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A6 LEARNING
PROGRESSIONS Form 5
NO.OFWEEK
LEARNING OBJECTIVES
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME POINTS TO NOTE GENERICS CCTS MORAL VALUE VOCABULARY
Students will be taught to:
1 Students will be able to:
3 1. Understand and use the concept of arithmetic progression.
Use examples from real-life situations, scientific or graphing calculators; and computer software to explore geometric progressions.
1.1 Identify characteristics of
arithmetic progressions.
1.2 Determine whether a given
sequence is an arithmetic
progression.
1.3 Determine by using formula:
a) specific terms in arithmetic
progressions
b) the number of terms in
arithmetic progressions.
1.4 Find :
a) the sum of the first n terms
of arithmetic progressions.
b) the sum of a specific number
of consecutive terms of
arithmetic progressions.
c) the value of n, given the
sum of the first n terms of the
arithmetic progressions.
1.5 Solve problems involving
arithmetic progressions.
Begin with sequences to
introduce arithmetic and
geometric progressions.
Include examples in
algebraic form.
Include the use of the
formula
Include problems involving
real-life situations
Constructivism
Constructivism
Thinking Skills
Exploratory
Problem Solving
Identifying patternsIdentifying patterns
Making inferences
Making inferences
Finding all possible solutions
Self-RelianceSelf-Reliance
Freedom
FreedomSelf-Reliance
CompassionCourage
Sequence
Series
Characteristic
Arithmetic progression
Common difference
Specific term
First term
term
consecutive
A6 LEARNING
PROGRESSIONS Form 5
NO.OFWEEK
LEARNING OBJECTIVES
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME POINTS TO NOTE GENERICS CCTS MORAL VALUE VOCABULARY
Students will be taught to:
1 Students will be able to:
2. Understand and use the concept of geometric progression.
Use examples from real-life situations, scientific or graphing calculators; and computer software to explore geometric progressions.
2.1 Identify characteristics of
geometric progressions.
2.2 Determine whether a given
sequence is a geometric
progression.
2.3 Determine by using formula:
a) specific terms in geometric
progressions
b) the number of terms in
geometric progressions.
2.4 Find :
a) the sum of the first n terms
of geometric progressions.
b) the sum of a specific number
of consecutive terms of
geometric progressions.
c) the value of n, given the
sum of the first n terms of
the geometric progressions.
Include examples in
algebraic form. Constructivism
Constructivism
Thinking Skills
Exploratory
Identifying patterns
Identifying patterns
Making inferences
Making inferences
Self-Reliance
Self-Reliance
Freedom
Freedom
Geometric progression
Common ratio
A6 LEARNING
PROGRESSIONS Form 5
NO.OFWEEK
LEARNING OBJECTIVES
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME POINTS TO NOTE GENERICS CCTS MORAL VALUE VOCABULARY
Students will be taught to:
1 Students will be able to:
2.5 Find :
a) the sum to infinity of
geometric progressions.
b) the first term or common
ratio, given the sum to
infinity of geometric
progressions.
2.6 Solve problems involving
geometric progressions.
Discuss :As
then
read as ‘sum to infinity’.
Include recurring decimals. Limit to 2 recurring digits such as 0.3, 0.15,...
Exclude:a) combination of arithmetic progressions and geometric progressions.
b) cumulative sequences such as (1), (2,3), (4,5,6), (7,8,9,10), …
Constructivism
Mastery Learning
Making generalizations
Finding all possible solutions
Rationality
Compassioncourage
Sum to infinityRecurring decimal
A6 LEARNING
PROGRESSIONS Form 5
A7 LEARNING
LINEAR LAW Form 5NO. OFWEEK
LEARNING OBJECTIVES
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME POINTS TO NOTE GENERICS CCTSMORAL VALUE VOCABULARY
Students will be taught to:
2 Students will be able to:
2 1 Understand and use the concept of lines of best fit.
Use examples from real-life situations to introduce the concept of linear law.
Using graphing calculators or computer software such as the Geometer’s Sketchpad to explore lines of best fit.
1.1 Draw lines of best fit by inspection of given data.
1.2 Write equations for lines of best fit.
1.3 Determine values of variables from :a) line of best fit
b) equations of lines of best fit.
Limit data to linear relations between two variables.
Constructivism
Constructivism
Multiple IntelligentIntegrating ICT
Finding all possible solutions
Identifying relations
Representing and Interpreting Data
Effort
Reasoning
Determination
Line of best fitInspectionVariableNon-linear relationLinear formreduce
2 Apply linear law to non-linear relations
2.1 Reduce non-linear relations to linear form.
2.2 Determine values of constants of non-linear relations given :
a) line of best fit b) data
2.3 Obtain information from: a) line of best fit
b) equations of lines of best fit.
Mastery LearningThinking Skills
Mastery Learning
Identifying PatternsIdentifying Relations
Representing and Interpreting Data
Problem Solving
Able to act independently
ReasoningEffort
Prudence
A7 LEARNING
LINEAR LAW Form 5
C2 LEARNING INTEGRATION Form 5
NO. OFWEEK
LEARNING OBJECTIVES
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME POINTS TO NOTE GENERICS CCTS MORAL VALUE VOCABULARY
Students will be taught to:
Students will be able to:
5 1 Understand and use the concept of indefinite integral
Use computer software such as Geometer’s Sketchpad to explore the concept of integration.
1.1 Determine integrals by
reversing differentiation.
1.2 Determine integrals of , where a is a constant and n is an integer,
1.3 Determine integrals of algebraic expressions.
1.4 Find constants of integration, c , in indefinite integrals.
1.5 Determine equations of curves from functions of gradients.
1.6 Determine by substitution the integrals of expressions of the form , where a and b are constants, n is an integer and
Emphasize constant of integration.
read as ‘
integration of y with respect to x ‘
Limit integration of
, where
Thiking Skills
Thiking Skills
Identifying relations
Recognising and representing
Identifying relations
Recognising and representing
Cooperation, Compassion, Diligence
Moderation, Diligence
Courage Rationality Honesty
IntegrationIntegralIndefinite integralReverseConstant of integration
2 Understand and use the concept of definite integral
Use scientific or graphing calculators to explore the concept of definite integrals.
2.1 Find definite integrals of
algebraic expressions.
Include: Recognising and representing
Rationality
SubstitutionDefine integralLimitVolumeRegion
C2 LEARNING INTEGRATION Form 5
NO. OFWEEK
LEARNING OBJECTIVES
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME POINTS TO NOTE GENERICS CCTS MORAL VALUE VOCABULARY
Students will be taught to:
Students will be able to:
Use computer software and graphing calculators to explore areas under curves and the significance of positive and negative values of areas.
Use dynamic computer software to volumes of revolutions.
2.2 Find the areas under curves
as the limit of a sum of areas.
2.3 Determine areas under curves
using formula.
2.4 Find volumes of revolutions
when region bounded by a
curve is rotated completely
about :
a) the x-axis
b) the y-axis
as the limit of a sum of
volumes.
2.5 Determine volumes of
revolutions using formula.
Derivation of formulae not required.
Limit to one curve.
Derivation of formulae nor required.
Limit volumes of revolution about the x-axis or y-axis.
Integrating ICT
Multiple IntelligentMastery learning
Problem solving
Simulation
Logical reasoning
Simulation
Logical reasoning
Justice
Self-reliance
Freedom, Respect
Self-reliance, Honesty
RotatedRevolutionSolid of revolution
G2 LEARNING
VECTORS Form 5NO.OFWEEK
LEARNING OBJECTIVES
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME POINTS TO NOTE GENERICS CCTS MORAL VALUE VOCABULARY
Students will be taught to:
Students will be able to:
3 1 Understand and use the concept of vector
Use examples from real-life situations and dynamic computer software such as Geometer’s Sketchpad to explore vectors.
1.1 Differentiate between vectors and scalar quantities.
1.2 Draw and label directed line segments to represent vectors.
1.3 Determine the magnitude and the direction of vectors represented by directed line segments.
1.4 Determine whether two vectors are equal.
1.5 Multiply vectors by scalars.
1.6 Determine whether two vectors are parallel.
Use notations:
Vector: a, , a, AB .Magnitude:
Zero vector:
Emphasize that a zero has a magnitude of zero.Emphasize negative vector:
Include negative scalar
Include:a) collinear pointsb) non-parallel non-zero vectors
Emphasize :
Constructivism Comparing & differentiating
Drawing diagrams
Identifying relations
Camparing & differentiating
Identifying relations
Comparing & differentiating
RationalityOpen & logical mind
DifferentiateScalarVectorDirected line segmentMagnitudeDirection
ParallelNon-parallelCollinear pointsNon-zero
a , AB
G2 LEARNING
VECTORS Form 5NO.OFWEEK
LEARNING OBJECTIVES
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME POINTS TO NOTE GENERICS CCTS MORAL VALUE VOCABULARY
Students will be taught to:
Students will be able to:
If and are not
parallel and
, then
h=k=0
2 Understand and use the concept of addition and subtraction of vectors.
Use real-life situations and manipulative materials to explore addition and subtraction of vectors.
2.1 Determine the resultant vector of two parallel vectors. 2.2 Determine the resultant vector of
two non-parallel vectors using :a) triangle lawb) parallelogram law
2.3 Determine the resultant vector of three or more vectors using the polygon law.
2.4 Subtract two vectors which a) parallel b) non-parallel2.5 Represent vectors as a
combination of other vectors.
Solve problems involving addition and subtraction of vectors.
Emphasize:
Constructivism
Mastery learning
Thinking skill
Problem Solving
Drawing diagram
Identifying relations
IdentifyingRelations
Drawing diagram
Recognizing & representing
Self-relianceSelf confident
Triangle lawParallelogram lawResultant vectorPolygon law
G2 LEARNING
VECTORS Form 5NO.OFWEEK LEARNING
OBJECTIVES
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE GENERICS CCTS MORAL VALUE VOCABULARY
Students will be taught to:
Students will be able to:
3 Understand and use vectors in the Cartesian plane.
Use computer software to explore vectors in the Cartesian plane.
3.1 Express vectors in the form:
a)
b)
Relate unit vector
and to Cartesian
coordinates.Emphasise:
Vector and
Vector
Intergrating ICT
Arranging sequentially
unity Cartesian planeunit vector
3.2 Determine magnitudes of vectors. 3.3 Determine unit vectors in given directions.
3.4 Add two or more vectors.3.5 Subtract two vectors 3.6 Multiply vectors by scalars.3.7 Perform combined operations on vectors.
3.8 Solve problems involving vectors.
For learning outcomes 3.2 to 3.7 , all vectors are given in the form
or .
Limit combined operations to addition , subtraction and multiplication of vectors by scalars.
Problem
G2 LEARNING
VECTORS Form 5NO.OFWEEK LEARNING
OBJECTIVES
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOMES POINTS TO NOTE GENERICS CCTS MORAL VALUE VOCABULARY
Students will be taught to:
Students will be able to:
solving
T2 LEARNING
TRIGONOMETRIC FUNCTIONS Form 5NO.OFWEEK LEARNING
OBJECTIVES
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME POINTS TO NOTE GENERICS CCTSMORAL VALUE VOCABULARY
Students will be taught to:
Students will be able to:
4 1 Understand the concept of positive and negative angles measured in degrees and radians.
Use dynamic computer software such as Geometer’s sketchpad to explore angles in Cartesian plane.
1.1 Represent in a Cartesian plane, angles greater than 360o or 2 radians for:a) positive anglesb) negative angles
Self-Access Learning
Drawing diagrams
Responsible Cartesian planerotating raypositive anglenegative angleclockwiseanticlockwise
2 Understand and use the six trigonometric functions of any angle.
Use dynamic computer software to explore trigonometric functions in degrees and radians.
Use scientific or graphing calculators to explore trigonometric functions of any angle.
2.1 Define sine, cosine and tangent of any angle in a Cartesian plane.
2.2 Define cotangent, secant and cosecant of any angle in a Cartesian plane.
2.3 Find values of the six trigonometric functions of any angle.
2.4 Solve trigonometric equations.
Use unit circle to determine the sign of trigonometric ratios.Emphasise:
sin = cos (90o - )
cos = sin (90o - )
tan = cot (90o - )
cosec = sec (90o - )
sec = cosec(90o - )
cot = tan (90o - )
Emphasise the use of triangles to find trigonometric ratios for special angles 30o , 45o and 60o.
Constructivism
Making generalizations
Dedication unit circlequadrantreference angletrigonometric function/ratiosinecosinetangentcosecantsecantcotangentspecial angle
T2 LEARNING
TRIGONOMETRIC FUNCTIONS Form 5NO.OFWEEK
LEARNING OBJECTIVES
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME POINTS TO NOTEGENERICS CCTS
MORAL VALUE VOCABULARY
Students will be taught to:
Students will be able to:
3 Understand and use graphs of sine, cosine and tangent functions.
Use examples from real-life situations to introduce graphs of trigonometric functions.
3.1 Draw and sketch graphs of trigonometric functions:
a) y = c + a sin bxb) y = c + a cos bxc) y = c + a tan bx
where a,b, and c are constants and b > 0.
Use angles ina) degreesb) radians, in terms of
Emphasize the characteristics of sine. Cosine and tangent graphs. Include trigonometric functions involving modulus.
Constructivism
Integrating ICT
Mastery Learning
Identifying patterns
Drawing diagrams
Comparing & differentiating
Diligence
Self-Reliance
ModulusDomainRangeSketchDrawPeriodcycle
. Use graphing calculators and dynamic computer software such as Geometer’s Sketchpad to explore graphs of trigonometric functions.
3.2 Determine the number of solutions to a trigonometric equations using sketched graphs.3.3 Solve trigonometric equations using drawn graphs.
Exclude combinations of trigonometric functions.
Constructivism
Integrating ICT
Thinking Skills
Working out mentallyFinding all possible solutionsLogical reasoning
Rationality
Diligence
MaximumMinimumasymptote
4 Understand and use basic identities.
Use scientific or graphing calculators and dynamic computer software such as Geometer’s Sketchpad to explore
4.1 Prove basic identities: a) sin2 A + cos2 A = 1 b) 1 + tan2 A = sec2 A c) 1 + cot2 A = cosec2 A4.2 Prove trigonometric identities
Basic identities are also known as Pythagorean identities.
Thinking skillsIntegrating ICT
Thinking skills
Identifying relationsDrawing diagramsLogical
Self reliance
Moderation
Basic identityPythagorean identity
T2 LEARNING
TRIGONOMETRIC FUNCTIONS Form 5NO.OFWEEK
LEARNING OBJECTIVES
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME POINTS TO NOTEGENERICS CCTS
MORAL VALUE VOCABULARY
Students will be taught to:
Students will be able to:
basic identities. using basic identities.4.3 Solve trigonometric equations using basic identities.
Include learning outcomes 2.1 and 2.2.
Problem solving
ReasoningClassifying Tolerance
5 Understand and use addition formulae and double-angle formulae.
Use dynamic computer software such as Geometer’s Sketchpad to explore addition formulae and double-angle formulae.
5.1 Prove trigonometric identities using addition formulae for
sin ( A B), cos ( A B) and
tan ( A B).
5.2 Derive double-angle formulae for sin 2A, cos 2A and tan 2A.
5.3 Prove trigonometric identities using addition formulae and/or double-angle formulae.
5.4 Solve trigonometric equations.
Derivation of addition formulae not required.Discuss half-angle formulae.
ExcludeA cos x + b sin x = c,
where
Thinking skillsExploratory
Thinking skills
Contextual
Problem solvingSelf access learning
Problem solving
Identifying patterns
Identifying relations
Identifying relations
Finding all possible solutions
Diligence
Self-reliance
Self-relianceCooperation
Diligence
Addition formulaeDouble-angle formulaeHalf-angle formulae
S26
LEARNING
PERMUTATIONS AND COMBINATIONS
Form 5NO.OFWEEK LEARNING
OBJECTIVES
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME POINTS TO NOTE GENERICS CCTSMORAL VALUE VOCABULARY
Students will be taught to:
Students will be able to:
2 1 Understand and use the concept of permutation.
Use manipulative materials to explore multiplication rule.Use real-life situation and computer software such as spreadsheet to explore permutations.
1.1 Determine the total number of ways to perform successive events using multiplication rule.
1.2 Determine the number of permutations of n different objects.
1.3 Determine the number of permutations of n different objects taken r at a time.
1.4 Determine the number of permutations of n different
For this topic:a) Introduce the concept by using numerical values.b) Calculators should only be used after the student have understood the concept.Limit to 3 events.
Exclude cases involving identical objects.Explain the concept of permutations by listing all possible arrangements.
Include notations:a)
b)
read as ‘ n factorial’
Exclude cases involving arrangement of objects in a circle.
Thinking skill
Problem solving
Constructivism
Integrating ICT
Thinking skill
Problem solving
Identifying patens
Finding all possible solutions
Classifying
Simulation
Identifying patens
Finding all possible
Cooperation
Self reliance
Systematic
Justice
Cooperation
Self reliance
Multiplication ruleSuccessive EventsPermutationFactorialArrangementorder
S26
LEARNING
PERMUTATIONS AND COMBINATIONS
Form 5NO.OFWEEK LEARNING
OBJECTIVES
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME POINTS TO NOTE GENERICS CCTSMORAL VALUE VOCABULARY
Students will be taught to:
Students will be able to:
objects for given conditions.1.5 Determine the number of permutations of n different objects taken r at a time for given conditions.
Constructivism
Integrating ICT
solutions
Classifying
Simulation
Justice
2 Understand and use the concept of combination.
Explore combinations using real-life situations and computer software.
Use scientific or graphing calculators to explore trigonometric functions of any angle.
2.1 Determine the number of combinations of r objects chosen from n different objects.
2.2 Determine the number of combinations of r objects chosen from n different objects for given conditions.
2.3 Determine the number of permutations of n different
objects for given conditions.
2.4 Determine the number of Permutations of n different objects taken r at a time for given conditions.
Explain the concept of combinations by listing all possible selections.Use examples to illustrate
Thinking skill
Integrating ICT
Constructivism
Identifying relations
Finding all possible solutions
Classifying
Simulation
Rationality
Logical thinking
Cooperation
CombinationSelection
S3 LEARNING
PROBABILITY Form 5NO.OFWEEK LEARNING
OBJECTIVES
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME POINTS TO NOTE GENERICS CCTSMORAL VALUE VOCABULAR
Y
Students will be taught to:
Students will be able to:
1 1 Understand and use the concept of probability
Use real-life situations to introduce probability.
Use manipulative materials, computer software and scientific or graphing calculators to explore the concept of probability.
1.1 Describe the sample space of an experiment.
1.2 Determine the number of outcomes of an event.
1.3 Determine the probability of an event.
1.4 Determine the probability of two events:
a) A or B occurring b) A and B occurring
Use set notations.
Discuss:a) classical probability (theoretical probability)b) subjective probabilityc) relative frequency probability (experimental probability)Emphasize:Only classical probability is used to solve problemsEmphasize :
Using Venn Diagrams.
Thinking skills
Contextual
Thinking skills
Drawing diagram
Identifying patens
Simulation
Making inference
Making generalization
Cooperation
Rationality
Systematic
ExperimentSample spaceEventOutcomeEqually likelyProbabilityOccurClassical probabilityTheoretical probabilitySubjective probabilityRelativefrequency probabilityExperimental probability
2 Understand and use the concept of probability of mutually exclusive events.
Use manipulative materials and graphing calculators to explore the concept of probability mutually exclusive events.
2.1 Determine whether two events are mutually exclusive.
2.2 Determine the probability of two or more events that are mutually exclusive.
Include events that are mutually exclusive and exhaustive.Limit to three mutually exclusive events.
Contextual
Constructivism
Identifying relations
Identifying patensDrawing diagrams
Rationality Mutually exclusive eventexhaustive
S3 LEARNING
PROBABILITY Form 5NO.OFWEEK LEARNING
OBJECTIVES
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME POINTS TO NOTE GENERICS CCTSMORAL VALUE VOCABULAR
Y
Students will be taught to:
Students will be able to:
3 Understand and use the concept of probability of independent events.
Use manipulative materials and graphing calculators to explore the concept of probability of independent events.
Use software to stimulate experiments involving probability of independent events.
3.1 Determine whether two events are independent.
3.2 Determine the probability of two independent events.
3.3 Determine the probability of three independent events.
Include tree diagram Integrating ICT
Mastery learningIntegrating ICT
ClassifyingIdentifying patens
Comparing and differentiating
Self relianceRationality
Rationality
IndependentTree diagrams
S4 LEARNING
PROBABILITY DISTRIBUTIONS Form 5NO.OFWEEK LEARNING
OBJECTIVES
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME POINTS TO NOTE GENERICS CCTSMORAL VALUE VOCABULARY
Students will be taught to:
Students will be able to:
2 1 Understand and use the concept of binomial distribution.
Use real-life situations to introduce the concept of binomial distribution.
Use graphing calculators and computer software to explore binomial distribution.
Use real-life situations and computer software such as statistical package to explore the concept of normal distributions.
1.1 List all possible values of a discrete random variable.
1.2 Determine the probability of an event in a binomial distribution.
1.3 Plot binomial distribution graphs.
1.4 Determine mean, variance and standard deviation of a binomial distribution.
1.5 Solve problems involving binomial distributions.
Include the characteristics of Bernoulli trials.For learning outcomes 1.2 and 1.4 , derivation of formulae are not required.
Mastery Learning
Cooperative Learning, Integrating ICT
Constructivism, Integrating ICT
Contextual, Integrating ICT
Contextual, Problem solving
Recognising and representingIdentifying patterns, predicting.
Identifying relations, drawing diagrams
Comparing and differentiating
Making inferences.
Rational, accuracy.
Diligence.
Neatness, careful.
Freedom by law, accuracy, careful.
Ability to act independently, self motivated
Discrete randomVariableIndependent trialBernoulli trialsBinomial distributionMeanVarianceStandard deviation
2 Understand and use the concept of normal distribution.
2.1 Describe continuous random variables using set notations.
2.2 Find probability of z-values for Discuss characteristics
Constructivism,Cooperative Learning
Contextual,
Identifying patterns, comparing and differentiatingIdentifying
Honesty, accuracy.
Rational,
Continuous random variableNormal distributionStandard normal
S4 LEARNING
PROBABILITY DISTRIBUTIONS Form 5NO.OFWEEK LEARNING
OBJECTIVES
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME POINTS TO NOTE GENERICS CCTSMORAL VALUE VOCABULARY
Students will be taught to:
Students will be able to:
standard normal distribution.
Convert random variable of normal distributions, X to standardized
variable, Z.
2.4 Represent probability of an event
using set notation.
2.5 Determine probability of an event.
2.6 Solve problems involving normal distributions.
of:a) normal distribution graphs.b) standard normal distribution graphs.Z is called standardized variable
Integration of normal distribution function to determine probability is not required.
Multiple Intelligence
Contextual, mastery learning
Contextual, constructivism.
Cooperative learning
Contextual, cooperative learning, problem solving
relations.
Recognising and representing, identifying relations
Representing and interpreting data.
Making inferences
Identifying and using relationship
accuracy, careful.
Neatness, self-reliance, effort
Honesty
Freedom by law
Ability to act independently, self-confidence
distributionz-valuesstandardized variable
AST LEARNING
MOTION ALONG A STRAIGHT LINE
Form 5NO.OFWEEK LEARNING
OBJECTIVES
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME POINTS TO NOTE GENERICS CCTSMORAL VALUE VOCABULARY
Students will be taught to:
Students will be able to:
2 1 Understand and use the concept of displacement.
Use real-life examples, graphing calculators or computer software such as Geometer’s Sketchpad to explore displacement.
1.1 Identify direction of displacement of a particle from a fixed point.
1.2 Determine displacement of a particle from a fixed point.
1.3 Determine the total distancetraveled by a particle over a time
interval using graphical method.
Emphasize the use of the following symbols:
s = displacement
v = velocity
a = accelerationt = time
where s , v , and a are functions of time.Emphasize the difference between displacement and distance.
Discuss positive, negative and zero displacement.
Include the use of number line.
Contextual
ConstructivismExploratory
Masterylearning
IdentifyingpatternsDrawing diagrams
Comparing and differentiatingDrawing diagrams
Comparing and differentiatingIdentifying relations
Rational
Systematic
Cooperation
ParticleFixed pointDisplacementDistanceVelocityAccelerationTime interval
2 Understand and use the concept of velocity.
Use real-life examples, graphing calculators or computer software such as Geometer’s Sketchpad to explore velocity.
2.1 Determine velocity function of a particle by differentiation.
2.2 Determine instantaneous velocity of a particle.
Emphasize velocity as the rate of change of displacement.Include graphs of velocity functions.Discuss:a) uniform velocityb) zero instantaneous
Constructivism
Mastery learning
Identifying relations
Identifying relationsDrawing
Rational
Cooperation
Systematic
InstantaneousvelocityVelocityfunctionUniform velocityRate of changeMaximum
AST LEARNING
MOTION ALONG A STRAIGHT LINE
Form 5NO.OFWEEK LEARNING
OBJECTIVES
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME POINTS TO NOTE GENERICS CCTSMORAL VALUE VOCABULARY
Students will be taught to:
Students will be able to:
2.3 Determine displacement of a particle from velocity function by Integration.
velocityc) positive velocityd) negative velocity
Masterylearning
diagrams
Finding all possible solutions
displacementstationary
3 Understand and use the concept of acceleration.
Use real-life examples, graphing calculators or computer software such as Geometer’s Sketchpad to explore the concept of acceleration.
3.1 Determine acceleration function of a particle by differentiation.
3.4 Determine instantaneous acceleration of a particle.
3.5 Determine instantaneous velocity of a particle from acceleration
function by integration.
3.4 Determine displacement of a particle from acceleration function by integration.
3.5 Solve problems involving motion along a straight line.
Emphasize acceleration as the rate of change of velocity.
Discuss:a) uniform accelerationb) zero accelerationc) positive accelerationd) negative acceleration
Mastery learning
Mastery learning
Multiple Intelligence
Thinking skills
Multiple intelligence
Identifying relations
Identifying relations
Identifying relations
Finding all possible solutions
Making generalization
Rational
Confident
Systematic
Maximum velocityMinimum velocity
Uniform acceleration
AST LEARNING
MOTION ALONG A STRAIGHT LINE
Form 5
ASS2
LEARNING
LINEAR PROGRAMMING Form 5
NO.OFWEEK LEARNING
OBJECTIVES
SUGGESTED TEACHING AND
LEARNING ACTIVITIES
LEARNING OUTCOME POINTS TO NOTE GENERICS CCTSMORAL VALUE VOCABULARY
Students will be taught to:
Students will be able to:
2 1 Understand and use the concept of graphs of linear inequalities
Use real-life examples, graphing calculators or computer software such as Geometer’s Sketchpad to explore linear programming.
1.1 Identify and shade the region on the graph that satisfies a linear inequality.
1.2 Find the linear inequality that defines a shaded region.
1.3 Shade the region on the graph that satisfies several linear inequalities.
1.4 Find linear inequalities that define a shaded region.
Emphasize the use of solid lines and dashed lines.
Limit to regions defined by a maximum of 3 linear inequalities not including the x-axis and y-axis.
ConstructivismIntegrating ICT
Constructivism
ConstructivismIntegrating ICT
Constructivism
Identifying Relations
Representing and Interpreting DataDrawing Diagrams
Representing and Interpreting Data
Reasoning
Able to act independently
Reasoning
Able to act independently
Linear programmingLinear inequalityDashed lineSolid lineRegionDefinesatisfy
2 Understand and use the concept of linear programming.
2.2 Solve problems related to linear programming by :
a) writing linear inequalities and equations describing a situation.
b) shading the region of feasible solutions.
c) determining and drawing the objective function
ax+by=k, where a,b and
k are constants. d) determining graphically the optimum value of the objective function.
Optimum values refer to maximum or minimum values.Include the use of vertices to find the optimum value.
ContextualCooperative LearningContextual
Multiple Intelligent
Cooperative Learning
Future LearningContextualConstructivism
Recognizing and Representing
Drawing Diagrams
Representing and Interpreting Data
Problem Solving
Collaboration
Steadfastness
Responsible
Open and
Feasible solutionObjective functionParallel linesVertexVertices
Optimum valueMaximum valueMinimum value
ASS2
LEARNING
LINEAR PROGRAMMING Form 5
logical mind