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Standard of Competence
Understanding the similarity of plane figures and their uses in problem solving
Basic Competence
1. Identifying similarity and congruency of plane figures
Indicators
Given four figures, students determine which two figures are similar. Given four statements about similarity, students determine the right statements. Given two similar quadrilaterals, students determine the length of the unknown side.
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Given four pairs of triangles, students choose one pair of similar ones. Given two congruent triangles, students justify the conclusionn that the two triangles are congruent. Given a diagram consisting of a combination of two right angled triangles, students determine the unknown side of the two similar triangles
Given a real life problem related to a triangle divided by a segment so that it becomes two similar triangles, students determine the unknwon value of the two triangles.
* Tessellation
Given a real life problem related to the similarity of two triangles, students determine the length of a womans shadow using the concept of similarity. Given a piece of paper in a trapezoid shape, which was then cut along a line parallel to its base, students determine the unknown side by using the concept of triangle similarity. Given a diagram consisting of a combination of two right angled triangles, students determine the unknown side by using the concept of triangle congruency. Given some nonregular polygons, students determine the nonregular polygons that can be used to create nonregular tessellation. Given four tessellation designs, students determine one of them that is not a semiregular tessellation. Given some nonregular polygons, students determine the nonregular polygons that can be used to create a nonregular tessellation by modification. Given a table consisting of the name of figures, number of edges, and number of faces, students determine the correct statement. Given the diameter, length and width of a pipe, students calculate the area of the outer curved surface of the pipe. Given the volume of a cylinder, ratio of the radius and the height, students calculate its radius. Given the diameter and height of a cone, students calculate the total surface area of the cone. Given the radius and lateral surface of a cone, students calculate the volume of the cone. Given a sphere in a cylinder and the volume of the cylinde, students calculate the surface area of the sphere.
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Understanding the properties of cylinders, cones, and spheres and determining measurements and their uses in problem solving
2.1 Identifying the elements of cylinders, cones, and spheres 2.2 Calculating the surface areas and volumes of cylinders, cones, and spheres
* The elements of cylinders, cones, and spheres * Surface areas and volumes of cylinders, cones, and spheres
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Given the volume of a sphere, students calculate the radius of the sphere. 2.3 Solving problems connected to cylinders, cones and spheres 3 Analyzing and presenting data and using them in problem solving 3.1 Determining the mean, median, and mode of single data and their interpretation * Problem solving Given problems related to the volume of a cylinder, students solve the problem Given some data, students determine the range of the data Given some ungrouped data, students determine quartile 3 of the data. * Mean, median, and mode Given some data in the frequency table, students determine the mean of the data. Given a problem related to mean of data, students solve the problem. Given some data in the frequency table, students determine the median of the data. Given mode of ungrouped data and one of the data is unknown, students determine quartile 1 of the data Given a bar diagram, students interpret the diagram. Given a line diagram, students interpret the diagram. Given a pie diagram and number of one data, students determine the number of another data Given a bar diagram of some test scores, students calculate what shoud be the next to get a certain average Given 3 choices of activities and someone choosing two of them in two months, students determine the sample space of the activities in two months. Given an event of rolling a coin, students determine the total of sample points.
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3.2 Presenting data in a table, bar diagram, line diagram, and pie diagram
* Diagram
* Sample
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Given the result of throwing a dice n times, students determine the relative frequency of one of the spots Given a sack containing 3 kinds of color marbles, students determine the probability of getting 1 yellow marbel if 1 marble is taken out from the sack randomly. Given an event of rolling two dice together, students deterine the probability of getting the sum of certain numbers from two dice Given two coins and 1 dice that are tossed together, students determine the probability of getting 2 tails and even number spots. Given the probability of an event, students determine the complementary probability of an event. Given a word randomly, students determine the probability of a letter to appear. Given a dice rolled twice, students determine the probability to get 2 spots on the first roll and a number greater than a number on the second roll
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