SEKOLAH MENENGAH KEBANGSAAN AYER HANGAT 07000 LANGKAWI, KEDAH YEARLY LESSON PLAN MATHEMATICS FORM 1 (2012 ) WEEK

LEARNING AREA & LEARNING OBJECTIVES LEARNING O TCOMES & ACTIVITIES

1 (3/1-5/1)

ORIENTATION WEEK

1! WHOLE N MBERS 2 (8/112/1) 1.1 Whole numbers Understand the concept of whole numbers.

i. ount! read and write whole numbers ii. "dentif# place $alue and $alue of each di%it in whole numbers iii. &ound whole numbers ount' read and write whole numbers in words or numerals. (tudents read and write whole numbers while countin% from a %i$en initial $alue to a final $alue in a certain specified inter$al. i. count on in tens from 2) to 1)). ii. count bac* in hundreds from 12)) to 2)). +stimates $alues! includin% that of real-life situations b# roundin%. i. -dd whole numbers ii. (ol$e problems in$ol$in% addition of whole numbers iii. (ubtract whole numbers i$. (ol$e problems in$ol$in% subtractions of whole numbers +/plore addition and subtraction usin% standard al%orithm (rules of calculations)! estimation! mental and speed computation or pencil-and-paper. Use calculators to compare and $erif# answers. (tudents pose and sol$e problems related to addition and subtraction of whole numbers.

1.2 -ddition and subtraction 3 (15/11,/1) .erform computations in$ol$in% addition and subtraction of whole numbers to sol$e problems.

0 (22/121/1) 5 2"3+(+ 3+W 4+-& 256"7-4(

1.3 8ultiplication and di$ision

i. 8ultipl# two or more whole numbers ii. (ol$e problems in$ol$in% multiplication of whole numbers

.erform computations in$ol$in% multiplication and di$ision of whole numbers to sol$e problems.

(2,/13/2) 1.0 ombined 5perations .erform computations in$ol$in% combined operations of addition! subtraction! multiplication and di$ision of whole numbers to sol$e problems.

iii. 7i$ide a whole number b# a smaller whole number i$. (ol$e problems in$ol$in% di$ision of whole number +/plore multiplication and di$ision usin% standard al%orithm (rules of calculations)! estimation! mental and speed computation or pencil-and-paper. Use calculators to compare and $erif# answers. (tudents e/plore the relationship between multiplication and di$ision. (tudents pose and sol$e problems related to multiplication and di$ision of whole numbers. i. .erform computations in$ol$in% an# combinations of addition! subtraction! multiplication and di$ision of whole numbers includin% the use of brac*et. ii. (ol$e problems in$ol$in% an# combinations of addition! subtraction! multiplication and di$ision of whole numbers includin% the use of brac*et. (tudents e/plore combined operations of whole numbers b# usin% standard al%orithm (rules of calculations)! estimation! mental and speed computation or pencil-and-paper. (ol$e problems related to real-life situations. (tudents use calculators to compare and $erif# answers.

1 (5/2-,/2) 2! N MBER PATTERNS AND SE" ENCES 2.1 3umber patterns and se9uences &eco%ni:e and e/tend number patterns and se9uences formed b# countin% on and countin% bac* in inter$als of an# si:e.

2.2 5dd and e$en numbers &eco%nise odd and e$en numbers and ma*e %eneral statements about them

2.3 .rime numbers

i. 7escribe the pattern of a %i$en number se9uence. ii. +/tend number se9uences. iii. omplete missin% terms in %i$en number se9uences. i$. onstruct number se9uences based on %i$en patterns. &elate number se9uence to patterns in reallife situations. a) 5dd numbers are used as addresses of house on one side of the road and e$en numbers on the other. Use calculators to s*ip count( %enerate number se9uences)! e/plore number patterns! and sol$e problems. i. "dentif# and describe odd and e$en numbers. ii. 8a*e %eneral statements about odd and e$en numbers. +/plore %eneral statements about odd and e$en numbers such as; a) <he sum of odd and e$en numbers. b) <he product of odd and e$en numbers c) <he difference between odd and e$en numbers. i. "dentif# the characteristics of prime numbers.

Understand the characteristics of prime numbers. 2.0 >actors Understand the characteristics and use the *nowled%e of prime factors of whole numbers. 2.5 .rime >actors = (12/211/2) Understand the characteristics and use the *nowled%e of prime factors of whole numbers.

ii. 7etermine whether a %i$en number is a prime number.. iii. 7etermine all the prime numbers less than 1)). Use calculators or computer pro%rammes to e/plore prime numbers. Use sie$e of +ratosthenes to %enerate prime number less than 1)). i. 6ist factors of whole numbers. ii. 7etermine whether a number is a factor of another whole number. 7etermine factors of whole numbers b# e/plorin% and in$esti%atin%. i. "dentif# prime factors from a list of factors. ii. >ind prime factor(s) of whole numbers. iii. 7etermine whether a number is a prime factor of another whole number. (tudents e/plore and in$esti%ate to determine prime factors of whole numbers. (tate an# %i$en whole number as a product of its prime factors. i. 6ist the multiples of whole numbers. ii. 7etermine whether a number is the multiple of another number. (tudents use the di$isibilit# test of 2!3!0!5!1!=!8!,!1)!11 and their combinations a) 3) can be di$ided b# 1. <herefore it can be di$ided b# 2 and 3 and $ice$ersa. i. >ind the common multiples of two or three whole numbers. ii. 7etermine whether a number is the common multiple of two or three %i$en numbers. iii. 7etermine the 6 8 of two or three %i$en numbers. (tudents find common multiples and 6 8 b# listin% down the multiples of each %i$en number. a) 8ultiples of 0 ; 0!8!12!?. b) 8ultiples of 1 ; 1!12!18!?. c) ommon 8ultiples of 0 and 1 ; 12!20!31!08! ?. which are the multiples of 12. Use the method of @prime factori:ationA to find common multiples and 6 8. a) 0B2/2 b) 1B2/3 <herefore the 6 8 of 0 and 1 is 2/2/3B12. Use al%orithm to find the 6 8.

2.1 ommon multiples Understand and use the *nowled%e of multiples of whole numbers.

8 (1,/223/2)

2.= ommon multiples and 6owest common multiples Understand the characteristics and use the *nowled%e of common multiples and 6owest ommon 8ultiples (6 8 ) of whole numbers.

2 6 8 B 2/2/3 B 12 2 3

0!1 2!3 1!3 1!1

2.8 ommon factors and 2i%hest ommon >actors (2 >) of numbers. Understand and use the *nowled%e of common factors and 2i%hest ommon >actors (2 > ) of whole numbers.

i. >ind common factors of two or three whole numbers. ii. 7etermine whether a number is a common factor of two or three %i$en whole numbers. iii. 7etermine the 2 > of two or three %i$en numbers. (tudents list down all the factors of each %i$en number and identif# the same factors for each number. (tudents e/plore! identif# and determine common factors of whole number. (tudents find the 2 > b# listin% down all the factors of each %i$en number. +/plore! identif# and determine the 2 > of whole numbers. Use the method of prime factorisations to find the common prime factors and hence 2 >. a) 12 B 2 / 2 / 3 b) 18 B 2 / 3 / 3 ommon .rime >actors ; 2 and 3 <he 2 > ; 2/3B1 Use al%orithm to find 2 >. i. &ead fractions. ii. 7escribe fractions as parts of a whole. iii. &epresent fractions with dia%rams. i$. Write fractions for %i$en dia%rams. Use concrete materials and drawin%s to demonstrate the concept of fractions such as; a) >oldin% a ribbon to find one-third of its len%th. b) <he number of %irls as compared to the whole class. c) >oldin% papers. i. >ind e9ui$alent fractions for a %i$en fraction. ii. 7etermine whether two %i$en fractions are e9ui$alent. iii. ompare the $alues of two %i$en fractions. i$. -rran%e fractions in order. $. (implif# fractions to the lowest terms. Use concrete materials and drawin%s to demonstrate the concept of e9ui$alent fractions. Use paper foldin% to e/plain and e/plore;

, (21/21/3) #! FRACTIONS 3.1 >ractions Understand and use the *nowled%e of fractions as part of a whole.

3.2 +9ui$alent fractions Understand and use the *nowled%e of e9ui$alent fractions.

a) Wh#

ompare the $alues of two fractions b# con$ertin% them to fractions with the same denominator or the same numerator.

3 1 is the same as 6 2

1)

853<264 <+(< 1

>"&(< 8"7 <+&8 256"7-4( i. &eco%nise mi/ed numbers. ii. &epresent mi/ed numbers with dia%rams. iii. Write mi/ed numbers based on %i$en dia%rams. i$. ompare and order mi/ed numbers on number lines. Use concrete materials!drawin%s and number lines to represent mi/ed numbers. "dentif# the use of mi/ed numbers in e$er#da# situations. i. &eco%nise proper and improper fractions from %i$en fractions. ii. han%e mi/ed numbers into improper fractions. iii. han%e improper fractions into mi/ed numbers. Use concrete materials and drawin%s to demonstrate the relationship between mi/ed numbers and improper fractions. Use calculators to e/plore the relationship between mi/ed numbers and improper fractions. i. .erform addition in$ol$in%; a) >ractions with common denominators. b) >ractions with different denominators. c) Whole numbers and fractions. d) >ractions and mi/ed numbers. e) 8i/ed numbers. ii. .erform subtraction in$ol$in%; a) >ractions with common denominators. b) >ractions with different denominators. c) Whole numbers and fractions. d) >ractions and mi/ed numbers. e) 8i/ed numbers. iii. (ol$e problems in$ol$in% combined operations of addition and subtraction of fractions. Use concrete materials! drawin%s and s#mbols to demonstrate the process of addition and subtraction of fractions. -dd and subtract fractions b# writin% the farctions in their e9ui$alent forms with common denominators includin% the use of 6 8. .erform addition and subtraction of mi/ed numbers b#;

11 (18/322/3)

3.3 8i/ed number Understand and use the concept of mi/ed numbers and their representations.

12 (25/32,/3)

3.0 .roper fractions and improper fractions Understand and use the concept of proper fractions and improper fractions

13 (1/0-5/0)

3.5 -ddition and subtraction of fractions Understand the concept of addition and subtraction of fractions to sol$e problems.

10 (8/012/0)

3.1 8ultiplication and di$ision of fractions Understand the concept of multiplication $%& &'(')'*% *+ +,$-.'*%) to sol$e problems.

-ddin% and subtractin% whole numbers and fractions separatel#. ii. Writin% mi/ed numbers in the form of improper fractions. .ose and sol$e problems related to e$er#da# situations. i. 8ultipl#; a) - whole number b# a fraction or mi/ed number. b) - fraction b# a whole number. c) - fraction b# a fraction (include mi/ed numbers). ii. (ol$e problems in$ol$in% multiplication of fractions. iii. 7i$ide; a) - fraction b# a whole number. b) - fraction b# a fraction. c) - whole number b# a fraction. d) - mi/ed number b# a mi/ed number. i$. (ol$e problems in$ol$in% di$ision of fractions. Use concrete materials! drawin%s and s#mbols to e/plore and in$esti%ate the process of multiplication and di$ision of fractions. +/amples of multiplication; a) - whole number times a fraction.

i.

b) - whole number times a mi/ed number.

3 9 1 = =2 4 4 4

c) - fraction times a fraction.

1 3 12 4 1 = 4 = =6 2 2 2
5 3 15 5 = = = 6 4 24 8

3.= ombined operations of fractions 10 (8/012/0) .erform computations in$ol$in% combined */0,$.'*%) *+ $&&'.'*%, )12.,$-.'*%, 314.'/4'-$.'*% $%& &'(')'*% *+ +,$-.'*%) to sol$e problems. 5! DECIMALS 0.1 &elationship between decimals and fractions Understand the re4$.'*%)6'/ 20.700% &0-'3$4) $%&

i. .erform computations in$ol$in% combined operations of addition! subtraction! multiplication and di$ision of fractions! includin% the use of brac*ets. ii. (ol$e problems in$ol$in% combined operations of addition! subtraction! multiplication and di$ision of fractions! includin% the use of brac*ets. .ose problems related to real-life situations. Use concrete materials and dia%rams to demonstrate computations. i. &epresent fractions 1 1 and as decimals 10 100

15 (15/01,/0)

and $ice-$ersa. ii. &epresent fractions with denominators 1)!1)) and 1))) as decimals. iii. &ead and write decimals to thousandths. i$. han%e fractions to decimals and $ice-$ersa.

+,$-.'*%)!

Use concrete materials! drawin%s calculators and s#mbols to e/plain the relationship between decimals and fractions.

15 (15/01,/0)

0.2 .lace $alue and $alue of each di%it in decimals. Understand the concept of place ($410 $%& ($410 *+ 0$-6 &'8'. '% &0-'3$4)!

i. (tate the place $alue and $alue of each di%it in decimals. ii. ompare the $alues of two %i$en decimals. iii. -rran%e decimals in order. i$. &ound decimals to the nearest whole number or up to three decimal places. Use number lines to compare and order decimals. i. -dd decimals. ii. (ol$e problems in$ol$in% addition of decimals. iii. (ubtract decimals. i$. (ol$e problems in$ol$in% subtraction of decimals.

11 (22/021/0) 0.3 -ddition and subtraction of decimals. Understand the concept of $&&'.'*% $%& )12.,$-.'*% of decimals to sol$e problems.

Use concrete materials! drawin%s and s#mbols. (ol$e problems related to e$er#da# situations. Use calculators or computers to $erif# answers. Use estimation strate%ies to determine whether the solution is reasonable.

0.0 8ultiplication and di$ision of decimals Understand the concept of 314.'/4'-$.'*% $%& &'(')'*% of decimals to sol$e problems.

i. 8ultipl# two or more decimals. ii. (ol$e problems in$ol$in% multiplications of decimals iii. 7i$ide; a) - decimal b# a whole number. b) - decimal b# a decimal. c) - decimal b# a fraction. i$ (ol$e problems in$ol$in% di$ision of decimals. &elate to e$er#da# situations. Use appropriate calculation methods such as pencil-and-paper! calculators and computers. 8entall# multipl# decimals b# 1)! 1)) and 1))). 8entall# multipl# decimals b# ).1! ).)1! ).))1. 8entall# di$ide decimals b# 1)! 1)) and 1))).

 0.5 ombined operations of decimals. 1= (2,/03/5) .erform computations in$ol$in% -*32'%0& */0,$.'*% *+ $&&'.'*%, )12.,$-.'*%, 314.'/4'-$.'*% $%& &'(')'*% of decimals to sol$e problems

8entall# di$ide decimals b# ).1! ).)1! ).))1.

i. .erform computations in$ol$in% combined operations of addition! subtraction! multiplication and di$ision of decimals! includin% the use of brac*ets. ii. (ol$e problems in$ol$in% combined operations of addition! subtraction! multiplication and di$ision of decimals! includin% the use of brac*ets. .ose problems related to e$er#da# situations. i. +/press percenta%es as the number of parts in e$er# 1)). ii. han%e fractions and decimals to percenta%es and $ice-$ersa. Use concrete materials and drawin%s to demonstrate percenta%es. a) Use ten b# ten %rids to discuss the e9ui$alent percenta%es of fractions and decimals. >or e/ample the fraction

9! PERCENTAGES 5.1 .ercenta%es Understand the concept of /0,-0%.$80) $%& '%(0).'8$.0 .60 ,04$.'*%)6'/ between percenta%es and fractions or decimals

18 (1/51)/5)

has a decimal e9ui$alent of ).5! and ).5 has a percenta%e e9ui$alent of 5)C. (

1 2

5.2 .roblem sol$in% .erform computations and sol$e problems in$ol$in% percenta%es.

i. >ind the percenta%e of a 9uantit#. ii. >ind the percenta%e one number is of another. iii. >ind a number %i$en the percenta%e. i$. >ind the percenta%e of increase or decrease. (ol$e problems in$ol$in% percenta%es. .ose and sol$e problems in$ol$in% profit and loss! simple interest! di$iden! commission and discount. 8"7 4+-& +D-8"3-<"53 2)12

1 B).5 or 5)C ) 2

1, - 2)

>"&(< 8"7 <+&8 256"7-4( :! INTEGERS 21 (1)/110/1) 1.1 "nte%ers Understand and use the *nowled%e of inte%ers i. &ead and write inte%ers. ii. &epresent inte%ers on number lines. iii. ompare the $alues of two inte%ers. i$. -rran%e inte%ers in order. $. Write positi$e or ne%ati$e numbers to represent word descriptions. "ntroduce inte%ers in conte/t (e.%. temperatures! sea le$els! and floors or buildin% ). (tudents complete se9uences of inte%ers!

find the missin% terms! and identif# the lar%est and the smallest $alue of inte%ers from %i$en sets of inte%ers. 1.2 -ddition and subtraction of inte%ers .erform computations in$ol$in% addition and subtraction of inte%ers to sol$e problems. 1.2 -ddition and subtraction of inte%ers .erform computations in$ol$in% addition and subtraction of inte%ers to sol$e problems. 1.2 -ddition and subtraction of inte%ers .erform computations in$ol$in% addition and subtraction of inte%ers to sol$e problems. 7! ALGEBRAIC E;PRESSIONS =.1 Un*nowns Understand the concept of 1%<%*7%)! i. -dd inte%ers. ii. (ol$e problems in$ol$in% addition of inte%ers. iii. (ubtract inte%ers. i$. (ol$e problems in$ol$in% subtraction of inte%ers. Use number lines to add and substract inte%ers. Use concrete materials! drawin%s and s#mbols (e.%. coloured chips ) to demonstrate addition and subtraction of inte%ers. Use brac*ets to differentiate between operations and the si%ns of numbers. (ol$e problems related to real-life situations. Ei$en sets of inte%ers! students order them on number lines.

22 (1=/121/1)

23 20/128/1)

20 (1/=-5/=)

25 (8/=12/=)

i. Use letters to represent un*nown numbers. ii. "dentif# un*nowns in %i$en situations. Use e/amples of e$er#da# situations to e/plain un*nowns.

21 (15/=1,/=)

=.2 -l%ebraic terms Understand the concept of $4802,$'- .0,3)!

2= (22/=21/=)

=.3 -l%ebraic e/pression Understand the concept of $4802,$'- 0=/,0))'*%)!

i. "dentif# al%ebraic terms with one un*nown. ii. "dentif# coefficients in %i$en al%ebraic terms with one un*nown. iii. "dentif# li*e and unli*e al%ebraic terms with one un*nown. i$. (tate li*e terms for a %i$en term. Ei$e a list of terms and students select al%ebraic terms with one un*nown. i. &eco%nise al%ebraic e/pressions. ii. 7etermine the number of terms in %i$en al%ebraic e/pressions. iii. (implif# al%ebraic e/pressions b# combinin% the li*e terms. Use concrete materials to demonstrate the concept of combinin% li*e and unli*e terms. a) 4 s + 8s = 12 s b) 5r 2r = 3r

c) 3 g + 6h cannot be simplified because the# are not li*e terms.

3k + 4 + 6k 3 = 9k +1

d) = 3k + 6k + 4 3 i. 8easure the len%th of obFects. ii. on$ert one metric unit to another. (mm! cm! m and *m) iii. +stimate len%ths of obFects in appropriate units. i$. Use the four operations to sol$e problems in$ol$in% len%th. 8easure the len%th of obFects around the school compound . (tudent draw a line %i$en its len%th.

>! BASIC MEAS REMENTS 8.1 6en%th 28 (2,/=2/8) Understand the concept of 40%8.6 .* sol$e problems!

8.2 8ass Understand the concept of 3$)) to sol$e problems.

8.3 <ime Understand the concept of time in seconds! minutes! hours! da#s! wee*s! months and #ears. 2, (5/8-,/8)

8.0 <wel$e-hour and twent#four-hour s#stem Understand and use times in the twel$e- hour and twent#four hour s#stem to sol$e problems.

8easure %i$en lines usin% different standard units. i. 8easure the mass of obFects. ii. on$ert one metric unit to another. (m%! %! *%! tonne). iii. +stimate masses of obFects in appropriate units. i$. Use the four operations to sol$e problems in$ol$in% mass. &elate to e$er#da# situations. i. 7etermine the appropriate measurement of time for certain e$ents. ii. on$ert measurement of time in different units (seconds! minutes! hours! da#s! wee*s! months and #ears). iii. +stimate the time inter$als of e$ents. i$. Use the four operations to sol$e problems in$ol$in% time. Use calendars! cloc*s or stop-watches to discuss the measurement of time for e$ents. (u%%est a unit to estimate or measure; a) <he time it will ta*e to eat lunch. b) 4our a%e. c) 2ow lon% it ta*es for water to boilG d) 2ow lon% it ta*es to run 1)) metresG "n$ol$e %reat e$ents in histor#. i. &ead and write times in twel$e-hour s#stem. ii. &ead and write times in twent#-four hour s#stem. iii. on$ert time in twel$e-hour s#stem to twent#-four hour s#stem and $ice-$ersa. i$. 7etermine the inter$al between two %i$en times. $. (ol$e problems in$ol$in% time. Use di%ital and analo%ue cloc*s. &ead times from train or bus schedules.

3)

?! LINES AND ANGLES

&elate e$ents to e$er#da# situations. i. &eco%nise an%les. ii. 7enote and label an%les.

,.1 -n%les Understand the concept of $%840)! (12/811/8)

iii. 8easure an%les usin% protractors. i$. 7raw an%les usin% protractors. $. &eco%nise! compare and classif# an%les as acute! ri%ht! obtuse and refle/. $i. 7raw acute! ri%ht! obtuse and refle/ an%les usin% protractors. $ii. 7etermine an%les on strai%ht lines e9ual 18)H. $iii. 7etermine one whole turn is 31)H. (tudents identif# an%les in the classroom. (tudent demonstrate the different t#pes of an%les with their arms. Euide students on how to use protactors to measure an%les.

,.2 .arallel and perpendicular lines Understand the concept of /$,$4404 and /0,/0%&'-14$, lines.

i. 7etermine parallel lines. ii. 7etermine perpendicular lines. iii. (tate that the an%les formed b# perpendicular lines is ,)H. students identif# perpendicular and parallel lines in the classroom. 853<264 <+(< 2

31

(+ 537 8"7 <+&8 256"7-4( ,.3 "ntersectin% lines 32 (2/,-1/,) Understand and use /,*/0,.'0) *+ $%840) $))*-'$.0& 7'.6 '%.0,)0-.'%8 4'%0) to sol$e problems. i. "dentif# intersectin% lines. ii. 7etermine the properties of $ertical! complementar# and supplementar# an%les. iii. 7etermine the $alue of an an%le on a line! %i$en the adFacent an%le. i$. (ol$e problems in$ol$in% an%les formed b# intersectin% lines. (tudent in$esti%ate the properties of an%les formed b# intersectin% lines. i. &eco%nise pol#%ons. ii. 3ame pol#%ons (trian%le! 9uadrilateral! penta%on! he/a%on! hepta%on and octa%on). iii. 7etermine the number of sides! $ertices and dia%onals of %i$en pol#%ons. i$. (*etch pol#%ons. Use concrete materials such as protactors! rulers! %rid papers! %eo-boards and computer software to e/plore the concept of pol#%ons. 1).2 (#mmetr# (tudent e/plore the relationship between the sides! dia%onals and $ertices of pol#%ons.

33 (,/,13/,) 10! POLYGONS 1).1 .ol#%ons Understand the concept of /*4@8*%)

i. 7etermine and draw the line(s) of s#mmetr# of shapes.

ii.

Understand the concept of )@330.,@

omplete shapes %i$en part of the shapes and the line of s#mmetr#. iii. 7raw desi%ns usin% the concept of s#mmetr#. (tudents e/plore s#mmetr# b# usin% mirrors! pattern bloc*s! foldin% papers or ma*in% in*blot desi%ns. (tudents e/plore the importance of s#mmetr# in e$er#da# situations. (e.%. pattern in buildin%s and tiles ) i. 7etermine and draw s#mmetr# line(s) of %i$en trian%les. ii. 7raw trian%les usin% protractors and rulers. iii. (tate the %eometric properties of the different t#pes of trian%les and name the trian%les. i$. 7etermine that the sum of the an%les of a trian%le is 18)H. $. (ol$e problems in$ol$in% trian%les. "n$esti%atin% the relationship between an%les and sides of all t#pes of trian%les. Use a $ariet# of methods to find the sum of an%les of trian%les; e.%. ali%nin% corners on a strai%ht line! usin% protractors and %eometr# computer software. i. 7etermine and draw s#mmetr# line(s) of %i$en 9uadrilaterals. ii. 7raw a 9uadrilateral usin% protractor and ruler. iii. (tate the %eometric properties of the different t#pes of 9uadrilaterals and name 9uadrilaterals. i$. 7etermine that the sum of the an%les of a 9uadrilateral is 31)H. $. (ol$e problems in$ol$in% 9uadrilaterals. "n$esti%ate the relationship between an%les! sides and dia%onals of all t#pes of 9uadrilateral. Use $ariet# of methods to find the sum of an%les of 9uadrilaterals; e.%. ali%nin% corners on a strai%ht line! usin% protractors and %eometr# computer software.

30 (11/,2)/,)

1).3 <rian%les "dentif# and use the %eometric properties of .,'$%840) to sol$e problems!

1).0 Iuadrilaterals 35 (23/,2=/,) "dentif# and use the %eometric properties of A1$&,'4$.0,$4) to sol$e problems.

1).0 Iuadrilaterals 31 (3)/,0/1)) "dentif# and use the %eometric properties of A1$&,'4$.0,$4) to sol$e problems.

3= (=/1)11/1)) 11! PERIMETER AND AREA 11.1 .erimeter Understand the concept of /0,'30.0, to sol$e problems.

i. "dentif# the perimeter of a re%ion. ii. >ind the perimeter of a re%ion enclosed b# strai%ht lines. iii. (ol$e problems in$ol$in% perimeters. Use s9uare chips! tessellation %rids! %eoboards! %rid papers or computer software to e/plore the concept of perimeter. "n$esti%ate and de$elop formula to find the perimeter of a rectan%le. i. +stimate the area of a shape.

11.2 -rea of rectan%les

ii. >ind the area of a rectan%le. iii. (ol$e problems in$ol$in% areas. Use unit s9uares! tessellation %rids! %eoboards! %rid papers or computer software to e/plore the concept of area. Understand the concept of $,0$ *+ rectan%les to sol$e problems. Use unit s9uare chips or tiles to in$esti%ate! e/plore and ma*e %eneralisation about the; a) .erimeters of rectan%les ha$in% the same area. b) -reas of rectan%les ha$in% the same perimeter. i. "dentif# the hei%hts and bases of trian%les! parallelo%rams and trape:iums. ii. >ind the areas of trian%les! parallelo%rams and trape:iums. iii. >ind the areas of fi%ures made up of trian%les! rectan%les! parallelo%rams or trape:iums. i$. (ol$e problems in$ol$in% the areas of trian%les! rectan%les! parallelo%rams and trape:iums. "n$esti%ate and de$elop formulae to find the areas of trian%les! parallelo%rams and trape:iums based on the area of rectan%le. (ol$e problems such as findin% the hei%ht or base of a parallelo%ram. i. "dentif# %eometric solids. ii. (tate the %eometric properties of cubes and cuboids. iii. 7raw cubes and cuboids on; a) (9uare %rids. b) Jlan* papers. i$. 8a*e models of cubes and cuboids b#; a) ombinin% %i$en faces. b) >oldin% %i$en la#outs of solids. Use concrete materials to demonstrate the concepts of %eometric solids. Eame; (earchin% out solids. 8a*e up sets of acti$it# cards containin% descriptions of solid suach as; a) +/actl# two faces that are the same shape and si:e. b) -ll ed%es ha$e the same len%th. (tudents complete to search out solids in the classroom based on the descriptions. "n$esti%ate and e/plore the relationship between faces! ed%es and $ertices of cubes and cuboids. ompare and contrast between cubes and cuboids -s* students how the# are ali*e or different..

38 (10/1)18/1))

11.3 -rea of trian%les! parallelo%rams and trape:iums. Understand the -*%-0/. *+ $,0$ *+ .,'$%840), /$,$4404*8,$3) $%& .,$/0B'13 to sol$e problems

3, (21/1)25/1))

12! SOLID GEOMETRY 12.1 Eeometric properties of cubes and cuboids Understand 80*30.,'/,*/0,.'0) *+ -120) $%& -12*'&)!

Use concrete materials ( opened bo/es ) to draw the la#outs of cubes and cuboids.

3, (21/1)25/1))

12.2 Kolumes of a cuboids Understand the concept of (*4130 of -12*'&) to sol$e problems.

i. +stimate the $olume of cuboids. ii. >ind the $olume of cuboids. iii. (ol$e problems in$ol$in% $olume of cuboids.

Use unit cubes or other concrete materials to let students e/plore the concept of $olumes. "n$esti%ate and de$elop formula to find the $olume of cuboids.

0) - 01

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