Form5_2008 Yearly Plan Math

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  • 7/30/2019 Form5_2008 Yearly Plan Math

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    LEARNING

    AREA/WEEKS

    LEARNING

    OBJECTIVES

    LEARNING OUTCOME TEACHING AND LEARNING

    ACTIVITIES

    STRATEGIES

    1. Number Bases

    (3 weeks)

    3/1 18/1

    1.1 Understand and use

    the concept of number

    in base two, eight and

    five

    (i) State zero, one, two, three, ,

    as a number in base:

    two

    eight

    five

    (ii) State the value of a digit of a

    number in base:

    two

    eightfive

    (iii) Write a number in base:

    two

    eight

    five

    in expanded number.

    (iv) Convert a number in base:

    twoeight

    five

    to a number in base ten and vice

    versa.

    (v) Convert a number in a certainbase to a number in another

    base.

    (vi) Perform computations

    involving:additionsubtraction

    of two numbers in base two.

    Use models such as a clock face or a

    counter which uses a particular

    number base.

    Number base blocks of twos, eights

    and fives can be used to demonstratethe value of a number in the respective

    number bases.

    For example:

    2435 is

    2 4 3

    Discuss

    digits used place values

    in the number system with a particular

    number bases.

    Number base blocks of twos, eights

    and fives can also be used here. For

    example, to convert 1010 to a number

    in base two, use the concept of least

    number of blocks (23), tiles (22),

    rectangles (21) and squares (20). In thiscase, the least number of objects

    needed here are one block, zero tiles,one rectangle and zero squares. So,

    1010 = 10102.

    Thinking Skills

    -working out

    mentally

    -identifying

    relationship

    Teaching Strategies

    -Contextual

    learning

    - Constructivism- Mastery

    learning- Exploratory

    Vocabulary

    -expand notation

    Teaching Aids- model (clock

    face)

    Moral Values

    Cooperation, rational

    Thinking Skills

    -working outmentally

    -identifying

    relationship

    - problem solving

    Teaching Strategies-Contextual

    learning- Constructivism

    - Mastery

    learning

    - Exploratory

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    LEARNING

    AREA/WEEKS

    LEARNING

    OBJECTIVES

    LEARNING OUTCOME TEACHING AND LEARNING

    ACTIVITIES

    STRATEGIES

    Discuss the special case of converting

    a number in base two directly to a

    number in base eight and vice versa.

    For example, convert a number in

    base two directly to a number in base

    eight through grouping of threeconsecutive digits.

    Perform addition and subtraction in

    the conventional manner.

    For example:1 0 1 0

    + 1 1 0____________

    ____________

    Vocabulary

    -convert

    Teaching Aids

    - models- reference book

    Moral Values

    Cooperation, honesty,

    courage.

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    2. Graph offunctions II

    (3 weeks)

    21/1 6/2

    2.1 Understand and usethe concept of graph of

    functions.

    (i) Draw the graph of a :(a) linear function:

    y = ax + b,a,b are constants.

    (b) quadratic function :

    y = ax2 + bx + c,

    a, b, c are constants, a 0.

    (c) cubic function :y = ax3 + bx2 + cx + d,a, b, c, d are constant, a 0.

    (d) reciprocal function :

    y = a/x,

    a constant, a 0.

    (ii) Find from a graph :

    (a) value of y given 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 givenof graph.

    (c) the graph given a functionand vice versa.

    Explore graph of functions usinggraphing calculator or the Geometers

    Sketchpad.

    Compare the characteristics of graph

    of functions with different values of

    constants.

    For example :

    Graph B is broader than graph A and

    intersects the vertical axis above the

    horizontal axis.

    Thinking Skillsworking out mentally

    identify relationship

    Teaching Strategies

    -Contextuallearning

    - Constructivism-Mastery learning

    - Exploratory

    Vocabulary

    - Linear function

    - Quadratic function

    - Cubic function- Reciprocal function\

    Teaching Aids

    Graph box

    Scientific Calculator

    CDROM

    LEARNING

    AREA/WEEKS

    LEARNING

    OBJECTIVES

    LEARNING OUTCOME TEACHING AND LEARNING

    ACTIVITIES

    STRATEGIES

    A B

    7/2 8/2

    CUTI TAHUN BARU CINA

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    2. Graph offunctions II

    (3 weeks)

    21/1 6/2

    2.1 Understand and usethe concept of graph of

    functions.

    (i) Draw the graph of a :(a) linear function:

    y = ax + b,a,b are constants.

    (b) quadratic function :

    y = ax2 + bx + c,

    a, b, c are constants, a 0.

    (c) cubic function :y = ax3 + bx2 + cx + d,a, b, c, d are constant, a 0.

    (d) reciprocal function :

    y = a/x,

    a constant, a 0.

    (ii) Find from a graph :

    (a) value of y given 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 givenof graph.

    (c) the graph given a functionand vice versa.

    Explore graph of functions usinggraphing calculator or the Geometers

    Sketchpad.

    Compare the characteristics of graph

    of functions with different values of

    constants.

    For example :

    Graph B is broader than graph A and

    intersects the vertical axis above the

    horizontal axis.

    Thinking Skillsworking out mentally

    identify relationship

    Teaching Strategies

    -Contextuallearning

    - Constructivism

    -Mastery learning

    - Exploratory

    Vocabulary

    - Linear function

    - Quadratic function

    - Cubic function- Reciprocal function\

    Teaching Aids

    Graph box

    Scientific Calculator

    CDROM

    2.2 Understand and use the

    concept of the solution

    of an equation by

    graphical method

    1 2.3 Understand and usethe concept of the

    region representing

    inequalities in twovariables

    (iv) Sketch the graph of a given

    linear, quadratic, cubic or

    reciprocal function.

    (i) Find the point(s) of intersection of two graphs.

    (ii) Obtain the solution of an

    equation by finding the

    (iii) Point(s) of intersection of

    two graphs.(iv) Solve problems involving(v) solution of an equation by

    graphical method.(i) Determine whether a given points

    satisfies:

    y = ax + b or y > ax + b or

    y < ax + b.

    As reinforcement, let students play a

    game; for example matching cards of

    graphs with their respective functions.

    When the students have their

    matching partners, ask them to groupthemselves into four groups of types

    of functions. Finally, ask each group

    to name the type of function that is

    depicted on the cards.

    Explore using graphing calculator or

    the Geometers Sketchpad to relate thex-coordinate of a point of intersection

    of two appropriate graphs to the

    solution of a given equation. Make

    generalization about the point(s) of

    intersection of the two graphs.

    Moral Values

    Cooperation, rational

    CCTS:

    Thinking skills-Evaluating

    -Constructing

    -Problem solving

    Teaching Strategies:-Constructivism-graphing

    -cooperative learning- Mastery

    learning

    - Exploratory

    - Problem solving

    Vocabulary:

    A B

    7/2 8/2

    CUTI TAHUN BARU CINA

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    LEARNING

    AREA/WEEKSLEARNING OBJECTIVS LEARNING OUTCOMES

    TEACHING AND LEARNING

    ACTIVITIESSTRATEGIES

    3.

    Transformation III(3 weeks)

    10/2 29/2

    3.1 Understand and use theconcept of combination of two

    transformations.

    3.2 Understand and use the

    concept of combination of two

    transformations.

    I. Determine the image of an object undercombination of two isometric

    transformations.II. Determine the image of an object under

    combination of:a) two enlargements

    b) an enlargement and an

    isometric transformation.

    III. Draw the image of an object undercombination of two transformations.

    IV. State the coordinates of the image of apoint under combined transformation

    V. Determine whether combinedtransformation AB is equivalent to

    combined transformation BA.VI. Specify two successive

    transformations in a combinedtransformation given the object andthe image.

    VII. Specify a transformation which is

    equivalent to the combination of two

    isometric transformations.

    VIII. Solve problems involving

    transformation

    Relate to transformations in real lifesituation such as tessellation

    patterns on walls, ceiling or floors.

    Explore combined transformationusing the graphing calculator, the

    Geometers Sketchpad, or the

    overhead projector and

    transparencies.

    Investigate the characteristics of anobject and its image under

    combined transformation.

    Carry out projects to design patterns

    using combined transformations that

    can be used as decorative purposes.These projects can then be presented

    in classroom with the students

    describing or specifying the

    transformations involved.

    Use the Sketchpad to prove the

    single transformation which is

    equivalent to the combination oftwo isometric transformations.

    Thinking SkillWorking out mentally

    Identify relationshipTranslating

    Problem solvingDrawing diagram

    Teaching Strategies

    Contextual learningMastery learning

    Conceptual LearningConstructivism

    Cooperative Learning

    Enquiry

    Vocabulary

    -Combined transformation-equivalent

    -reflection

    -translation

    -enlargement

    -rotation

    Teaching aids

    - GeometersSketchpad

    - graphing calculator

    -graph paper

    -a pair of compass

    -ruler

    Moral Values

    Cooperation, Courage,Rational Mental &

    Physical Cleanliness

    23 / 2 HARI KEJOHANAN

    OLAHRAGA, SUKAN 2007

    27 / 2 28 / 2 FORMATIVE TEST(1)

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    LEARNING

    AREA/WEEKS

    LEARNING

    OBJECTIVES

    LEARNING OUTCOME

    Student will be able to

    TEACHING AND

    LEARNING ACTIVITIES

    STRATEGIES

    4. Matrices

    (3 weeks)

    3/3 28/3

    4.1 Understand and use the

    concept of matrix.

    4.2 Understand and use theconcept of equal

    matrices.

    4.3 Related to real life

    situations such as in

    industrial productions.

    4.4 Perform multiplication

    of a matrix by anumber.

    4.5 Performmultiplication of two

    matrices

    (i) Form a matrix from given information.

    (ii) Determine :

    i. The number of rows

    ii . the number of columns

    ii i. The order of a matrix

    (iii) Identify a specify element in a matrix.

    (i). Determine whether two matrices are equal.

    (ii). Solve problem involving equal matrices.

    ( i) Determine whether addition or subtraction can be performed on two

    given matrices.(ii) Find the sum or the difference of two

    matrices.

    (iii) Perform addition and subtraction on a

    few matrices.

    (iv) Solve matrix equations involving

    addition and subtraction.

    ( i) Multiply a matrix by a number.( ii ) Express a given matrix as a

    multiplication of another matrix by a

    number.

    (iii) Perform calculation on matrices

    involving addition, subtraction and

    scalar multiplication.(iv) Sole matrix equations involving

    addition, subtraction and scalar

    multiplication.

    (i) Determine whether two matricescan be multiplied and state theorder of the product when two

    matrices can be multiplied(ii) Find the product of two matrices

    (iii) Solve matrix equations involving

    multiplication of two matrices

    Represent data in real life

    situations, for example, the

    price of food on a menu, in

    table form and then in matrix

    form.

    Use student seating positionsin the classroom by rows and

    columns to identify a student

    who is sitting in a particular

    row and in particular column

    as a concrete example.Discuss equal matrices in term

    of :

    The order The corresponding

    elements.

    Related to real life situationssuch s keeping score of medal

    tally or point in sports.Related to real life situations

    such as in industrial

    productions.

    Related to real life situations

    such as finding the cost of a

    meal in the restaurantFor matrices A and B, discuss

    the relationship between ABand BA

    Begin with discussing the

    property of the number 1 as an

    identity for multiplication ofnumbers.

    Discuss:

    an identity matrix is asquare

    there is only one identity

    matrix for each order

    Discuss the properties:

    Thinking Skills

    -working out

    mentally

    -identifying

    relationship

    Teaching Strategies

    -Contextual

    learning

    - Constructivism

    - Masterylearning

    - Exploratory

    Vocabulary

    -standard form

    -single number

    -scientific

    notation

    Teaching Aids-flash card

    -scientific Calculator

    Moral Values

    Cooperation, rational

    Thinking Skills

    -working out

    mentally

    -identifying

    relationshipVocabulary

    -standard form

    -single number

    -product

    -identity matrix

    -unit matrix20 / 3 PROPHETS MUHAMMADS

    BIRTHDAY

    (8/ 3 16 / 3 ) HOLIDAY

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    LEARNING

    AREA/WEEKS

    LEARNING

    OBJECTIVES

    LEARNING OUTCOME

    Student will be able to

    TEACHING AND

    LEARNING ACTIVITIES

    STRATEGIES

    4.6 Understand and use theconcept of identity

    matrix.

    4.7 Understand and use the

    concept of inverse matrix

    4.8 solve simultaneous

    linear equations by usingmatrices

    (i) Determine whether a given matrixis an identity matrix by multiplying

    it to another matrix.

    (ii) Write identity matrix of any order(iii) Perform calculation involving

    identity matrices

    (i) Determine whether a 2 x 2 matrixis the inverse matrix of another 2 x

    2 matrix.

    (ii) Find the inverse matrix of a 2 x 2

    matrix using:

    (a) the method of solving simultaneouslinear equations

    (b) a formula

    (i) Write simultaneous linear

    equations in matrix form

    (ii) Find the matrix

    q

    pin

    =

    k

    h

    q

    p

    dc

    ba

    using the

    inverse matrix

    (iii) Solve simultaneous linear

    equations by the matrix method

    (iv) Solve problems involving matrices

    AI=A IA=A

    Relate to the property of

    multiplicative inverse of

    numbers.Example:

    2 x 2-1

    =2-1

    x 2= 1Use the method of solving

    simultaneous linear equations

    to show that not all square

    matrices have inverse

    matrices.

    Using matrices and theirrespective inverse matrices in

    the previous method to relateto the formula. Express each

    inverse matrix as a

    multiplication of a matrix by a

    number. Compare the scalar

    multiplication to the originalmatrix and discuss how thedeterminant is obtained.

    Discuss the condition for the

    existence of inverse matrix.

    Related to equal matrices by

    writing down the simultaneousequations as equal matrices

    first.Discuss why:

    The use of inverse matrix is

    necessary. Relate to solving

    linear equations of type ax = b It is important to place the

    inverse matrix at the right

    place on both sides of the

    equation.Relate the use of matrices to

    other areas such as in business

    or economy, science etc.

    Vocabulary

    -standard form

    -single number

    -inverse matrix

    Vocabulary-standard form

    -single number

    -scientific

    notation

    - matrix method

    Teaching Aids-flash card

    -scientific Calculator

    Moral Values

    Cooperation, rational

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    LEARNING

    AREA/WEEKS

    LEARNING

    OBJECTIVES

    LEARNING OUTCOME

    Student will be able to

    TEACHING AND

    LEARNING ACTIVITIES

    STRATEGIES

    Carry out projects(electronic

    spreadsheet)

    LEARNING

    AREA/WEEKS

    LEARNING

    OBJECTIVES

    LEARNING OUTCOME TEACHING AND LEARNING

    ACTIVITIES

    STRATEGIES

    5. Variations(2 weeks)

    31/3 11/4

    5.1 Understand and usethe concept of direct

    variations

    5.2 Understand and use

    the concept of inversevariation.

    (i) State the changes in a quantity withrespect to the changes in another

    quantity, in everyday life situations

    involving direct variation.

    (ii) Determine from given informationwhether a quantity varies directly as

    another quantity.

    (iii) Express a direct variations in the

    form of equation involving two variables

    (iv) Find the value of a variable in a

    direct variations when sufficientinformations is given.

    (v) Solve problems involving direct

    variations for the followinf cases :

    2 3

    1

    2

    ; ;y x y x y x

    y x

    (i) State the changes in a quantity with

    respect to changes in another quantity, ineveryday life situations involvinginverse variation.

    (ii) Determine from given information

    whether a quantity varies inversely as

    another quantity

    Discuss the characteristics of thegraph of y against x when y x.

    Relate mathematical variation to other

    area such as science and technology.

    For example, the Charles Law ormotion of the simple pendulum.

    For the casesny x , n = 2,3,

    1

    2,

    discuss the characteristics of the graph

    of y against nx .

    Discuss the form of the graph of y

    against1

    xwhen

    1y

    x .

    Relate to other areas like science and

    technology. For example, Boyle Law.

    Thinking Skills-working out

    mentally

    -identifying

    Relationship

    - making inference

    Teaching Strategies-Contextual

    learning

    - Constructivism

    - Mastery

    learning

    - Exploratory

    Vocabulary- Direct variations

    - quantity

    - constant of variations

    - variable

    Teaching Aids-flash card

    -scientific

    calculator

    Moral ValuesRationality, courage

    Thinking Skills-working out

    mentally

    -identifying

    Relationship

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    LEARNING

    AREA/WEEKS

    LEARNING

    OBJECTIVES

    LEARNING OUTCOME TEACHING AND LEARNING

    ACTIVITIES

    STRATEGIES

    5.3 Understand and use

    the concept of joint

    variation.

    (iii) Express as inverse variation in form

    of equation involving two variables.

    (iv) Find the value of a variable in an

    inverse variation when sufficient

    information in given

    (v) Solve problems involving inverse

    variations for the following cases :

    2

    13

    2

    1 1; ;

    1 1;

    y yx x

    y yx

    x

    (i) Represent a joint variation by using

    the symbol for the following cases :a) two direct variationsb) two inverse variations

    c) a direct variations and an inverse

    variation.

    (ii) Express a joint variation in the form

    of equation.

    (iii) Find the value of a variable in jointvariations when sufficient information is

    given.

    (iv) Solve problems involving joint

    variation

    For the cases1 1

    , 2, 32

    ny n and

    x = ,

    discuss characteristics of graph y

    against1

    .n

    x

    Discuss joint variation for the three

    cases in everyday life situations.

    Relate to other areas like science andtechnology.

    For example:

    VI

    R means the current I varies

    directly as the voltage V and varies

    inversely as the resistance R.

    - problem solving

    Vocabulary

    - inverse variation

    Teaching Aids-scientific

    calculator

    Moral Values

    Diligence, moderation

    Thinking Skills-working out

    mentally

    -identifying

    Relationship

    - problem solving

    - decision making

    Teaching Strategies-Contextual

    learning

    - Constructivism

    - Mastery

    learning

    - Exploratory

    Vocabulary

    - joint variation

    Teaching Aids-scientificcalculator

    Moral Values

    Patience, diligence

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    LEARNING

    AREA/WEEKS

    LEARNING

    OBJECTIVES

    LEARNING OUTCOME TEACHING AND LEARNING

    ACTIVITIES

    STRATEGIES

    LEARNING

    AREA/WEEKS

    LEARNING

    OBJECTIVES

    LEARNING OUTCOME TEACHING AND LEARNING

    ACTIVITIES

    STRATEGIES

    6. Gradient andarea under a

    graph.

    ( 2 week )

    14/4 25/4

    6.1 Understand and usethe concept of quantity

    represented by the

    gradient of a graph.

    6.2 Understand the

    concept of quantity

    represent anymeaningful quantity.

    (i) State the quantity representedby the gradient of graph.

    (ii) Draw the distance-time

    graph, given:

    a. a table of distance-timevalues.

    b. a relationship between distanceand time.

    (iii) Find and interpret the

    gradient of a distance-time

    graph.

    (iv) Find the speed for a period oftime from a distance-time

    graph.

    (v) Draw a graph to show the

    relationship between two

    variable representing certain

    measurement and state the

    meaning of its gradient.

    (i) State the quantity represented

    by the area under a graph.

    (ii) Find the area under a graph.

    (iii) Determine the distance by

    finding the area under the

    following types of speed-time

    graphs:

    a) v = k (uniform speed)b) v = kt

    Use examples in various areas suchas technology and social science.

    Compare and differentiate between

    distance-time graph and speed-time

    graph.

    Use real life situations such as

    travelling from one place to anotherby train or by bus.

    Use examples in social science and

    economy.

    Discuss that in certain cases, the area

    under a graph may not represent any

    meaningful quantity.

    For example :The area under the distance-time

    graph.

    Discuss the formula for finding thearea under a graph involving:

    a straight line which isparallel to the x-axis.

    a straight line in the form of

    CCTSi)Thinking skills :

    - interpreting

    - generalization

    -drawing diagram.

    ii) Teaching strategies:

    - discussion

    Vocabulary:

    - gradient

    - distance-time

    -speed-time

    -acceleration-deceleration

    -constant speed-distance

    -average speed

    -uniform speed

    Moral value:

    - Cooperation- rationality

    Teaching aids:

    - CD courseware

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    LEARNING

    AREA/WEEKS

    LEARNING

    OBJECTIVES

    LEARNING OUTCOME TEACHING AND LEARNING

    ACTIVITIES

    STRATEGIES

    c) v = kt + h

    d) a combination of the above.

    (iv) Solve problems involving

    gradient and area under a

    graph.

    y = kx + h.

    a combination of the above.

    LEARNING

    AREA/WEEKS

    LEARNING

    OBJECTIVES

    LEARNING OUTCOME TEACHING AND LEARNING

    ACTIVITIES

    STRATEGIES

    7. Probability

    ( 3 weeks )

    28/4 15/5

    7.1 Understand and use

    the concept of

    probability of an event

    7.2 Understand and use

    the concept of

    probability of

    combined event

    7.3 Understand and use

    the concept ofprobability of

    combined event

    (i) Determine the sample

    space of an experiment

    with equally likely

    outcomes.

    (i i) Determine the probabil ity

    of an event withequiprobable sample

    space.

    (iii) Solve problems involving

    probability of an event

    (i) State the complement of an

    event in :a) words

    b) set notation

    (i i) Find the probabil ity of the

    complement of an event

    (i) List the outcomes for

    events:a) A or B as element of

    set A B

    b) A and B as elements

    of set

    A B.

    (i i) Find the probabil ity by

    Discuss equiprobable sample space

    through concrete activities, begin

    with simple cases ( tossing fair coin)

    Use tree diagrams to obtain sample

    space for tossing a fair coin or tossing

    a fair die activity.

    Produce P(A) = 1 and P(A) = 0.Include events in real life situations

    such as winning or losing a game and

    passing or failing an exam.Use real life situations to show the

    relationship between

    A or B and A B

    A and B and A B.

    An example of situation being chosen

    to be a member of an exclusive clubwith restricted conditions.

    Use tree diagrams& coordinate planesto find outcomes of combined events.

    Use two-way classification tables of

    events from newspaper articles or

    statistical data to find probability ofcombined events. Ask students to

    create tree diagram from these tables.Example(two-wayclassification table)

    Means of going to work

    Officers car bus Others

    Men 56 25 83

    Women 50 42 37

    Thinking Skills-working out

    mentally

    -identifying

    relationship

    Teaching Strategies- Constructivism

    - Exploratory

    Vocabulary-equally likely

    -equiprobably samplespace

    -tree diagram

    - complement of an

    event

    Teaching Aids-coins

    -dice

    Moral Values

    Cooperation, rational

    Thinking Skills

    -working outmentally

    -making inference

    Teaching Strategies

    Constructivism

    - Contextual Learning

    1 / 5 LABOUR DAY

    MID TERM EXAMINATION

    ( 13 /5 23/5 )

    (24 / 5 8/ 6 ) HOLIDAY

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    LEARNING

    AREA/WEEKS

    LEARNING

    OBJECTIVES

    LEARNING OUTCOME TEACHING AND LEARNING

    ACTIVITIES

    STRATEGIES

    listing the outcomes of the

    combined event:

    a) A or B

    b) A and B

    (iii) Solve problems involvingprobability of combined event.

    Discuss:

    Situation where decisions to be made

    based on probability, example in

    business, as determining the value for

    a specific insurance policy and time

    the slot for TV advertisements.The statement probability is the

    underlying language of statistics.

    Vocabulary

    - combined event

    Teaching Aids- CD-ROM

    - worksheets

    LEARNING

    AREA/WEEKS

    LEARNING

    OBJECTIVES

    LEARNING OUTCOME TEACHING AND LEARNING

    ACTIVITIES

    STRATEGIES

    8.Bearing

    (2 weeks)

    9/6 20/6

    8.1 Understand and use

    the concept of bearing

    (i) Draw and label the eight main

    compass direction:North,south,east,west

    North-east, north-west

    d. south east, south-west.e.

    (ii) State the compass angle of any

    compass direction.

    (iii) Draw a diagram of a pointwhich shows the direction of Brelative to another point A given the

    bearing of B from A.

    (iv) State the bearing of point A from

    point B based on given information.

    (v) Solve problems involving bearing.

    Carry out activities or games

    involving finding direction using acompass, such as treasure hunt or

    scavenger hunt. It can also be about

    locating several points on a map.

    Discuss the use of bearing in real life

    situation. For example, in map readingand navigation.

    Thinking Skills

    -describing-interpreting

    -drawing diagram

    -problem solving

    Teaching Strategies

    -Contextuallearning

    - Constructivism

    - Mastery learning

    Vocabulary

    -north-east-south-east

    -north-west-south-west

    -compass angle

    -bearing

    Teaching Aids

    -compass. Map, scientificcalculator, geometry set,

    worksheets.

    Moral Values

    Cooperation, rational

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    9. Earth as a sphere(3 weeks)

    20/6 11/7

    9.1 Understand and usethe concept of

    longitude.

    i) Sketch a great circle through the northand south poles.

    ii) State the longitude of a given point.

    iii) Sketch and label the a meridian withthe longitude given.

    Models such as globes should be used.

    Introduce the meridian throughGreenwich in England as the

    Greenwich Meridian with longitude

    0.

    Thinking Skills-working out

    Mentally-classifying

    -categorizing

    Teaching Strategies

    - Constructivism

    - Exploratory

    Teaching Aids

    -globe or map

    LEARNING

    AREA/WEEKS

    LEARNING

    OBJECTIVES

    LEARNING OUTCOME TEACHING AND LEARNING

    ACTIVITIES

    STRATEGIES

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    9. Earth as a sphere(3 weeks)

    20/6 11/7

    9.1 Understand and usethe concept of

    longitude.

    i) Sketch a great circle through the northand south poles.

    ii) State the longitude of a given point.

    iii) Sketch and label the a meridian withthe longitude given.

    Models such as globes should be used.

    Introduce the meridian throughGreenwich in England as the

    Greenwich Meridian with longitude

    0.

    Thinking Skills-working out

    Mentally-classifying

    -categorizing

    Teaching Strategies

    - Constructivism

    - Exploratory

    Teaching Aids

    -globe or map

    2

    3

    4

    5

    9.2 Understand and usethe concept of latitude.

    9.3 Understand theconcept of location of a

    place

    iv) Find the difference between two

    longitudes.

    i) Sketch a circle parallel to the equator.

    ii) State the latitude of a given point.

    iii) Sketch and label a parallel of

    latitude.

    iv) Find the difference between two

    latitudes

    i) State the latitude and longitude of a

    given place

    ii) Mark the location of a place

    Discus that:

    All points on a meridian havethe same longitude

    There are two meridians on agreat circle through both

    poles

    Meridians with longitudesxE (0r W) and 180 - x)W(or E) form a great circle

    through both poles.

    Emphasize that

    The latitude of the equator is0

    Latitude ranges from 0 to90 ( or S )

    Involve actual places on the earth.

    Express the difference between twolatitudes with an angle in the range of

    0 < x < 180.

    Use a globe or a map to find locations

    of cities around the world

    Use a globe or a map to name a place

    given its location.

    Moral Values

    Cooperation, rational

    Thinking Skills-compare and contrast

    -constructing

    Teaching Strategies

    - Constructivism

    - Exploratory

    Teaching Aids-globe or map

    Moral Values

    Cooperation, rational

    Thinking Skills

    -working out

    Mentally

    -describing

    -giving opinion

    Teaching Strategies

    - Constructivism

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    LEARNING

    AREA/WEEKS

    LEARNING

    OBJECTIVES

    LEARNING OUTCOME TEACHING AND LEARNING

    ACTIVITIES

    STRATEGIES

    9.4 Understand and use

    the concept of distance

    on the surface of the

    earth to solve problems

    i) Find the length of an arc of a great

    circle in nautical mile, given the

    subtended angle at the centre of the earth

    and vice versaii) Find the distance between two points

    measured along a meridian, given the

    latitudes of both points.

    iii) Find latitude of point given latitude

    of another point and distance between

    two points along same meridian.

    iv) Find the distance between two pointsmeasured along the equator, given the

    longitudes of both points

    v) Find the longitude of a point given the

    longitude of another point and the

    distance between the two points alongthe equator.

    vi) State relation between radius of earth

    and the radius of a parallel of latitude.

    vii) State the relation between the length

    of an arc on the equator between twomeridians and length of corresponding

    arc on a parallel of latitude.

    viii) Find distance between two points

    measured along a parallel of latitude

    ix) Find the longitude of a point given

    the longitude of another point and the

    distance between the two points along a

    parallel of latitude.

    x) Find the shortest distance between

    two points on the surface of the earth.

    xi) Solve problems involving:

    a) distance between two points

    b) traveling on surface of earth

    Use a globe to find the distance

    between two cities or towns on the

    same meridians.

    Sketch the angle at the centre of the

    earth that is subtended by the arcbetween two given points along the

    equator. Discuss how to find the value

    of this angle.

    Use models such as the globe to findrelationships between the radius of the

    earth and radii parallel of latitudes

    Find the distance between two citiesor towns on the same parallel of

    latitude as a group project.

    Use the globe and a few pieces ofstring to show how to determine the

    shortest distance between two points

    on the surface of the earth.

    Thinking Skills

    -working out

    Mentally

    -giving opinion

    Teaching Strategies

    - Constructivism

    - Exploratory

    VocabularyNautical mile

    Teaching Aids

    -globe or map

    Moral Values

    Cooperation, rational

    Thinking Skills

    -working out

    Mentally

    -constructing

    -problem solving

    Teaching Strategies

    - Constructivism

    - Exploratory

    Teaching Aids-globe or map

    Moral Values

    Cooperation, rational( 15/7 16/7) FORMATIVE TEST 2

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    LEARNING

    AREA/WEEKS

    LEARNING

    OBJECTIVES

    LEARNING OUTCOME TEACHING AND LEARNING

    ACTIVITIES

    STRATEGIES

    LEARNING

    AREA/WEEKS

    LEARNING

    OBJECTIVES

    LEARNING OUTCOME TEACHING AND LEARNING

    ACTIVITIES

    STRATEGIES

    10. Plans and

    elevations

    (2 weeks)

    17/7 1/8

    10.1 Understand and

    use the concept of

    orthogonal projection

    10.2 Understand and

    use the concept of plan

    and elevation

    (i) Identify orthogonal

    projection.

    (ii) Draw orthogonal

    projection, given an object

    and a plan.

    (iii) Determine the difference

    between an object and itsorthogonal projection with

    respect to edges and angles.

    (i) Draw the plan of a solid

    object.

    (ii) Draw

    a) the front elevationb) side elevation of a

    solid object.

    (iii) Draw

    a) the plan

    b) the front elevation

    c) the side elevation

    of a solid object to scale.

    Use models, blocks or plan and

    elevation kit.

    Carry out activities in groups where

    students combine two or more

    different shapes of simple solidobjects into interesting models and

    draw plans and elevations for these

    models.

    Use models to show that it isimportant to have a plan and at least

    two side elevations to construct a solid

    object.

    Carry out group project:Draw plan and elevations of buildings

    or structures, for example students orteachers 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.

    Thinking Skills

    - identifying

    relationship- describing

    - problem solving

    - drawing diagrams

    Teaching Strategies

    - Contextuallearning

    - Constructivism- Mastery

    learning

    Vocabulary

    Orthogonal

    ProjectionPlan

    Front elevation

    Side elevation

    Teaching Aids

    - models- blocks

    - plan and elevationkit

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    LEARNING

    AREA/WEEKS

    LEARNING

    OBJECTIVES

    LEARNING OUTCOME TEACHING AND LEARNING

    ACTIVITIES

    STRATEGIES

    (iv) Solve problems involving

    plan and elevation.

    Moral Values

    Cooperation, rational,

    justice, freedom, courage

    REVISION REVISION

    SPM TRIAL EXAMINATION

    10/9 11/9 FORATIVE TEST 2

    31 / 8 NATIONAL DAY

    (16 / 8 24 / 8) HOLIDAY