LEARNING AREA/WEEKS 1.

Number Bases (3 weeks) 3/1 18/1

LEARNING OBJECTIVES 1.1 Understand and use the concept of number in base two, eight and five

LEARNING OUTCOME (i) State zero, one, two, three, , as a number in base: two eight five State the value of a digit of a number in base: two eight five Write a number in base: two eight five in expanded number. Convert a number in base: two eight five to a number in base ten and vice versa. Convert a number in a certain base to a number in another base. Perform computations involving:

(ii)

TEACHING AND LEARNING ACTIVITIES Use models such as a clock face or a counter which uses a particular number base. Number base blocks of twos, eights and fives can be used to demonstrate the value of a number in the respective number bases. For example: 2435 is

STRATEGIES Thinking Skills -working out mentally -identifying relationship Teaching Strategies -Contextual learning - Constructivism - Mastery learning - Exploratory Vocabulary -expand notation Teaching Aids - model (clock face)

(iii)

(iv)

(v)

2 4 3 Discuss digits used place values in the number system with a particular number bases. Number base blocks of twos, eights and fives can also be used here. For example, to convert 1010 to a number in base two, use the concept of least number of blocks (23), tiles (22), rectangles (21) and squares (20). In this case, the least number of objects needed here are one block, zero tiles, one rectangle and zero squares. So, 1010 = 10102.

Moral Values Cooperation, rational Thinking Skills -working out mentally -identifying relationship - problem solving Teaching Strategies -Contextual learning - Constructivism - Mastery learning - Exploratory

(vi)

addition subtraction of two numbers in base two.

LEARNING AREA/WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOME

TEACHING AND LEARNING ACTIVITIES Discuss the special case of converting a number in base two directly to a number in base eight and vice versa. For example, convert a number in base two directly to a number in base eight through grouping of three consecutive digits. Perform addition and subtraction in the conventional manner. For example: 1010 + 110 ____________ ____________

STRATEGIES Vocabulary -convert Teaching Aids - models - reference book Moral Values Cooperation, honesty, courage.

2. Graph of functions II (3 weeks) 21/1 6/2

2.1 Understand and use the concept of graph of functions.

7/2 8/2 CUTI TAHUN BARU CINA

LEARNING AREA/WEEKS

LEARNING OBJECTIVES

(i) Draw the graph of a : (a) linear function: y = ax + b, a,b are constants. (b) quadratic function : y = ax2 + bx + c, a, b, c are constants, a 0. (c) cubic function : y = ax3 + bx2 + cx + d, a, b, c, d are constant, a 0. (d) reciprocal function : y = a/x, a constant, a 0. (ii) Find from a graph : (a) value of y given value of x (b) the value (s) of x, given a value of y. (iii) Identify : (a) the shape of graph given a type of function. (b) the type of function given of graph. (c) the graph given a function and vice versa. LEARNING OUTCOME

Explore graph of functions using graphing calculator or the Geometers Sketchpad. Compare the characteristics of graph of functions with different values of constants. For example :

Thinking Skills working out mentally identify relationship Teaching Strategies -Contextual learning - Constructivism -Mastery learning - Exploratory Vocabulary - Linear function - Quadratic function - Cubic function - Reciprocal function

Graph B is broader than graph A and intersects the vertical axis above the horizontal axis.

Teaching Aids Graph box Scientific Calculator CDROM

TEACHING AND LEARNING ACTIVITIES

STRATEGIES

2. Graph of functions II (3 weeks) 21/1 6/2

2.1 Understand and use the concept of graph of functions.

7/2 8/2 CUTI TAHUN BARU CINA

(i) Draw the graph of a : (a) linear function: y = ax + b, a,b are constants. (b) quadratic function : y = ax2 + bx + c, a, b, c are constants, a 0. (c) cubic function : y = ax3 + bx2 + cx + d, a, b, c, d are constant, a 0. (d) reciprocal function : y = a/x, a constant, a 0. (ii) Find from a graph : (a) value of y given value of x (b) the value (s) of x, given a value of y. (iii) Identify : (a) the shape of graph given a type of function. (b) the type of function given of graph. (c) the graph given a function and vice versa. (iv) Sketch the graph of a given linear, quadratic, cubic or reciprocal function. (i) Find the point(s) of intersection of two graphs. (ii) Obtain the solution of an equation by finding the (iii) Point(s) of intersection of two graphs. (iv) Solve problems involving (v) solution of an equation by graphical method. (i) Determine whether a given points satisfies: y = ax + b or y > ax + b or y < ax + b.

Explore graph of functions using graphing calculator or the Geometers Sketchpad. Compare the characteristics of graph of functions with different values of constants. For example :

Thinking Skills working out mentally identify relationship Teaching Strategies -Contextual learning - Constructivism -Mastery learning - Exploratory Vocabulary - Linear function - Quadratic function - Cubic function - Reciprocal function

Graph B is broader than graph A and intersects the vertical axis above the horizontal axis.

Teaching Aids Graph box Scientific Calculator CDROM

2.2 Understand and use the concept of the solution of an equation by graphical method

As reinforcement, let students play a game; for example matching cards of graphs with their respective functions. When the students have their matching partners, ask them to group themselves into four groups of types of functions. Finally, ask each group to name the type of function that is depicted on the cards. Explore using graphing calculator or the Geometers Sketchpad to relate the x-coordinate of a point of intersection of two appropriate graphs to the solution of a given equation. Make generalization about the point(s) of intersection of the two graphs.

Moral Values Cooperation, rational CCTS: Thinking skills -Evaluating -Constructing -Problem solving Teaching Strategies: -Constructivism -graphing -cooperative learning - Mastery learning - Exploratory - Problem solving Vocabulary:

2.3 Understand and use the concept of the region representing inequalities in two variables

LEARNING AREA/WEEKS 3. Transformation III (3 weeks)

LEARNING OBJECTIVS 3.1 Understand and use the concept of combination of two transformations.

LEARNING OUTCOMES

TEACHING AND LEARNING ACTIVITIES Relate to transformations in real life situation such as tessellation patterns on walls, ceiling or floors. Explore combined transformation using the graphing calculator, the Geometers Sketchpad, or the overhead projector and transparencies. Investigate the characteristics of an object and its image under combined transformation. Carry out projects to design patterns using combined transformations that can be used as decorative purposes. These projects can then be presented in classroom with the students describing or specifying the transformations involved. Use the Sketchpad to prove the single transformation which is equivalent to the combination of two isometric transformations.

STRATEGIES Thinking Skill Working out mentally Identify relationship Translating Problem solving Drawing diagram Teaching Strategies Contextual learning Mastery learning Conceptual Learning Constructivism Cooperative Learning Enquiry Vocabulary -Combined transformation -equivalent -reflection -translation -enlargement -rotation Teaching aids - Geometers Sketchpad - graphing calculator -graph paper -a pair of compass -ruler Moral Values Cooperation, Courage, Rational Mental & Physical Cleanliness

I. Determine the image of an object under combination of two isometric transformations. II. Determine the image of an object under combination of: 10/2 29/2 a) two enlargements b) an enlargement and an isometric transformation. III. Draw the image of an object under combination of two transformations. IV. State the coordinates of the image of a point under combined transformation V. Determine whether combined 3.2 Understand and use the transformation AB is equivalent to concept of combination of two combined transformation BA. transformations. VI. Specify two successive transformations in a combined transformation given the object and the image. VII. Specify a transformation which is equivalent to the combination of two 23 / 2 HARI KEJOHANAN isometric transformations. OLAHRAGA, SUKAN 2007 VIII. Solve problems involving transformation

27 / 2 28 / 2 FORMATIVE TEST(1)

LEARNING AREA/WEEKS 4. Matrices (3 weeks) 3/3 28/3

LEARNING OBJECTIVES 4.1 Understand and use the concept of matrix.

LEARNING OUTCOME Student will be able to (i) Form a matrix from given information. (ii) Determine : i. The number of rows ii. the number of columns iii. The order of a matrix (iii) Identify a specify element in a matrix. (i). Determine whether two matrices are equal. (ii). Solve problem involving equal matrices. (i) (ii) (iii) (iv) Determine whether addition or subtraction can be performed on two given matrices. Find the sum or the difference of two matrices. Perform addition and subtraction on a few matrices. Solve matrix equations involving addition and subtraction. Multiply a matrix by a number. Express a given matrix as a multiplication of another matrix by a number. Perform calculation on matrices involving addition, subtraction and scalar multiplication. Sole matrix equations involving addition, subtraction and scalar multiplication. (i) Determine whether two matrices can be multiplied and state the order of the product when two matrices can be multiplied Find the product of two matrices Solve matrix equations involving multiplication of two matrices

4.2 Understand and use the concept of equal matrices. 4.3 Related to real life situations such as in industrial productions.

TEACHING AND LEARNING ACTIVITIES Represent data in real life situations, for example, the price of food on a menu, in table form and then in matrix form. Use student seating positions in the classroom by rows and columns to identify a student who is sitting in a particular row and in particular column as a concrete example. Discuss equal matrices in term of : The order The corresponding elements. Related to real life situations such s keeping score of medal tally or point in sports. Related to real life situations such as in industrial productions. Related to real life situations such as finding the cost of a meal in the restaurant For matrices A and B, discuss the relationship between AB and BA Begin with discussing the property of the number 1 as an identity for multiplication of numbers. Discuss: an identity matrix is a square there is only one identity matrix for each order Discuss the properties:

STRATEGIES Thinking Skills -working out mentally -identifying relationship Teaching Strategies -Contextual learning - Constructivism - Mastery learning - Exploratory Vocabulary -standard form -single number -scientific notation Teaching Aids -flash card -scientific Calculator Moral Values Cooperation, rational Thinking Skills -working out mentally -identifying relationship Vocabulary -standard form -single number -product -identity matrix -unit matrix

4.4 Perform multiplication of a matrix by a number.

(i) (ii) (iii) (iv)

(8/ 3 16 / 3 ) HOLIDAY

4.5 Perform multiplication of two matrices

20 / 3 PROPHETS MUHAMMADS BIRTHDAY

(ii) (iii)

LEARNING AREA/WEEKS

LEARNING OBJECTIVES

4.6 Understand and use the

concept of identity matrix.

(i)
(ii) (iii)

LEARNING OUTCOME Student will be able to Determine whether a given matrix is an identity matrix by multiplying it to another matrix. Write identity matrix of any order Perform calculation involving identity matrices

4.7 Understand and use the concept of inverse matrix

(i)

Determine whether a 2 x 2 matrix is the inverse matrix of another 2 x 2 matrix. (ii) Find the inverse matrix of a 2 x 2 matrix using: (a) the method of solving simultaneous linear equations (b) a formula

TEACHING AND LEARNING ACTIVITIES AI=A IA=A Relate to the property of multiplicative inverse of numbers. Example: 2 x 2-1=2-1x 2= 1 Use the method of solving simultaneous linear equations to show that not all square matrices have inverse matrices. Using matrices and their respective inverse matrices in the previous method to relate to the formula. Express each inverse matrix as a multiplication of a matrix by a number. Compare the scalar multiplication to the original matrix and discuss how the determinant is obtained. Discuss the condition for the existence of inverse matrix. Related to equal matrices by writing down the simultaneous equations as equal matrices first. Discuss why: The use of inverse matrix is necessary. Relate to solving linear equations of type ax = b It is important to place the inverse matrix at the right place on both sides of the equation. Relate the use of matrices to other areas such as in business or economy, science etc.

STRATEGIES Vocabulary -standard form -single number -inverse matrix Vocabulary -standard form -single number -scientific notation - matrix method Teaching Aids -flash card -scientific Calculator Moral Values Cooperation, rational

4.8 solve simultaneous linear equations by using matrices

(i)

Write simultaneous linear equations in matrix form Find the matrix

(ii)

inverse matrix (iii) (iv)

p q in a b p h c d q = k using the

Solve simultaneous linear equations by the matrix method Solve problems involving matrices

LEARNING AREA/WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOME Student will be able to

TEACHING AND LEARNING ACTIVITIES Carry out projects(electronic spreadsheet) TEACHING AND LEARNING ACTIVITIES Discuss the characteristics of the graph of y against x when y x. Relate mathematical variation to other area such as science and technology. For example, the Charles Law or motion of the simple pendulum.

STRATEGIES

LEARNING AREA/WEEKS 5. Variations (2 weeks) 31/3 11/4

LEARNING OBJECTIVES 5.1 Understand and use the concept of direct variations

LEARNING OUTCOME (i) State the changes in a quantity with respect to the changes in another quantity, in everyday life situations involving direct variation. (ii) Determine from given information whether a quantity varies directly as another quantity. (iii) Express a direct variations in the form of equation involving two variables (iv) Find the value of a variable in a direct variations when sufficient informations is given. (v) Solve problems involving direct variations for the followinf cases :

STRATEGIES Thinking Skills -working out mentally -identifying Relationship - making inference Teaching Strategies -Contextual learning - Constructivism - Mastery learning - Exploratory

For the cases

y x n , n = 2,3,

y x; y x ; y x
2

discuss the characteristics of the graph of y against x n .

1 Vocabulary , - Direct variations 2 - quantity

- constant of variations - variable Teaching Aids -flash card -scientific calculator

yx
5.2 Understand and use the concept of inverse variation.

1 2

(i) State the changes in a quantity with respect to changes in another quantity, in everyday life situations involving inverse variation. (ii) Determine from given information whether a quantity varies inversely as another quantity

Discuss the form of the graph of y against

1 1 when y . x x

Moral Values Rationality, courage Thinking Skills -working out mentally -identifying Relationship

Relate to other areas like science and technology. For example, Boyle Law.

LEARNING AREA/WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOME (iii) Express as inverse variation in form of equation involving two variables. (iv) Find the value of a variable in an inverse variation when sufficient information in given (v) Solve problems involving inverse variations for the following cases :

TEACHING AND LEARNING ACTIVITIES For the cases y

1 . xn

STRATEGIES - problem solving Vocabulary - inverse variation Teaching Aids -scientific calculator Moral Values Diligence, moderation Thinking Skills -working out mentally -identifying Relationship - problem solving - decision making Teaching Strategies -Contextual learning - Constructivism - Mastery learning - Exploratory Vocabulary - joint variation Teaching Aids -scientific calculator Moral Values Patience, diligence

1 1 , n = 2,3 and , xn 2

discuss characteristics of graph y against

Discuss joint variation for the three cases in everyday life situations. Relate to other areas like science and technology. For example:

1 1 y ; y 2; x x 1 1 y 3;y 1 x x2

V means the current I varies R

directly as the voltage V and varies inversely as the resistance R.

5.3 Understand and use the concept of joint variation.

(i) Represent a joint variation by using the symbol for the following cases : a) two direct variations b) two inverse variations c) a direct variations and an inverse variation. (ii) Express a joint variation in the form of equation. (iii) Find the value of a variable in joint variations when sufficient information is given. (iv) Solve problems involving joint variation

LEARNING AREA/WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOME

TEACHING AND LEARNING ACTIVITIES

STRATEGIES

LEARNING AREA/WEEKS 6. Gradient and area under a graph. ( 2 week ) 14/4 25/4

LEARNING OBJECTIVES 6.1 Understand and use the concept of quantity represented by the gradient of a graph.

LEARNING OUTCOME (i) State the quantity represented by the gradient of graph. (ii) Draw the distance-time graph, given: a. a table of distance-time values. b. a relationship between distance and time. (iii) Find and interpret the gradient of a distance-time graph. (iv) Find the speed for a period of time from a distance-time graph. (v) Draw a graph to show the relationship between two variable representing certain measurement and state the meaning of its gradient.

TEACHING AND LEARNING ACTIVITIES Use examples in various areas such as technology and social science. Compare and differentiate between distance-time graph and speed-time graph.

STRATEGIES CCTS i)Thinking skills : - interpreting - generalization -drawing diagram. ii) Teaching strategies: - discussion Vocabulary: - gradient - distance-time -speed-time -acceleration -deceleration -constant speed -distance -average speed -uniform speed Moral value: - Cooperation - rationality

Use real life situations such as travelling from one place to another by train or by bus. Use examples in social science and economy.

6.2 Understand the concept of quantity represent any meaningful quantity.

(i) State the quantity represented by the area under a graph. (ii) Find the area under a graph. (iii) Determine the distance by finding the area under the following types of speed-time graphs: a) v = k (uniform speed) b) v = kt

Discuss that in certain cases, the area under a graph may not represent any meaningful quantity. For example : The area under the distance-time graph. Discuss the formula for finding the area under a graph involving: a straight line which is parallel to the x-axis. a straight line in the form of

Teaching aids: - CD courseware

LEARNING AREA/WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOME c) v = kt + h d) a combination of the above. (iv) Solve problems involving gradient and area under a graph.

TEACHING AND LEARNING ACTIVITIES y = kx + h. a combination of the above.

STRATEGIES

LEARNING AREA/WEEKS 7. Probability ( 3 weeks ) 28/4 15/5

LEARNING OBJECTIVES 7.1 Understand and use the concept of probability of an event

LEARNING OUTCOME (i) Determine the sample space of an experiment with equally likely outcomes. Determine the probability of an event with equiprobable sample space. Solve problems involving probability of an event State the complement of an event in : a) words b) set notation Find the probability of the complement of an event List the outcomes for events: a) A or B as element of set A B b) A and B as elements of set A B. Find the probability by

(ii)

(iii) (i)

7.2 Understand and use the concept of probability of combined event

TEACHING AND LEARNING ACTIVITIES Discuss equiprobable sample space through concrete activities, begin with simple cases ( tossing fair coin) Use tree diagrams to obtain sample space for tossing a fair coin or tossing a fair die activity. Produce P(A) = 1 and P(A) = 0. Include events in real life situations such as winning or losing a game and passing or failing an exam. Use real life situations to show the relationship between A or B and A B A and B and A B. An example of situation being chosen to be a member of an exclusive club with restricted conditions. Use tree diagrams& coordinate planes to find outcomes of combined events. Use two-way classification tables of events from newspaper articles or statistical data to find probability of combined events. Ask students to create tree diagram from these tables. Example(two-wayclassification table) Means of going to work Officers car bus Others Men 56 25 83 Women 50 42 37

STRATEGIES Thinking Skills -working out mentally -identifying relationship Teaching Strategies - Constructivism - Exploratory Vocabulary -equally likely -equiprobably sample space -tree diagram - complement of an event Teaching Aids -coins -dice Moral Values Cooperation, rational Thinking Skills -working out mentally -making inference Teaching Strategies Constructivism - Contextual Learning

(ii) (i) 7.3 Understand and use the concept of probability of combined event

1 / 5 LABOUR DAY

MID TERM EXAMINATION ( 13 /5 23/5 ) (24 / 5 8/ 6 ) HOLIDAY

(ii)

LEARNING AREA/WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOME listing the outcomes of the combined event: a) A or B b) A and B (iii) Solve problems involving probability of combined event.

TEACHING AND LEARNING ACTIVITIES Discuss: Situation where decisions to be made based on probability, example in business, as determining the value for a specific insurance policy and time the slot for TV advertisements. The statement probability is the underlying language of statistics. TEACHING AND LEARNING ACTIVITIES Carry out activities or games involving finding direction using a compass, such as treasure hunt or scavenger hunt. It can also be about locating several points on a map. Discuss the use of bearing in real life situation. For example, in map reading and navigation.

STRATEGIES Vocabulary - combined event Teaching Aids - CD-ROM - worksheets

LEARNING AREA/WEEKS 8.Bearing (2 weeks) 9/6 20/6

LEARNING OBJECTIVES 8.1 Understand and use the concept of bearing

LEARNING OUTCOME (i) Draw and label the eight main compass direction: North,south,east,west North-east, north-west south east, south-west. (ii) State the compass angle of any compass direction.

STRATEGIES Thinking Skills -describing -interpreting -drawing diagram -problem solving Teaching Strategies -Contextual learning - Constructivism - Mastery learning Vocabulary -north-east -south-east -north-west -south-west -compass angle -bearing Teaching Aids -compass. Map, scientific calculator, geometry set, worksheets. Moral Values Cooperation, rational

d.
e.

(iii)

Draw a diagram of a point which shows the direction of B relative to another point A given the bearing of B from A.

(iv) State the bearing of point A from point B based on given information. (v) Solve problems involving bearing.

9. Earth as a sphere (3 weeks) 20/6 11/7

9.1 Understand and use the concept of longitude.

i) Sketch a great circle through the north and south poles. ii) State the longitude of a given point.

Models such as globes should be used. Introduce the meridian through Greenwich in England as the Greenwich Meridian with longitude 0.

Thinking Skills -working out Mentally -classifying -categorizing Teaching Strategies - Constructivism - Exploratory Teaching Aids -globe or map

iii) Sketch and label the a meridian with the longitude given.

LEARNING AREA/WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOME

TEACHING AND LEARNING ACTIVITIES

STRATEGIES

9. Earth as a sphere (3 weeks) 20/6 11/7

9.1 Understand and use the concept of longitude.

i) Sketch a great circle through the north and south poles. ii) State the longitude of a given point.

Models such as globes should be used. Introduce the meridian through Greenwich in England as the Greenwich Meridian with longitude 0.

Thinking Skills -working out Mentally -classifying -categorizing Teaching Strategies - Constructivism - Exploratory Teaching Aids -globe or map

iii) Sketch and label the a meridian with the longitude given.

2 3 4 5
9.2 Understand and use the concept of latitude.

iv) Find the difference between two longitudes. i) Sketch a circle parallel to the equator. ii) State the latitude of a given point. iii) Sketch and label a parallel of latitude. iv) Find the difference between two latitudes

Discus that: All points on a meridian have the same longitude There are two meridians on a great circle through both poles Meridians with longitudes xE (0r W) and 180 - x)W (or E) form a great circle through both poles. Emphasize that The latitude of the equator is 0 Latitude ranges from 0 to 90 ( or S ) Involve actual places on the earth. Express the difference between two latitudes with an angle in the range of 0 < x < 180.

Moral Values Cooperation, rational Thinking Skills -compare and contrast -constructing Teaching Strategies - Constructivism - Exploratory Teaching Aids -globe or map Moral Values Cooperation, rational Thinking Skills -working out Mentally -describing -giving opinion Teaching Strategies - Constructivism

9.3 Understand the concept of location of a place

i) State the latitude and longitude of a given place ii) Mark the location of a place

Use a globe or a map to find locations of cities around the world Use a globe or a map to name a place given its location.

LEARNING AREA/WEEKS

LEARNING OBJECTIVES 9.4 Understand and use the concept of distance on the surface of the earth to solve problems

LEARNING OUTCOME i) Find the length of an arc of a great circle in nautical mile, given the subtended angle at the centre of the earth and vice versa ii) Find the distance between two points measured along a meridian, given the latitudes of both points. iii) Find latitude of point given latitude of another point and distance between two points along same meridian. iv) Find the distance between two points measured along the equator, given the longitudes of both points v) Find the longitude of a point given the longitude of another point and the distance between the two points along the equator. vi) State relation between radius of earth and the radius of a parallel of latitude. vii) State the relation between the length of an arc on the equator between two meridians and length of corresponding arc on a parallel of latitude. viii) Find distance between two points measured along a parallel of latitude ix) Find the longitude of a point given the longitude of another point and the distance between the two points along a parallel of latitude. x) Find the shortest distance between two points on the surface of the earth. xi) Solve problems involving: a) distance between two points b) traveling on surface of earth

TEACHING AND LEARNING ACTIVITIES Use a globe to find the distance between two cities or towns on the same meridians.

STRATEGIES Thinking Skills -working out Mentally -giving opinion Teaching Strategies - Constructivism - Exploratory

Sketch the angle at the centre of the earth that is subtended by the arc between two given points along the equator. Discuss how to find the value of this angle.

Vocabulary Nautical mile Teaching Aids -globe or map

Use models such as the globe to find relationships between the radius of the earth and radii parallel of latitudes

Moral Values Cooperation, rational Thinking Skills -working out Mentally -constructing -problem solving Teaching Strategies - Constructivism - Exploratory

Find the distance between two cities or towns on the same parallel of latitude as a group project.

( 15/7 16/7) FORMATIVE TEST 2

Use the globe and a few pieces of string to show how to determine the shortest distance between two points on the surface of the earth.

Teaching Aids -globe or map Moral Values Cooperation, rational

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LEARNING OBJECTIVES

LEARNING OUTCOME

TEACHING AND LEARNING ACTIVITIES

STRATEGIES

LEARNING AREA/WEEKS 10. Plans and elevations (2 weeks) 17/7 1/8

LEARNING OBJECTIVES 10.1 Understand and use the concept of orthogonal projection

LEARNING OUTCOME (i) (ii) Identify orthogonal projection. Draw orthogonal projection, given an object and a plan. Determine the difference between an object and its orthogonal projection with respect to edges and angles. Draw the plan of a solid object. Draw a) the front elevation b) side elevation of a solid object. Draw a) the plan b) the front elevation c) the side elevation of a solid object to scale.

TEACHING AND LEARNING ACTIVITIES Use models, blocks or plan and elevation kit. Carry out activities in groups where students combine two or more different shapes of simple solid objects into interesting models and draw plans and elevations for these models. Use models to show that it is important to have a plan and at least two side elevations to construct a solid object. Carry out group project: Draw plan and elevations of buildings or structures, for example students or teachers dream home and construct a scale model based on the drawings. Involve real life situations such as in building prototypes and using actual home plans.

STRATEGIES Thinking Skills - identifying relationship - describing - problem solving - drawing diagrams Teaching Strategies - Contextual learning - Constructivism - Mastery learning Vocabulary Orthogonal Projection Plan Front elevation Side elevation Teaching Aids - models - blocks - plan and elevation kit

(iii)

10.2 Understand and use the concept of plan and elevation

(i) (ii)

(iii)

LEARNING AREA/WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOME (iv) Solve problems involving plan and elevation.

TEACHING AND LEARNING ACTIVITIES

STRATEGIES Moral Values Cooperation, rational, justice, freedom, courage

(16 / 8 24 / 8) HOLIDAY 31 / 8 NATIONAL DAY 10/9 11/9 FORATIVE TEST 2 SPM TRIAL EXAMINATION
REVISION REVISION