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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
10/1
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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
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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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- DrawingDiagram
- MakingAnalogies
- Comparing &Contrasting
- IdentifyingRelations
- Workingbackwards
- Classifying
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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
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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.
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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
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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
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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.
Use concrete materials and drawings to
demonstrate the relationship between mixednumbers and improper fractions.
Use calculators to explore the relationship between
mixed numbers and improper fractions.
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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
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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
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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.
Use concrete materials and drawings to
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
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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
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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
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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
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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
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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
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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
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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
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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
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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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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
37
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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
-
7/28/2019 Yearly Teaching Plan Maths Form 1(2011)
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