.;

c) number and symbols,

e.g.5 > 2

The following are not

statements:

a) Is the place

value of digit 9 in

1928 hundreds?;

b) 4n 5m + 5s;

c) Add the two

numbers.

d) ;x + 2 = 8

4.2 Understand the concept of

quantifiers all and some

(i)construct statements

using the quantifier:

a) all b)some

(ii)determine whether a statement

that contains the quantifier

Start with everyday life

situations.

Identifying

patterns.

Identifying

relation.

Quantifier such as

"Every" and "any" can be

introduced based on

context.

7

Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

all is true or false.

(iii) determine whether a

statement can be generalised to

cover all cases by using the

quantifier all

4.3 Perform operations involving the

words not or no, and and

or on statements

i) Change the truth value of

a given statement by placing the

word not into the original

statement

ii) identify two statements from a

compound statement that

contains the word and,

iii) form a compound statement

by combining two given

statements using the word

and,

iv) identify two statements from a

compound statement that

contains the word or,

v) form a compound statement

by combining two given

statements using the word

or,

vi) determine the truth value of a

compound statement which is

the combination of two

statements with the word

and

vii) determine the truth value of a

compound statement which is

the combination of two

statements with the word

or,

Begin with everyday life

situations.

Logical

reasoning

Simulation

Classifying

The negation no

can be used where

appropriate.

The symbol (tilde)

denotes negation.

p denotes negation

of p with means not p or

no p.

4.3 Understand and use

4.1 Determine the ranges of values of x

Use graphing calculators or dynamic

Emphasise on sketching

8

Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

the concept of quadratic inequalities.

that satisfies quadratic

inequalities.

geometry software such as the

Geometers Sketchpad to explore the

concept of quadratic inequalities.

graphs and use of number

lines when necessary.

4.4 Understand the concept of

implication

(i) identify the antecedent

and consequent of an implication if p,

then q

(ii) write two implications from a

compound statement containing if and

only if

(iii) construct mathematical statements

in the form of implication:

a) If p, then q

b) p if and only if q;

(iv) determine the converse of a given

implication;

(v) determine whether the converse of

an implication is true or false

Start with everyday life

situations

Logical

Reasoning

Finding all

possible

solutions

Identifying

relations

Implication if p, then q

can be written as p q,

and p if and only if q can

be written as p q, which

means p q and q p.

The converse of an

implication is not

necessarily true.

Example 1:

If x < 3, then

x < 5 (true).

Conversely:

If x < 5, then

x < 3 (false).

Example 2:

If PQR is a triangle, then

the sum of the interior

angles of PQR is 180.

(true)

Conversely:

If the sum of the interior

angles of PQR is 180, then

PQR is a triangle.

(true)

4.5 understanding the concept of

argument;

(i) identify the premise and

conclusion of a given simple argument;

(ii) make a conclusion based on two

given premises for:

a) Argument Form I;

Start with everyday life situations.

Encourage students to produce

arguments based on previous

knowledge.

Comparing

and

differentiating

Limit to arguments with

true premises.

Names for argument forms,

i.e. syllogism (Form I),

modus ponens (Form II)

and modus tollens (Form

III), need not be introduced.

9

Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

b) Argument Form II;

c) Argument Form III;

iii) complete an argument given a

premise and the conclusion

Classifying

Logical

Reasoning

Specify that these three

forms of arguments are

deductions based on two

premises only.

Argument Form I

Premise 1: All A are B.

Premise 2: C is A.

Conclusion: C is B.

Argument Form II:

Premise 1: If p, then q.

Premise 2: p is true.

Conclusion: q is true.

Argument Form III:

Premise 1: If p, then q.

Premise 2: Not q is true.

Conclusion: Not p is true.

10

4.6 Understand and use the concept

of deduction and induction to solve

problems.

i)determine whether a conclusion

is made through:

a) reasoning by deduction,

b) reasoning by induction

ii)make a conclusion for a specific

case based on a given general

statement by deduction,

iii)make a generalisation based on

the pattern of numerical

sequence by induction

iv)use deduction and induction in

problem solving.

Use specific examples/activities to

introduce the concept.

Identifying

Pattern

Classifying

Logical

reasoning

Making

generalization

.

Limit to cases where

formulae can be induced.

Specify that:

- making conclusion by

deduction is definite;

- making conclusion by

induction is not

necessarily definite.

Topic/Learning Area: THE STRAIGHT LINE --- 2 weeks

10

Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

5.1 understand the concept of

gradient of a straight line;

(i) determine the vertical and

horizontal distances between

two given points on a straight

line.

(ii) determine the ratio of vertical

distance to horizontal distance.

(iii)

Use technology such as the Geometers

Sketchpad, graphing calculators, graph

boards, magnetic boards, topo maps as

teaching aids where appropriate.

Begin with concrete examples/daily

situations to introduce the concept of

gradient.

Discuss:

- the relationship between gradient and

tan u.

- the steepness of the straight line with

different values of gradient.

Carry out activities to find the ratio of

vertical distance to horizontal distance

for several pairs of points on a straight

line to conclude that the ratio is constant.

Identify patterns

Identify concept

Identify relation

Use the Pythagoras

Theorem to find the

formula for distance

between two points.

5.2 Understand the concept of

gradient of straight line in Cartesian

coordinates.

(iv) derive the formula for the

gradient of a straight line;

(v) calculate the gradient of a

straight line passing through

two points;

(vi) determine the relationship

between the value of the

gradient and the:

a) steepness,

b) direction of inclination,

of a straight line;

Discuss the value of gradient if

- P is chosen as (x

1

, y

1

) and Q is (x

2

, y

2

);

P is chosen as (x

2

, y

2

) and Q is (x

1

, y

1

).

Finding all

possible

solution.

Arranging

sequentially

Collecting and

handling data

Representing

and interpreting

data

Comparing &

The gradient of a straight

line passing through P(x

1

,

y

1

) and

Q(x

2

, y

2

) is:

1 2

1 2

x x

y y

m

=

Vertical

distance

Horizontal distance

u

11

Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

differentiating

5.3 Understand the concept of

intercept

(i) determine the x-intercept and

the y-intercept of a straight line;

(ii) derive the formula for the

gradient of a straight line in

terms of the x-intercept and the

y-intercept;

(iii) perform calculations involving

gradient, x-intercept and

y-intercept;

Comparing &

differentiating

Using algorithm

& relationship.

Drawing graph.

Emphasise that the

x-intercept and the

y-intercept are not written

in the form of coordinates.

14

5.4 Understand and use equation of

a straight line

(i) draw the graph given an

equation of the form

y = mx + c ;

(ii) determine whether a given point

lies on a specific straight line;

(iii) write the equation of the straight

line given the gradient and

y-intercept;

(iv) determine the gradient and

y-intercept of the straight line

which equation is of the form:

a) y = mx + c;

b) ax + by = c;

(v) find the equation of the straight

line which:

a) is parallel to the x-axis;

b) is parallel to the y-axis;

c) passes through a given point

and has a specific gradient;

d) passes through two given

points;

(vi) find the point of intersection of

two straight lines by:

a) drawing the two straight lines;

b) solving simultaneous

equations.

Discuss the change in the form of the

straight line if the values of m and c are

changed.

Carry out activities using the graphing

calculator, Geometers Sketchpad or

other teaching aids.

Verify that m is the gradient and c is the

y-intercept of a straight line with

equation

Identify pattern

Classifying

Drawing graph

Representing &

interpreting data.

Making

generalization

Identify relation

Emphasise that the graph

obtained is a straight line.

If a point lies on a straight

line, then the coordinates of

the point satisfy the

equation of the straight

line.

The equation ax + by = c

can be written in the form

y = mx + c.

12

Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

5.5 Understand the concept of

parallel lines.

(vii) Verify that two parallel lines

have the same gradient and vice

versa

(viii) Determine from the given

equations whether two straight

lines are parallel.

(ix) Find the equation of the straight

line which passes through a

given point and is parallel to

another straight line.

(x) Solve problems involving

equations of straight lines.

Explore properties of parallel

lines using the graphing calculator and

Geometers Sketchpad or other teaching

aids

Comparing &

Differentiating

Identify pattern

Identify Concept

Finding all

possible

solutions

Making

generalization

parallel lines

Topic/Learning Area: STATISTICS --- 2 weeks

17

6.1 Understand the concept of class

interval

(i) complete the class interval for a

set of data given one of the class

intervals;

(ii) determine:

a) the upper limit and lower limit;

b) the upper boundary and lower

boundary

of a class in a grouped data;

(iii) calculate the size of a class

interval;

(iv) determine the class interval,

given a set of data and the

number of classes;

(v) determine a suitable class

interval for a given set of data;

(vi) construct a frequency table for a

given set of data.

Use data obtained from activities and

other sources such as research studies to

introduce the concept of class interval.

Discuss criteria for suitable class

intervals.

Working out

mentally

Making

inferences

Classifying

Collecting &

handling data

Size of class interval

= [upper boundary

lower boundary]

6.2 Understand and use the concept of

mode and mean of grouped data

i) determine the modal class from

the frequency table of grouped

data;

ii) calculate the midpoint of a class;

iii) verify the formula for the mean of

Representing

and

interpreting

data

Midpoint of class

=

2

1

(lower limit + upper

limit)

13

Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

grouped data;

iv) calculate the mean from the

frequency table of grouped data;

v) discuss the effect of the size of

class interval on the accuracy of

the mean for a specific set of

grouped data..

Drawing

diagrams

Collecting and

handling data

Estimating

6.3 Represent and interpret data in

histograms with class intervals of the

same size to solve problems;

i) draw a histogram based on the

frequency table of a grouped data;

ii) interpret information from a given

histogram;

iii) solve problems involving

histograms.

Discuss the difference between mode

and mean.

Dicuss the difference between histogram

and bar chart.

Representing

and

interpreting

data

Drawing

diagrams

Collecting and

handling data

Include everyday life

situations.

18

6.4 Represent and

interpret data in frequency

polygons to solve problems

(i) draw the frequency polygon

based on:

a) a histogram;

b) a frequency table;

(ii) interpret information from a

given frequency polygon;

(iii) solve problems involving

frequency polygon.

When drawing a frequency polygon add

a class with 0 frequency before the first

class and after the last class.

Include everyday life situations.

Drawing

diagrams

Interpreting

diagrams

When drawing a frequency

polygon add a class with 0

frequency before the first

class and after the last class

Include everyday life

situations

6.5 Understand the concept of

cumulative frequency

(i) construct the cumulative

frequency table for:

a) ungrouped data;

b) grouped data;

(ii) draw the ogive for:

a) ungrouped data;

Identifying

patterns

Identifying

relations

Logical

When drawing ogive:

- use the upper

boundaries;

- add a class with zero

frequency before the

first class

14

Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

19 b) grouped data;

reasoning

1

6.6 Understand and use the concept of

measures of dispersion to solve

problems.

(i) determine the range of a set of

data.

(ii) determine:

a) the median;

b) the first quartile;

c) the third quartile;

d) the interquartile range;

from the ogive.

(iii) interpret information from an

ogive;

Discuss the meaning of dispersion by

comparing a few sets of data. Graphing

calculator can be used for this purpose.

Representing

& interpreting

data

Classifying,

comparing &

differentiating

For grouped data:

Range = [midpoint of the

last class midpoint of the

first class]

Topic/Learning Area: PROBABILITY I --- 2 weeks

7.1 Understand the concept of sample

space

(i)determine whether an

outcome is a possible outcome

of an experiment

(ii) list all the possible

outcomes of an experiment

(a) from activities

(b) by reasoning

Use concrete examples such as throwing

a die and tossing a coin

Definition of sample space

Logical -

reasoning

Collecting and

handling data

7.2 Understand the concept of events (i) identify the elements of a

sample space which satisfy

given conditions

(ii) list all the elements of a

sample space which satisfy

certain conditions using set

notations

(iv) determine whether an

event is possible for a sample space

Discuss that an event is a

subset of the sample space.

Discuss also impossible events for a

sample space.

Discuss that the sample space itself is an

event.

Definition of event

Identifying

Comparing

An impossible event

is an empty set.

7.3 Understand and use the concept of i) find the ratio of the Carry out activities to Representing

15

Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

probability of an event to solve

problems.

number of times an event occurs

to the number of trial;

(ii) find the probability of an event

from a big enough number of trials;

(iii) calculate the expected number

of times an event will occur, given

the probability of the event and

number of trials;

(iv) solve problems

involving probability;

(v) predict the occurrence of an

outcomes and make a decision

based on known information.

introduce the concept of

probability.

The suggested activities

maybe done in pairs or

individually:

(i) flipping of coins and

tabulating results.

(ii) flipping of book pages to record

the last digit.

(iii) wheel of fortune

(colour,number,

alphabet)

Discuss situation which results in:

~Probability of event = 1

~Probability of event = 0

Emphasize that the value of probability is

between 0 and 1. Predict possible events

which might occur in daily situations.

and interpreting

data

Logical

reasoning

Topic/Learning Area: CIRLCES III --- 3 weeks

3

8.1 Understand and use the concept

of tangents to a circle

(i) identify tangents to a circle;

(ii) make inference that the tangent

to a circle is a straight line

perpendicular to the radius that

passes through the contact

point;

(iii) construct the tangent to a circle

passing through a point:

a) on the circumference of the

circle;

b) outside the circle;

(iv) determine the properties related

to two tangents to a circle from

a given point outside the circle;

Develop concepts and abilities through

activities using technology such as the

Geometers Sketchpad and graphing

calculator.

Properties of angle in

semicircles can be used.

Examples of properties of

two tangents to a circle:

AC = BC

ZACO = ZBCO

A

O

C

B

16

Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

ZAOC = ZBOC

AAOC and ABOC are

congruent.

8.2 Understand and use the

properties of angle between tangent

and chord to solve problems.

i) identify the angle in the alternate

segment which is subtended by

the chord through the contact

point of the tangent;

ii) verify the relationship between

the angle formed by the tangent

and the chord with the angle in the

alternate segment which is

subtended by the chord;

iii) perform calculations involving

the angle in alternate segment;

iv) solve problems involving tangent

to a circle and angle in alternate

segment.

Explore the property of angle in alternate

segment using Geometers Sketchpad or

other teaching aids.

Identifying

patterns

Identifying

relations

Comparing

and

differentiatin

g

Making

inference

Drawing

diagrams

Z ABE = Z BDE

Z CBD = Z BED

8.3 Understand and use the properties

of common tangents to solve

problems.

(i) determine the number of

common tangents which can be

drawn to two circles which:

a) intersect at two points;

b) intersect only at one point;

c) do not intersect;

(ii) determine the properties related

to the common tangent to two

circles which:

a) intersect at two points;

b) intersect only at one point;

c) do not intersect;

(iii) solve problems involving

common tangents to two circles;

(iv) solve problems involving

tangents and common tangents.

Discuss the maximum number of

common tangents for the three cases

Finding possible

solutions

Working out

mentally

Emphasise that the lengths

of common tangents are

equal.

Include problems involving

Pythagoras theorem.

D

C

B

E

A

17

Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

Topic/Learning Area: TRIGONOMETRY II --- 2 weeks

5

6

9.1 Understand and use the concept

of the values of sin u, cos u and

tan u (0 s u s 360) to solve

problems.

(i) identify the quadrants and

angles in the unit circle;

(ii) determine:

a) the value of y-coordinate;

b) the value of x-coordinate;

c) the ratio of y-coordinate to

x-coordinate;

d) of several points on the

circumference of the unit

circle;

(iii) verify that, for an angle in

quadrant I of the unit circle :

a) sin u = y-coordinate ;

b) cosu = x-coordinate

c)

coordinate

coordinate

tan

=

x

y

u

(iv) determine the values of

a) sine;

b) cosine;

c) tangent;

of an angle in quadrant I of the

unit circle;

(v) determine the values of

a) sin u;

b) cos u;

c) tan u;

for 90 s u s 360;

(vi) determine whether the values

of:

a) sine;

b) cosine;

Explain the meaning of unit circle.

Begin with definitions of sine, cosine

and tangent of an acute angle.

y

y

OP

PQ

= = =

1

sin u

x

x

OP

OQ

= = =

1

cosu

x

y

OQ

PQ

= = u tan

Explain that the concept

sin u = y-coordinate ;

cosu = x-coordinate;

coordinate

coordinate

tan

=

x

y

u

Comparing

Differentiating

The unit circle is the circle

of radius 1 with its centre at

the origin.

Consider special angles

such as 0, 30, 45, 60,

90, 180, 270, 360.

0

y

x

P (x,y)

y

1

x Q

18

Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

c) tangent,

of an angle in a specific quadrant

is positive or negative;

(vii) determine the values of sine,

cosine and tangent for special

angles;

(viii) determine the values of the

angles in quadrant I which

correspond to the values of the

angles in other quadrants;

(ix) state the relationships between

the values of:

a) sine;

b) cosine; and

c) tangent;

of angles in quadrant II, III and

IV with their respective values

of the corresponding angle in

quadrant I;

(x) find the values of sine, cosine

and tangent of the angles

between 90 and 360;

(xi) find the angles between 0 and

360, given the values of sine,

cosine or tangent;

(xii) solve problems involving sine,

cosine and tangent.

can be extended to angles in

quadrant II, III and IV.

Teaching can be expanded through

activities such as reflection.

Use the Geometers Sketchpad to

explore the change in the values of sine,

cosine and tangent relative to the change

in angles.

Relate to daily situations.

9.2 draw and use the graphs of

sine, cosine and tangent.

(i) draw the graphs of sine, cosine

and tangent for angles between 0

o

and 360

o

;

(ii) compare the graphs of sine, cosine

and tangent for angles

between 0

o

and 360

o

;

(iii) solve problems involving graphs of

sine, cosine and tangent.

Use the graphing calculator and

Geometers Sketchpad to explore the

feature of the graphs of

y = sin u, y = cos u, y = tan u.

Discuss the feature of the graphs of

y = sin u, y = cos u, y = tan u.

Discuss the examples of these graphs in

other area.

Drawing graphs

Comparing

19

Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

Problems

solving

Topic/Learning Area: ANGLE OF ELEVATION AND DEPRESSION --- 1 week

8

10.1 Understand and use the concept of

angle of elevation and angle of

depression to solve problems.

(i) identify:

a) the horizontal line;

b) the angle of elevation;

c) the angle of depression,

for a particular situation;

(ii) Represent a particular situation

involving:

a) the angle of elevation;

b) the angle of depression,

using diagrams;

(iii) Solve problems involving the

angle of elevation and the angle

of depression.

Use daily situations to introduce the

concept.

Drawing

diagrams

Identifying

relations.

Recognizing and

representing

Collecting and

handling data

Include two observations

on the same horizontal

plane.

Involve activities outside

the classroom.

.

Topic/Learning Area: LINES AND PLANES IN 3-DOMENSIONS --- 2 weeks

10

11.1 Understand and use the

concept of angle between

lines and planes to solve

problems.

(i) identify planes;

(ii) identify horizontal planes,

vertical planes and inclined

planes;.

(iii) sketch a three dimensional

shape and identify the specific

planes;

(iv) identify:

a) lines that lies on a plane;

b) lines that intersect with a

Carry out activities using daily situations

and 3-dimensional models

Differentiate between 2-dimensional and

3-dimensional shapes. Involve planes

found in natural surroundings.

Working out

mentally

Drawing

diagrams

Identifying

relations

Include lines in

3-dimensional shapes.

20

Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

plane;

(v) identify normals to a given

plane;

(vi) determine the orthogonal

projection of a line on a plane;

(vii) draw and name the orthogonal

projection of a line on a plane;

(viii) determine the angle between a

line and a plane;

solve problems involving the angle

between a line and a plane.

Begin with 3-dimensional models.

Use 3-dimensional models to give

clearer pictures..

Topic/Learning Area: PLANS AND ELEVATIONS --- 2 weeks

10.1 Understand and use the concept of

orthogonal projection.

i. Identify orthogonal

projections.

ii. Draw orthogonal

projections, given an object

and a plane.

iii. Determine the difference

between an object and its

orthogonal projections with

respect to edges and angles.

Use models, blocks or plan and elevation

kit.

Emphasise the different

uses of dashed lines and

solid lines.

Begin wth the simple

solid object such as

cube, cuboid, cylinder,

cone, prism and right

pyramid.

10.2 Understand and use the concept of

plan and elevation.

i. Draw the plan of a solid

object.

ii. Draw

- the front elevation

- side elevation

of a solid object

iii. Draw the plan of a

solid object.

iv. Draw

Carry out activities in groups where

students combine two or more different

shapes of simple solid objects into

interesting models and draw plans and

elevation for thes models.

Use models to show that it is important

to have a plan and at least two side

Limit to full-scale drawings

only.

21

Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

- the front elevation

- side elevation

of a solid object

elevation to construct a solid object.

Carry out group project:

Draw plan and elevations of buildings or

structures, for example students or

teachers dream home and construct a

scale model based on the drawings.

Involve real life situations such as in

building prototypes and using actual

home plans.

Include drawing plan and

elevation in one diagram

showing projection lines.

Topic/Learning Area: GRAPHS OF FUNCTIONS II --- 2 weeks

2.1 Understand and use the

concept of graphs of

functions

(i) Draw the graph of a:

a) linear function :

y = ax + b, where a

and b are constant;

b) quadratic function

c bx ax y + + =

2

,

where a, b and c are

constans, 0 = a

c) cubic function :

d cx bx ax y + + + =

2 3

,

where a, b, c and d are

constants, 0 = a

d) reciprocal function

Explore graphs of functions

using graphing calculator or

the GSP

Compare the characteristic of

graphs of functions with

different values of constants.

Values : Logical thinking

Skills : seeing connection,

using the GSP

Questions for

1..2(b) are given in

the form of

( ) ( ) 0 = + + b x a x ;

a and b are

numerical values.

Limit cubic

functions.

Refer to CS.

For certain

22

Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

x

a

y = , where a is a

constants, 0 = a

(ii) Find from the graph

a) the value of y, given

a

value of x

b) the value(s) of x,

given a value of y

(iii) Identify:

a) the shape of graph

given a type of

function

b) the type of function

given a graph

c) the graph given a

function and vice

versa

(iv) Sketch the graph of a

given linear, quadratic,

cubic or reciprocal

function.

functions and some

values of y, there

could be no

corresponding

values of x.

Limit the cubic and

quadratic

functions.

Refer to CS.

Limit cubic

functions.

Refer to CS.

2.2 Understand and use the

concept of the solution of

an equation by graphical

method.

(i) Find the point(s) of

intersection of two

graphs

(ii) Obtain the solution of an

equation by finding the

point(s) of intersection

of two graphs

Explore using graphing

calculator of GST to relate the

x-coordinate of a point of

intersection of two

appropriate graphs to the

solution of a given equation.

Make generalisation about the

Use the traditional

graph plotting

exercise if the

graphing calculator

or the GSP is

unavailable.

23

Week

Learning Objectives

Pupils will be taught to.....

Learning Outcomes

Pupils will be able to

Suggested Teaching & Learning

activities

CCTS Points to Note

(iii) Solve problems

involving solution of an

equation by graphical

method.

point(s) of intersection of the

two graphs.

Use everyday problems.

Skills : Mental process

Involve everyday

problems.

2.3 Understand and use the

concept of the region

representing inequalities in two

variables.

(i) Determine whether a given

point satisfies

a) b ax y + = or

b ax y + >

or b ax y + <

(ii) Determine the position of a

given point relative to the

equation b ax y + =

(iii) Identify the region

satisfying b ax y + > or

b ax y + <

(iv) Shade the regions

representing the inequalities

a) b ax y + > or

b ax y + <

b) b ax y + > or

b ax y + s

(v) Determine the region which

satisfy two or more

simultaneous linear

inequalities.

Include situations involving

a x = , a x > , a x > , a x s or

a x < .

Values: Making conclusion,

connection and comparison,

careful

Emphasise on the

use of dashed and

solid line as well as

the concept of

region.

24

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