YEARLY TEACHING PLAN ( 2011 )

Mathematics Form One First Term Year 2011

Date 10/1 21/1 24/1 28/1 Wk Learning Areas/ Learning Objectives Learning Outcomes Suggested Teaching and Learning Activities
Vocabulary

CCTS

23 4

Orientation Programme For Science & Mathematics In English ( OPSME ) 10.01.2011-23.01.2011

Chapter 1 : Whole Numbers 1.1 Whole Numbers - Understand the concept of whole numbers. i. ii. iii. Count, read and write whole numbers. Identify place value of each digit in whole numbers. Round whole numbers. Count, read and write whole numbers in words or numerals. Students read and write whole numbers while counting from a given initial value to a final value in a certain specified interval. e.g. i. Count on in tens from 20 to 100. ii. Count back in hundreds from 1200 to 200. Estimate values, including that of real-life situations by rounding. Whole number Place value Digit Interval Round Estimate Nearest Larger Largest Smaller Smallest Nearest ten, hundred, thousand, Hundred thousand Add Addition Subtract Subtractio n Multiply Multiplicat ion Divide Division Regroup Algorithm Estimate Estimatio n Mental and speed computati on Compute Quotient Undefine d Inverse Sum Differenc e

- Drawing Diagram - Making Analogies - Comparing & Contrasting - Identifying Relations - Working backwards - Classifying

1.2 Addition and Subtraction - Perform computations involving addition and subtraction of whole numbers to solve problems.
31/1, 1/2 4/2

i. ii. iii. iv.

Add whole numbers. Solve problems involving addition of whole numbers Subtract whole numbers. Solve problems involving subtraction of whole numbers. Multiply two or more whole numbers. Solve problems involving multiplication of whole numbers. Divide a whole number by a smaller whole number. Solve problems involving division of whole numbers.

Explore addition and subtraction using standard algorithm (rules of calculations), estimation, mental and speed computation or pencil-and-paper. Use calculators to compare and verify answers. Students pose and solve problems related to addition and subtraction of whole numbers.

1.3 Multiplication And Division - Perform computations involving multiplication and division of whole numbers to solve problems.

i. ii. iii. iv.

Explore addition and subtraction using standard algorithm (rules of calculations), estimation, mental and speed computation or pencil-and-paper. Use calculators to compare and verify answers. Students explore the relationship between multiplication and division. Students pose and solve problems related to addition and subtraction of whole numbers.

7/2 11/2

1.4 Combined Operations - Perform computations involving combined operations of addition, subtraction, multiplication and division of whole numbers to solve problems.

i.

ii.

Perform computations involving any combination of addition, subtraction, multiplication and division of whole numbers, including the use of brackets. Solve problems involving combined operations of addition, subtraction, multiplication and division of whole numbers, including the use of brackets.

Students explore combined operations of whole numbers by using standard algorithm (rules of calculations), estimation, pencil-and-paper or calculator.

Solve problems related to real-life situations. Students use calculators to compare and verify answers.

Multiply Multiplicat ion Divide Division Estimate Compute Solve Bracket Order of operation s Combine d operation Combinati on

Chapter 2 : Number Patterns and Sequences 2.1 Number Patterns and Sequences - Recognise and extend number patterns and sequences formed by counting on and counting back in intervals of any size. 2.2 Odd and Even Numbers - Recognise odd and even numbers and make general statements about them. 2.3 Prime Numbers - Understand the characteristics of prime numbers.

- Drawing Diagram i. ii. iii. iv. Describe the pattern of a given number sequence. Extend number sequences. Complete missing terms in given number sequences. Construct number sequences based on given patterns. Identify and describe odd and even numbers. Make general statements about odd and even numbers. Relate number sequence to patterns in real-life situations. e.g. Odd numbers are used as addresses of houses on one side of the road and even numbers on the other. Use calculators to skip count (generate number sequences), explore number patterns, and solve problems. Number sequence Pattern Term Sum Product Differenc e Count on Count back Odd Even Subtract Multiply Construct - Making Analogies - Comparing & Contrasting - Identifying Relations - Working backwards - Classifying

14/2 18/2

i. ii.

Explore general statements about odd and even numbers such as: a) The sum of odd and even numbers. b) The product of odd and even numbers. c) The difference between odd and even numbers. Use calculators or computer programmed to explore prime numbers. Use sieve of Eratosthenes to generate prime numbers less than 100.

i. ii. iii.

21/2 25/2

Identify the characteristics of prime numbers. Determine whether a given number is a prime number. Determine all the prime numbers less than 100. List the multiples of whole numbers. Determine whether a number is the multiple of another number.

Prime number

2.4 Multiples - Understand and use the knowledge of multiples of whole numbers.

i. ii.

Students use the divisibility test of 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 and their combinations. e.g. 30 can be divided by 6. Therefore it can be divided by 2 and 3 vice-versa.

Multiple Divisible Divisibility test

Monthly Test 1 28.02.11-04.03.11

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7/3 11/3

2.5 Common Multiples and Lowest Common Multiple (LCM) - Understand the characteristics and use the knowledge of common multiples and Lowest Common Multiple (LCM) of whole numbers.

i. ii.

iii.

Find the common multiples of two or three whole numbers. Determine whether a number is the common multiple of two or three given numbers. Determine the LCM of two or three given numbers.

Students find common multiples and LCM by listing down the multiples of each given number. e.g. Multiples of 4 : 4, 8, 12, .. Multiples of 6 : 6, 12, .. Common Multiples of 4 and 6 : 12, 24, 36, 48, Which are the multiples of 12. Use the method of prime factorization to find common multiple and LCM. e.g. 4=2x2 6=2x3 Therefore the LCM of 4 and 6 is 2 x 2 x 3 = 12. Use algorithm to find the LCM 2 4, 6 LCM = 2 x 2 x 3 2 =12 2, 3 3 1, 3 1, 1 Determine factors of whole numbers by exploring and investigating.

Common multiple Lowest common multiple (LCM) Sequence

2.6 Factors. - Understand the characteristics and use the knowledge of factors of whole numbers. 2.7 Prime Factors - Understand the characteristics and use the knowledge of prime factors of whole numbers. 2.8 Common Factors and Highest Common Factor (HCF) - Understand and use the knowledge of common factors and Highest Common Factors (HCF) of whole numbers.

i. ii.

List factors of whole numbers. Determine whether a number is a factor of another whole number.

Factors

i. ii. iii.

Identify prime factors from a list of factors. Find prime factor(s) of whole numbers. Determine whether a number is a prime factor of another whole number. Find common factors of two or three whole numbers. Determine whether a number is a common factor of two or three given whole numbers. Determine the HCF of two or three given numbers.

Students explore and investigate to determine prime factors of whole numbers. State any given whole number as a product of its prime factors.

Prime Factor

i. ii.

iii.

Students list down all the factors of each given number and identify the same factors for each number. Students explore, identify and determine common factors of whole number. Students find the HCF by listing down all the factors of each given number. Explore, identify and determine the HCF of whole numbers. Use the method of prime factorizations to find the common prime factors and hence HCF. e.g. 12 = 2 x 2 x 3 18 = 2 x 3 x 3 Common Prime Factors: 2 and 3 The HCF: 2 x 3 = 6 Use algorithm to find HCF. Use concrete materials and drawing to demonstrate the concept of fractions such as: a) Folding a ribbon to find one-third of its length. b) The number of girls as compared to the whole class. c) Folding papers.

Common Factor Highest Common Factor

Chapter 3 : Fractions 3.1 Fractions - Understand and use the knowledge of fractions as part of a whole.

i. ii. iii. iv.

Read fractions. Describe fractions as parts of a whole. Represent fractions with diagrams. Write fractions for given diagrams.

Fraction Denomin ator Numerato r

3.2 Equivalent Fractions. - Understand and use the knowledge of equivalent fractions.

i. ii. iii. iv. v.

Find equivalent fractions for a given fraction. Determine whether two given fractions are equivalent. Compare the values of two given fractions. Arrange fractions in order. Simplify fractions to the lowest term. Recognise mixed numbers. Represent mixed numbers with diagrams. Write mixed numbers based in diagrams. Compare and order mixed numbers on number lines.

Use concrete materials and drawings to demonstrate the concept of equivalent fractions. Use paper folding to explain and explore: Why 6 is the same as 2 . Compare the values of two fractions by converting them to fractions with the same denominator or the same numerator.
3 1

Equivalen t fractions Lowest term Arrange Order

3.3 Mixed Numbers - Understand the concept of mixed numbers and their representations.

i. ii. iii. iv.

Use concrete materials, drawings and number lines to represent mixed numbers. Identify the use of mixed numbers in everyday situations.

Mixed number Proper fraction Improper fraction Number line Denomin ator

11

First Mid-term Holiday 12.03.11-20.03.11

3.4 Proper Fractions and Improper Fractions. - Understand the concept of proper fractions and improper fractions. i. ii. iii. Recognise proper and improper fractions from given fractions. Change mixed numbers into improper fractions. Change improper fractions into mixed numbers. Use concrete materials and drawings to demonstrate the relationship between mixed numbers and improper fractions. Use calculators to explore the relationship between mixed numbers and improper fractions.

21/3 25/3

12

28/3 01/4

13

3.5 Addition and Subtraction of Fractions - Understand the concept of addition and subtraction of fractions to solve problems.

i.

Perform addition involving: a) Fractions with common denominators. b) Fractions with different denominators. c) Whole numbers and fractions. d) Fractions and mixed numbers. e) Mixed numbers. ii. Perform subtraction involving: a) Fractions with common denominators. b) Fractions with different denominators. c) Whole numbers and fractions. d) Fractions and mixed numbers. e) Mixed numbers. iii. Solve problems involving combined operations of addition and subtraction of fractions.

Use concrete materials, drawings and symbols to demonstrate the process of addition and subtraction of fractions. Add and subtract fractions by writing the fractions in their equivalent forms with common denominators including the use of LCM. Perform addition and subtraction of mixed numbers by: i. Adding and subtracting whole numbers and fractions separately. ii. Writing mixed numbers in the form of improper fractions. Pose and solve problems related to everyday situations.

Mixed Number Add Subtract Fraction Simple fraction Lowest term Equivalen t fractions

4/4 8/4

3.6 Multiplication and Division of Fractions. - Understand the concept of multiplication and division of fractions to solve problems.

i.

14

Multiply: A whole number by a fraction or mixed number. b) A fraction by a whole number. c) A fraction by a fraction (include mixed numbers). ii. Solve problems involving multiplication of fractions. iii. Divide: a) A fraction by a whole number. b) A fraction by a fraction. c) A whole number by a fraction d) A mixed number by a mixed number. iv. Solve problems involving division of fractions. a)

Use concrete materials, drawings and symbols to explore and investigate the process of multiplication and division of fractions. Examples of multiplication: a) A whole number times a fraction. 3x 4
3

Multiply Divide Mixed Number Repeated addition

3x

3 4

= =2
9 4

1 4

Numerato r

b) A whole number times a mixed number. 4x 12

1

4x 12

4x 2

=
5 6

12 2

=6

c) A fraction times a fraction.

3 4

5 6

3 = 4

15 24

5 8

11/4 15/4

3.7 Combined Operations of Fractions - Perform computations involving combined operations of addition, subtraction, multiplication and division of fractions to solve problems. Chapter 4: Decimals 4.1 Relationship between Decimals and Fractions - Understand the relationship between decimals and fractions.

i.

ii.

Perform computations involving combined operations of addition, subtraction, multiplication and division of fractions, including the use of brackets. Solve problems involving combined operations of addition, subtraction, multiplication and division of fractions, including the use of brackets.

Pose problems related to real-life situations. Use concrete materials and diagrams to demonstrate computations.

Multiplicat ion Addition Subtractio n Division Combine d operation Mixed number Whole number Bracket Fraction Decimal Denomin ator Tenths Hundredt hs Thousand ths

15

i.

Represent fractions 10 and 100 as decimals and vice-versa. Represent fraction with denominators 10, 100 and 1000 as decimals. Read and write decimals to thousandths. Change fractions to decimals and vice-versa.
1

Use concrete materials, drawings calculators and symbols to explain the relationship between decimals and fractions.

ii. iii. iv.

4.2 Place value and the Value of Digit in Decimal - Understand the relationship between decimals and fractions.

i. ii. iii. iv.

State the place value and value of each digit in decimals. Compare the values of two given decimals. Arrange decimals in order. Round decimals to the nearest whole number or up to three decimal places.

Use number lines to compare and order decimals.

Number line Place value Value of a digit Rounding Decimal point

18/4 22/4

16

4.3 Addition and Subtraction of Decimals - Understand the concept of addition and subtraction of decimals to solve problems. 4.4 Multiplication and Division of Decimals. - Understand the concept of multiplication and division of decimals to solve problems.

i. ii. iii. iv.

Add decimals. Solve problems involving addition of decimals. Subtract decimals. Solve problems involving subtraction of decimals.

Use concrete materials, drawings and symbols. Solve problems related to everyday situations. Use calculators or computers to verify answers. Use estimation strategies to determine whether the solution is reasonable.

Add Subtract Decimal

i.

Multiply two or more decimals. ii. Solve problems involving multiplications of decimals. iii. Divide: a) A decimal by a whole number. b) A decimal by a decimal. c) A decimal by a fraction. v. Solve problems involving division of decimals.

Relate to everyday situations. Use appropriate calculation methods such as pencil-and-paper, calculators and computers. Mentally multiply decimals by 10, 100 and 1000. Mentally multiply decimals by 0.1, 0.01 and 0.001. Mentally divide decimals by 10, 100 and 1000. Mentally divide decimals by 0.1, 0.01 and 0.001.

Multiply Divide Mentally divide Mentally multiply Reasona ble Estimatio n Addition

4.5 Combined Operations of Decimals. - Perform computations involving combined operation of addition, subtraction, multiplication and division of decimals to solve problems.

i.

ii.

Perform computations involving combined operations of addition, subtraction, multiplication and division of decimals, including the use of brackets. Solve problems involving combined operations of addition, subtraction, multiplication and division of decimals, including the use of brackets.

Pose problems related to everyday situations.

Subtractio n Multiplicat ion Division Decimal Bracket Combine d operation

25/4 29/4

Chapter 5: Percentages 5.1 Percentages - Understand the concept of percentages and investigate the relationship between percentages and fractions or decimals.

i. ii.

Express percentages as the number of parts in every 100. Change fractions and decimals to percentages and vice-versa.

Use concrete materials and drawings to demonstrate percentages. e.g. Use ten by ten grids to discuss the equivalent percentages of fractions and decimals. For example the fraction 2 has a decimal equivalent of 0.5, and 0.5 has an equivalent percentage of 50%. ( 2 = 0.5 or 50%)
1 1

Percent Fraction Decimal

2/5 6/5

17

5.2 Computations and Problem Solving. Perform computations and solve problems involving percentages.

i. ii. iii. iv. v.

Find the percentage of a quantity. Find the percentage one number is of another. Find a number given the percentage. Find the percentage of increase or decrease. Solve problems involving percentages. Read and write integers. Represent integers on number lines. Compare the values of two integers. Arrange integers in order. Write positive or negative numbers to represent word descriptions.

Pose and solve problem involving profit and loss, simple interest, dividend, commission and discount.

Increase Decrease Profit Loss Simple interest Dividend Commissi on Integer Negative number Positive number Number line Temperat ure Sea level Floor of a building Less than Greater than Word descriptio n Missing terms Largest Smallest Add Addition Subtract Subtractio n Minus Plus Integer Negative Positive Like signs Unlike signs

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Chapter 6: Integers 6.1 Integers - Understand and use the knowledge of integers.

i. ii. iii. iv. v.

Introduce integers in context (e.g. temperatures, sea levels and floors of building). Students complete sequences of integers, find the missing terms, and identify the largest and the smallest value of integers from given sets of integers. Given sets of integers, students order them on number lines.

6.2 Addition and Subtraction of Integers. - Perform computations involving addition and subtraction of integers to solve problems.

i. ii. iii. iv.

Add integers. Solve problems involving addition of integers. Subtract integers. Solve problems involving subtraction of integers.

Use number lines to add and subtract integers. Use concrete materials, drawings and symbols (e.g. coloured chips) to demonstrate addition and subtraction of integers. Use brackets to differentiate between operations and the signs of numbers. Solve problems related to real-life situations.

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First Term Exam 09.05.11-13.05.11 Discussion And Correction For The First Term Exam 16.05.11-27.05.11 First Term Holiday 28.05.11-12.06.11

13/6 17/6

20 -2 1 22 23

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Chapter 7 : Algebraic Expressions 7.1 Unknowns - Understand the concept of unknowns.

i. ii.

Use alphabets to represent unknown numbers. Identify unknowns in given situations.

Use examples of everyday situations to explain unknowns. e.g. Glass X contains y numbers of marbles.

Unknown Term Alphabet

X
Which alphabet represents the unknown number?

20/6 24/6

7.2 Algebraic Terms - Understand the concept of algebraic terms.

i. ii. iii. iv.

Identify algebraic terms with one unknown. Identify coefficients in given algebraic terms with one unknown. Identify like and unlike algebraic terms with one unknown. State like terms for a given term.

Give a list of terms and students select algebraic terms with one unknown.

Algebraic term Multiplicat ion Coefficien t Like terms Unlike terms

27/6 30/6, 1/7

25

7.3 Algebraic Expressions. - Understand the concept of algebraic expressions.

i. ii. iii.

Recognise algebraic expressions. Determine the number of terms in given algebraic expressions. Simplify algebraic iii. expressions by combining the like terms.

Use concrete materials to demonstrate the concept of combining like and unlike terms. e.g. i. 4s + 8s = 12s ii. 5r 2r = 3r 7g + 6h cannot be simplified because they are not like terms. iv. 3k + 4 + 6k 3 = 3k + 6 k + 4 3 = 9k + 1

Algebraic expressio n Number of terms Like terms Unlike terms Length Milimetre Metre Kilometer Estimate Measure Convert Metric units

4/7 8/7

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Chapter 8 : Basic Measurements 8.1 Length - Understand the concept of length to solve problems.

i. ii. iii. iv.

Measure the length of objects. Make conversions between metric units. (mm, cm, m and km) Estimate lengths of objects in appropriate units. Use the four operations to solve problems involving length. Measure the mass of objects. Make conversions between metric units (mg, g, kg, tonne). Estimate masses of objects in appropriate units. Use the four operations to solve problems involving mass.

Measure the length of objects around the school compound. Students draw a like given its length. Measure given lines using different standard units.

8.2 Mass Understan d the concept of mass to solve problems.

i. ii. iii. iv.

Relate to everyday situations.

27

Mass Milligrams Grams Kilograms Nautical mile Inch Feet Yard

11/7 15/7

8.3 Time - Understand the concept of time in seconds, minutes, hours, days, weeks, months and years.

i. ii.

iii. iv.

Determine the appropriate measurement of time for certain events. Convert measurements of time different units (seconds, minutes, hours, days, weeks, months and years). Estimate the time intervals of events. Use the four operations to solve problems involving time.

Use calendars, clocks or stop-watches to discuss the measurement of time for events. Suggest a unit to estimate or measure: i. The time it will take to eat lunch. ii. Your age. iii. How long it takes for water to boil? iv. How long it takes to run 100 metres? Involve great events in history.

Time Second Minute Hour Day Week Month Year Century Millenniu m Measure ment

28

25/7 29/7

8.4 Twelve-hour and Twentyfour hour System. - Understand and use times in the twelve-hour and twenty-four-hour system to solve problems.

i. ii. iii.

iv. v.

Read and write times in twelve-hour system. Read and write times in twenty-four hour system. Convert time in twelvehour system to twentyfour hour system and vice-versa. Determine the interval between two given times. Solve problems involving time.

Use digital and analogue clocks. Read times from train or bus schedules. Relate events to everyday situations.

Twelve hour system Twentyfour hour system Time interval Time Digital clock Analogue clock

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Chapter 9 : Shape and Space 9.1 Angles - Understand the concept of angles.

Monthly Test 2 18.07.11-22.07.11

i. ii. iii. Recognise angles. Denote and label angles. Measure angles using protractors. iv. Draw angles using protractors. v. Recognize, compare and classify angles as acute, right and obtuse. vi. Draw acute, right and obtuse angles using protractors. vii. Determine angles on straight lines equal 1800. viii. Determine one whole turn is 3600. Students identify angles in the classroom. (e.g. corners of tables, blackboards, windows, clock hands and opened doors). Students demonstrate the different types of angles with their arms. Guide students on how to use protractors to measure angles. Angle Line Protractor Label Denote Right angle Acute angle Reflex angle Obtuse angle One whole turn Vertex Classify Compare Parallel lines Perpendic ular lines

30

1/8 5/8

8/8 12/8

9.2 Parallel and Perpendicular Lines. - Understand the concept of parallel and perpendicular lines.

i. ii. iii.

Determine parallel lines. Determine perpendicular lines. State that the angles formed by perpendicular lines is 900.

Students identify perpendicular and parallel lines in the classroom (e.g. edges of books, windows and doors).

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9.3 Intersecting Lines - Understand and use properties of angles associated with intersecting lines to solve problems.

i. ii.

iii. iv.

Identify intersecting lines. Determine the properties of vertical, complementary and supplementary angles. Determine the value of an angle on a line, given the adjacent angle. Solve problems involving angles formed by intersecting lines.

Students investigate the properties of angles formed by intersecting lines.

Intersecti ng lines Complem entary angle Suppleme ntary angle Adjacent angle Vertically opposite angle Polygon Triangle Quadrilat eral Pentagon Hexagon Heptagon Octagon Vertices Sides Diagonal Shape Symmetry Line of symmetry Sketch

32
15/8 19/8

Chapter 10: Polygons 10.1 Polygons - Understand the concept of polygons.

i. ii.

iii.

iv. 10.2 Symmetry. - Understand the concept of symmetry.

Recognise polygons. Name polygons (triangle, quadrilateral, pentagon, hexagon, heptagon and octagon). Determine the number of sides, vertices and diagonals of given polygons. Sketch polygons.

Use concrete materials such as protractors, rulers, grid papers, geo-boards and computer software to explore the concept of polygons. Students explore the relationship between the sides, diagonals and vertices of polygons.

i. ii.

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iii. 10.3 Triangles - Identify and use the geometric properties of triangles to solve problems. i. ii. iii.

Determine and draw the line(s) of symmetry of shapes. Complete shapes given part of the shapes and the line of symmetry. Draw designs using the concept of symmetry. Determine and draw symmetry line(s) of given triangles. Draw triangles using protractors and rulers. State the geometric properties of the different types of triangles and name the triangles. Determine the sum of the angles of a triangle is 1800. Solve problems involving triangles.

Students explore symmetry by using mirrors, pattern blocks, folding papers or making inkblot designs. Students explore the importance of symmetry in everyday situations (e.g. pattern on buildings and tiles).

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Isosceles Equilatera l Investigate the relationship between angles and sides of all types of triangles. Use a variety of methods to find the sum of angles of triangles: e.g. aligning corners on a straight line, using protractors and geometry computer software. Scalene Acute triangle Obtuse triangle Right triangle Investigate the relationship between angles, sides and diagonals of all types of quadrilateral. Use a variety of methods to find the sum of angles of quadrilaterals: e.g. aligning corners on a point, using protractors and geometry computer software.

iv. v.

34
5/9 9/9

10.4 Quadrilaterals - Identify and use the geometric properties of quadrilaterals to solve problems.

i. ii. iii.

iv. v.

Determine and draw symmetry line(s) of given quadrilaterals. Draw a quadrilateral using protractors and rulers. State the geometric properties of the different types of quadrilaterals and name quadrilaterals. Determine the sum of the angles of quadrilateral is 3600. Solve problem involving quadrilaterals.

Quadrilat eral Square Rectangle Parallelog ram Trapeziu m Rhombus Diagonal Geometri c properties Align Corner

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Second Mid-term Holiday 27.08.11 04.09.11

Chapter11 : Perimeter and Area 11.1: Perimeter - Understand the concept of perimeter to solve problems. 11.2: Area of Rectangles - Understand the concept of area of rectangles to solve problems. i. ii. iii. i. ii. iii. Identify the perimeter of a region. Find the perimeter of a region enclosed by straight lines. Solve problems involving perimeters. Estimate the area of a shape. Find the area of a rectangle. Solve problems involving areas. Use square chips, tessellation grids, geo-boards, grid papers or computer software to explore the concept of perimeter. Investigate and develop formula to find the perimeter of a rectangle. Perimeter Formulae Measure Figure Use unit squares, tessellation grids, geo-boards, grid-papers or computer software to explore the concept of area. Investigate and develop formula to find the area of a rectangle. Use unit square chips or tiles to investigate, explore and make generalizations about the: a) Perimeters of rectangles having the same area. b) Areas of rectangles having the same perimeter. Investigate and develop formulae to find the areas of triangles, parallelograms and trapeziums based on the area of rectangle. Area Square unit Region Enclosed

36

12/9 30/9

3/10 7/10

11.3 Areas of Triangles, Parallelograms and Trapeziums - Understand the concept of area of triangles, parallelograms and trapezium to solve problems.

i. ii. iii.

iv.

Identify the heights of triangles, parallelograms and trapeziums. Find the areas of triangles, parallelograms and trapeziums. Find the areas of figures made up of triangles, rectangles, parallelograms or trapeziums. Solve problems involving the areas of triangles, rectangles, parallelograms and trapeziums. Identify geometric solids. State the geometric properties of cubes and cuboids. Draw cubes and cuboids on: a) Square grids. b) Blank papers. Make models of cubes and cuboids by: a) Combining given faces. b) Folding given layouts of solids.

Area Triangle Trapeziu m Parallelog ram Height Base Rectangle Figure

Solve problems such as finding the height or base of a parallelogram.

37 39

Chapter 12 : Solid Geometry 12.1 Geometric Properties of Cubes and Cuboids. - Understand geometric properties of cubes and cuboids.

i. ii. iii.

iv.

Use concrete materials to demonstrate the concepts of geometric solids. Game: Searching out Solids. Make up sets of activity cards containing descriptions of solids such as: a) Exactly 2 faces that are the same shape and size. b) All edges have the same length. Investigate and explore the relationship between faces, edges and vertices of cubes and cuboids. Compare and contrast between cubes and cuboids. Ask students how they are alike or different. Use concrete materials (opened boxes) to draw the layout of cubes and cuboids. Use unit cubes or other concrete materials to let students explore the concept of volumes. Investigate and develop formula to find the volume of cuboids.

Face Edge Vertex Vertices Cube Cuboids Cylinder Pyramid Cone Sphere Surface

40

12.2 Volume of a Cuboid - Understand the concept of volume of cuboids to solve problems.

i. ii. iii.

Estimate the volume of cuboids. Find the volume of cuboids. Solve problems involving volume of cuboids.

Volume Cubic cm Unit cube Cuboids

41 42

Revisions 10.10.11-21.10.11

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Final Exam 24.10.11-28.10.11 Discussion and Correction for the Final Exam

44 46 47 52

End-of-Year Activities

Prepared by: ________________________ ( Christopher Tet Siong ) Mathematics Teacher/Penyelaras Tingkatan 1

Verify by: ________________________ ( MR. BAKAR JI ) Mathematics Head of Panel