Yearly Plan t2 2012 Labelled pbs band

YEARLY LESSON PLAN MATHEMATICS FORM TWO 2012

FIRST SEMESTER

Learning Area: Chapter 1 Directed Number

Notes Week Learning Objectives Learning OutcomesTeaching Approaches /

Generic Skills

3 Weeks(W1-W3)(4/1-20/1)

Revision:Directed Numbers Form 1

CCTS1. Identifying relations2. Translating3. Working out mentally4. Arranging sequentially

1.1 Perform computations involving multiplication and division of integers to solve problems.

Students will be able to:i. Multiply integers. B3D1E1ii. Solve problems involving multiplication of

integers. B4D1E1iii. Divide integers. B3D1E1iv. Solve problems involving division of

integers. B4D1E1

Use concrete materials such as coloured chips and multiplication tables to demonstrate multiplication and division of integers.Complete multiplication table by recognising patterns.

5. Looking for patterns

1.2 Perform computations involving combined operations of addition, subtraction, multiplication and division of integers to solve problems.

Students will be able to:i. Perform computations involving combined

operations of: B4D1E2(a) addition and subtraction of integers(b) multiplication and division of integers

ii. Solve problems involving combined operations of addition, subtraction, multiplication and division of integers including the use of brackets. B4D1E3

Solve problems related to real-life situations.e.g. (2) – 3 + (4)

4 x (3) ÷ (6)Students use calculators to compare and verify answers.Solve problems related to real- life situation such as money and temperature.

1.3 Extend the concept of integers to fractions to solve problems.

Students will be able to:i. Compare and order fractions. B3D1E2ii. Perform addition, subtraction,

multiplication or division on fractions. B3D1E3

Compare fractions using- number line- scientific calculator

1.4 Extend the concept of integers to decimals to solve problems.

Students will be able to:i. Compare and order decimals. B2D1E1ii. Perform addition, subtraction,

multiplication or division on decimals B3D1E3

Compare decimals using- number line- scientific calculator

1

1.5 Perform computations involving directed numbers (integers, fractions and decimals).

Students will be able to:i. Perform addition, subtraction,

multiplication or division involving two directed numbers. B3D1E3

ii. Perform computations involving combination of two or more operations on directed numbers including the use of brackets. B5D1E1

iii. Pose and solve problems involving directed numbers. B5D1E1

Explore addition, subtraction, multiplication and division using standard algorithm and estimation.Perform operations on integers, fractions and decimals.Solve problems related to real-life situations.

Learning Area: Chapter 2 Squares, Square Roots, Cubes and Cube Roots

CCTS1. Working out mentally2. Estimating3. Identifying relations4. Classifying5. Translating

3 Weeks(W4-W5)

(23/1-12/2)

2.1 Understand and use the concept of squares of numbers.

Students will be able to : i. State a number multiplied by itself as

a number to the power of two and vice-versa.B1D1E1

ii. Determine the squares of numbers without using the calculators.B3D2E1

iii. Estimate the squares of the numbers.B3D2E1

iv. Determine the squares of numbers using calculators.B2D2E1

v. List perfect squares.B3D2E1vi. Determine if a number is a perfect

square.B3D2E2vii. Pose and solve problems involving

squares of numbers.B4D2E1

Recognize squares of number as the areas of the associated squares.

12 22 32

Use pencil-and-paper method, mental and speed calculations to evaluate squares of numbers where appropriate.

Use estimation to check whether answers are reasonable.

e.g.

27 is between 20 and 30

272 is between 400 and 900.

Explore perfect squares.

2

2.2 Understand and use the concept of square roots of positive numbers

Students will be able to:i. State the square root of a positive

number as the number multiplied by itself equals to the given number.B2D2E2

ii. Determine the square roots of perfect squares without using calculator.B3D2E3

iii. Determine the square roots of numbers without using calculators.B3D2E3

iv. Multiply two square roots.B3D2E4v. Estimate square roots of

numbersB3D2E2vi. Find the square roots of numbers

using calculatorsB2D2E3vii. Pose and solve problems involving

squares and square rootsB4D2E1

Explore the concept of square roots using areas of squares

Investigate multiplications involving square roots of:a) the same numberb) different numbers.

Use estimation to check whether answers are reasonable.

Use calculators to explore the relationship between squares and square roots.

2.3 Understand and use the concept of cube of numbers

Students will be able to:i. State a number multiplied by itself

twice as a number to the power of three and vice-versa.B1D1E2

ii. Determine cubes of numbers without using calculators.B3D3E1

iii. Estimate cubes of numbers.B3D3E1iv. Determine cubes of numbers using

calculators.B2D3E1v. Pose and solve problems involving

cubes of numbers.B4D2E2

Recognise cube of a number as the volume of the associated cube.

13 23

33

Use pencil-and-paper method, speed and mental calculations to evaluate cubes of numbers.

3

2.4 Understand and use the concept of cube roots of numbers

Students will be able to:i. State the cube root of a number as

the number multiplied by itself twice equals to the given number.B2D3E2

ii. Determine the cube roots of integers without using calculators.B3D3E2

iii. Determine the cube roots of numbers without using calculators.B3D3E2

iv. Estimate cube roots of numbers.B3D3E2

v. Determine cube root of numbers using calculators.B2D3E3

vi. Pose and solve problems involving cubes and cube roots.B4D2E2

vii. Perform computations involving addition, subtraction, multiplication, division and mixed operations on squares, square roots, cubes and cube rootsB5D2E1

i. Mastery Learningii. Constructivismiii. Thinking Skill

STANDARDIZE TEST 11 Week

(W6)(13/2-17/2)

Learning Area: Chapter 3 Algebraic Expressions II

CCTS1. Working out mentally2. Identifying relations3. Classifying4. Looking for patterns5. Translating6. Evaluating

3 Weeks(W7-W9)(19/2-9/3)

3.1 Understand the concept of algebraic terms in two or more unknowns.

Students will be able to :i. Identify unknowns in algebraic terms in

two or more unknowns.B1D2E1ii. Identify algebraic terms in two or more

unknowns as the product of the unknowns with a number.B2D4E1

iii. Identify coefficients in given algebraic terms in two or more unknowns.B2D4E1

iv. Identify like and unlike algebraic terms in two or more unknowns.B2D4E1

v. State like terms for given algebraic term.B2D4E1

Students identify unknowns in given algebraic terms. e.g. 3ab : a & b are unknowns.-3d2 : d is an unknown.

Use examples of everyday situations to explain algebraic terms in two or more unknowns.

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3.2 Perform computations involving multiplication and division of two or more terms.

Students will be able to:i. Find the product of two algebraic

terms.B3D4E1ii. Find the quotient of two algebraic

terms.B3D4E1iii. Perform multiplication and division

involving algebraic terms.B4D3E1

Explore multiplication and division of algebraic terms using concrete materials or pictorial representations.

e.g : Find the area of a wall covered by 10 pieces of tiles each measuring x cm by y cm.

E.g.

a)

b)

Perform multiplication and division

such as:

3.3 Understand the concept of algebraic expressions

Students will be able to:i. Write algebraic expressions for given

situations using letter symbols.B2D4E2ii. Recognize algebraic expressions in two or

more unknowns.B1D2E2iii. Determine the number of terms in given

algebraic expressions in two or more unknowns.B1D2E2

iv. Simplify algebraic expressions by collecting like terms.B3D4E2

v. Evaluate expressions by substituting numbers for letters.B3D4E3

Use situations to demonstrate the concept of algebraic expression, eg:a) Add 7 to a number : n + 7b) A number multiplied by 2

and then 5 added: (n x 2) + 5 or 2n + 5

Investigate the difference between expressions such as 2n and n + 2; 3(c + 5) and 3c + 5; n2 and 2n; 2n2 and (2n)2.

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3.4 Perform computations involving algebraic expressions

Students will be able to :i. Multiply and divide algebraic expressions

by a number.B3D4E4ii. Perform :

(a) addition (b) subtraction involving two algebraic expressions.B3D4E4

iii. Simplify algebraic expressionsB4D3E2

Use situations to explain computations involving algebraic expressions.

(a) 8 ( 3x – 2 )

(b) ( 4x – 6 ) 2 or

Investigate why 8 ( 3x – 2 ) = 24x 16

Add and subtract algebraic expressions by removing bracket and collecting like terms.

Simplify algebraic expressions such as:

(a) 3x – ( 7x 5x )(b) 5 ( x + 2y ) – 3 ( 2x 2y )

(c) (a + 7b – c) + (4 – b –

2c)

(d) 8 ( 3x – 2 ) +

1st Mid Year Holiday1Week(W10)

(10/3-18/3)

Learning Area: Chapter 4 Linear Equations

CCTS1. Comparing & contrasting2. Classifying3. Translating4. Working out mentally5. Making inferences6. Identifying relations

2 Weeks(W11-W12)(19/3-31/3)

4.1 Understand and use the concept of equality

Students will be able to :State the relationship between two quantities by using the symbols ‘=‘ or ‘≠ B2D5E1

Use concrete examples to illustrated “=” and “≠”

Discuss cases such as :a) if a=b then b=a.

e.g.3+5=2+6 then 2+6=3+5

b) if a=b and b=c, then a=c. e.g. 6+3=5+4 and 5+4=2+7 then 6+3=2+7 (conceptualizing and identifying relationships)

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4.2 Understand and use the concept of linear equations in one unknown

Students will be able to :i. Recognise linear algebraic termsii. Recognise linear algebraic expression

B1D3E1iii. Determine if a given equation is

(a) a liner equation(b) a linear equation with one

unknown B2D5E2iv. Write linear equations with one

unknown for given statements and vice versa B3D5E1

Discuss why given algebraic terms and expressions are linear.

Given a list of term, students identify linear terms.e.g. 3a, ab, a³ 3a is a linear term

Select linear expressions given a list of algebraic expressions.e.g 2a + 3, a 2b, ab + 2, x²-12a+3, a-2b are linear expressions.

Select linear equations given a list of equations.e.g. a+3=5, a-2b=7, ab=10a+3=5, a-2b=7 are linear equations.a+3=5 is a linear equation in one unknown.

Include examples from everyday situations. (Comparing and contrasting, identifying relationships)

4.3 Understand the concept of solutions of linear equations in one unknown.

Students will be able to :i. Determine if a numerical value is a

solutions of a given linear equation with one unknown. B3D5E2

ii. Determine the solution of a linear equation with one unknown by trial and improvement method. B3D5E2

iii. Solve equations in the form of :x + a = b, x a = b, ax = b, x/a =

b where a,b,c are integers and x is an unknown. B3D5E2

iv. Solve equations in the form of ax+b=c, where a, b, c are integers and x is an unknown. B4D4E1

v. Solve linear equations in one unknown. B4D4E2

vi. Pose and solve problems involving linear equations in one unknown.B5D3E1

Use concrete examples to explain solutions of linear equations in one unknown.

e.g. Relate x + 2 = 5 to □ + 2 = 5. Solve and verify linear equations in

one unknown by inspection and systematic trial, using whole numbers, with and without the use of calculators. (Making inferences and problems-solving)

Learning Area: Chapter 5 Ratios, Rates And Proportions

7

CCTS1. Identifying relations2. Comparing & contrasting3. Evaluating4. Working out mentally

2 Weeks(W14-W15)(2/4-13/4)

5.1 Understand the concept of ratio of two quantities

Students will be able to :i. Compare two quantities in the form a : b or

(B2D6 E1)

ii. Determine whether given ratios are equivalent ratios. (B3D6E1)

iii. Simplify ratio to the lowest term. (B3D6E2)iv. State ratios related to a given ratio

(B3D6E3)

Use everyday examples to introduce the concept of ratio.

Use concrete examples to explore:a) equivalent ratiosb) related ratios

5. Translating 5.2 Understand the concept of proportion to solve problems

Students will be able toi. State whether two pairs of quantities is a

proportion. (B3D6E4)ii. Determine if a quantity is proportional to

another quantity given two values of each quantity. (B3D6E5)

iii. Find the value of a quantity given the ratio of the two quantities and the value of another quantity. (B4D5E1)

iv. Find the value of a quantity given the ratio and the sum of the two quantities. (B4D5E1)

v. Find the sum of two quantities given the ratio of the quantities and the difference between the quantities. (B4D5E2)

vi. Pose and solve problems involving ratios and proportions (B5D4E1)

Use everyday examples to introduce the concept of proportion.

Verify the method of cross multiplication and use it to find the missing terms of a proportion.

8

Understand and use the concept of ratio of three quantities to solve problem

Students will be able to:i. Compare three quantities in the form a : b :

c (B2D6E1)ii. Determine whether given ratios are

equivalent ratiosiii. Simplify ratio of three quantities to the

lowest terms.iv. State the ratio of any two quantities given

ratio of three quantities. (B3D6E8)v. Find the ratio of a : b : c given the ratio of

a : b and b : c. (B4D5E3)vi. Find the value of the other quantities, given

the ratio of three quantities and the value of one of the quantities. (B4D5E4)

vii. Find the value of each of the three quantities given:

a) the ratio and the sum of three quantities.

b) the ratio and the difference between two of the three quantities. (B5D4E2)

viii. Find the sum of three quantities given the ratio and the difference between two of the three quantities. (B5D4E2)

ix. Pose and solve problems involving ratio of three quantities. (B5D4E2)

Use everyday examples to introduce the concept of ratio of three quantities.

Use concrete examples to explore equivalent ratios.

Learning Area: Chapter 6 Pythagoras’ Theorem

9

CCTS1, Identifying relations2. Finding all possible solutions3. Classifying

2 Weeks(W16-W17)(16/4-27/4)

6.1 Understand the relationship between the sides of a right-angled triangle.

Students will be able to:i. Identify the hypotenuse of right-angled

triangles. (B1B4E1)ii. Determine the relationship between

the lengths of the sides of a right-angled triangle.(B2D7E1)

iii. Find the length of the missing side of a right-angled triangle using the Pythagoras’ theorem. (B4D6E1)

iv. Find the length of sides of geometric shapes using Pythagoras’ theorem. (B5D5E1)

v. Solve problems using the Pythagoras’ theorem. (B5D5E2)

Teacher shows students how to identify the hypotenuse of right-angled triangles drawn in different orientations.

Teacher shows the students how to use grid papers to explore & investigate the Pythagoras’ theorem.

Teacher shows the students how to determine the relationship between the lengths of the sides of a right-angled triangle.

Teacher uses the Pythagoras theorem to find the length of the missing side of a right-angled triangle.

Teacher uses the Pythagoras theorem to find the length of sides of geometric shapes.

Teacher uses the Pythagoras theorem to solve problems.

6.2 Understand and use the converse of the Pythagoras’ theorem.

Students will be able to:i. Determine whether a triangle is a right-

angled triangle.(B3D7E1)ii. Solve problems involving the converse

Pythagoras’ theorem. (B5D5E2)

Explore and investigate the converse of the Pythagoras’ Theorem through activities.

2 weeksW18-W19)

(21/5-25/5)

MID YEAR EXAMINATION

Mid Year Holiday

10

SECOND SEMESTER

Learning Area: Chapter 7 Geometrical Construction

CCTS1. Drawing diagrams

3 Weeks(w20-W22)(11/6-28/6)

7.1 Perform constructions using straight edge (ruler and set square) and compass.

Students will be able to:i. Construct a line segment of given

length. (B3D8E1)ii. Construct a triangle given the length of

the sides. (B4D7E1)iii. Construct: (B4D7E2)

a) perpendicular bisector of a given line segment

b) perpendicular to a line passing through a point on the line

c) perpendicular to a line passing through a point not on the line

iv. Construct: (B4D7E3)a) Angle of 60o and 120o

b) Bisector of an angle

i. Students use straight edge (ruler and set square) and compass to construct a line segment.

ii. Students construct a triangle(given the length of its three sides) by using compass and ruler.

iii. Students construct perpendicular of a given line

segment perpendicular to a line passing

through a point on the line perpendicular to a line passing

through a point not on the line by using compass and ruler.iv. Teacher shows the relation between

three constructions above to properties of rhombus and isosceles triangle.

v. Teacher shows the steps to construct angle of 60o and 120o by dividing a circle to 6 same parts (using compass)

vi. Students emphasize the use of the bisector of an angle(60o, 90o) to construct angles of 30o, 45o and 15o.

7.1 Perform constructions using straight edge (ruler and set square) and compass.

Students will be able to: (B5D6E1)v. Construct triangles given:

a) One side and two anglesb) Two sides and one angle

vi. Construct: (B5D6E2)b) Parallel linesc) Parallelogram given its sides and an

angle

i. Students use the previous knowledge to construct triangle given one side and two angles or two sides and one angle

ii. Teacher guides students to construct parallel lines and parallelogram by using Ruler and compass Set square and ruler

11

Learning Area: Chapter 8 Coordinates

CCTS1. Identifying relations2. Interpreting3. Making inferences4. Working out mentally5. Translating

2 Weeks(W23-W24)(2/7-13/7) 8.1 Understand and use the

concept of coordinates.

Student will be able to:i. Identify the x-axis, y-axis and the

origin on a Cartesian plane.B1D5E1ii. Plot points and state the coordinates

of the points given distances from the x-axis and y-axis.B3D9E1(a)

iii. Plot points and state the distances of the points from the y-axis and x-axis given coordinates of the points. B3D9E1(b)

iv. State the coordinates of points on Cartesian plane. B3D9E2

Introduce the concept of coordinates using everyday examples. e.g. state the location of:

a) a seat in the classroomb) a point on square grids.

Introduce Cartesian coordinates as a systematic way of marking the location of a point.

8.2 Understand and use the concept of scales for the coordinate axes.

Student will be able to:i. Mark the values on both axes by

extending the sequences of given values on the axes.B2D8E1

ii. State the scales used in given coordinate axes where:

a) scales for axes are the same

b) scales for axes are different.B3D9E3

iii. Mark the values on both axes, with reference to the scales given.B3D9E4

iv. State the coordinates of a given point with reference to the scales given.B3D9E5

v. Plot points, given the coordinates, with reference to the scales given.B4D8E1

vi. Pose and solve problems involving coordinates.B5D7E1(a)

Use dynamic geometry software to explore and investigate the concept scales.

Explore the effects of shapes of objects by using different scales.

Explore positions of places on topography maps.

Pose and solve problems involving coordinates of vertices of shapes such as:Name the shape formed by A(1, 5), B(2, 5), C(4, 3) and D(3, 3).Three of the four vertices of a square are (-1, 1), (2, 5) and (6,2). State the coordinates of fourth vertex.

12

8.3 Understand and use the concept of distance between two points on a Cartesian plane.

Student will be able to; i. Find the distance between

two point with:a) common y – coordinatesb) common x coordinatesB3D9E6

ii. Find the distance between two Pythagoras’ theorem.B4D8E2

iii. Pose and solve problems involving distance between two points.B5D7E1(b)

Discuss different methods of finding distance between two points such as :

a) inspectionb) moving one point to the otherc) computing the difference between the x-coordinates or y- coordinates.

Students draw the appreciate right angled triangle using the distance between the two points as the hypotenuse.

8.4 Understand and use the concept of midpoints.

Student will be able to:i. Identify the midpoint of a straight line

joining two points.B2D8E2ii. Find the coordinates of the midpoint of

a straight line joining two point with: a) common y coordinates b) common x coordinatesB3D9E7iii. Find the coordinates of the midpoint of

the line joining two points.B4D8E3iv. Pose and solve problems involving

midpoints.B5D7E1(c)

Introduce the concept of midpoint through activities such as folding, constructing, drawing, and counting.

Use dynamic geometry software to explore and investigate the concept of midpoints

13

Learning Area: Chapter 9 Loci In Two Dimensions

CCTS1. Working out mentally2. Making inferences3. Drawing diagrams

2 Weeks(W25-W26)(16/7-27/7)

9.1 Understand the concept of two dimensional loci.

Students will be able to:i. Describe and sketch the locus of a

moving object.B3D10E1ii. Determine the locus of points that are

of :a) constant distance from a fixed

pointb) equidistant from two fixed pointsc) constant distance from a straight

lined) equidistant from two intersecting

lines.B3D10E2iii. Construct the locus of a set of all points

that satisfies the condition:a) the point is at a constant

distance from a fixed pointsb) the point is at equidistant from

two fixed pointsc) the point is at a constant

distance from a straight lined) the point is at equidistant from

two intersecting lines.B4D9E1

Use everyday examples such as familiar routes and simple paths to introduce the concept of loci.

Discuss the locus of a point in a given diagram.

e.g. Describe a locus of a point equidistant from A

and C.A D

B C

9.2 Understand the concept of the intersection of two loci.

Students will be able to:i. Determine the intersections of two loci

by drawing the loci and locating the points that satisfy the conditions of the two loci.B5D8E1

Use everyday examples or games to discuss the intersection of two loci

Mark the points that satisfy the conditions:a) Equidistant from A and Cb) 3 cm from A

14

D C

A B

Learning Area: Chapter 10 Circles

CCTS1. Identifying relations2. Drawing diagrams3. Classifying4. Translating

5Weeks(W27-W31)(30/7-24/8

10.1 Recognize and draw parts of a circle.

Students will be able to :i. Identify circle as asset of points

equidistant from a fixed point.B1D6E1ii. Identify parts of a circles: B2D9E1

a) centre (e) chordb) circumference (f) arcc) radius (g) sectord) diameter (h) segment

iii. Draw: B3D11E1a) a circle given the radius and

centreb) a circle given the diameterc) a diameter passing through a

specific point in a circle given the centre.

d) A chord of a given length passing through a point on the circumference

e) Sector given the size of the angle at the centre and radius of a circle.

iv. Determine the: B4D10E1a) centreb) radius

of a given circle by construction.

Introduce the concept of circle as a locus.

Use dynamic geometry software to explore parts of a circle.

10.2 Understand and use the concept of a circumference to solve problems.

Students will be able to: i. Estimate the value of . B3D11E2ii. Derive the formula of the circumference

of a circle. B3D11E3iii. Find the circumference of a circle,

given its: B3D11E3a) diameterb) radius.

iv. Find the: B4D10E2a) diameterb) radius

given the circumference of a circle.v. Solve problems involving circumference

of circles. B5D9E1

Measure the diameter and circumference of circular objects.

Explore the history of .

Explore the value of using dynamic geometry software.

15

10.3 Understand and use the concept of arc of a circle to solve problems.

Students will be able to:i. Derive the formula of the length of an

arc. B3D11E4ii. Find the length of arc given the angle at

the centre and the radius. B3D11E4iii. Find the angle at the centre given the

length of the arc and the radius of a circle. B4D10E2

iv. Find the length of radius of a circle given the length of the arc and the angle at the centre. B4D10E2

v. Solve problems involving arcs of a circle. B5D9E1

Explore the relationship between the length of arc and angle at the centre of a circle using dynamic geometry software.

10.4 Understand and use the concept of area of a circle to solve problems

Students will be able to:i. Derive the formula of the area of a

circle. B3D11E5ii. Find the area of a circle given the :

(a) radius(b) diameter B3D11E5

iii. Find : B4D10E2(a) radius(b) diametergiven the area of a circle.

iv. Find the area of a circle given the circumference and vice versa.B4D9E2

v. Solve problems involving area of circles. B5D9E1

Explore the relationship between the radius and the area of a circle :(a) using dynamic geometry software(b) through activities such as cutting the circle into equal sectors and rearranging them into rectangular form.

10.5 Understand and use the concept of area of sector of a circle to solve problems

Students will be able to:i. Derive the formula of the area of a

sector. B3D11E6ii. Find the area of a sector given the

radius and angle at the centre. B3D11E6

iii. Find the angle at the centre given the radius and area of a sector. B4D10E2

iv. Find the radius given the area of a sector and the angle at the centre. B4D10E2

v. Solve problems involving area of sectors and area of circles. B5D9E1

Explore the relationship between the area of a sector and the angle at the centre of the circle using dynamic geometry software.

16

Learning Area: Chapter 11 Transformation

CCTS1. Interpreting2. Drawing diagrams3. Identifying relations4. Working out mentally5. Working backwards6. Comparing & contrasting7. Looking for patterns 4

Weeks(W32-W35)(27/8-14/9

11.1 Understand the concept of transformation

Students will be able to:i. Identify a transformation as a one-to-one

correspondence between points in a plane.B1D7E1

ii. Identify the object and its image in a given transformation. B2D10E1

Explore concepts in transformation geometry using concrete materials, drawings, geo-boards and dynamic geometry software.

11.2 Understand and use the concept of translations

Students will be able to:i. Identify a translation.B2D10E2ii. Determine the image of an object under a given translation.B3D12E1iii. Describe a translation:B4D11E1

a) by stating the direction and distance of the movement

b) in the form

iv. Determine the properties of translation.B3D12E1v. Determine the coordinates of:B4D11E1 a) the image, given the coordinates of the object.

b) the object, given the coordinates of the image under a translation.

vi. Solve problems involving translations.B5D10E1

Explore translations given in the form

Investigate the shapes and sizes, lengths and angles of the images and the objects.

17

11.3 Understand and use the concept of reflections

Students will be able to:i) Identify a reflection.B2D10E2ii) Determine the image of an object under a reflection on a given line. B3D12E2iii) Determine the properties of reflections.B3D12E2iv) Determine:B4D11E2 a) the image of an object, given the axis of reflection. b) the axis of reflection, given the object and its image.v) Determine the coordinates of:B4D11E2 a) the image, given the coordinates of the object. b) the object, given the coordinates of the image under a reflection.vi) Describe a reflection given the object and image.B4D11E2vii) Solve problems involving reflections.B5D10E1

Explore the image of an object under a reflection by drawing, using tracing paper, or paper folding.

Investigate the shapes and sizes, lengths and angles of the images and objects.

2nd Mid Term Holiday

18

Learning Area: Chapter 11 Transformation

11.4 Understand and use the concept of rotations

Students will be able to :i. Identify a rotation.B2D10E2ii. Determine the image of an object

under a rotation given the centre, the angle and direction of rotation.B3D12E3

iii. Determine the properties of rotations.B3D12E3

iv. Determine :B3D12E3a) Image of an object, given the

centre, angle and direction of rotation.

b) The centre, angle and direction of rotation, given the object and the image.

v. Determine the coordinates of B4D11E3

a) The image, given the coordinates of the object;

b) The object, given the coordinates of the image under a rotation.

vi. Describe a rotation given the object and image .

vii. Solve problems involving rotations.B5D10E1

Explore the image of an object under a rotation by drawing and using tracing paper.

11.5 Understand and use the concept of isometry.

Students will be able to :i. Identify an isometry.B2D10E3ii. Determine whether a given

transformation is an isometry.B2D10E3

iii. Construct patterns using isometry.B3D12E4

Use tracing papers to explore isometry.

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11.6 Understand and use the concept of congruence.

Students will be able to :i. Identify if two figures are

congruent.B2D10E4ii. Identify congruency between two

figures as a property of an isometry.B3D12E5

iii. Solve problems involving congruence.B4D12E4

Explore congruency under translations, reflections and rotations.

11.7 Understand and use the properties of quadrilaterals using concept of transformations.

Students will be able to :i. Determine the properties of

quadrilaterals using reflections and rotations.B3D12E6

Explore the properties of various quadrilaterals using concept of transformations.

Learning Area: Chapter 12 Solid Geometry II

CCTS1. Interpreting2. Drawing diagrams3. Classifying4. Identifying relations

2 Weeks(W36-W37)(17/9-28/9

12.1 Understand geometric properties of prisms, pyramids, cylinders, cones and spheres

Students will be able to :i. State the geometric properties of prisms, pyramids,

cylinders, cones and spheres. (B2D11E1)

Explore and investigate properties of geometric solids using concrete models.

12.2 Understand the concept of nets.

Students will be able to :i. Draw nets for prisms, pyramids, cylinders and

cones. (B4D12E1)ii. State the types of solids given their nets.

(B3D13E1)iii. Construct models of solids given their nets.

(B4D12E2)

Explore the similarities and differences between nets of prisms, pyramids, cylinders and cones using concrete models.

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12.3 Understand the concept of surface area

Students will be able to :i. State the surface areas of prisms, pyramids, cylinders,

and cones . (B2D11E2)ii. Find the surface areas of prisms, pyramids, cylinders,

and cones (B3D13E2)iii. Find the surface areas of spheres using the standard

formula. (B3D13E3)iv. Find dimensions ; (B5D11E1)

a) length of sidesb) heightc) slant heightd) radiuse) diameter

of a solid given its surface area and other relevant information.

v. Solve problems involving surface areas. (B5D11E1)

Explore and derive the formulae of the surface area of prisms, pyramids and cones.

Learning Area: Chapter 13 Statistics

CCTS1. Classifying2. Interpreting3. Drawing diagrams

2 Weeks(W38-W39)(1/10-12/10

13.1 Understand the concept of data

Student will be able to:i. Classify data according to those that can be collected by

:a) countingb) measuring.B2D12E1

ii. Collect and record data systematically.B3D14E1

Carry out activities to introduce the concept of data as a collection of information or facts.

Discuss method of collecting data such as counting, observations, measuring, using questionnaires and interviews.

13.2 Understand the concept of frequency

Student will be able to:i. Determine the frequency of data. B3D14E2ii. Determine the data with:

a) the highest frequencyb) the lowest frequency c) frequency of a specific value.B3D14E3

iii. organize data by constructing :d) tally chartse) frequency tables.B4D13E1

iv. Obtain information from frequency tables.

Use activities to introduce the concept of frequency.e.g use tally charts to record data.

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13.3 Represent and interpret data in :i) pictogramsii) bar chartsiii) line graphs

to solve problems.

Student will be able to:i. Construct pictograms to represent data.B4D13E2(i)ii. Obtain information from pictogramsB4D14E4(i)iii. Solve problems involving pictogramsB5D12E1(i)iv. Construct bar charts to represent data.B4D13E2(ii)v. Obtain information from bar chartsB3D14E4(ii)vi. Solve problems involving bar charts.B5D12E1(ii)vii. Represent data using line graphs.B4D13E2(iii)viii. Obtain information from line graphsB3D14E4(iii)ix. Solve problems involving line graphs.B5D12E1(iii)

Use everyday situations to introduce pictograms, bar charts, and line graphs.

Learning Area: Revision / Final Examination / Post Exam Activities(W40-W41)

RevisionRevision

(W42-W43)29/10-6/10

FINAL EXAMINATIONFINAL EXAMINATION

FINAL EXAMINATION

W45-W46

Post Exam Activities

11/11Post Exam Activities

YEAR-END HOLIDAY

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