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Lesson plan on factoring polynomial with common monomial factor

The document is a lesson plan for teaching factoring polynomials with common monomial factors in Math 8. It includes the intended learning outcomes, which are for students to define and apply common monomial factoring. The lesson content discusses factoring polynomials through finding the greatest common factor. Examples are provided to demonstrate finding the GCF and factoring polynomials. Students will complete an activity identifying common factors in pictures and practice problems are assigned to reinforce the skill.

Lesson plan special angles

This lesson plan is for a 9th grade mathematics class on trigonometric ratios of 45-45-90 triangles. The objectives are for students to identify trig ratios in this special triangle, connect the ratios to real life, and find the specific values of the six ratios. To teach this, the teacher will have students play a message relay game in groups, then analyze their observations about the triangle angles and side lengths. Finally, the teacher will discuss properties of 45-45-90 triangles and have students practice finding the six trigonometric ratios of the 45 degree angle. For homework, students must research the 30-60-90 triangle theorem.

Detailed lesson plan in mathematics 7 (circles)

The document outlines a lesson plan on teaching circles to students. It includes objectives, subject matter, materials, and steps for the lesson including a review, activity to define a circle, discussion of key terms like radius, diameter and chord, examples, practice problems, and an evaluation. The goal is for students to understand the definition and key parts of a circle through interactive discussion and examples.

ILLUSTRATING TRIANGLE CONGRUENCE.pptx

Triangle Congruence
Triangle Congruence
Triangle Congruence
Triangle Congruence
Triangle Congruence
Triangle Congruence
Triangle Congruence
Triangle Congruence
Triangle Congruence
Triangle Congruence

Math10 q2 mod3of8_theorems on chords, arcs, central angles and inscribed angl...

The document provides information on a mathematics module for 10th grade covering theorems related to chords, arcs, central angles, and inscribed angles. It includes the development team who created the module, learning objectives, and introduces key concepts and sample proofs involving chords, arcs, central angles, and inscribed angles using two-column proofs.

union and intersection of events.ppt

The document discusses probability and events, defining key terms like experiment, outcome, sample space, and event. It provides examples of simple and compound events, and explains how to calculate the probability of simple events using the formula of number of outcomes in the event over the total number of possible outcomes. Rules for probability are also outlined, such as the probability of any event being between 0 and 1 and the sum of probabilities of all outcomes equaling 1.

ASA, SAS,AAS,SSS

This document discusses triangle congruence, including definitions of triangles, corresponding sides and angles, and the four main postulates used to prove triangles are congruent: SSS, SAS, ASA, and SAA. It provides examples of determining if triangles are congruent and finding missing side lengths through algebraic applications of the congruence postulates and theorems. Key ideas covered are the properties of triangles, corresponding parts of congruent triangles, and using congruence rules to solve problems.

Mathematical System.pptx

The document discusses the key components of a mathematical system:
1. Undefined terms are concepts that cannot be precisely defined, such as points, lines, and planes in geometry.
2. Defined terms have a formal definition using undefined terms or other defined terms, such as line segments, rays, and collinear/coplanar points.
3. Axioms or postulates are statements assumed to be true without proof, which can be used to prove theorems.
4. Theorems are statements that have been formally proven using axioms, postulates and previously proven theorems. The four components are related such that defined terms are defined using undefined terms, axioms are

COT3 Lesson Plan Grade 8

This document summarizes a Grade 8 mathematics lesson on triangle congruency. The objectives were for students to define and illustrate congruent triangles, identify corresponding sides and angles, and present solutions with accuracy. Content covered triangle congruence. Learning activities included visual aids, measuring triangles with meter sticks, forming pairs of congruent triangles, and applying concepts to a real-world problem of balancing swing supports. Students were evaluated on identifying corresponding parts of congruent triangles. The teacher reflected on students' mastery levels and effectiveness of instructional strategies.

Lesson plan Congruence and Similarity

This lesson plan is for a 9th grade mathematics class on similarity and congruence. Students will identify similar and congruent figures, determine if figures are similar, solve problems involving similar figures, and draw similar and non-similar figures. The lesson uses problem-based instruction and will involve introducing the topic, organizing group work on problems, guiding investigations, presentations, and analysis. Students will be assessed based on their group work and presentations.

2.5.6 Perpendicular and Angle Bisectors

* Construct perpendicular and angle bisectors
* Use bisectors to solve problems
* Identify the circumcenter and incenter of a triangle

Lesson plan (inset demo)

This lesson plan teaches measures of position for ungrouped data. It begins with an activity where students arrange exam scores in order and identify the quartiles. The lesson then defines measures of position like quartiles and deciles, and explains how to find and interpret them using an example of students' math scores. Students practice finding the quartiles of another data set. Finally, an evaluation activity asks students to find and interpret the quartiles of classmates' ages from a table of data.

Perpendicular parallel lines theorem lesson plan using 5 as method

1. The document discusses the Perpendicular Parallel Lines Theorem. It states that if a transversal line is perpendicular to one of two parallel lines, then it is also perpendicular to the other parallel line.
2. The procedure involves students working in groups to draw figures demonstrating the theorem and measure the angles formed. They analyze the angles and state the relationship between the transversal and parallel lines.
3. Students are then asked to identify true/false statements about angles formed when parallel lines are cut by a transversal and to solve linear equations involving the Perpendicular Parallel Lines Theorem.

TRIANGLE INEQUALITY THEOREM

The document discusses several theorems related to triangles:
1) The triangle inequality theorem states that the length of any side of a triangle must be less than the sum of the lengths of the other two sides and greater than their difference.
2) The exterior angle theorem states that an exterior angle of a triangle is equal to the sum of the remote interior angles.
3) The hinge theorem states that if two triangles have two congruent sides but not congruent included angles, then the third sides will be unequal, with the longer side opposite the larger angle.

MATH-8 WEEKS 8 Q3 .pptx

This document provides a lesson plan on using triangle congruence to construct perpendicular lines and angle bisectors. It includes objectives, definitions, and two activities - the first asking students to identify properties of an equilateral triangle with a median drawn, and the second having them construct parts of the same triangle. The lesson aims to help students apply triangle congruence, define perpendicular lines and angle bisectors, and actively participate in class discussions.

5As Lesson Plan on Pairs of Angles Formed by Parallel Lines Cut by a Transversal

The document outlines a lesson plan on teaching pairs of angles formed by parallel lines cut by a transversal. The objectives are for students to identify, classify, and discuss parallelism in real life. The lesson includes an activity where students draw and label parallel lines cut by a transversal. Various pairs of angles are analyzed, such as alternate interior angles, alternate exterior angles, and corresponding angles. Definitions are provided for each type of pair. The lesson aims to teach students the characteristics and properties of different pairs of angles formed with parallel lines.

Mathematics 9 Six Trigonometric Ratios

This learner's module discusses about the Six Trigonometric Ratios. It also teaches about the definition and characteristics of each of the Six Trigonometric Ratio.

Look up! Look Down!

This document provides a strategic intervention material to help students learn about solving real-life problems involving right triangles using trigonometric ratios. It begins with definitions of key terms like line of sight, angle of elevation, and angle of depression. Students are given examples of problems involving these angles and their solutions. Later activities require students to illustrate problem situations, identify given information, formulas used, and solve problems determining unknown angles or distances. The material aims to supplement classroom learning and help students independently practice and understand solving right triangle problems.

SOLVING PROBLEMS ON ANGLES AND SIDES OF POLYGON

This document provides information about solving problems involving sides and angles of polygons. It aims to teach learners how to solve problems involving sides and angles of polygons and understand the importance of polygons in real life. Examples of problems involving finding missing measures of sides, angles, and perimeters of different polygons like triangles, quadrilaterals, pentagons, hexagons, heptagons, and octagons are provided. Formulas for finding the sum of interior angles, measures of individual interior and exterior angles based on the number of sides of regular polygons are also given.

A detailed lesson plan in permutation

The document is a detailed lesson plan for a mathematics class on permutation. It outlines the objectives, content, materials, and procedures for the lesson. The lesson will teach students about permutation rules including n!, nPr, and arrangements of distinct objects. Example problems are provided to demonstrate each rule, and students will complete activities in groups to practice the rules and verify their understanding.

Lesson plan on factoring polynomial with common monomial factor

Lesson plan on factoring polynomial with common monomial factor

Lesson plan special angles

Lesson plan special angles

Detailed lesson plan in mathematics 7 (circles)

Detailed lesson plan in mathematics 7 (circles)

ILLUSTRATING TRIANGLE CONGRUENCE.pptx

ILLUSTRATING TRIANGLE CONGRUENCE.pptx

Math10 q2 mod3of8_theorems on chords, arcs, central angles and inscribed angl...

Math10 q2 mod3of8_theorems on chords, arcs, central angles and inscribed angl...

union and intersection of events.ppt

union and intersection of events.ppt

ASA, SAS,AAS,SSS

ASA, SAS,AAS,SSS

Mathematical System.pptx

Mathematical System.pptx

COT3 Lesson Plan Grade 8

COT3 Lesson Plan Grade 8

Lesson plan Congruence and Similarity

Lesson plan Congruence and Similarity

2.5.6 Perpendicular and Angle Bisectors

2.5.6 Perpendicular and Angle Bisectors

Lesson plan (inset demo)

Lesson plan (inset demo)

Perpendicular parallel lines theorem lesson plan using 5 as method

Perpendicular parallel lines theorem lesson plan using 5 as method

TRIANGLE INEQUALITY THEOREM

TRIANGLE INEQUALITY THEOREM

MATH-8 WEEKS 8 Q3 .pptx

MATH-8 WEEKS 8 Q3 .pptx

5As Lesson Plan on Pairs of Angles Formed by Parallel Lines Cut by a Transversal

5As Lesson Plan on Pairs of Angles Formed by Parallel Lines Cut by a Transversal

Mathematics 9 Six Trigonometric Ratios

Mathematics 9 Six Trigonometric Ratios

Look up! Look Down!

Look up! Look Down!

SOLVING PROBLEMS ON ANGLES AND SIDES OF POLYGON

SOLVING PROBLEMS ON ANGLES AND SIDES OF POLYGON

A detailed lesson plan in permutation

A detailed lesson plan in permutation

5.5 triangle inequality theorem

The triangle inequality theorem states that the sum of the lengths of any two sides of a triangle must be greater than the length of the third side. This ensures that the three sides can form a triangle. Some key applications of the triangle inequality include determining if a set of lengths can form a triangle, solving triangle inequality equations, and relating side lengths to angle measures. For example, given a triangle with sides of 6 and 12 units, the third side must be greater than 6 units and less than 18 units to satisfy the triangle inequality.

Triangle Inequality Theorem: Activities and Assessment Methods

A comprehensive lesson on the Triangle Inequality Theorem, including pre-assessment, a hands-on activity (with rubric), and post-assessment methods that measure varying levels of achievement.

Mathematics 8 Triangle Inequality

This learner modules talks about the Triangle Inequality. It also talks about the theorems & postulates that supports triangle inequalities in one or two triangles.

Geometry Section 5-5 1112

This document discusses the triangle inequality theorem which states that the sum of the lengths of any two sides of a triangle must be greater than the length of the third side. It provides examples of using the theorem to determine if a triangle can be formed based on given side lengths and to prove relationships between distances. The final example uses the theorem to prove that the total distance between three towns by traveling between two directly is greater than the direct distance between the first and last town.

TechMathI - 3.6 - The Triangle Inequality Theorem

The document discusses the triangle inequality theorem and applying it to determine if triangles can be constructed with given side lengths. It also provides examples of writing inequalities to find the maximum possible length of the third side of a triangle given the lengths of two other sides.

Inequalities in a triangle

This document contains instructions and examples for identifying properties of triangles based on side lengths and angle measures. It begins by asking the student to draw a triangle with given side lengths and measure its angles. Several practice problems then ask the student to name the largest and smallest angles of triangles where the side lengths are given. Another set of problems has the student arrange the sides of triangles in order of increasing length. The document concludes by asking the student to identify relationships between side lengths and angle measures using inequality symbols.

Triangle inequality power point

The document discusses determining what values of x would make the pictured sides form a triangle. It directs students to explore interactive triangle examples online to learn about the triangle inequality theorem. This theorem states that the sum of any two sides of a triangle must be greater than the third side. The activity asks students to develop a process to determine the possible values of a third side given two other side lengths, and provide the range of acceptable values as the answer.

Postulates (Geometry 1_3)

This document discusses geometry postulates, which are basic statements accepted as true without proof. It provides four postulates:
1) Two points determine a unique line.
2) If two lines intersect, their intersection is a point.
3) Three noncollinear points determine a unique plane.
4) If two planes intersect, their intersection is a line.
The document then provides examples of applying these postulates to identify lines and planes given certain points.

Triangle inequalities

This geometry lesson covers the triangle inequality theorem, which states that the sum of any two sides of a triangle must be greater than the remaining side. Students will practice applying this theorem by determining whether given lengths can form triangles and finding the possible range of a missing third side. The lesson includes independent practice problems for students to solve involving finding the largest and smallest possible sides of triangles.

Midpoint of the line segment

The midpoint of a line segment is the point that divides the segment into two equal parts. There are two methods for finding the midpoint - if the segment is vertical or horizontal, divide the length in half; if diagonal, take the average of the x-coordinates and y-coordinates of the endpoints. Formulas are provided to calculate the midpoint coordinates given the endpoint coordinates. Examples are included to demonstrate finding midpoints of line segments.

Triangles

The document discusses different types of triangles based on the lengths of their sides: equilateral triangles have all three sides equal; isosceles triangles have two equal sides; scalene triangles have no equal sides. It also describes criteria for determining if two triangles are congruent, including side-angle-side (SAS), angle-side-angle (ASA), and side-side-side (SSS). Properties of triangles are outlined, such as the angle sum property that the interior angles sum to 180 degrees and the exterior angle property relating an exterior angle to the two interior angles. The Pythagorean theorem relating the sides of a right triangle is presented along with Heron's formula for calculating the area of any triangle.

Congruence of Triangle

The document discusses different rules for determining if two triangles are congruent, including:
- The ASA (Angle-Side-Angle) rule, which states two triangles are congruent if two angles and the included side of one triangle are equal to two angles and the included side of the other triangle. An example proof of this rule is provided.
- The SSS (Side-Side-Side) rule, which states two triangles are congruent if three sides of one triangle are equal to the corresponding three sides of the other triangle. An example proof is also provided.
- The Hypotenuse-Leg rule, which states two right triangles are congruent if the hypotenuse and one side of one

Triangles

Triangles are three-sided polygons that have three angles and three sides. There are three main types of triangles based on side lengths: equilateral (all sides equal), isosceles (two sides equal), and scalene (no sides equal). The interior angles of any triangle always sum to 180 degrees. Important triangle properties include the exterior angle theorem, Pythagorean theorem, and congruency criteria like SSS, SAS, ASA. Common secondary parts are the median, altitude, angle bisector, and perpendicular bisector. The area of triangles can be found using Heron's formula or other formulas based on side lengths and types of triangles.

K to 12 - Grade 8 Math Learners Module Quarter 2

Here are the completed statements based on the conclusions:
1. n(A × B) = n(B × A).
2. A × B ≠ B × A.
The key conclusions are:
1. The cardinalities of the Cartesian products A × B and B × A are equal, since n(A × B) = n(B × A).
2. However, the sets A × B and B × A are not equal, since the ordered pairs will be arranged differently, so A × B ≠ B × A.

K to 12 - Grade 8 Math Learner Module

This document introduces special products and factors of polynomials. It discusses how patterns can be used to simplify algebraic expressions and solve geometric problems. Students will learn to identify special products through pattern recognition, find special products of polynomials, and apply these concepts to real-world problems. The goals are to demonstrate understanding of key concepts and solve practice problems accurately using different strategies.

5.5 triangle inequality theorem

5.5 triangle inequality theorem

Triangle Inequality Theorem: Activities and Assessment Methods

Triangle Inequality Theorem: Activities and Assessment Methods

Mathematics 8 Triangle Inequality

Mathematics 8 Triangle Inequality

Geometry Section 5-5 1112

Geometry Section 5-5 1112

TechMathI - 3.6 - The Triangle Inequality Theorem

TechMathI - 3.6 - The Triangle Inequality Theorem

Inequalities in a triangle

Inequalities in a triangle

Triangle inequality power point

Triangle inequality power point

Postulates (Geometry 1_3)

Postulates (Geometry 1_3)

Triangle inequalities

Triangle inequalities

Midpoint of the line segment

Midpoint of the line segment

Triangles

Triangles

Congruence of Triangle

Congruence of Triangle

Triangles

Triangles

K to 12 - Grade 8 Math Learners Module Quarter 2

K to 12 - Grade 8 Math Learners Module Quarter 2

K to 12 - Grade 8 Math Learner Module

K to 12 - Grade 8 Math Learner Module

302887567-Grade-9-Math-Module5-Quadrilaterals.pdf

Here are the key points to know about quadrilaterals that are parallelograms:
- A parallelogram is a quadrilateral with both pairs of opposite sides parallel. This is the defining property of a parallelogram.
- Some additional properties of parallelograms include:
- Opposite angles are equal
- Consecutive angles sum to 180°
- Diagonals bisect each other
- Opposite sides are equal in length
- A quadrilateral is a parallelogram if any one of the following conditions is true:
- Both pairs of opposite sides are parallel
- Both pairs of opposite sides are congruent in length
- One pair of opposite angles is congruent

Grade 9 Mathematics Module 6 Similarity

This document provides information about a mathematics module on similarity for grade 9 learners. It was collaboratively developed by educators from various educational institutions in the Philippines. The module aims to teach learners about proportions, similarity of polygons, conditions for similarity of triangles using various theorems, applying similarity to solve real-world problems involving proportions and similarity. It includes a module map, pre-assessment questions to gauge learners' prior knowledge, and covers topics like proportions, similarity of polygons and triangles, and applying similarity concepts to solve problems.

Lesson plan-SSS Congruence Postulate

This is a detailed lesson plan about SSS Congruence Postulate..This is intended for my Final Demonstration in my Internship.

Math 9 (module 5)

1. This instructional material was collaboratively developed by educators from public and private schools to teach mathematics.
2. Feedback on the material is encouraged to be sent to the Department of Education.
3. The document provides an introduction and overview of the key topics to be covered in the module on quadrilaterals, including parallelograms, trapezoids, kites, and solving real-life problems.

Grade 9 Mathematics Module 5 Quadrilaterals (LM)

This document provides information about Module 5 on quadrilaterals, including:
1) An introduction focusing on identifying quadrilaterals that are parallelograms and determining the conditions for a quadrilateral to be a parallelogram.
2) A module map outlining the key topics to be covered, including parallelograms, rectangles, trapezoids, kites, and solving real-life problems.
3) A pre-assessment to gauge the learner's existing knowledge of quadrilaterals through multiple choice and short answer questions.

Quadrilaterals

This document contains 14 activities related to quadrilaterals and parallelograms. The activities involve identifying, classifying, constructing, and proving properties of different types of quadrilaterals. Students are asked to draw and measure quadrilaterals, find midpoints and diagonals, and justify properties of parallelograms, rectangles, rhombuses, kites, trapezoids, and other shapes. Questions provided with each activity assess students' understanding of key definitions and theorems about quadrilaterals.

Math 9 (module 7)

Here are the key concepts about the six trigonometric ratios:
1. Sine (sin θ) - The ratio of the opposite leg to the hypotenuse. It is equal to the ratio a/c.
2. Cosine (cos θ) - The ratio of the adjacent leg to the hypotenuse. It is equal to the ratio b/c.
3. Tangent (tan θ) - The ratio of the opposite leg to the adjacent leg. It is equal to the ratio a/b.
4. Secant (sec θ) - The ratio of the hypotenuse to the adjacent leg. It is equal to the ratio c/b.
5. Cose

DLL_ MATH 4 Q3_WEEK 1-Feb.13-17,2023.docx

This document contains a daily lesson log for a 4th grade mathematics class covering geometry concepts like parallel, perpendicular, and intersecting lines, as well as different types of angles. The lesson plan outlines content and performance standards, learning objectives, teaching procedures, activities, and an assessment. Key concepts covered include identifying and drawing different line types, classifying angles as acute, obtuse, or right, and using a protractor to measure angle measures. Group activities have students practicing skills like forming different line configurations and constructing specific angle measures. The reflection section allows the teacher to evaluate the lesson's effectiveness.

Grade 9 Mathematics Module 7 Triangle Trigonometry

This document provides an introduction and overview of Module 7: Triangle Trigonometry which covers using trigonometric ratios to solve problems involving right triangles and oblique triangles. The module is divided into 5 lessons that cover the six trigonometric ratios, ratios of special angles, angles of elevation and depression, application word problems involving right triangles, and the laws of sines and cosines for solving problems with oblique triangles. A pre-assessment with 19 multiple choice questions is also provided to gauge students' prior knowledge on triangle trigonometry concepts before beginning the lessons.

THE MIDLINE THEOREM-.pptx GRADE 9 MATHEMATICS THIRD QUARTER

1. The document discusses classroom rules which include listening when others are speaking, raising your hand to speak or get up, and being respectful.
2. It then provides an example of using the midline theorem to solve several geometry problems involving triangles. The midline theorem states that the segment joining the midpoints of two sides of a triangle is parallel to the third side and half its length.
3. Finally, it discusses how the midline theorem can be applied in real life contexts like architecture and engineering for structures like rooftops, bridges, and buildings.

Math 9 (module 6)

This document provides information about a mathematics instructional material for Grade 9 learners. It was collaboratively developed by educators from various educational institutions. The document encourages teachers to provide feedback to improve the material. It also provides publishing details and identifies the authors and reviewers involved in developing the module. The table of contents lists the key topics to be covered in the module on similarity, including theorems for proving similarity of triangles and applications of similarity.

Quadrilaterals.pdf

This document provides an instructional material on quadrilaterals for 9th grade mathematics. It begins with an introduction focusing on identifying quadrilaterals that are parallelograms and determining the conditions that guarantee a quadrilateral is a parallelogram. The document then provides a pre-assessment for students to gauge their existing knowledge on quadrilaterals. Finally, it outlines the learning goals and targets for students, which include understanding key concepts of quadrilaterals and applying them to solve real-world problems.

COT-1-QUADRILATERALS THAT ARE PARALLELOGRAM.pptx

1) The document describes a 9th grade mathematics classroom observation on geometry and properties of parallelograms. Students were asked to measure sides and angles of a drawn parallelogram and record their findings.
2) Key properties of parallelograms are reviewed, including opposite sides being congruent and parallel, opposite angles being congruent, and diagonals bisecting each other.
3) For a learning task, students are instructed to draw and measure a parallelogram, then make conjectures about measurements and properties.

EMBODO Lesson Plan Grade 9 Law of Sines.docx

This is is a detailed lesson plan on the Law of Sines (Solving Problems Involving Oblique Triangles) using developmental method.

Polygons

The document provides information about polygons and symmetry for a 1st form mathematics lesson. It includes learning outcomes, the lesson plan, content about polygon naming, properties, and determining lines of symmetry. It also includes evaluation questions and vocabulary words to help students learn about polygons and symmetry.

Ppp module 7

This document outlines the key topics and objectives covered in Module 7 on triangle trigonometry. The module introduces the six trigonometric ratios and how to apply them to solve problems involving right triangles, special triangles, and angles of elevation and depression. It also covers solving for unknown sides and angles of oblique triangles using the Law of Sines and Cosines.

Lesson 7.4

This document provides instruction on determining if two figures are similar using transformations. It includes examples of determining if figures are similar by checking if corresponding angles are congruent and if corresponding sides are proportional. It also covers finding missing measures in similar figures using scale factors and proportions. Determining similarity involves rotations, reflections, translations, and dilations, while congruence only involves rigid motions.

(8) Lesson 7.4 - Properties of Similar Polygons

This document provides instruction on determining if two figures are similar using transformations. It includes examples of checking if figures have corresponding congruent angles and proportional sides. The document also covers the definitions of similar polygons, scale factors, and using ratios and proportions to find missing measures in similar figures.

Lesson plan circle new (1)

1) The document outlines a lesson plan for teaching students about circles and solving problems related to circles. It includes learning outcomes, pre-requisites, teaching-learning activities, and a step-by-step description of how the teacher will present the problem and guide students to prove that if the bisector of an angle formed by two chords is a diameter, then the chords are equal in length.
2) The teacher will begin by reviewing concepts like congruent triangles and presenting the problem. Through a series of activities, the teacher will have students recognize that two triangles formed are congruent, which allows them to prove the chords are equal in length.
3) The lesson concludes with the teacher summar

P

Here are the key points in the example:
1. The triangles ΔCAT and ΔDOG are placed on top of each other so that their vertices coincide or overlap.
2. This establishes a correspondence between the parts of the two triangles.
3. Since the vertices coincide, the corresponding sides and angles also coincide.
4. Triangles with coinciding corresponding parts are said to be congruent.
5. The congruence of the two triangles is symbolized as ΔCAT ≅ ΔDOG.

302887567-Grade-9-Math-Module5-Quadrilaterals.pdf

302887567-Grade-9-Math-Module5-Quadrilaterals.pdf

Grade 9 Mathematics Module 6 Similarity

Grade 9 Mathematics Module 6 Similarity

Lesson plan-SSS Congruence Postulate

Lesson plan-SSS Congruence Postulate

Math 9 (module 5)

Math 9 (module 5)

Grade 9 Mathematics Module 5 Quadrilaterals (LM)

Grade 9 Mathematics Module 5 Quadrilaterals (LM)

Quadrilaterals

Quadrilaterals

Math 9 (module 7)

Math 9 (module 7)

DLL_ MATH 4 Q3_WEEK 1-Feb.13-17,2023.docx

DLL_ MATH 4 Q3_WEEK 1-Feb.13-17,2023.docx

Grade 9 Mathematics Module 7 Triangle Trigonometry

Grade 9 Mathematics Module 7 Triangle Trigonometry

THE MIDLINE THEOREM-.pptx GRADE 9 MATHEMATICS THIRD QUARTER

THE MIDLINE THEOREM-.pptx GRADE 9 MATHEMATICS THIRD QUARTER

Math 9 (module 6)

Math 9 (module 6)

Quadrilaterals.pdf

Quadrilaterals.pdf

COT-1-QUADRILATERALS THAT ARE PARALLELOGRAM.pptx

COT-1-QUADRILATERALS THAT ARE PARALLELOGRAM.pptx

EMBODO Lesson Plan Grade 9 Law of Sines.docx

EMBODO Lesson Plan Grade 9 Law of Sines.docx

Polygons

Polygons

Ppp module 7

Ppp module 7

Lesson 7.4

Lesson 7.4

(8) Lesson 7.4 - Properties of Similar Polygons

(8) Lesson 7.4 - Properties of Similar Polygons

Lesson plan circle new (1)

Lesson plan circle new (1)

P

P

EMBODO LP Grade 12 Mean and Variance of the Sampling Distribution of the Samp...

This is a detailed lesson plan on Mean and Variance of the sampling distribution of the sample means using 3Is Method.

EMBODO LP Grade 11 Anti-derivative of Polynomial Functions .docx

This is a detailed lesson plan on Anti-derivative of a polynomial function using a developmental method.

Grade 10 Detailed Lesson Plan on Combination.docx

The lesson plan is for a 10th grade mathematics class on combinations. The teacher will introduce the concept of combinations, provide examples of calculating combinations using the combination formula, and have students work in groups to practice solving combination problems. The lesson involves dividing students into groups, having each group solve a combination problem, and having student representatives present their group's solution. The teacher will evaluate students' understanding by having them calculate combinations in different scenarios on a worksheet. For homework, students must differentiate between permutations and combinations using a Venn diagram.

Grade-7 5As Lesson Plan on Pairs of Angles formed by Parallel Lines Cut by a ...

Here is the improved detailed lesson plan on Pairs of Angles formed when Parallel lines are cut by a transversal using 5As Method.

Tips on Micro-Teaching Face-To-Face and virual

These are the following general tips in having micro-teaching through face-to-face and virtual. These may be helpful to you as your guide in conducting micro-teaching to your students.

Developmental Method of Lesson Plan on Solving systems of linear equations b...

This lesson plan utilized Developmental Method with a subject matter;
Solving Systems of Linear Equations in two Variables using Substitution Method.

5As Method of Lesson Plan on Ssolving systems of linear equations in two vari...

This lesson plan utilized 5As Method with a subject matter;
Solving Systems of Linear Equations in two Variables using Substitution Method.

Outcomes based teaching learning plan (obtlp) trigonometry

This document outlines an outcomes-based teaching and learning plan for a Trigonometry course at GOV. ALFONSO D. TAN COLLEGE. The course aims to provide students with an understanding of trigonometric functions, identities, and their applications. Over 14 weeks, students will learn about right triangles, oblique triangles, trigonometric identities, and complex numbers. Assessment will include quizzes, performance tasks, exams, and group activities. The course is intended to help students achieve the program learning outcomes of the Bachelor of Secondary Education - Math program.

Outcomes based teaching learning plan (obtlp) technology and instrumentation ...

Outcomes-Based Teaching Learning Plan in Technology and Instrumentation in Mathematics for BSED-Math Students in College

Outcomes based teaching learning plan (obtlp) number theory 2

This document outlines an outcomes-based teaching and learning plan for a Number Theory course. The course aims to teach students about properties of numbers and mathematical proofs. Over 15 weeks, students will learn about topics like prime factorization, divisibility rules, congruencies, and quadratic reciprocity. Assessment will include quizzes, assignments, and exams to evaluate students' understanding of key concepts and ability to apply them.

Outcomes based teaching learning plan (obtlp)- modern geometry 1st rev

This document outlines the course plan for a Modern Geometry course. The course aims to discuss non-Euclidean geometries like finite, non-Euclidean, and projective geometry. Over 18 weeks, topics will include spherical, hyperbolic, and projective geometry as well as transformations and inversions. Assessment will include quizzes, group activities, and exams worth 100% of the grade. The course intends for students to demonstrate understanding of key concepts in non-Euclidean geometries.

Outcomes based teaching learning plan (obtlp) mathematics of investment 1st rev

The document provides information about a mathematics course titled "Mathematics of Investment" at Gov. Alfonso D. Tan College. The 3-sentence summary is:
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Title: Relational Database Management System Concepts(RDBMS)
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : DATA INTEGRITY, CREATING AND MAINTAINING A TABLE AND INDEX
Sub-Topic :
Data Integrity,Types of Integrity, Integrity Constraints, Primary Key, Foreign key, unique key, self referential integrity,
creating and maintain a table, Modifying a table, alter a table, Deleting a table
Create an Index, Alter Index, Drop Index, Function based index, obtaining information about index, Difference between ROWID and ROWNUM
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.

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A beginner’s guide to project reviews - everything you wanted to know but wer...

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APM event held on 9 July in Bristol.
Speaker: Roy Millard
The SWWE Regional Network were very pleased to welcome back to Bristol Roy Millard, of APM’s Assurance Interest Group on 9 July 2024, to talk about project reviews and hopefully answer all your questions.
Roy outlined his extensive career and his experience in setting up the APM’s Assurance Specific Interest Group, as they were known then.
Using Mentimeter, he asked a number of questions of the audience about their experience of project reviews and what they wanted to know.
Roy discussed what a project review was and examined a number of definitions, including APM’s Bok: “Project reviews take place throughout the project life cycle to check the likely or actual achievement of the objectives specified in the project management plan”
Why do we do project reviews? Different stakeholders will have different views about this, but usually it is about providing confidence that the project will deliver the expected outputs and benefits, that it is under control.
There are many types of project reviews, including peer reviews, internal audit, National Audit Office, IPA, etc.
Roy discussed the principles behind the Three Lines of Defence Model:, First line looks at management controls, policies, procedures, Second line at compliance, such as Gate reviews, QA, to check that controls are being followed, and third Line is independent external reviews for the organisations Board, such as Internal Audit or NAO audit.
Factors which affect project reviews include the scope, level of independence, customer of the review, team composition and time.
Project Audits are a special type of project review. They are generally more independent, formal with clear processes and audit trails, with a greater emphasis on compliance. Project reviews are generally more flexible and informal, but should be evidence based and have some level of independence.
Roy looked at 2 examples of where reviews went wrong, London Underground Sub-Surface Upgrade signalling contract, and London’s Garden Bridge. The former had poor 3 lines of defence, no internal audit and weak procurement skills, the latter was a Boris Johnson vanity project with no proper governance due to Johnson’s pressure and interference.
Roy discussed the principles of assurance reviews from APM’s Guide to Integrated Assurance (Free to Members), which include: independence, accountability, risk based, and impact, etc
Human factors are important in project reviews. The skills and knowledge of the review team, building trust with the project team to avoid defensiveness, body language, and team dynamics, which can only be assessed face to face, active listening, flexibility and objectively.
Click here for further content: https://www.apm.org.uk/news/a-beginner-s-guide-to-project-reviews-everything-you-wanted-to-know-but-were-too-afraid-to-ask/10th Social Studies Enrichment Material (Abhyasa Deepika) EM.pdf

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- 1. I. Objectives: At the end of the lesson, students are expected to: a. Name the largest and the smallest angle given the sides of a triangle; b. Arrange the sides of a triangle in order of increasing length given the angles; c. Cite ways to promote equality and prevent inequalities. II. Subject Matter: Theorems Involving Inequalities in a Triangle Reference: Mathematics Learners’ Module Grade 8 page (350-353) Skills: drawing, analyzing and solving Values: disadvantage of inequalities III. Materials: ruler, protractor, pintail pen, manila paper IV. Procedure: 5A’s Method Teacher’s Activity Students’ Activity A. Awareness a. Review Good morning class! (checking of attendance) (checking of assignment) What was our lesson last meeting? What is again HyL Congruence Theorem? How about the definition of HyA Congruence Theorem? Who can illustrate the HyL and HyA on the board? Very good! Good morning Sir! Our lesson last meeting was about HyL and HyA Congruence Theorem. HyL Congruence Theorem states that, “If the hypotenuse and a leg of one right triangle are congruent to the corresponding hypotenuse and a leg of another triangle, then the triangles are congruent”. HyA Congruence Theorem states that “If the hypotenuse and an acute angle of one right triangle are congruent to the corresponding hypotenuse and an acute angle of another right triangle, then the two triangles are congruent”. Student does as told
- 2. b. Motivation In our previous discussions, we’ve discussed about postulates and theorems of congruence of triangles. Now class, what if the sides and angles of a triangle are not congruent, what do you think? Do you know class about certain theorems of inequalities in a triangle? c. Presentation So be with me this morning as I discuss to you about theorems involving inequalities in a triangle. d. Statement of the Aim *name the largest angle and smallest angle given the sides of a triangle; *arrange the sides of a triangle in order of increasing length given the angles; *describe the disadvantage of inequality. B. Activity I will group in to two groups. Let’s proceed to our activity. Let one student to draw the figure on the board Let another student to explain the figure on the board. (possible answer) No, Sir! Theorems involving Inequalities in a triangle Student does as told Student does as told Do the following in your group; 1. Use a ruler to draw a triangle named OPQ . 2. Make sure that OP is vertical which measures 15cm, PQ is horizontal which measures 20cm and OQ is diagonal which measures 25cm. 3. Use a protractor to measure the angles O, P and Q. 4. Indicate on the triangle OPQ the measures of the three sides and their opposite angles
- 3. C. Analysis What have observed about the sides of the ?OPQ How are you going to describe the three sides of ?OPQ How about the angles then? What is the shortest side? What is the smallest angle? Are the side OP and the angle Q opposite? So the smallest angle is opposite to the shortest side. What side is longer thanOP ? What angle is greater than Q ? Are the Q and PQ opposite? Then, how are you going to describe the longest side and the largest angles? I observed that the sides and angles of OPQ have different measures. The three sides of OPQ are not congruent. The three angles also are not congruent. The shortest side isOP . The smallest angle is Q ? They are opposite because they are facing each other. The side which is longer than OP is PQ ? The angle which is greater than Q is O . They are opposite because they are facing each other. The largest side OQ and the largest angle P are also opposite to each other. O P Q 530 370950 20cm 15cm 25cm
- 4. D. Abstraction How are you doing to conclude this triangle OPQ in terms of the inequalities of the sides and angles? Another hand! Very good! For your better understanding, here are two theorems which involve inequalities in a triangle. Everybody read and copy! Values Integration A while ago class we have discussed the inequalities in a triangle. Class, in connection to our real life situation how are you going to promote equality and to prevent inequality? Exactly! When the sides of a certain triangle are not congruent then the angles also are not congruent. When the sides of a certain triangle are not congruent then the opposite angles of those sides are also not congruent. If two sides of a triangle are not congruent, then the angles opposite these two sides are not congruent, and the larger angle is opposite the longer side. If two angles of a triangle are not congruent, then the sides opposite these two angles are not congruent, and the longer side is opposite the larger angle. I can promote equality and prevent inequality by being fair to everybody in everything that I do. Equality begins with being fair in just a simple action. Just like falling in line in a canteen, in withdraw machine, or even in the bank, those simple actions have great impacts on the society since to promote equality and at the same time to prevent inequality among people.
- 5. E. Application Activity 1 Directions: Name the largest and the smallest angle of the following triangles given the length of sides. 1. In ABC , 12AB , 16AC and 19BC 2. In DEF , 40DE , 35DF and 55FE 3. In GHI , 32GI , 50GH and 35HI 4. In JKL , 28JK , 40KL and 20JL 5. In MNO , 22MN , 38MO and 50NO V. Evaluation Directions: Arrange the sides of the following triangles in the order of increasing lengths given the measures of angles. 1. 2. ,B A ,D E ,I H ,J K ,M O , ,ED RD RE , ,ZY XY XZ 450 500 850 R E D 330 350 1150 X Z Y
- 6. 3. VI. Assignment Directions: Fill the blanks with the correct relation symbol (>,<) to show the relationship: 1.) between segments, and 2.) between angles in the corresponding figures: 1. ___ 2. ___ 3. ___ 4. ___ 5. ___ In SON m S m O m S m N m O m N m N m O m O m S , ,LS DS DL 1. 2. 3. 4. 5. 450 600 750 D L S O S N 25 45 56