LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES 1. Number Bases 1.1 Understand and use the (i) State zero, one, two, three, …, Use models such as a clock face or a Thinking Skills (2 weeks) concept of number in as a number in base: counter which uses a particular -working out base two, eight and five a) two number base. mentally 2/1 – 12/1 b) eight Number base blocks of twos, eights -identifying c) five and fives can be used to demonstrate relationship the value of a number in the respective (ii) State the value of a digit of a number bases. Teaching Strategies number in base: For example: -Contextual a) two 2435 is learning b) eight - Constructivism c) five - Mastery learning (iii) Write a number in base: - Exploratory a) two b) eight Vocabulary c) five -expand notation in expanded number. Teaching Aids (iv) Convert a number in base: - model (clock face) a) two b) eight Moral Values c) five Cooperation, rational 2 4 3 to a number in base ten and vice Discuss versa. Thinking Skills digits used -working out (v) Convert a number in a certain place values mentally base to a number in another in the number system with a particular -identifying base. number bases. relationship Number base blocks of twos, eights - problem solving (vi) Perform computations and fives can also be used here. For involving: example, to convert 1010 to a number Teaching Strategies a) addition in base two, use the concept of least -Contextual b) subtraction number of blocks (23), tiles (22), learning of two numbers in base two. rectangles (21) and squares (20). In this - Constructivism case, the least number of objects - Mastery needed here are one block, zero tiles, learning one rectangle and zero squares. So, - Exploratory 1010 = 10102. Discuss the special case of converting Vocabulary ANNUAL LESSON PLAN MATHE F5(2014) LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES AREA/WEEKS OBJECTIVES ACTIVITIES a number in base two directly to a -convert number in base eight and vice versa. For example, convert a number in Teaching Aids base two directly to a number in base - models eight through grouping of three - reference book consecutive digits. Moral Values Perform addition and subtraction in Cooperation, honesty, courage. the conventional manner. For example: 1010 + 110 ____________ ____________ 2. Graph of 2.1 Understand and use the (i) Draw the graph of a : Explore graph of functions using Thinking Skills functions II concept of graph of (a) linear function: graphing calculator or the Geometer’s working out mentally (3 weeks) functions. y = ax + b, Sketchpad. identify relationship a,b are constants. 13/1 – 29/1 (b) quadratic function : Compare the characteristics of graph Teaching Strategies y = ax2 + bx + c, of functions with different values of -Contextual a, b, c are constants, a ≠ 0. constants. learning (c) cubic function : For example : - Constructivism y = ax3 + bx2 + cx + d, A B -Mastery learning 14 /1 – PROPHET’S MUHAMMAD’S - Exploratory a, b, c, d are constant, a ≠ 0. BIRTHDAY (d) reciprocal function : y = a/x, Vocabulary 30/1– 4/2 a constant, a ≠ 0. - Linear function HOLIDAY CHINESE NEW YEAR (ii) Find from a graph : - Quadratic function (a) value of y given value of x - Cubic function (b) the value (s) of x, given a - Reciprocal function \ value of y. Graph B is broader than graph A and Teaching Aids (iii) Identify : intersects the vertical axis above the Graph box (a) the shape of graph given a horizontal axis. Scientific Calculator CDROM type of function. (b) the type of function given of graph. (c) the graph given a function and vice versa. LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES ANNUAL LESSON PLAN MATHE F5(2014) 2. Graph of 2.1 Understand and use the (i) Draw the graph of a : Explore graph of functions using Thinking Skills functions II concept of graph of (a) linear function: graphing calculator or the Geometer’s working out mentally (3 weeks) functions. y = ax + b, Sketchpad. identify relationship a,b are constants. 13/1 – 29/1 (b) quadratic function : Compare the characteristics of graph Teaching Strategies y = ax2 + bx + c, of functions with different values of -Contextual a, b, c are constants, a ≠ 0. constants. learning (c) cubic function : For example : - Constructivism y = ax3 + bx2 + cx + d, A B -Mastery learning 14 /1 – PROPHET’S MUHAMMAD’S - Exploratory a, b, c, d are constant, a ≠ 0. BIRTHDAY (d) reciprocal function : y = a/x, Vocabulary 30/1– 4/2 a constant, a ≠ 0. - Linear function HOLIDAY CHINESE NEW YEAR (ii) Find from a graph : - Quadratic function (a) value of y given value of x - Cubic function (b) the value (s) of x, given a - Reciprocal function \ value of y. Graph B is broader than graph A and Teaching Aids (iii) Identify : intersects the vertical axis above the Graph box (a) the shape of graph given a horizontal axis. Scientific Calculator CDROM type of function. (b) the type of function given of graph. (c) the graph given a function and vice versa. AREA/WEEKS OBJECTIVES ACTIVITIES ANNUAL LESSON PLAN MATHE F5(2014) 2. Graph of 2.1 Understand and use the (i) Draw the graph of a : Explore graph of functions using Thinking Skills functions II concept of graph of (a) linear function: graphing calculator or the Geometer’s working out mentally (3 weeks) functions. y = ax + b, Sketchpad. identify relationship a,b are constants. 13/1 – 29/1 (b) quadratic function : Compare the characteristics of graph Teaching Strategies y = ax2 + bx + c, of functions with different values of -Contextual a, b, c are constants, a ≠ 0. constants. learning (c) cubic function : For example : - Constructivism y = ax3 + bx2 + cx + d, A B -Mastery learning 14 /1 – PROPHET’S MUHAMMAD’S - Exploratory a, b, c, d are constant, a ≠ 0. BIRTHDAY (d) reciprocal function : y = a/x, Vocabulary 30/1– 4/2 a constant, a ≠ 0. - Linear function HOLIDAY CHINESE NEW YEAR (ii) Find from a graph : - Quadratic function (a) value of y given value of x - Cubic function (b) the value (s) of x, given a - Reciprocal function \ value of y. Graph B is broader than graph A and Teaching Aids (iii) Identify : intersects the vertical axis above the Graph box (a) the shape of graph given a horizontal axis. Scientific Calculator CDROM type of function. (b) the type of function given of graph. (c) the graph given a function and vice versa. As reinforcement, let students play a Moral Values (iv) Sketch the graph of a given game; for example matching cards of Cooperation, rational linear, quadratic, cubic or graphs with their respective functions. reciprocal function. When the students have their CCTS: 2.2 Understand and use the (i) Find the point(s) of matching partners, ask them to group Thinking skills concept of the solution intersection of two graphs. themselves into four groups of types -Evaluating of an equation by (ii) Obtain the solution of an of functions. Finally, ask each group -Constructing graphical method equation by finding the to name the type of function that is -Problem solving (iii) Point(s) of intersection of depicted on the cards. Teaching Strategies: two graphs. -Constructivism (iv) Solve problems involving -graphing (v) solution of an equation by Explore using graphing calculator or -cooperative learning graphical method. the Geometer’s Sketchpad to relate the 1 2.3 Understand and use - Mastery (i) Determine whether a given points x-coordinate of a point of intersection the concept of the learning satisfies: of two appropriate graphs to the region representing - Exploratory y = ax + b or y > ax + b or solution of a given equation. Make inequalities in two - Problem solving y < ax + b. generalization about the point(s) of variables intersection of the two graphs. Vocabulary: ANNUAL LESSON PLAN MATHE F5(2014)
LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES 10. Plans and 10.1 Understand and use the (i) Identify orthogonal Use models, blocks or plan and Thinking Skills elevations concept of orthogonal projection. elevation kit. - identifying (2 weeks) projection relationship (ii) Draw orthogonal Carry out activities in groups where - describing 5/2 – 16/2 projection, given an object students combine two or more - problem solving and a plan. different shapes of simple solid - drawing diagrams objects into interesting models and Teaching Strategies (iii) Determine the difference draw plans and elevations for these - Contextual between an object and its models. learning orthogonal projection with - Constructivism respect to edges and angles. Use models to show that it is - Mastery important to have a plan and at least learning 10.2 Understand and use the (i) Draw the plan of a solid two side elevations to construct a solid concept of plan and object. object. Vocabulary elevation Orthogonal (ii) Draw Projection a) the front elevation Carry out group project: Plan b) side elevation of a Draw plan and elevations of buildings Front elevation solid object. or structures, for example students’ or Side elevation teacher’s dream home and construct a Teaching Aids (iii) Draw scale model based on the drawings. - models a) the plan Involve real life situations such as in - blocks b) the front elevation building prototypes and using actual - plan and elevation kit c) the side elevation home plans. of a solid object to scale. Moral Values Cooperation, rational, justice, (iv) Solve problems involving freedom, courage plan and elevation.
LEARNING TEACHING AND LEARNING
LEARNING OBJECTIVS LEARNING OUTCOMES STRATEGIES AREA/WEEKS ACTIVITIES 3.1 Understand and use the I. Determine the image of an object under Relate to transformations in real life Thinking Skill 3. concept of combination of two combination of two isometric situation such as tessellation Working out mentally Transformation III transformations. transformations. patterns on walls, ceiling or floors. Identify relationship (3 weeks) II. Determine the image of an object under Translating combination of: Explore combined transformation Problem solving 17/2 – 9/3 a) two enlargements using the graphing calculator, the Drawing diagram ANNUAL LESSON PLAN MATHE F5(2014) b) an enlargement and an Geometer’s Sketchpad, or the isometric transformation. overhead projector and Teaching Strategies III. Draw the image of an object under transparencies. Contextual learning combination of two transformations. Mastery learning IV. State the coordinates of the image of a Investigate the characteristics of an Conceptual Learning point under combined transformation object and its image under Constructivism V. Determine whether combined combined transformation. Cooperative Learning 3.2 Understand and use the transformation AB is equivalent to Enquiry concept of combination of two combined transformation BA. Carry out projects to design patterns transformations. VI. Specify two successive using combined transformations that Vocabulary transformations in a combined can be used as decorative purposes. -Combined transformation transformation given the object and These projects can then be presented -equivalent the image. in classroom with the students -reflection VII. Specify a transformation which is describing or specifying the -translation equivalent to the combination of two transformations involved. -enlargement isometric transformations. -rotation VIII. Solve problems involving Use the Sketchpad to prove the transformation single transformation which is Teaching aids equivalent to the combination of - Geometer’s two isometric transformations. Sketchpad 10 / 3 – 21 /3 MID SEMESTER 1 - graphing calculator EXAMINATION -graph paper -a pair of compass -ruler 22 / 3 – 30 /3 MID SEMESTER 1 HOLIDAY Moral Values Cooperation, Courage, Rational Mental & Physical Cleanliness ANNUAL LESSON PLAN MATHE F5(2014) LEARNING LEARNING LEARNING OUTCOME TEACHING AND STRATEGIES AREA/WEEKS OBJECTIVES Student will be able to… LEARNING ACTIVITIES 4. Matrices 4.1 Understand and use the (i) Form a matrix from given information. Represent data in real life Thinking Skills (3 weeks) concept of matrix. (ii) Determine : situations, for example, the -working out i. The number of rows price of food on a menu, in mentally 31/3 – 20/4 ii. the number of columns table form and then in matrix -identifying iii. The order of a matrix form. relationship 18 / 4 – GOOD FRIDAY (iii) Identify a specify element in a matrix. Use student seating positions in the classroom by rows and Teaching Strategies 4.2 Understand and use the (i). Determine whether two matrices are equal. columns to identify a student -Contextual concept of equal (ii). Solve problem involving equal matrices. who is sitting in a particular learning matrices. row and in particular column - Constructivism (i) Determine whether addition or as a concrete example. - Mastery 4.3 Related to real life subtraction can be performed on two Discuss equal matrices in term learning situations such as in given matrices. of : - Exploratory industrial productions. (ii) Find the sum or the difference of two The order matrices. The corresponding Vocabulary (iii) Perform addition and subtraction on a elements. -standard form few matrices. -single number Related to real life situations (iv) Solve matrix equations involving -scientific such s keeping score of medal addition and subtraction. notation tally or point in sports. Related to real life situations 4.4 Perform multiplication (i) Multiply a matrix by a number. Teaching Aids such as in industrial of a matrix by a (ii) Express a given matrix as a -flash card productions. number. multiplication of another matrix by a -scientific Calculator Related to real life situations number. such as finding the cost of a Moral Values (iii) Perform calculation on matrices meal in the restaurant Cooperation, rational involving addition, subtraction and For matrices A and B, discuss scalar multiplication. the relationship between AB Thinking Skills (iv) Sole matrix equations involving and BA -working out addition, subtraction and scalar mentally multiplication. -identifying relationship 4.5 Perform multiplication (i) Determine whether two matrices of two matrices can be multiplied and state the Vocabulary order of the product when two -standard form matrices can be multiplied -single number (ii) Find the product of two matrices -product (iii) Solve matrix equations involving -identity matrix multiplication of two matrices -unit matrix Begin with discussing the 4.6 Understand and use the (i) Determine whether a given matrix Vocabulary ANNUAL LESSON PLAN MATHE F5(2014) LEARNING LEARNING LEARNING OUTCOME TEACHING AND STRATEGIES AREA/WEEKS OBJECTIVES Student will be able to… LEARNING ACTIVITIES 4. Matrices 4.1 Understand and use the (i) Form a matrix from given information. Represent data in real life Thinking Skills (3 weeks) concept of matrix. (ii) Determine : situations, for example, the -working out i. The number of rows price of food on a menu, in mentally 31/3 – 20/4 ii. the number of columns table form and then in matrix -identifying iii. The order of a matrix form. relationship 18 / 4 – GOOD FRIDAY (iii) Identify a specify element in a matrix. Use student seating positions in the classroom by rows and Teaching Strategies 4.2 Understand and use the (i). Determine whether two matrices are equal. columns to identify a student -Contextual concept of equal (ii). Solve problem involving equal matrices. who is sitting in a particular learning matrices. row and in particular column - Constructivism (i) Determine whether addition or as a concrete example. - Mastery 4.3 Related to real life subtraction can be performed on two Discuss equal matrices in term learning situations such as in given matrices. of : - Exploratory industrial productions. (ii) Find the sum or the difference of two The order matrices. The corresponding Vocabulary (iii) Perform addition and subtraction on a elements. -standard form few matrices. -single number Related to real life situations (iv) Solve matrix equations involving -scientific such s keeping score of medal addition and subtraction. notation tally or point in sports. Related to real life situations 4.4 Perform multiplication (i) Multiply a matrix by a number. Teaching Aids such as in industrial of a matrix by a (ii) Express a given matrix as a -flash card productions. number. multiplication of another matrix by a -scientific Calculator Related to real life situations number. such as finding the cost of a Moral Values (iii) Perform calculation on matrices meal in the restaurant Cooperation, rational involving addition, subtraction and For matrices A and B, discuss scalar multiplication. the relationship between AB Thinking Skills (iv) Sole matrix equations involving and BA -working out addition, subtraction and scalar mentally multiplication. -identifying relationship 4.5 Perform multiplication (i) Determine whether two matrices of two matrices can be multiplied and state the Vocabulary order of the product when two -standard form matrices can be multiplied -single number (ii) Find the product of two matrices -product (iii) Solve matrix equations involving -identity matrix multiplication of two matrices -unit matrix Begin with discussing the 4.6 Understand and use the (i) Determine whether a given matrix Vocabulary
21 /14/ 5– –EASTER LABOUR DAY MONDAY ANNUAL LESSON PLAN MATHE F5(2014)
LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES 6. Gradient and 6.1 Understand and use the (i) State the quantity represented Use examples in various areas such CCTS area under a concept of quantity by the gradient of graph. as technology and social science. i)Thinking skills : graph. represented by the - interpreting ( 2 weeks ) gradient of a graph. (ii) Draw the distance-time Compare and differentiate between - generalization graph, given: distance-time graph and speed-time -drawing diagram. 5/5 – 12/5 a. a table of distance-time graph. values. ii) Teaching strategies: 14 / 5 – 27 /5 b. a relationship between distance - discussion SEMESTER 1 EXAMINATION and time. (iii) Find and interpret the Vocabulary: gradient of a distance-time - gradient graph. - distance-time 28 / 5 – 15 /6 Use real life situations such as -speed-time (iv) Find the speed for a period of travelling from one place to another -acceleration SEMESTER 1 HOLIDAY time from a distance-time by train or by bus. -deceleration graph. -constant speed Use examples in social science and -distance (v) Draw a graph to show the economy. -average speed 16/6 – 22/6 relationship between two -uniform speed variable representing certain measurement and state the Moral value: meaning of its gradient. - Cooperation - rationality 6.2 Understand the concept (i) State the quantity represented Discuss that in certain cases, the area of quantity represent by the area under a graph. under a graph may not represent any Teaching aids: any meaningful meaningful quantity. - CD courseware quantity. (ii) Find the area under a graph. For example : The area under the distance-time (iii) Determine the distance by graph. finding the area under the Discuss the formula for finding the following types of speed-time area under a graph involving: graphs: a straight line which is a) v = k (uniform speed) parallel to the x-axis. b) v = kt a straight line in the form of c) v = kt + h y = kx + h. d) a combination of the above. a combination of the above. ANNUAL LESSON PLAN MATHE F5(2014) LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES AREA/WEEKS OBJECTIVES ACTIVITIES (iv) Solve problems involving gradient and area under a graph.
LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES 7. Probability 7.1 Understand and use the (i) Determine the sample Discuss equiprobable sample space Thinking Skills concept of probability space of an experiment through concrete activities, begin -working out ( 2 weeks ) of an event with equally likely with simple cases ( tossing fair coin) mentally outcomes. Use tree diagrams to obtain sample -identifying 23/6 – 6/7 space for tossing a fair coin or tossing relationship (ii) Determine the probability a fair die activity. Teaching Strategies of an event with Produce P(A) = 1 and P(A) = 0. - Constructivism equiprobable sample Include events in real life situations - Exploratory space. such as winning or losing a game and passing or failing an exam. Vocabulary (iii) Solve problems involving Use real life situations to show the -equally likely probability of an event relationship between -equiprobably sample A or B and A B space 7.2 Understand and use the (i) State the complement of an A and B and A ∩ B. -tree diagram concept of probability of event in : - complement of an event a) words An example of situation being chosen combined event to be a member of an exclusive club Teaching Aids b) set notation with restricted conditions. -coins Use tree diagrams& coordinate planes -dice (ii) Find the probability of the complement of an event to find outcomes of combined events. Moral Values Use two-way classification tables of Cooperation, rational (i) List the outcomes for events from newspaper articles or 7.3 Understand and use the statistical data to find probability of Thinking Skills events: concept of probability of combined events. Ask students to -working out a) A or B as element of combined event create tree diagram from these tables. mentally set A B -making inference Example(two-wayclassification table) b) A and B as elements Means of going to work Teaching Strategies of set A ∩ B. Officers car bus Others - Constructivism Men 56 25 83 - Contextual Learning (ii) Find the probability by Women 50 42 37 Discuss: Vocabulary listing the outcomes of the - combined event combined event: Situation where decisions to be made a) A or B based on probability, example in ANNUAL LESSON PLAN MATHE F5(2014) LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES AREA/WEEKS OBJECTIVES ACTIVITIES b) A and B business, as determining the value for Teaching Aids a specific insurance policy and time - CD-ROM (iii) Solve problems involving the slot for TV advertisements. - worksheets probability of combined event. The statement “ probability is the underlying language of statistics”.
LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES 8.Bearing 8.1 Understand and use the (i) Draw and label the eight main Carry out activities or games Thinking Skills (2 weeks) concept of bearing compass direction: involving finding direction using a -describing b. North,south,east,west compass, such as treasure hunt or -interpreting 7/7 – 20/7 c. North-east, north-west scavenger hunt. It can also be about -drawing diagram d. south –east, south-west. locating several points on a map. -problem solving e. Teaching Strategies (ii) State the compass angle of any Discuss the use of bearing in real life -Contextual compass direction. situation. For example, in map reading learning and navigation. - Constructivism (iii) Draw a diagram of a point which - Mastery learning shows the direction of B relative to another point A given the bearing of Vocabulary B from A. -north-east -south-east (iv) State the bearing of point A from -north-west point B based on given information. -south-west -compass angle (v) Solve problems involving bearing. -bearing Teaching Aids -compass. Map, scientific calculator, geometry set, worksheets. Moral Values Cooperation, rational ANNUAL LESSON PLAN MATHE F5(2014) 9. Earth as a sphere 9.1 Understand and use the i) Sketch a great circle through the north Models such as globes should be used. Thinking Skills (3 weeks) concept of longitude. and south poles. -working out Introduce the meridian through Mentally 21/7 –10/8 ii) State the longitude of a given point. Greenwich in England as the -classifying Greenwich Meridian with longitude -categorizing 0˚. Teaching Strategies 18 / 8 – 29/08 - Constructivism 1ST TRIAL SPM iii) Sketch and label the a meridian with - Exploratory the longitude given. Teaching Aids -globe or map
LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES 2 Discus that: Moral Values 3 iv) Find the difference between two All points on a meridian have Cooperation, rational longitudes. the same longitude 4 There are two meridians on a Thinking Skills 5 great circle through both -compare and contrast 9.2 Understand and use the i) Sketch a circle parallel to the equator. poles -constructing concept of latitude. Meridians with longitudes x˚E (0r W) and 180˚ - x˚)W ii) State the latitude of a given point. (or E) form a great circle Teaching Strategies through both poles. - Constructivism - Exploratory iii) Sketch and label a parallel of Emphasize that latitude. The latitude of the equator is 0˚ Teaching Aids Latitude ranges from 0˚ to -globe or map iv) Find the difference between two 90˚ ( or S ) latitudes Moral Values Involve actual places on the earth. Cooperation, rational
Express the difference between two
latitudes with an angle in the range of Thinking Skills 0˚ < x < 180˚. -working out 9.3 Understand the concept Mentally i) State the latitude and longitude of a Use a globe or a map to find locations of location of a place -describing given place of cities around the world -giving opinion ii) Mark the location of a place Use a globe or a map to name a place ANNUAL LESSON PLAN MATHE F5(2014) 9. Earth as a sphere 9.1 Understand and use the i) Sketch a great circle through the north Models such as globes should be used. Thinking Skills (3 weeks) concept of longitude. and south poles. -working out Introduce the meridian through Mentally 21/7 –10/8 ii) State the longitude of a given point. Greenwich in England as the -classifying Greenwich Meridian with longitude -categorizing 0˚. Teaching Strategies 18 / 8 – 29/08 - Constructivism 1ST TRIAL SPM iii) Sketch and label the a meridian with - Exploratory the longitude given. Teaching Aids -globe or map
LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES AREA/WEEKS OBJECTIVES ACTIVITIES 9.4 Understand and use the i) Find the length of an arc of a great Use a globe to find the distance Thinking Skills concept of distance on circle in nautical mile, given the between two cities or towns on the -working out the surface of the earth subtended angle at the centre of the earth same meridians. Mentally to solve problems and vice versa -giving opinion ii) Find the distance between two points measured along a meridian, given the latitudes of both points. Teaching Strategies - Constructivism iii) Find latitude of point given latitude - Exploratory 29 / 9 – 10/10 of another point and distance between Sketch the angle at the centre of the 2ND TRIAL SPM two points along same meridian. earth that is subtended by the arc Vocabulary iv) Find the distance between two points between two given points along the Nautical mile measured along the equator, given the equator. Discuss how to find the value longitudes of both points of this angle. v) Find the longitude of a point given the Teaching Aids longitude of another point and the -globe or map distance between the two points along the equator. Moral Values Use models such as the globe to find Cooperation, rational vi) State relation between radius of earth relationships between the radius of the and the radius of a parallel of latitude. earth and radii parallel of latitudes Thinking Skills vii) State the relation between the length -working out of an arc on the equator between two Mentally meridians and length of corresponding -constructing ANNUAL LESSON PLAN MATHE F5(2014) 9. Earth as a sphere 9.1 Understand and use the i) Sketch a great circle through the north Models such as globes should be used. Thinking Skills (3 weeks) concept of longitude. and south poles. -working out Introduce the meridian through Mentally 21/7 –10/8 ii) State the longitude of a given point. Greenwich in England as the -classifying Greenwich Meridian with longitude -categorizing 0˚. Teaching Strategies 18 / 8 – 29/08 - Constructivism 1ST TRIAL SPM iii) Sketch and label the a meridian with - Exploratory the longitude given. Teaching Aids -globe or map
LEARNING LEARNING LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES arc on a parallel of latitude. Find the distance between two cities -problem solving viii) Find distance between two points or towns on the same parallel of measured along a parallel of latitude latitude as a group project. Teaching Strategies ix) Find the longitude of a point given - Constructivism the longitude of another point and the - Exploratory distance between the two points along a parallel of latitude. x) Find the shortest distance between Use the globe and a few pieces of Teaching Aids two points on the surface of the earth. string to show how to determine the -globe or map xi) Solve problems involving: shortest distance between two points a) distance between two points on the surface of the earth. Moral Values b) traveling on surface of earth Cooperation, rational REVISON FOR SPM