The document provides a yearly lesson plan for mathematics for Form Three students in 2016. It covers 11 topics taught over 17 weeks, including lines and angles, polygons, circles, statistics, indices, algebraic expressions, formulae, solid geometry, and scale drawings. Each week lists the learning objectives, outcomes, and 21st century learning skills. The plan aims to help students understand key mathematical concepts and solve problems by applying the concepts.
The line segment is vertical since the y-coordinates are the same. To find the other endpoint, we count up or down by 12 units from the y-coordinate of the given point. Since |−7| = 7, the possible y-coordinates of the other endpoint are −7 ± 12 = −7 + 12 = 5 or −7 − 12 = −19. Therefore, three possible coordinates of the other endpoint are (10, −7), (−2, −7), and (−14, −7).
2.
Graph a rectangle with area 12 units2, such that its vertices lie in at least two of the four quadrants in the coordinate
plane. State the lengths of each of the sides, and
This document is a test specification table outlining the topics, learning outcomes, and question levels for a Form 4 Mathematics exam in Malaysia. It includes 16 questions testing topics such as sets, solid geometry, linear equations, circles, quadratic expressions/equations, straight lines, probability, statistics, and mathematical reasoning. Question difficulty ranges from moderate (M) to difficult (D) to extended/challenging (E). Topics include volumes, arcs, sectors, areas, gradients, intercepts, probability, frequency tables, means, histograms, and ogives.
B. SC CSIT Computer Graphics Unit 1.3 By Tekendra Nath YogiTekendra Nath Yogi
The document discusses different area filling algorithms such as scan-line filling, boundary filling, and flood filling. It describes how to fill shapes like rectangles and ellipses using these algorithms. For rectangle filling, it explains using either scan-line filling or boundary filling in a 4-connected or 8-connected approach. It also discusses filling areas with textures by mapping the texture pixels to the shape pixels. Homework questions are provided at the end to write procedures to implement an 8-way connected flood fill and ellipse filling with a pattern.
This document contains a planning for teaching mathematics focused on critical teaching skills. It includes examples of convergent and divergent questions about shapes based on videos. It also provides one question at each level of Bloom's Taxonomy about parallelograms. Finally, it gives examples of questions that demonstrate the guidelines for planning and delivering effective questions, such as being clear, using proper vocabulary, allowing time for students to think, and providing feedback.
This mathematics lesson involves solving problems using the coordinate plane. Students are asked to find distances between points, identify vertices of rectangles, and calculate perimeters and areas of geometric shapes. They draw line segments connecting points and construct rectangles where the vertices fall in different quadrants and the perimeter equals a given value. Solving these problems requires using concepts like absolute value, properties of rectangles, and geometric formulas.
B. SC CSIT Computer Graphics Unit 4 By Tekendra Nath YogiTekendra Nath Yogi
The document discusses various techniques for visible surface determination and surface rendering in 3D graphics. It covers algorithms like z-buffer, list priority, and scan line algorithms for visible surface detection. It also discusses illumination models, surface shading methods like Gouraud and Phong shading, and provides pseudocode examples for image space and object space visible surface determination methods. Specific algorithms covered in more detail include the back face detection, z-buffer, list priority, and scan line algorithms.
B. SC CSIT Computer Graphics Unit1.2 By Tekendra Nath YogiTekendra Nath Yogi
1. The document discusses raster graphics and algorithms for drawing basic 2D primitives like points, lines, circles, and polygons.
2. It describes two common line drawing algorithms - the Digital Differential Analyzer (DDA) algorithm and Bresenham's line algorithm.
3. The DDA algorithm draws lines by calculating pixel positions using the slope of the line, while Bresenham's algorithm uses only integer calculations to find the next pixel position along the line.
This document provides a yearly scheme of work for Year 4 students covering topics in numbers, fractions, decimals, money, and time. It outlines the learning objectives, outcomes, and suggested teaching activities for each week. The topics include whole numbers, fractions, decimals, money up to RM 10,000, and telling time in hours and minutes. The learning objectives focus on skills like addition, subtraction, multiplication, and division of whole numbers, fractions, and decimals. Suggested activities include using number lines, charts, and story problems. The scheme of work provides a full-year overview of the key mathematical concepts and skills to be taught each week.
The line segment is vertical since the y-coordinates are the same. To find the other endpoint, we count up or down by 12 units from the y-coordinate of the given point. Since |−7| = 7, the possible y-coordinates of the other endpoint are −7 ± 12 = −7 + 12 = 5 or −7 − 12 = −19. Therefore, three possible coordinates of the other endpoint are (10, −7), (−2, −7), and (−14, −7).
2.
Graph a rectangle with area 12 units2, such that its vertices lie in at least two of the four quadrants in the coordinate
plane. State the lengths of each of the sides, and
This document is a test specification table outlining the topics, learning outcomes, and question levels for a Form 4 Mathematics exam in Malaysia. It includes 16 questions testing topics such as sets, solid geometry, linear equations, circles, quadratic expressions/equations, straight lines, probability, statistics, and mathematical reasoning. Question difficulty ranges from moderate (M) to difficult (D) to extended/challenging (E). Topics include volumes, arcs, sectors, areas, gradients, intercepts, probability, frequency tables, means, histograms, and ogives.
B. SC CSIT Computer Graphics Unit 1.3 By Tekendra Nath YogiTekendra Nath Yogi
The document discusses different area filling algorithms such as scan-line filling, boundary filling, and flood filling. It describes how to fill shapes like rectangles and ellipses using these algorithms. For rectangle filling, it explains using either scan-line filling or boundary filling in a 4-connected or 8-connected approach. It also discusses filling areas with textures by mapping the texture pixels to the shape pixels. Homework questions are provided at the end to write procedures to implement an 8-way connected flood fill and ellipse filling with a pattern.
This document contains a planning for teaching mathematics focused on critical teaching skills. It includes examples of convergent and divergent questions about shapes based on videos. It also provides one question at each level of Bloom's Taxonomy about parallelograms. Finally, it gives examples of questions that demonstrate the guidelines for planning and delivering effective questions, such as being clear, using proper vocabulary, allowing time for students to think, and providing feedback.
This mathematics lesson involves solving problems using the coordinate plane. Students are asked to find distances between points, identify vertices of rectangles, and calculate perimeters and areas of geometric shapes. They draw line segments connecting points and construct rectangles where the vertices fall in different quadrants and the perimeter equals a given value. Solving these problems requires using concepts like absolute value, properties of rectangles, and geometric formulas.
B. SC CSIT Computer Graphics Unit 4 By Tekendra Nath YogiTekendra Nath Yogi
The document discusses various techniques for visible surface determination and surface rendering in 3D graphics. It covers algorithms like z-buffer, list priority, and scan line algorithms for visible surface detection. It also discusses illumination models, surface shading methods like Gouraud and Phong shading, and provides pseudocode examples for image space and object space visible surface determination methods. Specific algorithms covered in more detail include the back face detection, z-buffer, list priority, and scan line algorithms.
B. SC CSIT Computer Graphics Unit1.2 By Tekendra Nath YogiTekendra Nath Yogi
1. The document discusses raster graphics and algorithms for drawing basic 2D primitives like points, lines, circles, and polygons.
2. It describes two common line drawing algorithms - the Digital Differential Analyzer (DDA) algorithm and Bresenham's line algorithm.
3. The DDA algorithm draws lines by calculating pixel positions using the slope of the line, while Bresenham's algorithm uses only integer calculations to find the next pixel position along the line.
This document provides a yearly scheme of work for Year 4 students covering topics in numbers, fractions, decimals, money, and time. It outlines the learning objectives, outcomes, and suggested teaching activities for each week. The topics include whole numbers, fractions, decimals, money up to RM 10,000, and telling time in hours and minutes. The learning objectives focus on skills like addition, subtraction, multiplication, and division of whole numbers, fractions, and decimals. Suggested activities include using number lines, charts, and story problems. The scheme of work provides a full-year overview of the key mathematical concepts and skills to be taught each week.
B. SC CSIT Computer Graphics Lab By Tekendra Nath YogiTekendra Nath Yogi
The document discusses computer graphics and summarizes various graphics programming concepts in C, including:
- Two standard output modes: text and graphics mode, which allows pixel manipulation.
- Graphics library functions defined in "graphics.h" header file for drawing shapes, text and manipulating pixels.
- Coordinate representation on screen with origin at upper left corner.
- Initialization of graphics mode using initgraph() and cleanup with closegraph().
- Functions for drawing lines, circles, rectangles, text and filling areas with patterns.
- Algorithms like DDA, Bresenham and midpoint circle/ellipse for drawing shapes.
The gradient tells you the rate of change between x and y. It is the slope of the line.
The y-intercept is the point where the line crosses the y-axis. It is the constant term, c, in the equation y = mx + c.
This document outlines a mathematics teaching plan involving volume formulas, Bloom's Taxonomy, and solving systems of linear equations. It lists the members of Group 8 and their teacher, includes convergent and divergent questions on volume formulas, provides examples applying Bloom's levels to parallelograms, and gives practice problems for solving two-variable linear equations using elimination and substitution methods.
An Automated Method for Segmentation of the Hand In Sign LanguageIJMER
This paper presents an automated method for hand segmentation in images that make use of
signs language. For this, used an images bank that was captured by a webcam to which were applied
spatial domain methods for hand segmentation.
The document provides an overview of Bezier curves and B-spline curves. It discusses how computers represent curves using small line segments, and the problems with this approach. It then introduces Bezier curves as an alternative that uses control points to define curves. The properties of cubic Bezier curves are explained. B-spline curves are presented as a way to combine multiple Bezier curve segments into a single continuous curve. The document provides examples and details the mathematical definitions and properties of Bezier and B-spline curves.
Geometric algebra provides a unifying language for mathematics and physics by treating vectors, scalars, and other geometric objects as algebraic quantities. It reduces the number of separate mathematical systems needed to describe physics, like vector analysis, tensor analysis and quaternions. Geometric algebra allows division by vectors, defines concepts like bi-vectors more generally than cross products, and makes the imaginary unit have a natural geometric interpretation. While not widely known, geometric algebra offers advantages for modeling physics and is hoped to provide insights into problems like quantum gravity.
This document provides a scheme of work for mathematics in Form 3. It outlines 6 learning areas to be covered over 11 weeks: 1) Lines and Angles 2) Polygons 2 3) Circles 2 4) Statistics 2 5) Indices. Each learning area lists weekly learning objectives, suggested teaching activities, expected learning outcomes, points to note, and key vocabulary. The objectives focus on understanding and applying geometric properties, representing and analyzing statistical data, and working with indices. Activities include using models, software, and hands-on exploration.
This document outlines the syllabus for Mathematics for Class 9. It will include one exam paper lasting 2.5 hours with 80 marks for questions and 20 marks for internal assessment. The paper will be divided into two sections of 40 marks each, with Section I containing short answer questions and Section II requiring students to answer 4 out of 7 longer questions. The syllabus covers topics such as arithmetic, algebra, geometry, trigonometry, coordinate geometry, commercial mathematics, and statistics. Suggested assignments for internal assessment include conducting surveys, planning routes, running businesses, and experiments related to circles and formulas for area, volume, and surface area.
Grade 9 Learning Module in Math - Module 1 and 2R Borres
This document provides an introduction and overview of Module 1 of the Grade 9 Mathematics learning module, which covers quadratic equations and inequalities. The module contains 7 lessons that illustrate quadratic equations, teach various methods for solving quadratic equations, examine the nature of quadratic equation roots, explore relationships between quadratic equation coefficients and roots, solve equations transformable to quadratic equations, apply quadratic equations to problem solving, and cover quadratic inequalities. The lessons aim to help students understand the many real-world applications of quadratic equations and inequalities.
This document is a draft of a mathematics learning module for grade 9 students in the Philippines. It introduces the module on quadratic equations and inequalities, which will cover illustrating and solving quadratic equations and inequalities through various methods. The module consists of 7 lessons that will teach students to solve quadratic equations by extracting square roots, factoring, completing the square, and using the quadratic formula. Students will also learn about the nature of roots, the sum and product of roots, and how to solve equations transformable to quadratic equations. The lessons will have students apply these concepts to solve problems involving quadratic equations, inequalities, and rational algebraic equations.
K TO 12 GRADE 9 LEARNER’S MATERIAL IN MATHEMATICSLiGhT ArOhL
This document is a draft of a mathematics learning module for grade 9 students in the Philippines. It introduces the module on quadratic equations and inequalities, which will cover illustrating and solving quadratic equations and inequalities through various methods. The module consists of 7 lessons that will teach students to solve quadratic equations by extracting square roots, factoring, completing the square, and using the quadratic formula. Students will also learn about the nature of roots, the sum and product of roots, and how to solve equations transformable to quadratic equations. The lessons will have students apply these concepts to solve problems involving quadratic equations, inequalities, and rational algebraic equations.
This document contains a draft of a mathematics learning module on quadratic equations and inequalities for grade 9 students in the Philippines. It introduces the topic and outlines the lessons to be covered, including illustrating quadratic equations, solving quadratic equations using various methods, examining the nature of roots, and applying quadratic equations and inequalities to solve problems. It provides a pre-assessment for students to check their prior knowledge on these concepts and includes sample problems to solve.
This document is a draft of a mathematics learning module for grade 9 students in the Philippines. It introduces the module on quadratic equations and inequalities, which will cover illustrating and solving quadratic equations and inequalities through various methods. The module consists of 7 lessons that will teach students to solve quadratic equations by extracting square roots, factoring, completing the square, and using the quadratic formula. Students will also learn about the nature of roots, the sum and product of roots, and how to solve equations transformable to quadratic equations. The lessons will have students apply these concepts to solve problems involving quadratic equations, inequalities, and rational algebraic equations.
This document is a draft of a mathematics learning module for grade 9 students in the Philippines. It covers quadratic equations, quadratic functions, and quadratic inequalities. The module is divided into lessons that will teach students to illustrate, solve, analyze properties of, and apply quadratic equations, functions and inequalities. It includes pre-assessment questions to evaluate students' prior knowledge on these topics. The document provides learning objectives for each lesson, as well as examples and practice problems for students to work through. It aims to help students understand the real-world applications of quadratic mathematics.
This document contains a draft of a mathematics learning module on quadratic equations and inequalities for grade 9 students in the Philippines. It introduces the topic and outlines the lessons to be covered, including illustrating quadratic equations, solving quadratic equations using various methods, examining the nature of roots, and applying quadratic equations and inequalities to solve problems. It provides a pre-assessment for students to check their prior knowledge on these concepts and includes sample problems to solve.
This document is a draft of a mathematics learning module for grade 9 students in the Philippines. It introduces the module on quadratic equations and inequalities, which will cover illustrating and solving quadratic equations and inequalities through various methods. The module consists of 7 lessons that will teach students to solve quadratic equations by extracting square roots, factoring, completing the square, and using the quadratic formula. Students will also learn about the nature of roots, the sum and product of roots, and how to solve equations transformable to quadratic equations. The lessons will have students apply these concepts to solve problems involving quadratic equations, inequalities, and rational algebraic equations.
Here are some possible responses to the questions:
1. To prepare the design of one of the fixtures, I would first sketch out a rough draft of the fixture from different angles to visualize its overall shape and dimensions. I would then refine the sketch, carefully measuring and labeling all relevant parts.
2. [The student provides a detailed technical drawing of a proposed fixture design with measurements.]
3. The drawing illustrates the following parts with their measurements: top surface (30cm x 50cm), two side panels (30cm x 20cm), back panel (30cm x 20cm), four legs (10cm x 10cm x 30cm).
4. The design involves mathematical concepts such as:
- Dimensions
This document outlines a 14-week lesson plan for Form Three mathematics in Malaysia for the year 2014. It covers the following topics over the weeks indicated: Lines and Angles (Weeks 1-2), Polygons (Weeks 3-4), Circles (Weeks 5-7), Statistics (Weeks 8-9), Indices (Weeks 10-11), Algebraic Expressions (Weeks 12-13), Algebraic Formulas (Weeks 14-15), Solid Geometry (Weeks 16-17), and Scale Drawings (Week 18). For each topic, it lists the learning objectives, outcomes, teaching strategies using a CD-ROM, and approaches which emphasize communication, problem-solving
This lesson plan discusses cylindrical and spherical coordinates over two days. Day 1 focuses on cylindrical coordinates, defining them, providing examples, and having students complete practice problems converting between cylindrical and Cartesian coordinates. Day 2 introduces spherical coordinates and how they relate to cylindrical coordinates with more examples and problems combining the two systems. Students will work with partners to complete practice problems. Assessment will be with a paper-and-pencil test. For homework, students must find an equation relating the three coordinate systems. The goal is for students to understand and be able to work between the different spatial coordinate systems, especially as they apply to engineering and building constructions.
The passage discusses shifting competitive advantages based on labor costs and knowledge over time. It provides examples of how Japan previously enjoyed labor cost advantages in manufacturing but those shifted to other countries like South Korea and now China. Similarly, countries like India and Singapore currently have labor cost advantages in IT and services but those may not be sustained as skills and wages rise in other nations. The passage also discusses how capital flows have become globalized and how regional capital centers alone no longer provide competitive advantages. It emphasizes that sustainable competitive advantages now depend on effectively applying combinations of resources like knowledge in a manner not readily imitable by competitors. Semiconductors are provided as an example of an industry where knowledge, not physical resources, provides the main competitive advantage.
B. SC CSIT Computer Graphics Lab By Tekendra Nath YogiTekendra Nath Yogi
The document discusses computer graphics and summarizes various graphics programming concepts in C, including:
- Two standard output modes: text and graphics mode, which allows pixel manipulation.
- Graphics library functions defined in "graphics.h" header file for drawing shapes, text and manipulating pixels.
- Coordinate representation on screen with origin at upper left corner.
- Initialization of graphics mode using initgraph() and cleanup with closegraph().
- Functions for drawing lines, circles, rectangles, text and filling areas with patterns.
- Algorithms like DDA, Bresenham and midpoint circle/ellipse for drawing shapes.
The gradient tells you the rate of change between x and y. It is the slope of the line.
The y-intercept is the point where the line crosses the y-axis. It is the constant term, c, in the equation y = mx + c.
This document outlines a mathematics teaching plan involving volume formulas, Bloom's Taxonomy, and solving systems of linear equations. It lists the members of Group 8 and their teacher, includes convergent and divergent questions on volume formulas, provides examples applying Bloom's levels to parallelograms, and gives practice problems for solving two-variable linear equations using elimination and substitution methods.
An Automated Method for Segmentation of the Hand In Sign LanguageIJMER
This paper presents an automated method for hand segmentation in images that make use of
signs language. For this, used an images bank that was captured by a webcam to which were applied
spatial domain methods for hand segmentation.
The document provides an overview of Bezier curves and B-spline curves. It discusses how computers represent curves using small line segments, and the problems with this approach. It then introduces Bezier curves as an alternative that uses control points to define curves. The properties of cubic Bezier curves are explained. B-spline curves are presented as a way to combine multiple Bezier curve segments into a single continuous curve. The document provides examples and details the mathematical definitions and properties of Bezier and B-spline curves.
Geometric algebra provides a unifying language for mathematics and physics by treating vectors, scalars, and other geometric objects as algebraic quantities. It reduces the number of separate mathematical systems needed to describe physics, like vector analysis, tensor analysis and quaternions. Geometric algebra allows division by vectors, defines concepts like bi-vectors more generally than cross products, and makes the imaginary unit have a natural geometric interpretation. While not widely known, geometric algebra offers advantages for modeling physics and is hoped to provide insights into problems like quantum gravity.
This document provides a scheme of work for mathematics in Form 3. It outlines 6 learning areas to be covered over 11 weeks: 1) Lines and Angles 2) Polygons 2 3) Circles 2 4) Statistics 2 5) Indices. Each learning area lists weekly learning objectives, suggested teaching activities, expected learning outcomes, points to note, and key vocabulary. The objectives focus on understanding and applying geometric properties, representing and analyzing statistical data, and working with indices. Activities include using models, software, and hands-on exploration.
This document outlines the syllabus for Mathematics for Class 9. It will include one exam paper lasting 2.5 hours with 80 marks for questions and 20 marks for internal assessment. The paper will be divided into two sections of 40 marks each, with Section I containing short answer questions and Section II requiring students to answer 4 out of 7 longer questions. The syllabus covers topics such as arithmetic, algebra, geometry, trigonometry, coordinate geometry, commercial mathematics, and statistics. Suggested assignments for internal assessment include conducting surveys, planning routes, running businesses, and experiments related to circles and formulas for area, volume, and surface area.
Grade 9 Learning Module in Math - Module 1 and 2R Borres
This document provides an introduction and overview of Module 1 of the Grade 9 Mathematics learning module, which covers quadratic equations and inequalities. The module contains 7 lessons that illustrate quadratic equations, teach various methods for solving quadratic equations, examine the nature of quadratic equation roots, explore relationships between quadratic equation coefficients and roots, solve equations transformable to quadratic equations, apply quadratic equations to problem solving, and cover quadratic inequalities. The lessons aim to help students understand the many real-world applications of quadratic equations and inequalities.
This document is a draft of a mathematics learning module for grade 9 students in the Philippines. It introduces the module on quadratic equations and inequalities, which will cover illustrating and solving quadratic equations and inequalities through various methods. The module consists of 7 lessons that will teach students to solve quadratic equations by extracting square roots, factoring, completing the square, and using the quadratic formula. Students will also learn about the nature of roots, the sum and product of roots, and how to solve equations transformable to quadratic equations. The lessons will have students apply these concepts to solve problems involving quadratic equations, inequalities, and rational algebraic equations.
K TO 12 GRADE 9 LEARNER’S MATERIAL IN MATHEMATICSLiGhT ArOhL
This document is a draft of a mathematics learning module for grade 9 students in the Philippines. It introduces the module on quadratic equations and inequalities, which will cover illustrating and solving quadratic equations and inequalities through various methods. The module consists of 7 lessons that will teach students to solve quadratic equations by extracting square roots, factoring, completing the square, and using the quadratic formula. Students will also learn about the nature of roots, the sum and product of roots, and how to solve equations transformable to quadratic equations. The lessons will have students apply these concepts to solve problems involving quadratic equations, inequalities, and rational algebraic equations.
This document contains a draft of a mathematics learning module on quadratic equations and inequalities for grade 9 students in the Philippines. It introduces the topic and outlines the lessons to be covered, including illustrating quadratic equations, solving quadratic equations using various methods, examining the nature of roots, and applying quadratic equations and inequalities to solve problems. It provides a pre-assessment for students to check their prior knowledge on these concepts and includes sample problems to solve.
This document is a draft of a mathematics learning module for grade 9 students in the Philippines. It introduces the module on quadratic equations and inequalities, which will cover illustrating and solving quadratic equations and inequalities through various methods. The module consists of 7 lessons that will teach students to solve quadratic equations by extracting square roots, factoring, completing the square, and using the quadratic formula. Students will also learn about the nature of roots, the sum and product of roots, and how to solve equations transformable to quadratic equations. The lessons will have students apply these concepts to solve problems involving quadratic equations, inequalities, and rational algebraic equations.
This document is a draft of a mathematics learning module for grade 9 students in the Philippines. It covers quadratic equations, quadratic functions, and quadratic inequalities. The module is divided into lessons that will teach students to illustrate, solve, analyze properties of, and apply quadratic equations, functions and inequalities. It includes pre-assessment questions to evaluate students' prior knowledge on these topics. The document provides learning objectives for each lesson, as well as examples and practice problems for students to work through. It aims to help students understand the real-world applications of quadratic mathematics.
This document contains a draft of a mathematics learning module on quadratic equations and inequalities for grade 9 students in the Philippines. It introduces the topic and outlines the lessons to be covered, including illustrating quadratic equations, solving quadratic equations using various methods, examining the nature of roots, and applying quadratic equations and inequalities to solve problems. It provides a pre-assessment for students to check their prior knowledge on these concepts and includes sample problems to solve.
This document is a draft of a mathematics learning module for grade 9 students in the Philippines. It introduces the module on quadratic equations and inequalities, which will cover illustrating and solving quadratic equations and inequalities through various methods. The module consists of 7 lessons that will teach students to solve quadratic equations by extracting square roots, factoring, completing the square, and using the quadratic formula. Students will also learn about the nature of roots, the sum and product of roots, and how to solve equations transformable to quadratic equations. The lessons will have students apply these concepts to solve problems involving quadratic equations, inequalities, and rational algebraic equations.
Here are some possible responses to the questions:
1. To prepare the design of one of the fixtures, I would first sketch out a rough draft of the fixture from different angles to visualize its overall shape and dimensions. I would then refine the sketch, carefully measuring and labeling all relevant parts.
2. [The student provides a detailed technical drawing of a proposed fixture design with measurements.]
3. The drawing illustrates the following parts with their measurements: top surface (30cm x 50cm), two side panels (30cm x 20cm), back panel (30cm x 20cm), four legs (10cm x 10cm x 30cm).
4. The design involves mathematical concepts such as:
- Dimensions
This document outlines a 14-week lesson plan for Form Three mathematics in Malaysia for the year 2014. It covers the following topics over the weeks indicated: Lines and Angles (Weeks 1-2), Polygons (Weeks 3-4), Circles (Weeks 5-7), Statistics (Weeks 8-9), Indices (Weeks 10-11), Algebraic Expressions (Weeks 12-13), Algebraic Formulas (Weeks 14-15), Solid Geometry (Weeks 16-17), and Scale Drawings (Week 18). For each topic, it lists the learning objectives, outcomes, teaching strategies using a CD-ROM, and approaches which emphasize communication, problem-solving
This lesson plan discusses cylindrical and spherical coordinates over two days. Day 1 focuses on cylindrical coordinates, defining them, providing examples, and having students complete practice problems converting between cylindrical and Cartesian coordinates. Day 2 introduces spherical coordinates and how they relate to cylindrical coordinates with more examples and problems combining the two systems. Students will work with partners to complete practice problems. Assessment will be with a paper-and-pencil test. For homework, students must find an equation relating the three coordinate systems. The goal is for students to understand and be able to work between the different spatial coordinate systems, especially as they apply to engineering and building constructions.
The passage discusses shifting competitive advantages based on labor costs and knowledge over time. It provides examples of how Japan previously enjoyed labor cost advantages in manufacturing but those shifted to other countries like South Korea and now China. Similarly, countries like India and Singapore currently have labor cost advantages in IT and services but those may not be sustained as skills and wages rise in other nations. The passage also discusses how capital flows have become globalized and how regional capital centers alone no longer provide competitive advantages. It emphasizes that sustainable competitive advantages now depend on effectively applying combinations of resources like knowledge in a manner not readily imitable by competitors. Semiconductors are provided as an example of an industry where knowledge, not physical resources, provides the main competitive advantage.
This document lists the TEKS (Texas Essential Knowledge and Skills) standards covered in a model geometry lesson. It includes standards about identifying two-dimensional and three-dimensional shapes, their properties, and comparing measurable attributes. It then asks 5 questions about the engage, explore, explain, elaborate, and evaluate parts of the model lesson, which focused on having students discover and explain that the internal angles of a triangle sum to 180 degrees through cutting and modeling triangles.
The document provides a yearly lesson plan for mathematics form 5 covering January to April 2016. It includes the chapters, objectives, activities and teaching aids for each week. Some of the chapters covered are number bases, matrices, variations, bearing, earth as a sphere, graphs of functions. The plan outlines what will be taught each week, including discussions, explanations and emphasizing formulas and concepts. It also schedules tests and extra classes to be held during this period.
This lesson plan introduces students to conic sections through interactive activities using Geometer's Sketchpad, Conic Flyer, TI-84 calculators, and comic creation software. Over two days, students will manipulate virtual conics to discover properties like center and intercepts. They will reinforce this by using TI applications and create comics demonstrating their understanding. The plan aims to differentiate instruction through collaborative, technology-enhanced activities addressing higher-order thinking according to state standards.
This document contains a table of specifications for a summative test in English 6 at San Juan Integrated School for the third quarter of the school year 2020-2021. It outlines the modules, competencies, number of days taught, number of test items, percentage of items from each cognitive level, and the placement of items based on Bloom's taxonomy. The test will contain 20 multiple choice items, with 50% of items assessing understanding and 50% assessing application and higher-order thinking skills. It will cover the competencies of presenting viewpoints on an issue coherently, identifying word meanings from context clues, and identifying proper nouns.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
1. YEARLY LESSON PLAN
MATHEMATICS FORM THREE - 2016
Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
]
(04/01-09/01)
1.0 LINES AND ANGLES II
1.1 Understand and use
properties of angles
associated with transversal
and parallel lines.
i) Identify:
(a) transversal
(b) corresponding angles
(c) alternate angles
(d) interior angles
ii) Determine that for parallel lines :
(a) corresponding angles are equal
(b) alternate angles are equal.
(c) sum of interior angles is 1800
iii) Find the values of :
(a) corresponding angles
(b) alternate angles
(c) interior angles
associated with parallel lines.
iv) Determine if two given lines are parallel
based on the properties of angles associated
with transversal.
v) Solving problems involving properties of
angles associated with transversals.(KBATS)
Contextual
Communication
Cooperative
learning
Integrating ICT
into learning and
teaching -
VLEFROG
CIRCLE MAP /
TURN TO YOUR
NEIGHBOUR
1
2. Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
2
(11/1-16/1)
2.0 POLYGONS II
2.1 Understand the concept of
regular polygon.
i) Determine if a given polygon is a regular
polygon.
ii) Find :
(a) the axes of symmetry
(b) the number of axes of symmetry
of a polygon
iii) Sketch regular polygons.
iv) Draw regular polygons by dividing equally
the angle at centre.
v) Construct equilateral triangles, squares and
regular hexagons.
Contextual
Communication
BUBBLE MAP/
RALLYCOACH
2
3. Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
2.2 Understand and use the
knowledge of exterior and
interior angles of polygons.
i) Identify the interior angles and exterior
angles of a polygon
ii) Find the size of an exterior angle when the
interior angle of a polygon is given and vice
versa.
iii) Determine the sum of the interior angles of a
polygon.
iv) Determine the sum of the exterior angles of a
polygon.
v) Find :
(a)the size of an interior angle of a regular
polygon given the number of sides.
(b)the size of an interior angle of a regular
polygon given the number of sides.
(c)the number of sides of a regular polygon
given the size of the exterior and interior
angle.
vi) Solve problems involving angles and sides of
polygons. .(KBATS)
Contextual
Communication
Cooperative
learning
Mastery learning
Discovery
Integrating ICT
into learning and
teaching -
VLEFROG
3
4. Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
3
(18/1-23/1)
3.0 CIRCLES II
3.1 Understand and use
properties of circles
involving symmetry,
chords and arcs.
i) Identify a diameter of a circle as an axis of
symmetry.
ii) Determine that :
(a)a radius that is perpendicular to a chord
divides the chord into two equal parts
and vice versa.
(b)Perpendicular bisector of two chords
intersect at the centre.
(c)Two chords that are equal in length are
equidistant from the centre and vice versa.
(d)Chords of the same length cut arcs of the
same length.
iii) Solve problems involving symmetry, chords
and arcs of circles.
Contextual
Communication
Cooperative
learning
Mastery learning
Integrating ICT
into learning and
teaching -
VLEFROG
TREE MAP/
THREE STRAY, ONE
STAY
3.2 Understand and use
properties of angles in
circles
i) Identify angles subtended by an arc at the
centre and at the circumference of a circle.
ii) Determine that angles subtended at the
circumference by the same arc are equal.
iii) Determine that angles subtended :
(a) at the circumference
(b) at the centre
by arc of the same length are equal.
iv) Determine the relationship between angle at
the centre and angle at the circumference
subtended by an arc.
4
5. Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
v) Determine the size of an angle subtended at
the circumference in a semicircle.
vi) Solve problems involving angles subtended
at the centre and angles subtended at the
circumference of circles.
4
(26/1-30/1)
3.3 Understand and use the
concept of cyclic
quadrilaterals.
i) Identify cyclic quadrilaterals.
ii) Identify the interior opposite angles of
cyclic quadrilaterals.
iii) Determine the relationship between interior
opposite angles of cyclic quadrilaterals
.
iv) Identify exterior angles and the
corresponding interior opposite angles of
cyclic quadrilaterals.
v) Determine the relationship between exterior
angles and the corresponding interior
opposite angles of cyclic quadrilaterals.
vi) Solve problems involving angles of cyclic
quadrilaterals.
vii)Solve problems involving circles. .(KBATS)
Contextual
Communication
Cooperative
learning
Discovery
BRIDGE MAP /
JIGSAW
5
6. Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
5
(02/2-06/2)
6
08/2-13/2 –tahun
baru cina
7
(15/2-27/2)
4.0 STATISTICS II
4.1 Represent and interpret
data in pie charts to solve
problems.
i) Obtain and interpret information from pie
charts.
ii) Construct pie charts to represent data.
iii) Solve problems involving pie charts. .
(KBATS)
iv) Determine suitable representation of data.
Contextual
Communication
Cooperative
learning
BRIDGE MAP /
ROUND ROBIN
4.2 Understand and use the
concept of mode, median
and mean to solve
problems.
i) Determine the mode of :
(a) sets of data
(b) data given in frequency table.
ii) Determine the mode and the respective
frequency from pictographs, bar charts, line
graphs and pie charts.
iii) Determine the median for sets of data.
iv) Determine the median of data in frequency
tables.
v) Calculate the mean of
(a) sets of data
(b) data given in frequency table.
vi) Solve problems involving mode, median and
mean. .(KBATS)
Cooperative
learning
Mastery learning
Discovery
Integrating ICT
into learning and
teaching -
VLEFROG
BRACE MAP /
ROUND ROBIN
6
7. Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
8
(22/2-27/2)
9
(29/2-4/3)
5.0 INDICES
5.1 Understand the concept of
indices.
i) Express repeated multiplication as n
a and
vice versa.
ii) Find the value of n
a .
iii) Express numbers in index notation.
Contextual
Communication
Cooperative
learning
Integrating ICT
into learning and
teaching -
VLEFROG
RALLY ROBBIN
5.2 Perform computations
involving multiplication of
numbers in index notation.
5.3 Perform computations
involving division of
numbers in index notation.
i) Verify nmnm
aaa +
=×
ii) Simplify multiplication of
(a) numbers
(b) algebraic terms
expressed in index notation with the same
base.
iii) Simplify multiplication of
(a) numbers
(b) algebraic terms
expressed in index notation with different
base.
i) Verify nmnm
aaa −
=÷
ii) Simplify division of
(a) numbers
(b) algebraic terms
expressed in index notation with the same
base.
10
(08/3-12/3)
Test 1
(14/3-19/3) MID-SEM 1
7
8. Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
11
(21/3-26/3)
5.4 Perform computations
involving raising numbers
and algebraic terms in
index notation to a power.
i) Derive ( ) mnnm
aa =
ii) Simplify :
(a) numbers
(b) algebraic terms
expressed in index notation raised to a
power.
iii) Simplify multiplication and division of :
(a) numbers
(b) algebraic terms
expressed in index notation with different
base raised
to a power raised to a power on :
(a) numbers
(b) algebraic terms
iv) Perform combined operations involving
multiplication and division and raised to a
power on :
(a) numbers
(b) algebraic terms
Contextual
Communication
Cooperative
learning
Discovery
Integrating ICT
into learning and
teaching -
VLEFROG
BRIDGE MAP/
RALLY ROBBIN
5.5 Perform computations
involving negative indices.
i) Verify n
a
6
16
=−
ii) State n
a−
as n
a
1
and vice versa.
iii) Perform combined operations of
multiplication and division and raising to a
power involving negative indices on :
(a) numbers
(b) algebraic terms
8
9. Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
12
(28/3-02/4)
5.6 Perform computations
involving fractional
indices.
i) Verify nn
aa =
1
ii) State nn
aasa
1
and vice versa.
iii) Find the value of n
a
1
.
iv) State n
m
a as :
(a) ( )
m
nnm
aora
11
(b) ( )m
nn m
aora
v) Perform combined operations of
multiplication and division and raising to a
power involving fractional indices on :
(a) numbers
(b) algebraic terms
vi) Find the value of n
m
a
Contextual
Communication
Cooperative
learning
Integrating ICT
into learning and
teaching -
VLEFROG
BRIDGE MAP/
RALLY COACH
5.7 Perform computation
involving law of indices.
i) Perform multiplication, division and raised to
a power or combination of these operations
on several numbers expressed in index
notation.
ii) Perform combined operations of
multiplication and division and raised to a
power involving positive, negative and
fractional indices. .(KBATS)
9
10. Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
13
(04/4-09/4)
6.0 ALGEBRAIC
EXPRESSIONS III
6.1 Understand and use the
concept of expanding
brackets.
i) Expand single brackets.
ii) Expand two brackets.
Contextual
Communication
Discovery
TREE MAP/
RALLY COACH
6.2 Understand and use the
concept of factorization of
algebraic expression to
solve problems.
i) State factors of an algebraic term.
ii) State common factors and the HCF for
several algebraic terms.
iii) Factorise algebraic expression :
(a) using common factor.
(b) the difference of two squares.
iv) Factorise and simplify algebraic fractions.
10
11. Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
14
(11/4-16/4)
6.3 Perform addition and
subtraction on algebraic
fractions.
i) Add or subtract two algebraic fractions with
the same denominator.
ii) Add or subtract two algebraic fractions with
the one denominator as a multiple of the
other denominator.
iii) Add or subtract two algebraic fractions with
denominators
(a) without any common factors
(b) with a common factor
Contextual
Communication
TREE MAP/
STATIONS
6.4 Perform multiplication and
division on algebraic
fractions.
i) Multiply two algebraic fractions involving
denominator with :
(a) one term
(b) two terms
ii) Divide two algebraic fractions involving
denominator with :
(a) one term
(b) two terms
iii) Perform multiplication and division of two
algebraic fractions using factorization
involving common factors and the different
of two squares. .(KBATS)
11
12. Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
15
(18/4-23/4)
7.0 ALGEBRAIC
FORMULAE
7.1 Understand the concept of
variables and constants.
i) Determine if a quantity in a given situation is
a variable or a constant.
ii) Determine the variable in given situation and
represent it with a letter symbol
iii) Determine the possible values of a variable
in a given situation.
Contextual
Communication
Integrating ICT
into learning and
teaching -
VLEFROG
CIRCLE MAP/
RALLY COACH
7.2 Understand the concept of
formulae to solve
problems.
i) Write a formula based on a given
(a) statement
(b) situation
ii) Identify the subject of a given formula
iii) Express a specified variable as the subject of
a formula involving :
(a) one of the basic operations : + , - , ÷× .
(b) powers or roots
(c) combination of the basic operations and
powers or roots.
iv) Find the value of a variable when it is :
(a) the subject of the formula
(b) not the subject of the formula
v) Solve problems involving formula
.(KBATS)
12
13. Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
16
(25/4-30/4)
8.0 SOLID GEOMETRY III
8.1 Understand and use the
concept of volume of right
prisms and right circular
cylinders to solve
problems.
i) Derive the formula for volume of:
(a) prisms
(b) cylinders
ii) Calculate the volume of right prism in cubic
units given the height and :
(a) the area of the base
(b) dimension of the base.
iii) Calculate the height of a prism given the
volume and the area of the base.
iv) Calculate the area of the base of a prism
given the height and the volume.
v) Calculate the volume of a cylinder in cubic
units given:
(a) area of the base and the height.
(b) radius of the base and the height
of a cylinder.
vi) Calculate the height of a cylinder given the
volume and the radius of the base.
vii)Calculate the radius of the base of a cylinder
given the volume and the height.
viii) Convert volume in one metric unit to
another :
(a) 333
mandcm,mm
(b) landml,cm3
ix) Calculate the volume of liquid in a container.
x) Solve problems involving volume of prisms
and cylinders.
Contextual
Communication
Integrating ICT
into learning and
teaching -
VLEFROG
BRIGDE MAP/
QUIZ
13
14. Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
17
(02/5-07/5)
8.2 Understand and use the
concept of volume of right
pyramids and right circular
cones to solve problems.
i) Derive the formula for volume of:
(a) pyramids
(b) cones
ii) Calculate the volume of right pyramids in
cubic units given the height and :
(a) the area of the base
(b) dimension of the base
iii) Calculate the height of a pyramid given the
volume and the dimension of the base
iv) Calculate the area of the base a pyramid
given the volume and the height.
v) Calculate the volume of cone in cubic units
given the height and radius of the base.
vi) Calculate the height of a cone given the
volume and the radius of the base
vii)Calculate the radius of the base of a cone
given the volume and the height.
viii) Solve problems involving volume of
pyramids and cones
Communication
Cooperative
learning
Integrating ICT
into learning and
teaching -
VLEFROG
BRIGDE MAP,
TREE MAP/
GALLERY WALK
8.3 Understand and use the
concept of volume of
sphere to solve problems.
i) Calculate the volume of a sphere given the
radius of the sphere.
ii) Calculate the radius of a sphere given the
volume of the sphere.
iii) Solve problems involving volume of spheres.
Contextual
Communication
14
16. Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
21
(13/6-18/6)
10.0 TRANSFORMATION II
10.1 Understand and use the
concept of similarity.
i) Identify if given shapes are similar.
ii) Calculate the lengths of unknown sides of
two similar shapes.
Communication
Cooperative
learning
Discovery
Integrating ICT
into learning and
teaching -
VLEFROG
TREE MAP/
RALLY COACH
10.2 Understand and use the
concept of enlargement.
i) Identify an enlargement.
ii) Find the scale factor, given the object and its
image of an enlargement when :
(a) scale factor > 0
(b) scale factor < 0
iii) Determine the centre of enlargement, given
the object and its image.
iv) Determine the image of an object, given the
centre of enlargement and the scale factor.
v) Determine the properties of enlargement.
vi) Calculate :
(a) the scale factor
(b) lengths of the sides of the image
(c) lengths of the sides of the object
of an enlargement.
vii)Determine the relationship between the area
of the image and the object.
viii) Calculate the
(a) area of the image
(b) area of the object
(c) scale factor
of an enlargement.
ix) Solve problems involving enlargement. .
(KBATS)
16
17. Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
22
(20/6-25/6)
11.0 LINEAR EQUATIONS II
11.1 Understand and use the
concept of linear equations
in two variables.
i) Determine if an equation is a linear equation
in two variables.
ii) Write linear equation in two variables from
given information.
iii) Determine the value of a variable given the
other variables.
iv) Determine the possible solutions for a linear
equation in two variables.
Contextual
Communication
CIRCLE MAP /
RALLY ROBIN
11.2 Understand and use the
concept of two
simultaneous linear
equations in two variables
to solve problems.
i) Determine if two given equations are
simultaneous linear equations.
ii) Solve two simultaneous linear equations in
two variables by
(a) substitution
(b) elimination
iii) Solve problems involving two simultaneous
linear equations in two variables.
17
18. Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
23
(27/6-02/7)
12.0 LINEAR
INEQUALITIES
12.1 Understand and use the
concept of inequalities.
i) Identify the relationship :
(a) greater than
(b) less than
based on given situations.
ii) Write the relationship between two given
numbers using symbol “>” or “<”.
iii) Identify the relationship :
(a) greater than or equal to
(b) less than or equal to
based on given situations.
Communication
Cooperative
learning
Integrating ICT
into learning and
teaching -
VLEFROG
BRIGDE MAP /
QUIZ
12.2 Understand and use the
concept of linear
inequalities in one
unknown.
i) Determine if a given relationship is a linear
inequality.
ii) Determine the possible solutions for a given
linear inequality in one unknown.
(a) ;hx > (c) ;hx ≥
(b) ;hx < (d) ;hx ≤
iii) Represent a linear inequality :
(a) ;hx > (c) ;hx ≥
(b) ;hx < (d) ;hx ≤
on a number line and vice versa.
iv) Construct linear inequalities using symbols :
(a) “>” or “<”
(b) ""or"" ≤≥
from given information.
18
20. Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
12.5 Understand the concept
of simultaneous linear
inequalities in one variable.
i) Represent the common values of two
simultaneous linear inequalities on a number
line.
ii) Determine the equivalent inequalities for two
given inequalities.
iii) Solve two simultaneous linear inequalities. .
(KBATS)
24
(06/7-07/7)
(Hari Raya
Aidilfitri)
25
(11/7-16/7)
13.0 GRAPHS OF
FUNCTIONS
13.1 Understand and use the
concept of functions.
i) State the relationship between two variables
based on the given information.
ii) Identify the dependent and independent
variables in a given relationship involving
two variables.
iii) Calculate the value of the dependent
variable, given the value of the independent
variable.
Contextual
Discovery
FLOW MAP /
RALLY COACH
20
21. Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
13.2 Draw and use graphs of
functions.
i) Construct tables of values for given
functions.
ii) Draw graphs of functions using given scale.
iii) Determine from graph the value of y, given
the value of x and vice versa.
iv) Solve problems involving graphs of
functions.
Contextual
Communication
Cooperative
learning
Discovery
26
(18/7-23/7)
14.0 RATIOS, RATES AND
PROPORTIONS II
14.1 Understand the concept of
rate and perform
computations involving
rates.
i) Determine the rates involved in given
situations and identify the two quantities
involved.
ii) Calculate the rate given two different
quantities.
iii) Calculate a certain quantity given the rate
and the other quantity.
iv) Convert rates from one unit of measurement
to another.
v) Solve problems involving rates. .(KBATS)
Contextual
Communication
Cooperative
learning
Discovery
Integrating ICT
into learning and
teaching -
VLEFROG
BRIGDE MAP /
GALLERY WALK
21
22. Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
14.2 Understand and use the
concept of speed.
i) Identify the two quantities involved in speed.
ii) Calculate and interpret speed.
iii) Calculate
(a) the distance given the speed and the time.
(b) the time given the speed and the distance.
iv) Convert speed from one unit of
measurement to another
v) Differentiate between uniform speed and
non-uniform speed.
14.3 Understand and use the
concept of average speed.
i) Calculate the average speed in various
situations.
ii) Calculate:
(a) the distance given the average speed and
the time.
(b) the time given the average speed and the
distance.
iii) Solve problems involving speed and average
speed. .(KBATS)
Contextual
Communication
Cooperative
learning
Discovery
Integrating ICT
into learning and
teaching -
VLEFROG
BUBBLE MAP/
QUIZ
22
23. Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
14.4 Understand and use the
concept of acceleration
i) Identify the two quantities involved in
acceleration.
ii) Calculate and interpret acceleration
27
(25/7-30/7)
15.0 TRIGONOMETRY
15.1 Understand and use tangent
of an acute in a right-
angled triangle.
i) Identify the
(a) hypotenuse
(b) the opposite side and the adjacent side
with respect to one of the acute angles.
ii) Determine the tangent of an angle.
iii) Calculate the tangent of an angle given the
lengths of sides of the triangle.
iv) Calculate the lengths of sides of the triangle
given the value of tangent and the lengths of
another side.
Cooperative
learning
Mastery learning
Discovery
Integrating ICT
into learning and
teaching -
VLEFROG
CIRCLE MAP/
JIGSAW
15.2 Understand and use sine of
an acute angle in a right-
angled triangle.
i) Determine the sine of an angle.
ii) Calculate the sine of an angle given the
lengths of sides of the triangle.
iii) Calculate the lengths of sides of a triangle
given the value of sine and the lengths of
another side.
23
24. Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
15.3 Understand and use cosine
of an acute angle in a right-
angled triangle.
i) Determine the cosine of an angle.
ii) Calculate the cosine of an angle given the
lengths of sides of the triangle.
iii) Calculate the lengths of sides of a triangle
given the value of cosine and the lengths of
another side.
Contextual
Communication
15.4Use the values of tangent ,
sine and cosine to solve
problems.
i) Calculate the value of other trigonometric
ratios given the value of a trigonometric
ratio.
ii) Convert the measurement of angles from :
(a) degrees to degrees and minutes.
(b) degrees and minutes to degrees.
iii) Find the value of
(a) tangent
(b) sine
(c) cosine
of 300
, 400
, and 600
without using scientific
calculator.
24
25. Week Learning Objectives Learning Outcomes Generics
I-Thinks/
21st
Century Learning
iv) Find the value :
(a) tangent
(b) sine
(c) cosine
using scientific calculator
v) Find the angles given the values of:
(a) tangent
(b) sine
(c) cosine
using scientific calculator
vi) Solve problems involving trigonometric
ratios. .(KBATS)
28
(01/8-06/8)
TRIAL EXAM
29 -36
(08/8-8/10) INTENSIVE PRACTICES PRE PT3 2016
37
(11/10-15/10) PT3 2016
38-43
17/10-24/11
POST-PT3 ACTIVITIES
25
26. 26
SMK SAINT GABRIEL
JALAN PERWIRA
55100,KUALA LUMPUR
YEARLY LESSON PLAN
MATHEMATICS
FORM 3
2016
Disediakan Oleh
……………………………………
(PN FARIZA PUAD)
Disemak Oleh
……………………………………
KETUA PANITIA MATEMATIK
(PN ZAHARAH BINTI HAIRAN)
Disahkan Oleh
……………………………………
PEN. KANAN KURIKULUM
(PN KOEK CHU HIANG)
Disemak Oleh
……………………………………
(PN NORIZAN MOKSIN)
Ketua Panitia Matematik
Disediakan Oleh
……………………………………
(PN FARIZA BINTI PUAD)