rpt maths form 3

8/7/2019 rpt maths form 3

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iv. Determine if two given Integrating ICT

lines are parallel based on into learning

the properties of angles and teaching

associated with

transversals. Future studies

v. Solve problems involving

properties of angles

associated with

transversals.


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WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY

SUBSTOPICS OBJECTIVES VALUES

Students will be Students will be able to :

3 - 4 2. POLYGONS II taught to :

2.1 Regular 2.1 Understand i. Determine if a given Thinking skill. Classifying Responsible Polygon

Polygons the concept of polygon is a regular

regular polygon. Constructivism Drawing Fairness Regular polygon

polygons diagrams

ii. Find: Enquiry- Equity Convex

a) the axes of discovery Comparing

symmetry and The ability to Axes of symmetry

b) the number of axes Cooperative contrasting reason

of symmetry learning Straightedges

of a polygon. Identifying Angle

Mastery relations

iii. Sketch regular learning Equilateral triangle

polygons. Translating

Square

iv. Draw regular polygons

by dividing equally the Regular hexagon

angle at the centre.

v. Construct equilateral

triangles, squares andregular hexagons.


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Students will be taught Students will be able to :

3 - 4 2. POLYGONS II to :

2.2 Exterior and 2.2 Understand i. Identify the interior angles and Thinking ski

ll. Classifying Determination Interior angle

Interior Angles and use the exterior angles of a polygon.

of Polygons knowledge of Constructivism Drawing Courtesy Exterior angle

exterior and ii. Find the size of an exterior angle diagrams

interior when the interior angle of a Enquiry- Responsible Complementary angle

angles of polygon is given and vice versa. discovery Comparing

polygons and Understanding

iii. Determine the sum of the Cooperative contrasting

interior angles of polygons learning

Identifying

iv. Determine the sum of the Mastery relations

exterior angles of polygons learning

Translating

v. Find:

a) The size of an interior angleof a regular polygon giventhe number of sides.

b) The size of an exterior angleof a regular polygon giventhe number of sides.

c) The number of sides of aregular polygon given the

size of the interior orexterior angle.


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vi. Solve problems involving

angles and sides of polygons


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6-7 3. CIRLCES II taught to :

3.1 Properties 3.1 Understand i. Identify a diameter of a Contextual Identifying Unity Diameter

of circles and use circle as an axis of learning relations

involving properties of symmetry Truthfulness axis of symmetry

symmetry, circles Learning how Translating

chords and involving ii. Determine that: to learn Responsible chord

arcs symmetry, a) A radius that is Classifying

chords and perpendicular to a Self-access Fairness perpendicular

arcs chord divides the chord learning Comparing bisector

into two equal parts and Equity

and vice versa Cooperative contrasting intersect

learning The ability to

b) Perpendicular bisectors reason equidistant

of two chords intersect Thinking skill

at the center arc

Constructivism

symmetry

c) Two chords that are Problem

equal in length are solving center

equidistant from the

center and vice versa radius


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d) Chords of the same perpendicular

length cut arcs of thesame length

iii. Solve problems

involving symmetry,

chords and arcs of circles


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3.2 Properties 3.2 Understand i. Identify angles subtended by Cooperative Identifying Unity angle

of angles in and use and arc the center and at the learning relations

circles properties of circumference of a circle Truthfulness subtended

angles in Constructivism Translating

circles ii. Determine that angles Responsible semicircle

subtended at the Thinking skills Classifying

circumference by the same Fairness circumference

arc are equal Integrating ICT Comparing

into teaching and Equity arc

iii. Determine that angles and learning contrasting

subtended: The ability to chord

a) At the circumference Problem reason

b) At the center by arcs of solving reflex angle

the same length are equal

center

iv. Determine the relationship

between angle at the centerand angle at the

circumference subtended byan arc

v. Determine the size of an

angle subtended at thecircumference in a


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semicircle


angles subtended at thecenter and angles at thecircumference of circles


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3.3 Cyclic 3.3 Understand i. Identify cyclic quadrilaterals Cooperative Identifying Unity Cyclic

quadrilateral and use the learning relations quadrilaterals

concept of ii. Identify the interior opposite Truthfulness

cyclic angles of cyclic Integrating ICT Translating Interior

quadrilaterals quadrilaterals into teaching Responsible opposite

and learning Classifying angle

iii. Determine the relationship Fairness

between interior opposite Constructivism Comparing Exterior angle

angles and cyclic and Equity

quadrilaterals Problem solving contrasting

The ability to

iv. Identify exterior angles and reason

the corresponding interioropposite angle of cyclicquadrilaterals

v. Determine the relationship

between exterior angles andthe corresponding interioropposite angel of cyclicquadrilaterals

vi. Solve problem involving

angles of cyclicquadrilaterals

vii. Solve the problems

involving circles.


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SUBSTOPICS OBJECTIVES

4. STATISTICS Students will be

8-9 II taught to :

4.1 Pie charts 4.1 Represent and

interpret data

in pie charts to

solve problems.

Students will be able to :

i. Obtained interpret Constructivism

information from pie

charts. Problem

solving

ii. Construct pie charts to

represent data. Contextual

learning

iii. Solve problems involving

pie charts. Future studies

iv. Determine suitable ICT

representation of data.

Self-access

learning.


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VALUES

Drawing Systematic Sector

diagrams Pie chart

Cooperation Angle

Interpreting Suitable

Considerate representation

Translating Construct


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Act wisely Size of sector

Comparing Quantity

and Steadfastness Data

contrasting Size of angle

Label

Problem Title

Solving Pictograms

Bar chart

Pie chart


16/80

WEEK TOPICS/ LEARNING

SUBSTOPICS OBJECTIVES

4. STATISTICS Students will be

8-9 II taught to :

4.2 Mode, 4.2 Understand

median and and use the

mean concept of

mode,

median and

mean to

solve

problems.


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LEARNING OUTCOMES GENERICS


i. Determine the mode of: Contextual

a) sets of data. learning

b) Data given in frequency

tables. Mastery

learning

ii. Determine the mode

and the respective Integrating

frequency from ICT into

pictographs, bar charts, teaching and

line graphs and pie learning.

charts.

Self-access

iii. Determine the median of learning

sets of data.

Problem

iv. Determine the median of solving


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data in frequency tables.

v. Calculate the mean of :

a) sets of data.

b) Data frequency tables.


mode, median and mean.

CCTS MORAL

VALUES

Interpreting Systematic

Translating

Comparing Cooperation

and

contrasting Considerate

Problem

Solving Act wisely

Steadfastness


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VOCABULARY

Data

Mode

Discrete

Frequency

Median

Arrange

Odd

Even

Middle

Frequency tablemean


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11-12 5. INDICES taught to :

5.1 Indices 5.1Understand the i. Express repeated ICT Working out Systematic indices

concept of multiplication as an and Contextual

indices vice versa. Mastery mentally Thoughtful base

Learning

ii. Find the value of an. The ability to reason index

iii. Express numbers in index Self-motivated power of

notation.

Act wisely index notation

5.2 5.2 Perform i. Verify am an = am+n index form

Multiplicati computations

on of involving ii. Simplify multiplication express

numbers in multiplication of :.

index of numbers in a) numbers value

notation index b) algebraic terms

notation. expressed in index real numbers

notation with the same

base. repeated


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iii. Simplify multiplication of multiplication

a) numbers

b) algebraic terms factor

expressed in index

notation with differentbases.


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23/80

m n mn

i. Derive ..a ....a

ii. Simplify:

GENERICS CCTS

ICT Working out

Self accessed mentally

Learning

Mastery

Learning

Constructivism

MORAL VOCABULARY

VALUES

Systematic multiplication

Thoughtful simplify

The ability to base

reason algebraic term

Self-motivated verify

Act wisely index notation

terms in index raising

notation to a

power. algebraic

a) numbers


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b) algebraic terms

indices

expressed in index

terms in index

notation to a

power. iii.

notation raised to a power.

Simplify

multiplication and

division of:

law of indicesunknown

a) numbers

b) algebraic terms

expressed in index

notation with different

bases raised to a power.

iv. Perform combined

operations involving

multiplication,

division, and raised to

a power on:

a) numbers

b) algebraic terms

Raised to a powerbase


25/80

WEEK

11-12

TOPICS/ LEARNING

SUBTOPICS OBJECTIVES

Student will be

5. INDICES taught to:

LEARNING OUTCOMES

Student will be able to:

.n 1

CCTS

GENERICS


26/80

MORAL VOCABULARY

VALUES

5.5 Negative 5.5 Perform

indices. computations

involving

negative

indices.

i. Verify a ..

a n

n 1

ii. State a.. as n and vice

a

versa

iii. Perform combined

operations involving

multiplication, division, and

raised to a power on:

a) numbers

b) algebraic terms

1

i. Verify n n

Mastery Working out

Learning

mentally

ICT

Self accessed

Learning

Systematic verify

Thoughtful


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The ability to

reason

Self-motivated

Act wisely

5.6 Fractional 5.6 Perform

indices. computations ii.

involving

fractional

a

1

Staten

a

versa.

..a

as n a and vice

1

indices. iii.

iv.

Find the value of

State nm

a as:

1 1

a) ..a m . n or ..a n . m

n m

b) n ma or ..a ..


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a

n

v. Perform combined operationsinvolving multiplication,

division, and raised to a poweron:

a) numbers

b) algebraic terms

v.

Find the value of nm

a


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SUBTOPICS OBJECTIVES VALUES

Student will be Student will be able to:

11-12 5. INDICES taught to:

5.7 Computations 5.7 Perform i. Perform multiplication, Mastery Working out Systematic

involving laws computations division, raised to a power Learning

of indices. involving or operations on several mentally Thoughtful

laws of numbers expressed in ICT

indices. index notation. The ability to

Self

ii. Perform combined accessed reason

operations multiplication, Learning

division, and raised to a Self-motivated

power involving positive,

negative and fractional Act wisely

indices.


30/80


31/80

WEEK

13-15

TOPICS/ LEARNING


6. ALGEBRAIC Student will be

EXPRESSION taught to:

III 6.1 Understand

6.1 Expansions and use the

concept of

expending

brackets

6.2 Factorization of 6.2 Understand

algebraic and use the

expression concept of

factorization

of algebraic

expression to

solve

problems.

LEARNING OUTCOMES

Students will be able to:

i. Expand single brackets.


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ii. Expand two brackets

i. State factors ofan

algebraic term

ii. State common factors and

the HCF forseveral

algebraic terms.

iii. Factorize algebraic

expression:

a) using common factor

b) the difference of two

squares.

iv Factorize and simplify

algebraic fractions.


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CCTS

GENERICS

Contextual Identifying

learning relations

Constructivism

MORAL VOCABUL

VALUES ARY

Act wisely Linear algebraic

Terms

Systematic Like terms

Unlike terms

Sincerity Expansion

Expand

Dedication Single brackets

Two brackets

Effort Multiply

Factorization

Square

Common factor

Term

Highest

common factor

(HCF)

difference of

two square


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numerator

denominator

algebraic

fraction

factorization


35/80

WEEK

13-15

TOPICS/ LEARNING


6. ALGEBRAIC Student will be

EXPRESSION taught to:

III 6.3.Perform

6.3 Addition and addition and

subtraction on subtraction on

algebraic algebraic

fractions. fractions.

6.4 Multiplication 6.4.Perform

and division on multiplication

algebraic and division

fractions. on algebraic

fractions.


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LEARNING OUTCOMES


i. Add or subtract two

algebraic fractions with

the same denominator.

ii. Add or subtract two

algebraic fractions

with one denominator as a

multiple of the other

denominator.

i. Multiply two algebraic

fractions involving

denominator with:

a) one term.

b) two terms

ii. Divide two algebraic

fractions involving

denominator with:

a) one term.

b) two terms

iii. Perform multiplication

and division of two

algebraic fractions using

factorization and the

different of two square.


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CCTS

GENERICS

Contextual Identifying

learning relations

Constructivism

MORAL VOCABU LARY

VALUES

Act wisely common factor

Systematic lowest common

multiple (LCM)

Sincerity

multiple

Dedication

denominator

Effort

simplification


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WEEK

TOPICS/SUBTOPICS

LEARNING

OBJECTIVES

LEARNING OUTCOMES

GENERICS

CCTS

MORAL

VOCABULARY

16-17

7.ALGEBRAIC

FORMULAE

7.1 VariableAnd Constant


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7.2 Formulae

i) Determine if a quantity in a given situation is a variable ora constant.

ii)Determine the variable in a given situation and representit with a letter symbol.

iiii) Determine the possible values of a variable in a givensituation.


i. Write a formula based on a given:

a. Statement

b. situation.

ii. Identify the subject of a given formula.

iii. Express a specified variable as the subject of aformula involving:

a. one of the basic operations: +, ,, x,


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b. powers or roots

Contextuallearning relations

Constructivism

Identify

relation

Thoughtful

Linear algebraic

Terms


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WEEK

18-19


42/80

TOPICS/ LEARNING


8. SOLID Students will be

GEOMETRY taught to :

III 8.1 Understand

8.1 Volume of and usethe

right prisms concept of

and right volume of

circular right prisms

cylinders. and right

circular

cylinders to

solve

problems.


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LEARNING OUTCOMES


i. Derive the formula for

volume of :

a) prisms

b) cylinders.

ii. Calculate the volume of a right prism incubic units given the height and :

a) the area of the base

b) dimensions of the base.

iii. Calculate the height of a prism given thevolume and the area of the base.

iv. Calculate the area of the base of a prismgiven the volume and the height.


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v. Calculate the volume of a cylinder incubic units given:

a) area of the base and the height. b)radius of the base and the height ofthe cylinder.

vi. Calculate the height of a cylinder, giventhe volume and the radius of the base.vii. Calculate the radius of he base of a

cylinder given the volume and the height.viii. Convert volume in one metric unit to

another:

a) mm3 , cm3 and m3

b) cm3 , ml and l.

ix. Calculate volume of liquid in a container.

x. Solve problems involving volume of

prisms and cylinders.

GENERICS CCTS

Enquiry - Identifying

discovery. relations

Learning how Translating

to learn.

Contextual


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learning.

Constructivism

MORAL VOCABULARY

VALUES

Appreciative Derive

Prism

Thoughtful Cylinder

Right circular


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Understanding cylinder

Base

Self-confident Radius

Volume

Dedication Area

Cubic unit

Square

Rectangle

Triangle

Dimension

Height

Cubic metre

Cubic

centimetre

Cubic

millimeter

Millimeter

Litre


47/80

WEEK TOPICS/ LEARNING

SUBTOPICS OBJECTIVES LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULARY

8. SOLID Students will be Students will be able to :

18-19 GEOMETRY taught to :

III 8.2 Understand i. Derive the formula Self access Identifying Appreciative Convert

8.2 Volume of and use the for the volume of : learning. relations

right concept of a) pyramids Thoughtful Metric unit

pyramids and volume of b) cones Constructivism Translating Liquid

right circular right ii. Calculate the volume of pyramids Understanding

cones. pyramids in mm3 , cm3 and m3 , given Thinking Container

and right the height and : skills. Self-confident

circular a) area of the base Pyramid

cones to b) dimensions of base. Dedication

solve iii. Calculate the height of a pyramid Enquiry - Cone

problems. given the volume and the discovery.

dimension of the base.

iv. Calculate the area of the base of a Learning how Volume

Pyramid given the volume and the to learn. Base

height.

v. Calculate the volume of a cone in Contextual Height

mm3 , cm3 and m3 , given the learning.

height and radius of the base. Dimension

vi. Calculate the height of a cone,

given the volume and the radius of

the base.

vii. Calculate the radius of the base of a


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cone given the volume and theheight.

viii. Solve problems involving volumeof pyramids and cones.


49/80

WEEK

TOPICS/SUBTOPICS

LEARNING

OBJECTIVES

LEARNING OUTCOMES

GENERICS

CCTS

MORAL

VOCABULARY

18-19

8. SOLIDGEOMETRY

III

8.3 Volume of

sphere

8.4 Composite

solids

8.3 Understandand use theconcept ofvolume ofsphere to solveproblems.


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8.4 Apply theconcept ofvolume tosolve problems

involvingcompositesolids.


i) i. Calculate the volume of spere given the radius of theii) sphere.

ii. Calculate the radius of the sphere given the volume of

the sphere.

iii.Solve problems involving volume of sphere.

i. Calculate the volunme of composite solids.ii. Solve problems involving volumes of composite solids.


51/80


Constructivism

Identify

relation

Thoughtful

Height

Dimensions

Sphere

Hemisphere

Solid Composite


52/80


53/80

WEEK

TOPICS/SUBTOPICS

LEARNING

OBJECTIVES

LEARNING OUTCOMES

GENERICS

CCTS

MORAL

VOCABULARY

22

9. SCALE

DRAWINGS

Students will betaught to :

9.1 Understandand the conceptof scaledrawings.

Student will be able to :

i. Sketch shapesa) Of the same size as the objects using grid papersb) Smaller than the object using gris papers.c) Larger than the object using grid papers

ii. Draw geometric shapes according the scale 1: n,

where n = 1, 2, 3 , , ......


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iii. Draw the shapes according to a given scale usinga) Grid papaersb) Blank papers

iv. Redraw the shapes on grids papers of differentsizes.

v. Solve probles involving scale drawings.


Constructivism

Identify

Relation

Translating

Thoughtful

Height


55/80

Dimensions

Sphere

Hemisphere

Solid Composite


56/80

WEEK TOPICS/ LEARNING LEARNING OUTCOMES


10. TRANSFORMATION Students will be Students should be able to:

23 II taught to : i. Identify if given shapes are

10.1 Similarity 10.1 Understand similar.

and use the ii. Calculate the lengths of

concept of unknown sides of two

10.2 Enlargement similarity . similar shapes

10.2 Understand

and use the i. Identify an enlargement .

concept of ii. Find the scale factor, given

the object and its image of an

GENERICS CCTS

Contextual Classifying

learning

Identifying

Multiple relations


57/80

intelligence .

Interpreting

Thinking

MORAL VOCABULARY

VALUES

Fairness shape

similar

Equity side

angle

Effort proportion

centre of

Considerate enlargement

enlargement.

enlargement when :

a) scale factor > 0

b) scale factor < 0

c) scale factor = negative.

iii. Determine the centre of

enlargement , given the

object and its image.

iv. Determine the image of an

object given the centre of

enlargement and the scale


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factor.

v. Determine the properties of

enlargement

vi. Calculate :

a) the scale factor

b) length of the side of the

image

c) length of the side of the

object of an enlargement.

vii. Solve problems involvingenlargement.

skill. Drawing

diagrams

Integrating

ICT into Translating

teaching &

learning

Self access

learning .

transformation

Thoughtful enlargement

scale factor

object

image

invariant reduction

size

orientation

similarity


59/80



11. LINEAR Students will be Students will be able to:

24 EQUATIONS II taught to :

11.1 Linear 11.1 Understand i) Determine if an equation is Enquiry Classifying Determination Equation

equations in and use the a linear equation in two discovery

two variables concept of variables. Identifying Tolerance Variable

two linear Thinking relations

equations in ii) Write linear equations in skills Understanding Linear equation

two variables two variables from given Translating

information. Learning how Courtesy Value

to learn

iii) Determine the value of a Sincerity Possible solution

variable given the other Multiple

variables. Intelligence Simultaneous

Linear equation

iv) Determine the possible Integrating

solutions for a linear ICT Solution

equation in two variables.

Self-access Substitution

learning


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11.2 Simultaneous 11.2 Understand i) Determine if two given Elimination

linear equations and use the equations are simultaneous Trial and

in two variables concept of linear equations. improvement

two

simultaneous ii) Solve two simultaneous Problem

linear linear equations in two solving

equations in variables by

two variables a. substitution

to solve b. elimination

problems

iii) Solve problems involvingtwo simultaneous linearequations in two variables.


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25 12. INEQUALITIES taught to:

12.1 Inequalities 12.1 Understand i. identify the Contextual Comparing and Determination Inequality

and use the relationship: learning contrasting

concept of a) greater than Tolerance Greater

inequalities. b) less than Constructivis Identifying Less

based on given situations m relations Understanding

Greater than

ii. write the relationship Enquiry- Interpreting Courtesy

between two given discovery Less than

numbers using the Drawing Sincerity

symbol > or


62/80


63/80

WEEK TOPICS/ LEARNING LEARNING OUTCOMES GENERICS CCTS MORAL VOCABULA

SUBTOPICS OBJECTIVES VALUES RY


25 12. INEQUALITIES taught to:

12.2 Linear 12.2 Understand i. Determine if a given Cooperating Comparing Determination Relationship

inequalities in and use relationship is a linear learning and

one unknown concept of inequality. contrasting Tolerance Linear

linear Contextual

inequalities ii. Determine the possible learning Identifying Understanding Unknown

in one solutions for a given relations

unknown linear inequality in on Multiple Courtesy Number line

unknown intelligence Interpreting

a) x > h; Sincerity

b) x < h; Thinking Drawing

c) x = h; skills diagrams

d) x = h

e) Self access Translating

iii. Represent a linear learning

inequality: Finding all

a) x > h; Integrating possible

b) x < h; ICT into solutions

c) x = h; teaching and

d) x = h learning


64/80


65/80

WEEK TOPICS/

SUBTOPICS

25 12. INEQUALITIES

12.3 Computations

involving

addition,

subtraction,

multiplication,

and division on

inequalities

LEARNING LEARNING OUTCOMES

OBJECTIVES


taught to:

12.3 Perform i. State a new inequality

computations for a given inequality

involving addition, when a number is:

subtraction, a) added to

multiplication and b) subtract from

division on both sides of the

inequalities inequalities.

ii. State a new inequality

for a given inequality

both sides of the


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inequalities are :

a) multiplied by a

number

b) divided by a

number

iii. Construct inequalities

a) x ..k ..m ..k

b) x .k ..m .k

c) kx...km

x m

GENERICS CCTS

Mastery Comparing and

learning contrasting

Constructivism Identifying

relations

Multiple

intelligence Interpreting

Thinking skills Drawing

diagrams

Integrating ICT

into teaching Translating

and learning

Finding all

possible

solutions

MORAL VOCABULARY

VALUES


67/80

Determination Addition

Tolerance Subtraction

Understandin Multiplication

g

Relation

Courtesy

Equivalent

Sincerity

Simplest

Collect

Isolate

solve

d)

..

k k


68/80



Students will be Students will be able to : Integrating

25 12. INEQUALITIES taught to: ICT into Comparing and Determination add

12.4 Solving Linear 12.4 Perform i) Solve a linear inequality by: teaching & con

trasting

Inequalities In computations a) adding a number learning. Tolerance subtract

one Unknown to solve b) subtracting a number on Identifying

inequalities in both sides of the Contextual relations Understanding multiply

one variable inequality. learning.

Interpreting Courtesy divide

ii) Solve a linear inequality by: Enquiry-

a) multiplying a number discovery Drawing Sincerity

b) dividing a number on diagrams determine

both sides of the

inequality. Translating common value

iii) Solve linear inequalities in Finding all simultaneous

one variable using a possible

combination of operations. solutions Combining

linear inequality

number line

12.5 Simultaneous 12.5 Understand i) Represent the common values

Linear the concept of of two simultaneous linear equivalent

Inequalities In simultaneous inequalities on a number line.

One Variables linear


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inequalities in ii) Determine the equivalent

one variable. inequalities for two given

linear inequalities.

iii) Solve two simultaneouslinear inequalities.


70/80



13. GRAPHS OF Students will be Students will be able to:

26 FUNCTIONS taught to :

13.1 Functions 13.1 Understand i. State the relationship Enquiry - Classifying Determination Function

and use the between two variables discovery

concept of based on the given Identifying Tolerance Relationship

functions. information. Thinking relations

ii. Identify the dependent skills Understanding Dependent

and independent Interpreting variable

variables in a given Self access Self-confident

relationship involving learning Drawing Independent

two variables. diagrams Sincerity variable

iii. Calculate the value of the Integrating

dependent variable, given ICT into Translating Self-motivated Ordered pairs

the value of the teaching and

independent variable. learning Coordinate

13.2 Graphs of 13.2 Draw and plane

functions use graphs of

functions i. Construct tables of Table of values

values for given Origin

functions.

ii. Draw graphs of functions Graphs


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using given scale.

iii. Determine from graphs x-coordinate

the value of y, given y-coordinate

value of x and vice versa.

iv. Solve problems involving x-axis

graphs of functions. y-axis

Scale


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14. RATIOS, Students will be Students will be able to :

27 RATES AND taught to :

PROPORTIONS Comparing Systematic Rate

II i. Determine the rates involved in Enquiry- and

14.1 Rate 14.1 Understand given situations and identify the discovery contrasting Determination Quantity

the concept two quantities involved.

of ii. Calculate the rate given two Future Identifying Tolerance Unit of

rate and different quantities. studies relations measurement

perform iii. Calculate a certain quantity given Understanding

computations the rate and the other quantity. Interpreting Speed

involving iv. Convert rates from one unit of Courtesy

rates. measurement to another. Translating Distance

v. Solve problems involving rates. Sincerity

Time

14.2 Speed i. Identify the two quantities Uniform

14.2 Understand involved in speed.

and use the ii. Calculate and interpret speed. Non-uniform

concept of iii. Calculate :

speed. a) the distance, given the speed differentiate

and the time.

b) The time, given the speedand the distance.

iv. Convert speed from one unit ofmeasurement to another.


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v. Differentiate between uniformspeed and non-uniform speed.


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WEEK

TOPICS/SUBTOPICS

LEARNING

OBJECTIVES

LEARNING OUTCOMES

GENERICS

CCTS

MORAL

VOCABULARY

14.3 Average Speed

14.4 Acceleration

i. Calculate the average speed in varioussituations.


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ii. Calculate

a) the distance, given the average speed and the

time

b) the time, given the average speed and the

distance

i. Identify the two quantities involved in

acceleration.

ii. Calculate and interpret acceleration


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Students will be Students will be able to:

28 15. TRIGONOMETRY taught to : Multiple Identifying Thankful Tangent

15.1 Tangent of an 15.1 Understand i. Identify the: Intelligence relations

acute angle and use a) hypotenuse Responsible Acute angle

tangent of b) the opposite side and the Integrating Translating Average speed

an acute the adjacent side with respect ICT into and Self- Right-angled

angle in a to one of the acute angles. teaching and motivated triangle

right-angled ii. Determine the tangent of an learning

triangle. angle. Identifying Act wisely Hypotenuse

iii. Calculate the tangent of an Thinking relations

angle given the lengths of sides skills Opposite sides

of the triangle Interpreting

iv. Calculate the lengths of sides of Cooperative Adjacent side

a triangle given the value of learning Translating

15.2 Understand tangent and the length of Ratio

15.2 Sine of an acute and use sine another side.

angle of an acute . Value

angle in a i. Determine the sine of an angle.

right-angled ii. Calculate the sine of an angle Length

triangle. given the lengths of sides of the

triangle. Size

concept of iii. Calculate the lengths of sides of a


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28 15. TRIGONOMETRY taught to :

15.4 Problem solving 15.4 Use the i) Calculate the value of other Multiple Ident

ifying Thankful Angle

involving the values values of trigonometric ratios given the Intelligence relations

of tangent, sine tangent, value of a trigonometric ratio. Responsible Degree

and cosine sine and ii) Convert the measurement of Integrating Translating

cosine to angles from: ICT into Self- Minute

solve a) degrees to degrees and minutes. teaching and motivated

problems. b) Degrees and minutes to learning Tangent

degrees. Act wisely

iii) Find the value of: Thinking Sine

a) tangent skills

b) sine cosine

c) cosine Cooperative

of 30, 45 and 60 without using learning

scientific calculator.

iv) Find the value of:

a) tangent

b) sine

c) cosine

using scientific calculator.

v) Find the angles given the


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values of:

a) tangent

b) sine

c) cosine

using scientific calculators.

vi) Solve problems involvingtrigonometric ratios.


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rpt maths form 3

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