CHAPTER 1 : STANDARD FORM LEARNING AREA/ WEEK STANDARD FORM (1 week) LEARNING OBJECTIVES Student will be taught to:

1.1 understand and use the concept of significant figure; SUGGESTED TEACHING AND LEARNING MORAL VALUES POINTS TO NOTE/ VOCABULARY

LEARNING OUTCOMES Student will be able to: (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;

GENERICS

CCTS

Discuss the significance of zero in a number.

Cooperative learning ICT Mastery Learning

Identifying patterns

Systematic Rationale Consistent

Rounded numbers are only approximates. Limit to positive numbers only. Generally rounding is done on the final answer. Significance Significant figure Relevant Round off Accuracy

(ii)

(iii)

perform operations of addition, subtraction, multiplication and division, involving a few numbers and state the answer in specific significant figures; solve problems involving significant figures;

Discuss the use of significant figures in everyday life and other areas.

Using algorithm and relationship

Finding all possible solutions

LEARNING AREA/ WEEK STANDARD FORM/

LEARNING OBJECTIVES 1.2 understand and use the concept of standard form to solve problems.

LEARNING OUTCOMES (i) state positive numbers in standard form when the numbers are: a) greater than or equal to 10; b) less than 1; convert numbers in standard form to single numbers; perform operations of addition, subtraction, multiplication and division, involving any two numbers and state the answers in standard form; solve problems involving numbers in standard form.

SUGGESTED TEACHING AND LEARNING 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.

GENERICS Cooperative learning ICT Mastery Learning

CCTS Comparing and differentiating

MORAL VALUES Systematic Rationale Consistent

POINTS TO NOTE/ VOCABULARY Another term for standard form is scientific notation.

(ii)

Identifying relations Using algorithm and relationship Include two numbers in standard form. Standard form Single number Scientific Notation

(iii)

(iv)

Finding all possible solutions

CHAPTER 2 : QUADRATIC EXPRESSION AND EQUATIONS

SUGGESTED TEACHING AND LEARNING ACTIVITIES

LEARNING AREA / WEEKS QUADRATIC EXPRESSIONS AND EQUATIONS (4 weeks)

LEARNING OBJECTIVES Students will be taught to: 2.1 understand the concept of quadratic expression,

LEARNING OUTCOME Students will be able to: i) identify quadratic expressions, ii) form quadratic expression by multiplying any two linear expressions iii) form quadratic expression based on specific situation

GENERICS

CCTS

MORAL VALUES

POINTS TO NOTE/VOCABULARY

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.

- cooperative learning -constructivisme

i) identifying patterns ii) identifying relations iii) recognizing and representing

- rationale

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.

- diligence

Quadratic Expression Constant Constant factor Unknown Highest power Expand Coefficient Term

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

- ict - cooperative learning -constructivisme

i) identifying patterns ii) identifying relations iii) using algorithm and relationship

- systematic - rationale - consistence

1 ia also a perfect square Factorisation methods that can be used are - Cross method; - Inspection

Begin with the case a = 1 Explore the use of graphing calculator to factorise quadratic expressions

Factories Common factor Perfect square Cross method Inspection Common factor Complete factorisation

LERANING AREA / WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOME

2.3 Understand (i) identify the the concept of quadratic quadratic equations with equations; one unknown; (ii) write quadratic equations in general form i.e. ax2 + bx + c =0 (iii) form quadratic equations based on specific situations; 2.4 Understand (i) determine whether and use the a given value is a root of a specific concept of roots of quadratic quadratic equations; (ii) determine the equations to solutions for solve problems. quadratic equations by : a) trial and improvement method b) factorisations; (iii) solve problems involving quadratic equations

SUGGESTED TEACHING AND LEARNING ACTIVITIES Discuss the characteristics of quadratic equations

GENERICS

CCTS

MORAL VALUES

POINTS TO NOTE/ VOCABULARY

Contextual Learning

(i)

identifying patterns identifying relations recognizing and representing

Rationale

Include everyday life situations

quadratic equations general form

Constructivism (ii) Enquiry Discovery

(iii)

Differentiate quadratic equations and quadratic expressions

Mastery Learning Thinking Skill Discuss the number of roots of a quadratic equations.

(i) finding all possible solutions (ii) using algorithm and relationship (iii) problem solving (iv) drawing diagram

Determination

substitute roots There are quadratic equations that cannot be solved by factorisations. trial and improvement method solution

Rationale

Use everyday life situations.

Check the rationality of the solutions

CHAPTER 3 : SETS
LEARNING AREA/WEEKS LEARNING OBJECTIVES LEARNING OUTCOME SUGGESTED TEACHING AND LEARNING ACTIVITIES GENERICS CCTS MORAL VALUES POINTS TO NOTE/VOCABULARY

SETS (3 weeks)

Students will be taught to: 3.1 understand the concept of sets;

Student will be able to: (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

Use everyday life examples to introduce the concept of sets.

Contextual learning Mastery learning Communication method of learning ICT Cooperative learning

Identify relations Comparing and differentiating Drawing diagram Recognizing and representing

Cooperation Rational Neatness

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.

Systematic

The word set refers to any collection or group of objects. The notation used for sets 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 is an element of or is a member of. The symbol is read is not an element of or is not a member of. The notation n(A) denotes the number of elements in set A. The symbol (phi) or { } denotes an empty set. An empty set is also called a null set.

whether two sets are equal; Vocabulary: set element description label set notation denote Venn diagram empty set equal sets

3.2 understa nd 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 ;

Begin with everyday life situations. Discuss the relationship between sets and universal sets.

Constructive Contextual learning Communication method of learning Cooperative learning

Comparing and differentiating Classifying

Rational Determination Precise

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.

Drawing diagram Making inferences Estimating

(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;

Vocabulary: subset universal set complement of a set

(v)

determine the complement of a given set;

(vi) determine the relationship between set, subset, universal set and the complement of a set;

LEARNING AREA/ WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOMES

SUGGESTED TEACHING AND LEARNING ACTIVITIES

GENERIC

CCTS

MORAL VALUES

POINTS TO NOTE/VOCABULARY

SETS

Students will be taught to 3.3 perform operations on sets: . the intersection of sets . the union of sets

Students will be able to 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

Contextual learning Mastery learning Discuss cases when : AB= AB Communication method ICT Cooperative learning

Identify relations Comparing & differentiating Drawing diagram Recognizing & representing Estimating

Accurate

Include everyday life situations.

Cooperation Vocabulary Intersection Common elements Complement

Mastery learning

Identify

union of sets (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.

relations Communication method of learning ICT Multiple intelligence Enquiry discovery Drawing diagram Recognizing & representing Making inferences Comparing & differentiating

CHAPTER 4 : MATHEMATICAL REASONING

LEARNING AREA / WEEK

MATHEMATICAL REASONING

LEARNING OBJECTIVES 4.1Understand the concept of statement

LEARNING OUTCOME (i) determine whether a given sentence is a statement (ii) determine whether a given statement is true or false;

SUGESTED TEACHING AND LEARNING ACTIVITIES Introduce this topic using everyday life situations.

GENERICS

CCTS

MORAL VALUES

POINTS TO NOTE/ VOCABULARY Statements consisting of: words only, e.g. Five is greater than two.; numbers and words, e.g. 5 is greater than 2.; number and symbols, e.g. 5>2 The following are not statements: Is the place value of digit 9 in 1928 hundreds?; 4n 5m + 5s; Add the two numbers.; x+2=8

ICT, contextual and contructivisme ICT, Constructivisme Identifying relation, classifying

Cooperation

Focus on mathematical sentences.

Rationale, honesty

(iii) construct true or false statement using given numbers and mathematical symbols.

Discuss sentences consisting of: words only; numbers and words; numbers and mathematical symbols;

Constructivisme Identifying relation

Rationale, honesty

LEARNING AREA/WEEK Mathematical Reasoning

LEARNING OBJECTIVE 4.2 Understand the concept of quantifiers all and some

LEARNING OUTCOME (i)construct statements using the quantifier: a) all b)some (ii)determine whether a statement that contains the quantifier all is true or false.

SUGGEST TEACHING & LEARNING ACTIVITIES Start with everyday life situations.

GENERICS

CCTS

MORAL VALUE Motivated.

POINTS TO NOTE/ VOCABULARY Quantifier such as "Every" and " any" can be introduced based on context. Examples: All squares are four sided figures. Every square is a four sided figures. Any square is a four sided figure. Other quantifiers such as several, one of and part of can be used based on context. Example: Object: Trapezium. Property: Two sides are parallel to each other. Statement: All trapeziums have two parallel sides. Object: Even numbers. Property: Divisible by 4. Statement: Some even numbers are divisible by 4.

Constructivism.

Identifying patterns. Identifying relation.

(iii) determine whether a statement can be generalised to cover all cases by using the quantifier all

(iv) construct a true statement using the quantifier all or some, given an object and a property.

Vocabulary: Quantifier All Every Any Some Several One of Part of Negate Contrary object

lEARNING AREA / WEEK

LEARNING OBJECTIVES

LEARNING OUTCOMES

MATHEMATICAL REASONING

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

SUGGESTED TEACHING & LEARNING ACTIVITIES Begin with everyday life situations.

GENERICS

CCTS

MORAL VALUE

POINTS TO NOTE/ VOCABULARY

Cooperative learning Mastery learning

Logical reasoning Simulation

freedom kindness

sincerity

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. The truth table for p and p are as follows: p p True False False True The truth values for p and q are as follows: p q P and q True True True True False False False True False False False False

ii. identify two statements from a compound statement that contains the word and,

Inquiry discovery

Classifying

iii. form a compound statement by combining two given statements using the word and,

The truth values for p or q are as follows: p True True False False q True False True False P or q True True True False

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,

LEARNING AREA/WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOMES

MATHEMATICAL REASONING

4.4 Understand the concept of implication

(i) identify the antecedent and consequent of an implication if p, then q

SUGGESTED TEACHING & LEARNING ACTIVITIES Start with everyday life situations

GENERICS

CCTS

MORAL VALUES

POINTS TO NOTE/VOCABULARY

Constructivisme

Logical reasoning

systematics

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. Implication Antecedent Concequent

(ii) write two implications from a compound statement containing if and only if

Mastery learning

Logical reasoning Finding all possible solutions

Determination sharing

(iii) construct mathematical statements in the form of implication: a) If p, then q b) p if and only if q;

Mastery learning

Logical reasoning Finding all possible solutions

Systematic

(iv) determine the converse of a given implication;

Cooperative learning

Finding all possible solution

Determination

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). converse Example 2: If PQR is triangle, then the sun of the interior angles of PQR is 180.(true)

(v) determine whether the converse of an implication is true or false

Enquirydiscovery

Identifying relations

Rational

Conversely: If the sum of the interior angles of PQR is 180, then PQR is a triangle.(true) Limit to arguments with true premises. Argument Premise conclusion Mastery Learning Classifying Honesty Names for argument form, i.e. syllogism(Form I), modus ponens(Form II) and modus tollens (Form III), need not be introduced.

4.5 understanding the concept of argument;

(i) identify the premise and conclusion of a given simple argument;

Start with everyday life situations. www.math.ohiou.edu/ vardges/math306 /slides

Constructivisme

Comparing and Differentiating

Cooperation Rational

(ii) make a conclusion based on two given premises for: a) Argument Form I;

b) Argument Form II; c) Argument Form III; iii) complete an argument given a premise and the conclusion 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. i.e : a)reasoning by deduction: e.g. circle area : r2 r = 3, A = (32) = 9 b)reasoning by induction: Always used by the scientist to create formulae Enquiry discovery Logical reasoning Rationale Encourage students to produce arguments based on previous knowledge. Mastery learning Self Access Learning Logical Reasoning

4.6 understand and use the concept of deduction and induction to solve problems.

Identifying Pattern

Determination

Limit to cases where formulae can be induced. Specify that: Making conclusion by deduction is definite, Making conclusion by induction is not necessarily definite.

Constructivisme Classifying Honesty Reasoning Deduction Induction Pattern Special conclusion General statement General conclusion Specific case Numerical sequence

Multiple intelligence

Making generalisation

Determination systematic

CHAPTER 5 : THE STRAIGHT LINE

LEARNING AREA/ WEEK STRAIGHT LINE (4 weeks) LEARNING OBJECTIVES Students will be taught to; 5.1 Understand the concept of gradient of a straight line. LEARNING OUTCOME Students will be able to; (i) determine the vertical and horizontal distances between two given points on a straight line. (ii) determine the ratio of vertical distances to horizontal distance SUGGESTED TEACHING AND LEARNING ACTIVITIES Use technology such as the Geometers Sketchpad, graphing calculators, graph boards, magnetic board, topo maps as teaching aids where appropriate. Begin with concrete examples/ daily situations to introduce the concept of gradient. GENERICS Contextual learning ICT Graphic Calculator CCTS Identify patterns Identify concept Identify relation MORAL VALUES Rationale Systematic Cooperation Accurate POINTS TO NOTE/ VOCABULARY Straight line Steepness Horizontal distance Vertical distance Gradient Ratio

Discuss; The relationship between gradient and tan . 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 point on a straight line to conclude that the ratio is constant.

5.2 Understand the concept of gradient of straight line in Cartesian coordinates.

Students will be able to; (i) derive the formula for the gradient of a straight line. (ii) calculate the gradient of a straight line passing through two points. (iii) 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; (i) P is chosen as (x1, y1) and Q is (x2, y2). (ii) Q is chosen as (x1, y1) and P is (x2, y2).

Enquiry discovery ICT

Finding all possible solution. Arranging sequentially Collecting and handling data Representing and interpreting data Comparing & differentiating

Neatness Systematic Rationale

Acute angle Obtuse angle Inclined upwards to the right Inclined downwards to the right Undefined. The gradient of a straight line passing through P(x1,y1) and Q(x2, y2) is :

m=

y 2 y1 x 2 x1

5.3 Understand the concept of intercept

Students will be able to; (i) Determine the xintercept and the y-intercept of a straight line. (ii) Derive the formula for the gradient of a straight line in terms of the xintercept and yintercept. (iii) Perform calculations involving gradient, xintercept and yintercept.

Constructivism Self-access Learning

Comparing & differentiating Using algorithm & relationship. Drawing graph.

Rational Systematic Accuracy

x-intercept y-intercept Emphasize that x-intercept and y-intercept are written in the form of coordinates.

5.4 Understand and use equation of a straight line

Students will be able to; (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

Discuss the changes in the form of the straight lines with various values of m and c. Carry out activities using the graphing calculator, the Geometers Sketchpad or other teaching aids.

Cooperative Learning Multiple Intelligence Enquiry discovery ICT

Identify pattern Classifying Drawing graph Representing & interpreting data. Making generalization Identify relation

Cooperation Sharing Neatness Rational

Verify that m is the gradient and c is the yintercept of a straight line with equation y = mx + c .

Linear equation Graph Table of values Coefficient Constant Satisfy Parallel Point of intersection Simultaneous equations

gradient and yintercept of the straight line which the equation is in the form of; 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 and conclude that the point of intersection is the only point that satisfies both equations. Use the graphing calculator, the Geometers Sketchpad or other teaching aids to find the point of intersection.

5.5 Understand and use the concept of parallel lines.

Students will be able to; (i) verify that two parallel lines have the same gradient and vice versa (ii) determine from the given equations whether two straight lines are parallel. (iii) find the equation of the straight line which passes through a given point and is parallel to another straight line. (iv) solve problems involving equations of straight lines.

Explore properties of parallel lines using the graphing calculator and Geometers Sketchpad or other teaching aids

Mastery Learning ICT Self-access Learning

Comparing & differentiating Identify pattern Identify Concept Finding all possible Solutions Making generalization

Rational Systematic Sharing

Parallel lines

CHAPTER 6 : STATISTICS
LEARNING AREA / WEEKS STATISTICS ( 4 weeks ) LEARNING OBJECTIVES Students will be taught to: 6.1.Understand the concept of class interval; LEARNING OUTCOMES Students will be able to: (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 intervals for a given set of data; (vi) construct a frequency table for a given set of data. SUGGESTED TEACHING AND LEARNING ACTIVITIES Use data obtained from activities and other sources such as research studies to introduce the concept of class interval. GENERICS CCTS MORAL VALUES cooperations systematic making inferences classifying collecting and handling data tolerance POINTS TO NOTE / VOCABULARY

contextual cooperatives learning enquirydiscovery

working out mentally

Size of class interval = [upper boundary lower boundary] Statistics Class interval data Grouped data Upper limit Lower limit Upper boundary Lower boundary Size of class interval Frequency table

Discuss criteria for suitable class intervals.

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;

Discuss the difference between mode and mean.

contructivisme self-access learning

representing and interpreting data arranging seqeuntially

hardworking consistant systematic

mode modal class mean

(ii) calculate the midpoint of a class; (iii) verify the formula for the mean of 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. 6.3 represent and interpret data in histograms with class intervals of the same size to solve problem; (i) draw a histogram based on the frequency table of grouped data; (ii) interpret information from a given histogram; (iii) solve problems involving histograms. Use graphing calculator to explore the effect of different class interval on histogram. Discuss the difference between histogram and bar chart. enquirydiscovering

using algorithm and relationship working out mentally making inferences

midpoint of a class

drawing diagrams collecting and handling data representing and interpreting data estimating

neatness diligence systematic

uniform class interval histogram vertical axis

hardworking systematic

horizontal axis

LEARNING AREA/ WEEK

LEARNING OBJECTIVES 6.4 Represent and interpret data in frequency polygons to solve problems

LEARNING OUTCOMES i) draw the frequency polygon based on: a. a histogram b. a frequency table interpret information from a given frequency polygon solve problems involving frequency polygon

SUGGESTED TEACHING & LEARNING

GENERIC Constructivism

CCTS Drawing diagrams

MORAL VALUES Cooperation

ii)

Cooperative Learning

Interpreting diagrams

POINTS TO NOTE / VOCABULARY When drawing a frequency polygon add a class with 0 frequency before the first class and after the last class

iii)

6.5 Understand the concept of cumulative frequency

Student will be able to: i) construct the cumulative frequency table for: a) ungrouped data b) grouped data ii) draw the ogive for: a) ungrouped data b) grouped data

constructivism contextual learning

Identifying patterns Identifying relations Logical reasoning

Hardworking

Neatness Systematic Diligence

Include everyday life situations Vocabulary: frequency polygon When drawing ogive: - use the upper boundaries; - add a class with zero frequency before the first class Vocabulary: cumulative frequency ungrouped data ogive

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

Discuss the meaning of dispersion by comparing a few sets of data. Graphing

ICT Enquirydiscovering

Representing & interpreting data Classifying, comparing &

Punctuality Consistent

For grouped data: Range = [midpoint of the last class midpoint of the first class] Vocabulary:

from the ogive. (iii) interpret information from an ogive

calculator can be used for this purpose.

differentiating

Range Measures of dispersion Median First quartile Third quartile Interquartile range

CHAPTER 7 : PROBABILITY 1
SUGGESTED TEACHING AND LEARNING ACTIVITIES

LEARNING AREA/WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOMES

GENERICS

CCTS

MORAL VALUES

POINTS TO NOTE/ VOCABULARY

PROBABILITY 1 (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 (iii) determine the sample space of an experiment (iv) write the sample space by using set notations. (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 (iii) determine whether

Use concrete examples such as throwing a die and tossing a coin Definition of sample space

Enquiry discovery
constructivisme

Logical reasoning Collecting and handling data

systematic

Sample space Outcome

cooperative learning

Experiment Possible outcome

7.2 understand the concept of events

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

Cooperative learning

Identifying Comparing

cooperations

An impossible event is an empty set. Event Element Subset Empty set Impossible event

7.3 understand and use the concept of probability of an event to solve problems

an event is possible for a sample space (i) find the ratio of the 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.

Carry out activities to 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,numbe r, alphabet)

Cooperative learning

Representing

Systematic Rational Diligence

probability

and interpreting data Logical reasoning

Accuracy

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.

CHAPTER 8 : CIRCLES 111

SUGESTED TEACHING & LEARNING ACTIVITIES Develop concepts and abilities through activities using technology such as the Geometers Sketchpad and graphing calculator.

LEARNING AREA/ WEEKS CIRCLES III (3 weeks)

LEARNING OBJECTIVES 8.1 Understand and use the concept of tangents to a circle

LEARNING OUTCOMES

GENERICS

CCTS

MORAL VALUES Systematic Neatness

POINTS TO NOTE VOCABULARY/ Tangent to a circle Perpendicular Radius Circumference Semicircle Congruent A

Students will be able to : (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 n circle; b) outside the circle; (iv) determine the properties related to two tangents to a circle from a given point outside the circle; (v) solve problems involving tangents to a circle.

Constructivi sme Contextual learning Thinking skill Learning how to learn

Identifying patterns Identifying relations Comparing and

differentiating

Making inference Drawing diagrams

C B
Two tangents to a circle.

Relate to Pythagoras Theorem.

LEARNING AREA/ WEEKS CIRCLES III

LEARNING OBJECTIVES 8.2 Understand and use the properties of angle between tangent and chord to solve problems.

LEARNING OUTCOMES

8.3 Understand and use the properties of common tangents 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. 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.

SUGESTED TEACHING & LEARNING ACTIVITIES Explore the property of angle in alternate segment using Geometers Sketchpad or other teaching aids.

GENERICS

CCTS

MORAL VALUES Determination Diligence

POINTS TO NOTE VOCABULARY/ Chord Alternate segment Major sector Subtended

Enquiry Discovery Cooperative learning Integrating ICT into teaching and learning

Classifying Identifying patterns Identifying relations Comparing and differentiate

Discuss the maximum number of common tangents for the three cases.

Self access learning Problem solving Cooperative learning

Finding possible solutions Working out mentally

Tolerance Consistent

Emphasis that the length of common tangent are equal. Common tangents

Systematic

Include daily situations.

Integrating ICT into teaching and learning Include problems involving Pythagoras Theorem.

CHAPTER 9 : TRIGONOMETRY 11
LEARNING AREA/ WEEK LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED TEACHING AND LEARNING ACTIVITIES GENERICS CCTS MORAL VALUES POINTS TO NOTE / VOCABUL ARY

Students will be taught to: 9.1 understand and use the concept of the values of sine cos and tangent ( 0 360) to solve problems

Students will be able to : Mastery learning ICT Self access learning Communication method of learning Identify relations Neatness Rationale Sincerity Rationale Systematic Diligence The unit circle is the circle of radius 1 with its centre at the origin

(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; of several points on the circumference of the unit circle. (iii) verify that, for an angle in quadrant 1 of the unit circle: a) sine = y- coordinate b) cos = x- coordinate; c) tangent = y- coordinate x- coordinate (iv) determine the values of: a) sine b) cosine c) tangent Of an angle in quadrant 1 in the unit circle;

quadrant

Self access learning Communication method of learning Constructivism

Rationale Systematic Diligence Determinatio n Polite Rationale

Sine Cosine Tangent

Self access learning Communication method of learning

LEARNING AREA/ WEEK

LEARNING OBJECTIVES

LEARNING OUTCOMES

SUGGESTED TEACHING AND LEARNING ACTIVITIES

GENERICS

CCTS

MORALVALUES

POINTS TO NOTE/VOCABULARY

Students will be taught to:

Students will be able to: (v) determine the values of a) sine , b) cos , c) tan , for

Explain the concept sine = ycoordinate; cos = x-coordinate

tan =

y coordinate x coordinate

Cooperative learning Self Access learning

90 360 ;

can be extended to angles in quadrant II, III and IV. Cooperative learning Self Access learning Comparing Differentia ting

Determination Polite Rationale Systematic Consistent

(vi) determine whether the values of; a) sine; b) cosine; 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;

Rationale Cooperation Hard working

45 1
Mastery learning Enquiry discovery Diligence Freedom

2 30
3 Use the above 60 triangles to find the values of sine, cosine and tangent for

30, 45, 60.

Enquiry discovery Self Access learning

Rationale Diligence Consistent

Teaching can be expanded through activities such as reflection.

LEARNING AREA/ WEEK

LEARNING OBJECTIVES

LEARNING OUTCOMES

SUGGESTED TEACHING AND LEARNING ACTIVITIES Use the Graphing calculator and Geometers Sketchpad to explore the feature of the graphs of y = sine , y = cos y = tan . Discuss the feature of the graphs of y = sine , y = cos y = tan . Discuss the examples of these graphs in other area.

GENERICS

CCTS

MORALVALUES

POINTS TO NOTE/VOCABULARY

Students will be taught to: 9.2 draw and use the graphs of sine, cosine and tangent.

Students will be able to: (i) draw the graphs of sine, cosine and tangent for angles between 0o and 360o; (ii) compare the graphs of sine, cosine and tangent for angles between 0o and 360o; (iii) solve problems involving graphs of sine, cosine and tangent.

Contextual learning

Drawing graphs

Neatness Systematic Rationale Hard working Rationale Sincerity Hard working Cooperation

Cooperative learning

Comparing

Inquiry discovery Self access learning Constructivisme

Problems solving

Rationale Diligence Cooperation

LEARNING AREA/ WEEK

LEARNING OBJECTIVES

LEARNING OUTCOMES

SUGGESTED TEACHING AND LEARNING ACTIVITIES Use the Geometers Sketchpad to explore the change in the values of sine, cosine and tangent relative to the change in angles.

GENERICS

CCTS

MORALVALUES

POINTS TO NOTE/VOCABULARY

(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 90o and 360o; (xi) find the angles between 0o and 360o, given the values of sine, cosine or tangent; (xii) solve problems involving sine, cosine and tangent.

Mastery learning Cooperative learning

Identifying relations

Honesty Polite Sincerity

Cooperative learning Self access learning

Cooperative learning Self access learning

Constructivisme Relate to daily situations.

CHAPTER 10 : ANGLE OF ELEVATION AND DEPRESSION

LEARNING AREA / WEEKS SUGGESTED TEACHING & LEARNING ACTIVITIES Use daily situations to introduce the concept.

LEARNING OBJECTIVES Students will be taught to: 10.1 Understand and use the concept of angle of elevation and angle of depression to solve problems.

LEARNING OUTCOMES Students will be able to: i) identify: a) the horizontal line; b) the angle of elevation; c) the angle of depression, or a particular situation; ii)represent a particular situation involving: a) the angle of elevation; b) the angle of depression, using diagrams; iii) solve problem involving the angle of elevation and depression.

GENERICS

CCTS

MORAL VALUE

POINTS TO NOTE / VOCABULARY

ANGLE OF ELEVATION AND DEPRESSION (1 week)

Constructivism Enquiry discovery ICT

Drawing diagrams Identifying relations. Recognizing and representing Collecting and handling data.

Rationale Systematic Neatness

Include two observations on the same horizontal plane.

Involve activities outside the classroom. Angle of elevation Angle of depression Horizontal line

CHAPTER 11 : LINES AND PLANES IN 3 DIMENSION

LEARNING AREA / WEEK LINES AND PLANES IN 3DIMENSION (2 weeks) LEARNING OBJECTIVE S 11.1 understand and use the concept of angle between lines and planes to solve problems. LEARNING OUTCOMES SUGGESTED TEACHING & LEARNING ACTIVITIES Carry out activities using daily situations and 3dimensional models. Differentiate between 2dimensional and 3dimensional shapes. Involve planes found in natural surroundings. Begin with 3dimensional models. Use 3- dimensional models to give clearer pictures. GENERICS CCTS MORAL VALUES Rationale Systematic InquiryDiscovery Cooperative Learning Drawing diagrams Identifying relations Accuracy Diligence POINTS TO NOTE / VOCABULARY Horizontal plane Vertical plane 3-dimensional Normal to a plane Orthogonal Projection Space diagonal

Students will be able to : (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 plane

Contextual Learning

Working out mentally

Include line in 3dimensional shapes.

(v) identify normal 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 plane; (viii) determine the angle between a line and a plane; (ix) solve problems involving the angle between a line and a plane.

11.2 understand and use the concept of angle between two planes to solve problems.

Students will be able to : (i) identify the line of intersection between two planes; (ii) draw a line on each plane which is perpendicular to the line of intersection of the two planes at a point on the line of intersection. (iii) Determine the angle between two planes on a model and a given diagram; (iv) Solve problems involving lines and planes in 3- dimensional shapes. Use 3-dimensional models to give clearer pictures.

Contextual Learning EnquiryDiscovery Cooperative Learning

Working out mentally Drawing diagrams Identifying relations

Rational Systematic Accuracy Diligence Angle between two planes.