yearly teaching plan maths form 1(2011)

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YEARLY TEACHING PLAN ( 2011 )

Mathematics Form One

First Term Year 2011

Date Wk Learning Areas/

Learning Objectives

Learning Outcomes Suggested Teaching and Learning Activities Vocabulary CCTS

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3Orientation Programme For Science & Mathematics In English ( OPSME )

10.01.2011-23.01.2011

4 Chapter 1 : WholeNumbers1.1 Whole

Numbers- Understand the

concept of wholenumbers.

i. Count, read and writewhole numbers.

i i. Identify place value ofeach digit in wholenumbers.

i ii . Round whole numbers.

Count, read and write whole numbers in words or

numerals.

Students read and write whole numbers while

counting from a given initial value to a final value ina certain specified interval.

e.g. i. Count on in tens from 20 to 100.

ii. Count back in hundreds from 1200 to 200. Estimate values, including that of real-life situations

by rounding.

WholenumberPlacevalueDigitIntervalRoundEstimate

NearestLargerLargestSmallerSmallestNearestten,hundred,thousand,Hundredthousand

- DrawingDiagram

- MakingAnalogies

- Comparing &Contrasting

- IdentifyingRelations

- Workingbackwards

- Classifying

1.2 Addition andSubtraction

- Perform

computationsinvolving additionand subtraction of

whole numbers tosolve problems.

i. Add whole numbers.i i. Solve problems involving

addition of wholenumbers

iii. Subtract whole numbers.iv. Solve problems involving

subtraction of wholenumbers.

Explore addition and subtraction using standard

algorithm (rules of calculations), estimation, mentaland speed computation or pencil-and-paper.

Use calculators to compare and verify answers.

Students pose and solve problems related to

addition and subtraction of whole numbers.

AddAddition

SubtractSubtractionMultiplyMultiplicationDivideDivisionRegroupAlgorithmEstimateEstimationMental

andspeedcomputationComputeQuotientUndefinedInverseSumDifference

5

1.3 MultiplicationAnd Division

- Performcomputationsinvolvingmultiplication anddivision of wholenumbers to solve

problems.

i. Multiply two or morewhole numbers.

i i. Solve problems involvingmultiplication of wholenumbers.

i ii . Divide a whole numberby a smaller whole

number.iv. Solve problems involving

division of wholenumbers.

Explore addition and subtraction using standard

algorithm (rules of calculations), estimation, mentaland speed computation or pencil-and-paper.

Use calculators to compare and verify answers.

Students explore the relationship between

multiplication and division.

Students pose and solve problems related to

addition and subtraction of whole numbers.


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14/2

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21/2

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- DrawingDiagram

- MakingAnalogies

- Comparing &Contrasting

- IdentifyingRelations

- Workingbackwards

- Classifying

6

1.4 CombinedOperations

- Performcomputationsinvolvingcombinedoperations ofaddition,subtraction,multiplication and

division of wholenumbers to solveproblems.

i. Perform computat ionsinvolving any combinationof addition, subtraction,multiplication and divisionof whole numbers,including the use ofbrackets.

i i. Solve problems involvingcombined operations of

addition, subtraction,multiplication and divisionof whole numbers,including the use ofbrackets.

Students explore combined operations of whole

numbers by using standard algorithm (rules ofcalculations), estimation, pencil-and-paper orcalculator.

Solve problems related to real-life situations.

Students use calculators to compare and verify

answers.

MultiplyMultiplicationDivideDivisionEstimateComputeSolveBracket

Order ofoperationsCombinedoperationCombination

7

Chapter 2 : NumberPatterns andSequences2.1 Number

Patterns andSequences

- Recognise andextend numberpatterns andsequences formedby counting onand counting backin intervals of anysize.

i. Describe the pattern of agiven number sequence.

ii. Extend numbersequences.

iii. Complete missing termsin given numbersequences.

iv. Construct numbersequences based ongiven patterns.

Relate number sequence to patterns in real-life

situations. e.g. Odd numbers are used asaddresses of houses on one side of the road andeven numbers on the other.

Use calculators to skip count (generate number

sequences), explore number patterns, and solveproblems.

NumbersequencePatternTermSumProductDifferenceCount onCountbackOddEvenSubtractMultiply

Construct

2.2 Odd and EvenNumbers

- Recognise oddand even numbers

and make generalstatements aboutthem.

i. Identify and describe oddand even numbers.

i i. Make general statements

about odd and evennumbers.

Explore general statements about odd and even

numbers such as:a) The sum of odd and even numbers.

b) The product of odd and even numbers.c) The difference between odd and even

numbers.

8

2.3 PrimeNumbers

- Understand thecharacteristics ofprime numbers.

i. Identify thecharacteristics of primenumbers.

ii. Determine whether agiven number is a primenumber.

iii. Determine all the primenumbers less than 100.

Use calculators or computer programmed to

explore prime numbers.

Use sieve of Eratosthenes to generate prime

numbers less than 100.

Primenumber

2.4 Multiples

- Understand anduse theknowledge ofmultiples of wholenumbers.

i. List the multiples of wholenumbers.

ii. Determine whether anumber is the multiple ofanother number.

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

MultipleDivisibleDivisibilitytest

9 Monthly Test 128.02.11-04.03.11


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2.5 CommonMultiples andLowestCommonMultiple (LCM)

- Understand thecharacteristicsand use theknowledge ofcommon multiples

and LowestCommon Multiple(LCM) of wholenumbers.

i. Find the commonmultiples of two or three

whole numbers.ii. Determine whether a

number is the commonmultiple of two or threegiven numbers.

i ii . Determine the LCM oftwo or three given

numbers.

Students find common multiples and LCM by listing

down the multiples of each given number.e.g.Multiples of 4 : 4, 8, 12, ..Multiples of 6 : 6, 12, ..Common Multiples of 4 and 6 : 12, 24, 36, 48, Which are the multiples of 12.

Use the method of prime factorization to find

common multiple and LCM.

e.g.4 = 2 x 26 = 2 x 3Therefore the LCM of 4 and 6 is 2 x 2 x 3 = 12.

Use algorithm to find the LCM

2 4, 6

22,3

3 1, 3

1, 1

Commonmultiple

Lowestcommonmultiple(LCM)

Sequence

2.6 Factors.- Understand the

characteristics

and use theknowledge offactors of wholenumbers.

i. L ist factors of wholenumbers.

ii. Determine whether anumber is a factor ofanother whole number.

Determine factors of whole numbers by exploring

and investigating.

Factors

2.7 Prime Factors- Understand the

characteristicsand use theknowledge ofprime factors of

whole numbers.

i. Identify prime factorsfrom a list of factors.

i i. Find prime factor(s) ofwhole numbers.

i ii . Determine whether anumber is a prime factorof another whole number.

Students explore and investigate to determine

prime factors of whole numbers.

State any given whole number as a product of its

prime factors.

PrimeFactor

2.8 Common

Factors andHighestCommonFactor (HCF)

- Understand anduse theknowledge ofcommon factorsand HighestCommon Factors(HCF) of wholenumbers.

i. Find common factors oftwo or three wholenumbers.

ii. Determine whether anumber is a commonfactor of two or threegiven whole numbers.

i ii . Determine the HCF oftwo or three givennumbers.

Students list down all the factors of each givennumber and identify the same factors for eachnumber.

Students explore, identify and determine common

factors of whole number.

Students find the HCF by listing down all the

factors of each given number.

Explore, identify and determine the HCF of whole

numbers.

Use the method of prime factorizations to find the

common prime factors and hence HCF.e.g.12 = 2 x 2 x 318 = 2 x 3 x 3

Common Prime Factors: 2 and 3The HCF: 2 x 3 = 6

Use algorithm to find HCF.

CommonFactor

HighestCommonFactor

Chapter 3 :Fractions3.1 Fractions- Understand and

use theknowledge offractions as part ofa whole.

i. Read fractions.i i. Describe fractions as

parts of a whole.iii. Represent fractions with

diagrams.iv. Write fractions for given

diagrams.

Use concrete materials and drawing to

demonstrate the concept of fractions such as:a) Folding a ribbon to find one-third of its length.b) The number of girls as compared to the whole

class.c) Folding papers.

Fraction

Denominator

Numerator

LCM = 2 x 2 x 3

=12


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3.2 EquivalentFractions.

- Understand anduse theknowledge ofequivalentfractions.

i. Find equivalent fractionsfor a given fraction.

i i. Determine whether twogiven fractions areequivalent.

i ii . Compare the values oftwo given fractions.

iv. Arrange fractions inorder.

v. Simplify fractions to thelowest term.

Use concrete materials and drawings to

demonstrate the concept of equivalent fractions.

Use paper folding to explain and explore:

Why6

3is the same as

2

1.

Compare the values of two fractions by converting

them to fractions with the same denominator or thesame numerator.

Equivalent fractions

Lowestterm

Arrange

Order

3.3 MixedNumbers

- Understand theconcept of mixednumbers and theirrepresentations.

i. Recognise mixednumbers.

ii. Represent mixednumbers with diagrams.

iii . Write mixed numbersbased in diagrams.

iv. Compare and ordermixed numbers onnumber lines.

Use concrete materials, drawings and number lines

to represent mixed numbers.

Identify the use of mixed numbers in everyday

situations.

Mixednumber

Properfraction

Improperfraction

Numberline

Denominator

11 First Mid-term Holiday

12.03.11-20.03.11

12

3.4 ProperFractions andImproperFractions.

- Understand theconcept of properfractions andimproper fractions.

i. Recognise proper andimproper fractions fromgiven fractions.

ii. Change mixed numbersinto improper fractions.

iii. Change improperfractions into mixednumbers.


demonstrate the relationship between mixednumbers and improper fractions.

Use calculators to explore the relationship between

mixed numbers and improper fractions.

13

3.5 Addition andSubtraction ofFractions

- Understand theconcept ofaddition andsubtraction offractions to solveproblems.

i. Perform additioninvolving:

a) Fractions withcommondenominators.

b) Fractions with differentdenominators.

c) Whole numbers andfractions.

d) Fractions and mixednumbers.

e) Mixed numbers.ii. Perform subtract ion

involving:a) Fractions with

commondenominators.

b) Fractions with differentdenominators.

c) Whole numbers andfractions.

d) Fractions and mixednumbers.

e) Mixed numbers.iii. Solve problems involving

combined operations ofaddition and subtraction

of fractions.

Use concrete materials, drawings and symbols to

demonstrate the process of addition andsubtraction of fractions.

Add and subtract fractions by writing the fractions

in their equivalent forms with commondenominators including the use of LCM.

Perform addition and subtraction of mixed numbers

by:i. Adding and subtracting whole numbers and

fractions separately.ii. Writing mixed numbers in the form of improper

fractions.

Pose and solve problems related to everydaysituations.

MixedNumber

Add

Subtract

Fraction

Simplefraction

Lowestterm

Equivalent fractions


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3.6 Multiplicationand Division ofFractions.

- Understand theconcept ofmultiplication anddivision offractions to solveproblems.

i. Multiply:a) A whole number by a

fraction or mixednumber.

b) A fract ion by a wholenumber.

c) A fraction by a fraction(include mixednumbers).

i i. Solve problems involving

multiplication of fractions.iii. Divide:a) A fract ion by a whole

number.b) A fraction by a fraction.c) A whole number by a

fractiond) A mixed number by a

mixed number.iv. Solve problems involving

division of fractions.

Use concrete materials, drawings and symbols to

explore and investigate the process ofmultiplication and division of fractions.

Examples of multiplication:

a) A whole number times a fraction.

3 x4

3

3 x4

1

4

9

4

32==

b) A whole number times a mixed number.

4 x2

11

4 x =2

11 4 x ==

2

12

2

36

c) A fraction times a fraction.

6

5

4

3

8

5

24

15

4

3

6

5==

Multiply

Divide

MixedNumber

Repeatedaddition

Numerator

3.7 CombinedOperations ofFractions

- Performcomputationsinvolvingcombinedoperations ofaddition,subtraction,multiplication anddivision offractions to solve

problems.

i. Perform computat ionsinvolving combinedoperations of addition,subtraction, multiplicationand division of fractions,including the use ofbrackets.

i i. Solve problems involvingcombined operations ofaddition, subtraction,multiplication and divisionof fractions, including the

use of brackets.

Pose problems related to real-life situations.

Use concrete materials and diagrams to

demonstrate computations.

MultiplicationAdditionSubtractionDivisionCombinedoperationMixednumber

WholenumberBracket

15

Chapter 4: Decimals4.1 Relationship

betweenDecimals andFractions

- Understand therelationshipbetween decimalsand fractions.

i. Represent fractions10

1

and100

1as decimals

and vice-versa.i i. Represent fraction with

denominators 10, 100and 1000 as decimals.

iii. Read and write decimalsto thousandths.

iv. Change fractions todecimals and vice-versa.

Use concrete materials, drawings calculators and

symbols to explain the relationship betweendecimals and fractions.

Fraction

Decimal

Denominator

Tenths

Hundredt

hs

Thousandths


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4.2 Place valueand the Valueof Digit inDecimal

- Understand therelationshipbetween decimalsand fractions.

i. State the place value andvalue of each digit indecimals.

ii. Compare the values oftwo given decimals.

i ii . Arrange decimals inorder.

iv. Round decimals to thenearest whole number or

up to three decimalplaces.

Use number lines to compare and order decimals. Numberline

Placevalue

Value of adigit

Rounding

Decimalpoint

4.3 Addition andSubtraction ofDecimals

- Understand theconcept ofaddition andsubtraction ofdecimals to solveproblems.

i. Add decimals.i i. Solve problems involving

addition of decimals.i ii . Subtract decimals.iv. Solve problems involving

subtraction of decimals.

Use concrete materials, drawings and symbols.

Solve problems related to everyday situations.

Use calculators or computers to verify answers.

Use estimation strategies to determine whether the

solution is reasonable.

Add

Subtract

Decimal

16

4.4 Multiplicationand Division ofDecimals.

- Understand theconcept ofmultiplication anddivision ofdecimals to solveproblems.

i. Multiply two or moredecimals.

i i. Solve problems involvingmultiplications ofdecimals.

iii. Divide:a) A decimal by a whole

number.b) A decimal by a decimal.c) A decimal by a fraction.

v. Solve problems involvingdivision of decimals.

Relate to everyday situations.

Use appropriate calculation methods such as

pencil-and-paper, calculators and computers.

Mentally multiply decimals by 10, 100 and 1000.

Mentally multiply decimals by 0.1, 0.01 and 0.001.

Mentally divide decimals by 10, 100 and 1000.

Mentally divide decimals by 0.1, 0.01 and 0.001.

Multiply

Divide

Mentallydivide

Mentallymultiply

Reasonable

Estimation

4.5 CombinedOperations ofDecimals.

- Performcomputationsinvolvingcombinedoperation ofaddition,subtraction,multiplication anddivision ofdecimals to solveproblems.

i. Perform computat ionsinvolving combinedoperations of addition,subtraction, multiplicationand division of decimals,including the use ofbrackets.

i i. Solve problems involvingcombined operations ofaddition, subtraction,multiplication and divisionof decimals, including theuse of brackets.

Pose problems related to everyday situations.Addition

Subtraction

Multiplication

Division

Decimal

Bracket

Combinedoperation

Chapter 5:Percentages5.1 Percentages

- Understand theconcept ofpercentages andinvestigate therelationshipbetweenpercentages andfractions ordecimals.

i. Express percentages asthe number of parts inevery 100.

ii. Change fract ions anddecimals to percentagesand vice-versa.


demonstrate percentages.e.g. Use ten by ten grids to discuss the equivalent

percentages of fractions and decimals. For

example the fraction2

1has a decimal

equivalent of 0.5, and 0.5 has an equivalent

percentage of 50%. (2

1= 0.5 or 50%)

Percent

Fraction

Decimal


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5.2 Computationsand ProblemSolving.

- Performcomputations andsolve problemsinvolvingpercentages.

i. Find the percentage of aquantity.

i i. Find the percentage onenumber is of another.

i ii . Find a number given thepercentage.

iv. Find the percentage ofincrease or decrease.

v. Solve problems involving

percentages.

Pose and solve problem involving profit and loss,

simple interest, dividend, commission and discount.

IncreaseDecreaseProfitLossSimpleinterestDividendCommission

18

Chapter 6: Integers6.1 Integers- Understand and

use theknowledge ofintegers.

i. Read and write integers.i i. Represent integers on

number lines.i ii . Compare the values of

two integers.iv. Arrange integers in order.v. Write positive or negative

numbers to representword descriptions.

Introduce integers in context (e.g. temperatures,

sea levels and floors of building).

Students complete sequences of integers, find the

missing terms, and identify the largest and thesmallest value of integers from given sets ofintegers.

Given sets of integers, students order them on

number lines.

IntegerNegativenumberPositivenumberNumberlineTemperatureSea levelFloor of abuildingLess thanGreaterthanWorddescriptionMissingtermsLargestSmallest

6.2 Addition andSubtraction ofIntegers.

- Performcomputationsinvolving addition

and subtraction ofintegers to solveproblems.

i. Add integers.i i. Solve problems involving

addition of integers.i ii . Subtract integers.iv. Solve problems involving

subtraction of integers.

Use number lines to add and subtract integers.

Use concrete materials, drawings and symbols

(e.g. coloured chips) to demonstrate addition andsubtraction of integers.

Use brackets to differentiate between operations

and the signs of numbers.

Solve problems related to real-life situations.

AddAdditionSubtractSubtractionMinus

PlusIntegerNegativePositiveLike signsUnlikesigns

19 First Term Exam09.05.11-13.05.11

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Discussion And Correction For The First Term Exam16.05.11-27.05.11

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First Term Holiday28.05.11-12.06.11


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Chapter 7 :AlgebraicExpressions7.1 Unknowns- Understand the

concept ofunknowns.

i. Use alphabets torepresent unknownnumbers.

ii. Identify unknowns ingiven situations.

Use examples of everyday situations to explain

unknowns.e.g. Glass X contains y numbers of marbles.

Which alphabet represents the unknown

number?

Unknown

Term

Alphabet

7.2 AlgebraicTerms

- Understand theconcept ofalgebraic terms.

i. Identify algebraic termswith one unknown.

ii. Identify coefficients ingiven algebraic terms

with one unknown.iii. Identify like and unlike

algebraic terms with oneunknown.

iv. State like terms for agiven term.

Give a list of terms and students select algebraic

terms with one unknown.

Algebraicterm

Multiplication

Coefficient

Liketerms

Unliketerms

25

7.3 AlgebraicExpressions.

- Understand theconcept ofalgebraicexpressions.

i. Recognise algebraicexpressions.

i i. Determine the number ofterms in given algebraicexpressions.

i ii . Simplify algebraicexpressions bycombining the like terms.

Use concrete materials to demonstrate the concept

of combining like and unlike terms.e.g.

i. 4s + 8s = 12sii. 5r 2r= 3r

iii. 7g + 6h cannot be simplified because theyare not like terms.

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

Algebraicexpression

Numberof terms

Liketerms

Unliketerms

26

Chapter 8 : BasicMeasurements8.1 Length- Understand the

concept of lengthto solve problems.

i. Measure the length ofobjects.

ii. Make conversionsbetween metric units.(mm, cm, m and km)

iii . Estimate lengths ofobjects in appropriateunits.

iv. Use the four operationsto solve problemsinvolving length.

Measure the length of objects around the school

compound.

Students draw a like given its length.

Measure given lines using different standard units.

LengthMilimetreMetreKilometerEstimateMeasureConvertMetricunits

27

8.2 Mass- Understan

d the concept ofmass to solveproblems.

i. Measure the mass ofobjects.

ii. Make conversionsbetween metric units (mg,g, kg, tonne).

i ii . Estimate masses ofobjects in appropriateunits.

iv. Use the four operationsto solve problemsinvolving mass.

Relate to everyday situations.MassMilligramsGramsKilogramsNauticalmileInchFeetYard

X


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8.3 Time- Understand the

concept of time inseconds, minutes,hours, days,

weeks, monthsand years.

i. Determine theappropriate measurementof time for certain events.

i i. Convert measurementsof time different units(seconds, minutes, hours,days, weeks, months andyears).

i ii . Estimate the time

intervals of events.iv. Use the four operationsto solve problemsinvolving time.

Use calendars, clocks or stop-watches to discuss

the measurement of time for events.

Suggest a unit to estimate or measure:

i. The time it will take to eat lunch.ii. Your age.iii. How long it takes for water to boil?iv. How long it takes to run 100 metres?

Involve great events in history.

TimeSecondMinuteHourDayWeekMonthYearCentury

MillenniumMeasurement

28

8.4 Twelve-hourand Twenty-four hourSystem.

- Understand anduse times in thetwelve-hour andtwenty-four-hoursystem to solveproblems.

i. Read and write t imes intwelve-hour system.

ii. Read and write times intwenty-four hour system.

iii. Convert time in twelve-hour system to twenty-four hour system andvice-versa.

iv. Determine the intervalbetween two given times.

v. Solve problems involvingtime.

Use digital and analogue clocks.

Read times from train or bus schedules.

Relate events to everyday situations.

TwelvehoursystemTwenty-four hoursystemTimeintervalTimeDigitalclockAnalogueclock

29Monthly Test 2

18.07.11-22.07.11

30

Chapter 9 : Shapeand Space9.1 Angles-

Understand theconcept of angles.

i. Recognise angles.i i. Denote and label angles.

i ii . Measure angles usingprotractors.iv. Draw angles using

protractors.v. Recognize, compare and

classify angles as acute,right and obtuse.

vi. Draw acute, right andobtuse angles usingprotractors.

vii. Determine angles onstraight lines equal 1800.

viii. Determine one whole turnis 3600.

Students identify angles in the classroom. (e.g.

corners of tables, blackboards, windows, clock

hands and opened doors). Students demonstrate the different types of angles

with their arms.

Guide students on how to use protractors to

measure angles.

AngleLine

ProtractorLabelDenoteRightangleAcuteangleReflexangleObtuseangleOne

wholeturnVertex

ClassifyCompare

9.2 Parallel andPerpendicularLines.

- Understand theconcept of paralleland perpendicularlines.

i. Determine parallel l ines.i i. Determine perpendicular

lines.i ii . State that the angles

formed by perpendicularlines is 900.

Students identify perpendicular and parallel lines in

the classroom (e.g. edges of books, windows anddoors).

Parallellines

Perpendicular lines


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9.3 IntersectingLines

- Understand anduse properties ofangles associated

with intersectinglines to solveproblems.

i. Identify intersecting l ines.i i. Determine the properties

of vertical,complementary andsupplementary angles.

iii. Determine the value of anangle on a line, given theadjacent angle.

iv. Solve problems involving

angles formed byintersecting lines.

Students investigate the properties of angles

formed by intersecting lines.

Intersecting linesComplementaryangleSupplementaryangleAdjacent

angleVerticallyoppositeangle

32

Chapter 10:Polygons10.1 Polygons- Understand the

concept ofpolygons.

i. Recognise polygons.i i. Name polygons (triangle,

quadrilateral, pentagon,hexagon, heptagon andoctagon).

iii. Determine the number ofsides, vertices anddiagonals of givenpolygons.

iv. Sketch polygons.

Use concrete materials such as protractors, rulers,

grid papers, geo-boards and computer software toexplore the concept of polygons.

Students explore the relationship between the

sides, diagonals and vertices of polygons.

PolygonTriangleQuadrilateralPentagonHexagonHeptagonOctagonVerticesSidesDiagonalShape

10.2 Symmetry.- Understand the

concept ofsymmetry.

i. Determine and draw theline(s) of symmetry ofshapes.

ii. Complete shapes givenpart of the shapes andthe line of symmetry.

i ii . Draw designs using theconcept of symmetry.

Students explore symmetry by using mirrors,

pattern blocks, folding papers or making inkblotdesigns.

Students explore the importance of symmetry in

everyday situations (e.g. pattern on buildings andtiles).

Symmetry

Line ofsymmetry

Sketch

33

10.3 Triangles- Identify and use

the geometricproperties oftriangles to solveproblems.

i. Determine and draw

symmetry line(s) of giventriangles.

ii. Draw tr iangles usingprotractors and rulers.

i ii . State the geometricproperties of the differenttypes of triangles andname the triangles.

iv. Determine the sum of theangles of a triangle is1800.

v. Solve problems involvingtriangles.

Investigate the relationship between angles and

sides of all types of triangles.

Use a variety of methods to find the sum of angles

of triangles: e.g. aligning corners on a straight line,using protractors and geometry computer software.

Isosceles

Equilateral

Scalene

Acutetriangle

Obtusetriangle

Righttriangle

34

10.4 Quadrilaterals- Identify and use

the geometricproperties ofquadrilaterals tosolve problems.

i. Determine and drawsymmetry line(s) of givenquadrilaterals.

ii. Draw a quadrilateralusing protractors andrulers.

i ii . State the geometricproperties of the differenttypes of quadrilateralsand name quadrilaterals.

iv. Determine the sum of theangles of quadrilateral is3600.

v. Solve problem involvingquadrilaterals.

Investigate the relationship between angles, sides

and diagonals of all types of quadrilateral.

Use a variety of methods to find the sum of angles

of quadrilaterals: e.g. aligning corners on a point,using protractors and geometry computer software.

QuadrilateralSquareRectangleParallelogramTrapeziumRhombusDiagonalGeometricpropertiesAlignCorner


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35 Second Mid-term Holiday27.08.11 04.09.11

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Chapter11 :Perimeter and Area11.1: Perimeter- Understand the

concept of

perimeter to solveproblems.

i. Identify the perimeter of aregion.

i i. Find the perimeter of aregion enclosed by

straight lines.iii. Solve problems involving

perimeters.

Use square chips, tessellation grids, geo-boards,

grid papers or computer software to explore theconcept of perimeter.

Investigate and develop formula to find the

perimeter of a rectangle.

Perimeter

Formulae

Measure

Figure

11.2: Area ofRectangles- Understand the

concept of area ofrectangles tosolve problems.

i. Estimate the area of ashape.

ii. F ind the area of arectangle.

iii. Solve problems involvingareas.

Use unit squares, tessellation grids, geo-boards,

grid-papers or computer software to explore theconcept of area.

Investigate and develop formula to find the area of

a rectangle.

Use unit square chips or tiles to investigate,

explore and make generalizations about the:a) Perimeters of rectangles having the same

area.b) Areas of rectangles having the same

perimeter.

Area

Squareunit

Region

Enclosed

11.3 Areas ofTriangles,ParallelogramsandTrapeziums

- Understand theconcept of area oftriangles,parallelogramsand trapezium tosolve problems.

i. Identify the heights oftriangles, parallelogramsand trapeziums.

ii. F ind the areas oftriangles, parallelogramsand trapeziums.

iii. Find the areas of figuresmade up of triangles,rectangles,parallelograms ortrapeziums.

iv. Solve problems involving

the areas of triangles,rectangles,parallelograms andtrapeziums.

Investigate and develop formulae to find the areas

of triangles, parallelograms and trapeziums basedon the area of rectangle.

Solve problems such as finding the height or base

of a parallelogram.

AreaTriangleTrapeziumParallelogramHeightBaseRectangleFigure

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39

Chapter 12 : SolidGeometry12.1 Geometric

Properties ofCubes andCuboids.

- Understandgeometricproperties ofcubes and

cuboids.

i. Identify geometric solids.ii. State the geometr ic

properties of cubes andcuboids.

i ii . Draw cubes and cuboidson:a) Square grids.b) Blank papers.

iv. Make models of cubes

and cuboids by:a) Combining givenfaces.

b) Folding given layoutsof solids.

Use concrete materials to demonstrate the

concepts of geometric solids.

Game: Searching out Solids. Make up sets of

activity cards containing descriptions of solids suchas:a) Exactly 2 faces that are the same shape and

size.b) All edges have the same length.

Investigate and explore the relationship between

faces, edges and vertices of cubes and cuboids. Compare and contrast between cubes and

cuboids. Ask students how they are alike ordifferent.

Use concrete materials (opened boxes) to draw the

layout of cubes and cuboids.

FaceEdgeVertexVerticesCubeCuboidsCylinderPyramidCone

SphereSurface

40

12.2 Volume of aCuboid

- Understand theconcept of volumeof cuboids to solveproblems.

i. Estimate the volume ofcuboids.

ii. F ind the volume ofcuboids.

iii. Solve problems involvingvolume of cuboids.

Use unit cubes or other concrete materials to let

students explore the concept of volumes.

Investigate and develop formula to find the volume

of cuboids.

VolumeCubic cmUnit cubeCuboids

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42

Revisions10.10.11-21.10.11


12/12

43Final Exam

24.10.11-28.10.11

44-

46

Discussion and Correction for the Final Exam

47-

52

End-of-Year Activities

Prepared by: Verify by:

________________________ ________________________( Christopher Tet Siong ) ( MR. BAKAR JI )Mathematics Teacher/Penyelaras Tingkatan 1 Mathematics Head of Panel

yearly teaching plan maths form 1(2011)

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