LEARNING OBJECTIVES - Panitia Add Maths SMK · Web viewUse graphing calculators and computer software to explore binomial distribution. Use real-life situations and computer software

A6 LEARNING

PROGRESSIONS Form 5

NO.OFWEEK

LEARNING OBJECTIVES

SUGGESTED TEACHING AND

LEARNING ACTIVITIES

LEARNING OUTCOME POINTS TO NOTE GENERICS CCTS MORAL VALUE VOCABULARY

Students will be taught to:

1 Students will be able to:

3 1. Understand and use the concept of arithmetic progression.

Use examples from real-life situations, scientific or graphing calculators; and computer software to explore geometric progressions.

1.1 Identify characteristics of

arithmetic progressions.

1.2 Determine whether a given

sequence is an arithmetic

progression.

1.3 Determine by using formula:

a) specific terms in arithmetic

progressions

b) the number of terms in


1.4 Find :

a) the sum of the first n terms

of arithmetic progressions.

b) the sum of a specific number

of consecutive terms of


c) the value of n, given the

sum of the first n terms of the


1.5 Solve problems involving


Begin with sequences to

introduce arithmetic and

geometric progressions.

Include examples in

algebraic form.

Include the use of the

formula

Include problems involving

real-life situations

Constructivism

Constructivism

Thinking Skills

Exploratory

Problem Solving

Identifying patternsIdentifying patterns

Making inferences

Making inferences

Finding all possible solutions

Self-RelianceSelf-Reliance

Freedom

FreedomSelf-Reliance

CompassionCourage

Sequence

Series

Characteristic

Arithmetic progression

Common difference

Specific term

First term

term

consecutive

A6 LEARNING

PROGRESSIONS Form 5

NO.OFWEEK

LEARNING OBJECTIVES


LEARNING ACTIVITIES




2. Understand and use the concept of geometric progression.

Use examples from real-life situations, scientific or graphing calculators; and computer software to explore geometric progressions.

2.1 Identify characteristics of


2.2 Determine whether a given

sequence is a geometric

progression.

2.3 Determine by using formula:

a) specific terms in geometric

progressions

b) the number of terms in


2.4 Find :

a) the sum of the first n terms

of geometric progressions.

b) the sum of a specific number

of consecutive terms of


c) the value of n, given the

sum of the first n terms of

the geometric progressions.

Include examples in

algebraic form. Constructivism

Constructivism

Thinking Skills

Exploratory

Identifying patterns


Making inferences

Making inferences

Self-Reliance

Self-Reliance

Freedom

Freedom

Geometric progression

Common ratio

A6 LEARNING

PROGRESSIONS Form 5

NO.OFWEEK

LEARNING OBJECTIVES


LEARNING ACTIVITIES




2.5 Find :

a) the sum to infinity of


b) the first term or common

ratio, given the sum to

infinity of geometric

progressions.

2.6 Solve problems involving


Discuss :As

then

read as ‘sum to infinity’.

Include recurring decimals. Limit to 2 recurring digits such as 0.3, 0.15,...

Exclude:a) combination of arithmetic progressions and geometric progressions.

b) cumulative sequences such as (1), (2,3), (4,5,6), (7,8,9,10), …

Constructivism

Mastery Learning

Making generalizations


Rationality

Compassioncourage

Sum to infinityRecurring decimal

A6 LEARNING

PROGRESSIONS Form 5

A7 LEARNING

LINEAR LAW Form 5NO. OFWEEK

LEARNING OBJECTIVES


LEARNING ACTIVITIES

LEARNING OUTCOME POINTS TO NOTE GENERICS CCTSMORAL VALUE VOCABULARY



2 1 Understand and use the concept of lines of best fit.

Use examples from real-life situations to introduce the concept of linear law.

Using graphing calculators or computer software such as the Geometer’s Sketchpad to explore lines of best fit.

1.1 Draw lines of best fit by inspection of given data.

1.2 Write equations for lines of best fit.

1.3 Determine values of variables from :a) line of best fit

b) equations of lines of best fit.

Limit data to linear relations between two variables.

Constructivism

Constructivism

Multiple IntelligentIntegrating ICT


Identifying relations

Representing and Interpreting Data

Effort

Reasoning

Determination

Line of best fitInspectionVariableNon-linear relationLinear formreduce

2 Apply linear law to non-linear relations

2.1 Reduce non-linear relations to linear form.

2.2 Determine values of constants of non-linear relations given :

a) line of best fit b) data

2.3 Obtain information from: a) line of best fit

b) equations of lines of best fit.

Mastery LearningThinking Skills

Mastery Learning

Identifying PatternsIdentifying Relations


Problem Solving

Able to act independently

ReasoningEffort

Prudence

A7 LEARNING

LINEAR LAW Form 5

C2 LEARNING INTEGRATION Form 5

NO. OFWEEK

LEARNING OBJECTIVES


LEARNING ACTIVITIES



Students will be able to:

5 1 Understand and use the concept of indefinite integral

Use computer software such as Geometer’s Sketchpad to explore the concept of integration.

1.1 Determine integrals by

reversing differentiation.

1.2 Determine integrals of , where a is a constant and n is an integer,

1.3 Determine integrals of algebraic expressions.

1.4 Find constants of integration, c , in indefinite integrals.

1.5 Determine equations of curves from functions of gradients.

1.6 Determine by substitution the integrals of expressions of the form , where a and b are constants, n is an integer and

Emphasize constant of integration.

read as ‘

integration of y with respect to x ‘

Limit integration of

, where

Thiking Skills

Thiking Skills


Recognising and representing


Recognising and representing

Cooperation, Compassion, Diligence

Moderation, Diligence

Courage Rationality Honesty

IntegrationIntegralIndefinite integralReverseConstant of integration

2 Understand and use the concept of definite integral

Use scientific or graphing calculators to explore the concept of definite integrals.

2.1 Find definite integrals of

algebraic expressions.

Include: Recognising and representing

Rationality

SubstitutionDefine integralLimitVolumeRegion

C2 LEARNING INTEGRATION Form 5

NO. OFWEEK

LEARNING OBJECTIVES


LEARNING ACTIVITIES




Use computer software and graphing calculators to explore areas under curves and the significance of positive and negative values of areas.

Use dynamic computer software to volumes of revolutions.

2.2 Find the areas under curves

as the limit of a sum of areas.

2.3 Determine areas under curves

using formula.

2.4 Find volumes of revolutions

when region bounded by a

curve is rotated completely

about :

a) the x-axis

b) the y-axis

as the limit of a sum of

volumes.

2.5 Determine volumes of

revolutions using formula.

Derivation of formulae not required.

Limit to one curve.

Derivation of formulae nor required.

Limit volumes of revolution about the x-axis or y-axis.

Integrating ICT

Multiple IntelligentMastery learning

Problem solving

Simulation

Logical reasoning

Simulation

Logical reasoning

Justice

Self-reliance

Freedom, Respect

Self-reliance, Honesty

RotatedRevolutionSolid of revolution

G2 LEARNING

VECTORS Form 5NO.OFWEEK

LEARNING OBJECTIVES


LEARNING ACTIVITIES




3 1 Understand and use the concept of vector

Use examples from real-life situations and dynamic computer software such as Geometer’s Sketchpad to explore vectors.

1.1 Differentiate between vectors and scalar quantities.

1.2 Draw and label directed line segments to represent vectors.

1.3 Determine the magnitude and the direction of vectors represented by directed line segments.

1.4 Determine whether two vectors are equal.

1.5 Multiply vectors by scalars.

1.6 Determine whether two vectors are parallel.

Use notations:

Vector: a, , a, AB .Magnitude:

Zero vector:

Emphasize that a zero has a magnitude of zero.Emphasize negative vector:

Include negative scalar

Include:a) collinear pointsb) non-parallel non-zero vectors

Emphasize :

Constructivism Comparing & differentiating

Drawing diagrams


Camparing & differentiating


Comparing & differentiating

RationalityOpen & logical mind

DifferentiateScalarVectorDirected line segmentMagnitudeDirection

ParallelNon-parallelCollinear pointsNon-zero

a , AB

G2 LEARNING

VECTORS Form 5NO.OFWEEK

LEARNING OBJECTIVES


LEARNING ACTIVITIES




If and are not

parallel and

, then

h=k=0

2 Understand and use the concept of addition and subtraction of vectors.

Use real-life situations and manipulative materials to explore addition and subtraction of vectors.

2.1 Determine the resultant vector of two parallel vectors. 2.2 Determine the resultant vector of

two non-parallel vectors using :a) triangle lawb) parallelogram law

2.3 Determine the resultant vector of three or more vectors using the polygon law.

2.4 Subtract two vectors which a) parallel b) non-parallel2.5 Represent vectors as a

combination of other vectors.

Solve problems involving addition and subtraction of vectors.

Emphasize:

Constructivism

Mastery learning

Thinking skill

Problem Solving

Drawing diagram


IdentifyingRelations

Drawing diagram

Recognizing & representing

Self-relianceSelf confident

Triangle lawParallelogram lawResultant vectorPolygon law

G2 LEARNING

VECTORS Form 5NO.OFWEEK LEARNING

OBJECTIVES


LEARNING ACTIVITIES

LEARNING OUTCOMES POINTS TO NOTE GENERICS CCTS MORAL VALUE VOCABULARY



3 Understand and use vectors in the Cartesian plane.

Use computer software to explore vectors in the Cartesian plane.

3.1 Express vectors in the form:

a)

b)

Relate unit vector

and to Cartesian

coordinates.Emphasise:

Vector and

Vector

Intergrating ICT

Arranging sequentially

unity Cartesian planeunit vector

3.2 Determine magnitudes of vectors. 3.3 Determine unit vectors in given directions.

3.4 Add two or more vectors.3.5 Subtract two vectors 3.6 Multiply vectors by scalars.3.7 Perform combined operations on vectors.

3.8 Solve problems involving vectors.

For learning outcomes 3.2 to 3.7 , all vectors are given in the form

or .

Limit combined operations to addition , subtraction and multiplication of vectors by scalars.

Problem

G2 LEARNING

VECTORS Form 5NO.OFWEEK LEARNING

OBJECTIVES


LEARNING ACTIVITIES

LEARNING OUTCOMES POINTS TO NOTE GENERICS CCTS MORAL VALUE VOCABULARY



solving

T2 LEARNING

TRIGONOMETRIC FUNCTIONS Form 5NO.OFWEEK LEARNING

OBJECTIVES


LEARNING ACTIVITIES




4 1 Understand the concept of positive and negative angles measured in degrees and radians.

Use dynamic computer software such as Geometer’s sketchpad to explore angles in Cartesian plane.

1.1 Represent in a Cartesian plane, angles greater than 360o or 2 radians for:a) positive anglesb) negative angles

Self-Access Learning

Drawing diagrams

Responsible Cartesian planerotating raypositive anglenegative angleclockwiseanticlockwise

2 Understand and use the six trigonometric functions of any angle.

Use dynamic computer software to explore trigonometric functions in degrees and radians.

Use scientific or graphing calculators to explore trigonometric functions of any angle.

2.1 Define sine, cosine and tangent of any angle in a Cartesian plane.

2.2 Define cotangent, secant and cosecant of any angle in a Cartesian plane.

2.3 Find values of the six trigonometric functions of any angle.

2.4 Solve trigonometric equations.

Use unit circle to determine the sign of trigonometric ratios.Emphasise:

sin = cos (90o - )

cos = sin (90o - )

tan = cot (90o - )

cosec = sec (90o - )

sec = cosec(90o - )

cot = tan (90o - )

Emphasise the use of triangles to find trigonometric ratios for special angles 30o , 45o and 60o.

Constructivism

Making generalizations

Dedication unit circlequadrantreference angletrigonometric function/ratiosinecosinetangentcosecantsecantcotangentspecial angle

T2 LEARNING

TRIGONOMETRIC FUNCTIONS Form 5NO.OFWEEK

LEARNING OBJECTIVES


LEARNING ACTIVITIES

LEARNING OUTCOME POINTS TO NOTEGENERICS CCTS

MORAL VALUE VOCABULARY



3 Understand and use graphs of sine, cosine and tangent functions.

Use examples from real-life situations to introduce graphs of trigonometric functions.

3.1 Draw and sketch graphs of trigonometric functions:

a) y = c + a sin bxb) y = c + a cos bxc) y = c + a tan bx

where a,b, and c are constants and b > 0.

Use angles ina) degreesb) radians, in terms of

Emphasize the characteristics of sine. Cosine and tangent graphs. Include trigonometric functions involving modulus.

Constructivism

Integrating ICT

Mastery Learning


Drawing diagrams

Comparing & differentiating

Diligence

Self-Reliance

ModulusDomainRangeSketchDrawPeriodcycle

. Use graphing calculators and dynamic computer software such as Geometer’s Sketchpad to explore graphs of trigonometric functions.

3.2 Determine the number of solutions to a trigonometric equations using sketched graphs.3.3 Solve trigonometric equations using drawn graphs.

Exclude combinations of trigonometric functions.

Constructivism

Integrating ICT

Thinking Skills

Working out mentallyFinding all possible solutionsLogical reasoning

Rationality

Diligence

MaximumMinimumasymptote

4 Understand and use basic identities.

Use scientific or graphing calculators and dynamic computer software such as Geometer’s Sketchpad to explore

4.1 Prove basic identities: a) sin2 A + cos2 A = 1 b) 1 + tan2 A = sec2 A c) 1 + cot2 A = cosec2 A4.2 Prove trigonometric identities

Basic identities are also known as Pythagorean identities.

Thinking skillsIntegrating ICT

Thinking skills

Identifying relationsDrawing diagramsLogical

Self reliance

Moderation

Basic identityPythagorean identity

T2 LEARNING

TRIGONOMETRIC FUNCTIONS Form 5NO.OFWEEK

LEARNING OBJECTIVES


LEARNING ACTIVITIES

LEARNING OUTCOME POINTS TO NOTEGENERICS CCTS

MORAL VALUE VOCABULARY



basic identities. using basic identities.4.3 Solve trigonometric equations using basic identities.

Include learning outcomes 2.1 and 2.2.

Problem solving

ReasoningClassifying Tolerance

5 Understand and use addition formulae and double-angle formulae.

Use dynamic computer software such as Geometer’s Sketchpad to explore addition formulae and double-angle formulae.

5.1 Prove trigonometric identities using addition formulae for

sin ( A B), cos ( A B) and

tan ( A B).

5.2 Derive double-angle formulae for sin 2A, cos 2A and tan 2A.

5.3 Prove trigonometric identities using addition formulae and/or double-angle formulae.

5.4 Solve trigonometric equations.

Derivation of addition formulae not required.Discuss half-angle formulae.

ExcludeA cos x + b sin x = c,

where

Thinking skillsExploratory

Thinking skills

Contextual

Problem solvingSelf access learning

Problem solving





Diligence

Self-reliance

Self-relianceCooperation

Diligence

Addition formulaeDouble-angle formulaeHalf-angle formulae

S26

LEARNING

PERMUTATIONS AND COMBINATIONS

Form 5NO.OFWEEK LEARNING

OBJECTIVES


LEARNING ACTIVITIES




2 1 Understand and use the concept of permutation.

Use manipulative materials to explore multiplication rule.Use real-life situation and computer software such as spreadsheet to explore permutations.

1.1 Determine the total number of ways to perform successive events using multiplication rule.

1.2 Determine the number of permutations of n different objects.

1.3 Determine the number of permutations of n different objects taken r at a time.

1.4 Determine the number of permutations of n different

For this topic:a) Introduce the concept by using numerical values.b) Calculators should only be used after the student have understood the concept.Limit to 3 events.

Exclude cases involving identical objects.Explain the concept of permutations by listing all possible arrangements.

Include notations:a)

b)

read as ‘ n factorial’

Exclude cases involving arrangement of objects in a circle.

Thinking skill

Problem solving

Constructivism

Integrating ICT

Thinking skill

Problem solving

Identifying patens


Classifying

Simulation

Identifying patens

Finding all possible

Cooperation

Self reliance

Systematic

Justice

Cooperation

Self reliance

Multiplication ruleSuccessive EventsPermutationFactorialArrangementorder

S26

LEARNING

PERMUTATIONS AND COMBINATIONS


OBJECTIVES


LEARNING ACTIVITIES




objects for given conditions.1.5 Determine the number of permutations of n different objects taken r at a time for given conditions.

Constructivism

Integrating ICT

solutions

Classifying

Simulation

Justice

2 Understand and use the concept of combination.

Explore combinations using real-life situations and computer software.

Use scientific or graphing calculators to explore trigonometric functions of any angle.

2.1 Determine the number of combinations of r objects chosen from n different objects.

2.2 Determine the number of combinations of r objects chosen from n different objects for given conditions.

2.3 Determine the number of permutations of n different

objects for given conditions.

2.4 Determine the number of Permutations of n different objects taken r at a time for given conditions.

Explain the concept of combinations by listing all possible selections.Use examples to illustrate

Thinking skill

Integrating ICT

Constructivism



Classifying

Simulation

Rationality

Logical thinking

Cooperation

CombinationSelection

S3 LEARNING

PROBABILITY Form 5NO.OFWEEK LEARNING

OBJECTIVES


LEARNING ACTIVITIES

LEARNING OUTCOME POINTS TO NOTE GENERICS CCTSMORAL VALUE VOCABULAR

Y



1 1 Understand and use the concept of probability

Use real-life situations to introduce probability.

Use manipulative materials, computer software and scientific or graphing calculators to explore the concept of probability.

1.1 Describe the sample space of an experiment.

1.2 Determine the number of outcomes of an event.

1.3 Determine the probability of an event.

1.4 Determine the probability of two events:

a) A or B occurring b) A and B occurring

Use set notations.

Discuss:a) classical probability (theoretical probability)b) subjective probabilityc) relative frequency probability (experimental probability)Emphasize:Only classical probability is used to solve problemsEmphasize :

Using Venn Diagrams.

Thinking skills

Contextual

Thinking skills

Drawing diagram

Identifying patens

Simulation

Making inference

Making generalization

Cooperation

Rationality

Systematic

ExperimentSample spaceEventOutcomeEqually likelyProbabilityOccurClassical probabilityTheoretical probabilitySubjective probabilityRelativefrequency probabilityExperimental probability

2 Understand and use the concept of probability of mutually exclusive events.

Use manipulative materials and graphing calculators to explore the concept of probability mutually exclusive events.

2.1 Determine whether two events are mutually exclusive.

2.2 Determine the probability of two or more events that are mutually exclusive.

Include events that are mutually exclusive and exhaustive.Limit to three mutually exclusive events.

Contextual

Constructivism


Identifying patensDrawing diagrams

Rationality Mutually exclusive eventexhaustive

S3 LEARNING

PROBABILITY Form 5NO.OFWEEK LEARNING

OBJECTIVES


LEARNING ACTIVITIES

LEARNING OUTCOME POINTS TO NOTE GENERICS CCTSMORAL VALUE VOCABULAR

Y



3 Understand and use the concept of probability of independent events.

Use manipulative materials and graphing calculators to explore the concept of probability of independent events.

Use software to stimulate experiments involving probability of independent events.

3.1 Determine whether two events are independent.

3.2 Determine the probability of two independent events.

3.3 Determine the probability of three independent events.

Include tree diagram Integrating ICT

Mastery learningIntegrating ICT

ClassifyingIdentifying patens

Comparing and differentiating

Self relianceRationality

Rationality

IndependentTree diagrams

S4 LEARNING

PROBABILITY DISTRIBUTIONS Form 5NO.OFWEEK LEARNING

OBJECTIVES


LEARNING ACTIVITIES




2 1 Understand and use the concept of binomial distribution.

Use real-life situations to introduce the concept of binomial distribution.

Use graphing calculators and computer software to explore binomial distribution.

Use real-life situations and computer software such as statistical package to explore the concept of normal distributions.

1.1 List all possible values of a discrete random variable.

1.2 Determine the probability of an event in a binomial distribution.

1.3 Plot binomial distribution graphs.

1.4 Determine mean, variance and standard deviation of a binomial distribution.

1.5 Solve problems involving binomial distributions.

Include the characteristics of Bernoulli trials.For learning outcomes 1.2 and 1.4 , derivation of formulae are not required.

Mastery Learning

Cooperative Learning, Integrating ICT

Constructivism, Integrating ICT

Contextual, Integrating ICT

Contextual, Problem solving

Recognising and representingIdentifying patterns, predicting.

Identifying relations, drawing diagrams

Comparing and differentiating

Making inferences.

Rational, accuracy.

Diligence.

Neatness, careful.

Freedom by law, accuracy, careful.

Ability to act independently, self motivated

Discrete randomVariableIndependent trialBernoulli trialsBinomial distributionMeanVarianceStandard deviation

2 Understand and use the concept of normal distribution.

2.1 Describe continuous random variables using set notations.

2.2 Find probability of z-values for Discuss characteristics

Constructivism,Cooperative Learning

Contextual,

Identifying patterns, comparing and differentiatingIdentifying

Honesty, accuracy.

Rational,

Continuous random variableNormal distributionStandard normal

S4 LEARNING

PROBABILITY DISTRIBUTIONS Form 5NO.OFWEEK LEARNING

OBJECTIVES


LEARNING ACTIVITIES




standard normal distribution.

Convert random variable of normal distributions, X to standardized

variable, Z.

2.4 Represent probability of an event

using set notation.

2.5 Determine probability of an event.

2.6 Solve problems involving normal distributions.

of:a) normal distribution graphs.b) standard normal distribution graphs.Z is called standardized variable

Integration of normal distribution function to determine probability is not required.

Multiple Intelligence

Contextual, mastery learning

Contextual, constructivism.

Cooperative learning

Contextual, cooperative learning, problem solving

relations.

Recognising and representing, identifying relations

Representing and interpreting data.

Making inferences

Identifying and using relationship

accuracy, careful.

Neatness, self-reliance, effort

Honesty

Freedom by law

Ability to act independently, self-confidence

distributionz-valuesstandardized variable

AST LEARNING

MOTION ALONG A STRAIGHT LINE


OBJECTIVES


LEARNING ACTIVITIES




2 1 Understand and use the concept of displacement.

Use real-life examples, graphing calculators or computer software such as Geometer’s Sketchpad to explore displacement.

1.1 Identify direction of displacement of a particle from a fixed point.

1.2 Determine displacement of a particle from a fixed point.

1.3 Determine the total distancetraveled by a particle over a time

interval using graphical method.

Emphasize the use of the following symbols:

s = displacement

v = velocity

a = accelerationt = time

where s , v , and a are functions of time.Emphasize the difference between displacement and distance.

Discuss positive, negative and zero displacement.

Include the use of number line.

Contextual

ConstructivismExploratory

Masterylearning

IdentifyingpatternsDrawing diagrams

Comparing and differentiatingDrawing diagrams

Comparing and differentiatingIdentifying relations

Rational

Systematic

Cooperation

ParticleFixed pointDisplacementDistanceVelocityAccelerationTime interval

2 Understand and use the concept of velocity.

Use real-life examples, graphing calculators or computer software such as Geometer’s Sketchpad to explore velocity.

2.1 Determine velocity function of a particle by differentiation.

2.2 Determine instantaneous velocity of a particle.

Emphasize velocity as the rate of change of displacement.Include graphs of velocity functions.Discuss:a) uniform velocityb) zero instantaneous

Constructivism

Mastery learning


Identifying relationsDrawing

Rational

Cooperation

Systematic

InstantaneousvelocityVelocityfunctionUniform velocityRate of changeMaximum

AST LEARNING



OBJECTIVES


LEARNING ACTIVITIES




2.3 Determine displacement of a particle from velocity function by Integration.

velocityc) positive velocityd) negative velocity

Masterylearning

diagrams


displacementstationary

3 Understand and use the concept of acceleration.

Use real-life examples, graphing calculators or computer software such as Geometer’s Sketchpad to explore the concept of acceleration.

3.1 Determine acceleration function of a particle by differentiation.

3.4 Determine instantaneous acceleration of a particle.

3.5 Determine instantaneous velocity of a particle from acceleration

function by integration.

3.4 Determine displacement of a particle from acceleration function by integration.

3.5 Solve problems involving motion along a straight line.

Emphasize acceleration as the rate of change of velocity.

Discuss:a) uniform accelerationb) zero accelerationc) positive accelerationd) negative acceleration

Mastery learning

Mastery learning

Multiple Intelligence

Thinking skills

Multiple intelligence





Making generalization

Rational

Confident

Systematic

Maximum velocityMinimum velocity

Uniform acceleration

AST LEARNING


Form 5

ASS2

LEARNING

LINEAR PROGRAMMING Form 5

NO.OFWEEK LEARNING

OBJECTIVES


LEARNING ACTIVITIES




2 1 Understand and use the concept of graphs of linear inequalities

Use real-life examples, graphing calculators or computer software such as Geometer’s Sketchpad to explore linear programming.

1.1 Identify and shade the region on the graph that satisfies a linear inequality.

1.2 Find the linear inequality that defines a shaded region.

1.3 Shade the region on the graph that satisfies several linear inequalities.

1.4 Find linear inequalities that define a shaded region.

Emphasize the use of solid lines and dashed lines.

Limit to regions defined by a maximum of 3 linear inequalities not including the x-axis and y-axis.

ConstructivismIntegrating ICT

Constructivism

ConstructivismIntegrating ICT

Constructivism

Identifying Relations

Representing and Interpreting DataDrawing Diagrams


Reasoning


Reasoning


Linear programmingLinear inequalityDashed lineSolid lineRegionDefinesatisfy

2 Understand and use the concept of linear programming.

2.2 Solve problems related to linear programming by :

a) writing linear inequalities and equations describing a situation.

b) shading the region of feasible solutions.

c) determining and drawing the objective function

ax+by=k, where a,b and

k are constants. d) determining graphically the optimum value of the objective function.

Optimum values refer to maximum or minimum values.Include the use of vertices to find the optimum value.

ContextualCooperative LearningContextual

Multiple Intelligent

Cooperative Learning

Future LearningContextualConstructivism

Recognizing and Representing

Drawing Diagrams


Problem Solving

Collaboration

Steadfastness

Responsible

Open and

Feasible solutionObjective functionParallel linesVertexVertices

Optimum valueMaximum valueMinimum value

ASS2

LEARNING

LINEAR PROGRAMMING Form 5

logical mind

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LEARNING OBJECTIVES - Panitia Add Maths SMK · Web viewUse graphing calculators and computer software to explore binomial distribution. Use real-life situations and computer software