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Unit Lesson Plan

Dates: 20 July 25 September 2015


Term: 3
Subject: Mathematical Studies
Unit Name:
Working with Linear Equation and Matrices (Topic 3)
Summary of unit:

Using Linear Equations (Subtopic 3.1)


Solutions to Systems of Equations (Subtopic 3.2)
Matrices (Subtopic 3.3)

Standards:

The use of mathematical algorithms and techniques (implemented electronically where appropriate) to find mostly correct solutions to
routine questions.
Use of generally appropriate notation, representations and terminology.
Generally accurate application of knowledge and skills to answer questions set in applied and theoretical contexts.
Generally appropriate interpretation of the mathematical results in the context of the problem.
Appropriate application of mathematical models.
Some accurate and generally complete solutions to mathematical problems set in applied and theoretical contexts.

Objectives:

To
To
To
To
To
To
To

examine how some problems be expressed as systems of linear equations.


examine how systems of linear equations can be solved.
understand the different types of solution of a system of linear equations.
examine what are matrices.
study how matrices are used to represent real-world situations.
examine the operations that can be applied to matrices.
examine the identity matrix for matrix multiplication.

Materials & resources:

Year 12 Mathematical Studies by Haese & Harris Publications


Smart board
Graphics calculator
Explain Everything
Computers/laptops/tablets/phones
Geogebra
Prezi
Projector
IXL website
Edmodo
Quizlet
Test papers
Title

Time

Lesson
1

Using Linear Equations (Subtopic 3.1)

50 minutes

Lesson
2

Solution to Systems of Equations (Subtopic 3.2)

50 minutes

Lesson
3

Solution to Systems of Equations (Subtopic 3.2) - continued

50 minutes

Lesson
4

Matrices (Subtopic 3.3)

50 minutes

Lesson
5

Matrices (Subtopic 3.3) - continued

50 minutes

Lesson
6

Revision

50 minutes

Lesson
7

Test

50 minutes

Assignment and Activities:


Assignments and/or Activities
Lesson
1

Socratives Exit Ticket at the end of the lesson.

Lesson
2

Lesson

Poll Everywhere at the beginning of the lesson.


Explain Everything making a video podcast
-

3
Lesson
4

Prezi presentation
Practice questions on IXL website

Lesson
5

Quiz on Edmodo

Lesson
6

Revision

Lesson
7

Test

Lesson Plan 1
Title: Using Linear Equations (Subtopic 3.1)
Year/Grade Level:

Subject area:

Duration of lesson:

Date: 20 July 25 September 2015

Year 12

Mathematical Studies

50 minutes

Term: 3

Learning outcomes:
1. Students will be able to identify the variables involved when
expressing problems as systems of linear equations.
2. Students will be able to identify the relationships implied by the
contextual information and construct linear equations from these
relationships.
3. Students will know that possible solutions to systems of linear
equations are either unique or non-unique.

Evidenced by:
1. The use of mathematical algorithms and techniques
(implemented electronically where appropriate) to find mostly
correct solutions to routine questions.

Resource:
Smart board, Year 12 Mathematical Studies by Haese & Harris Publications, graphics calculator

Duratio
n
10
minutes

Teacher Activities

20
minutes

Student Activities

Display the following warm up questions on the


Smart Board:
1. What is a linear equation?

2. Give 3 examples of linear equations in


terms of x and y.
Ask students their thoughts on question 1 then

give them the formal definition of a linear


equation.
Get 3 students to write 1 example of a linear
equation each on the Smart Board.
Tell the students that if we combine the 3
examples, it forms a system of linear equations.
Ask students to use a graphics calculator to plot
those 3 linear equations.

Talk about 2 x 2 and 3 x 3 systems of linear


equations.
Talk about solutions that satisfy systems of linear
equations by working through Example 1 (page
317).
Explain what are unique and non-unique solutions
of a system of linear equations.

Students will participate by guessing


the answer to question 1.
Three students will then write an
example of a linear equation on the
Smart Board.
Students will use a graphics
calculator to plot the 3 linear
equations and observe the graph
produced.

Assessment
Getting students to present their
answers up on the board.

Students will listen and take notes.

5
Show question 1 from exercise 9A.1 on the Smart Students will try and do the questions
minutes
Board and get students to do part a and b.
individually.

Get students to put their hands up


if they got it right.

Work through question 1

Students will check their answers

10
minutes

Explain how to identify variables and how to


construct a system of linear equations by working
through Q1 (Exercise 9A.2, page 320).

Students will listen and take notes.

5
minutes

Check the students understanding by setting Q2


(Exercise 9A.2, page 317) as an exit ticket using
Socrative and get students to do it.

Students need to complete the question


on Socrative because its their exit
ticket to leave the class. Students will
leave once theyve submitted their
answers.

Check the answers that students


have submitted on Sorcrative.

Classroom Management
Early Finishers: Get early finishers to go around helping their peers.

ICT used
Smart
Board

Rationale for using ICT

You can save time by displaying questions and examples


from the textbook up the board without having to write
everything down by hand.
You are also able to highlight keywords from the
instructions with different coloured pens.
Graphics
You would not need to go around helping students draw their
Calculato graphs but focus on the learning point of this activity, which is
r
for them to observe the graph of a system of linear equations.

Late Finishers: Get students to do the questions as homework


questions and bring it in the next day.
How ICT can enhance student learning
Instead of giving boring black and white handouts, the brightly
coloured questions will attract students interest.

Students are able to observe the graph of a system of linear


equations without the need to draw them by hand.

Socrative

It is a fun way to get students to do work at the end of the class


and check their understanding.

An exit ticket will serve as a form of motivation for students to


do their work even if its at the end of a lesson.

Lesson Plan 2
Title: Solutions to Systems of Equations (Subtopic 3.2)
Year/Grade Level:

Subject area:

Duration of lesson:

Date: 20 July 25 September 2015

Year 12

Mathematical Studies

50 minutes

Term: 3

Learning outcomes:

Evidenced by:

1. Students will be able to solve system of linear equations with


two or three variables by algebraic methods.
2. Students will be able to use electronic technology to solve
systems up to 5 variables.

1. Use of mathematical algorithms and techniques


(implemented electronically where appropriate) to find
mostly correct solutions to routine questions.
2. Use of generally appropriate notation, representations and
terminology.

Resource:
Year 12 Mathematical Studies by Haese & Harris Publications, Explain Everything, laptops/ipads/phones
Duratio
n

Teacher Activities

Student Activities

Assessment

5 mins

Review

Students will use their mobile phones or

Check the polls to see the

Using Poll Everywhere, get students to vote on


laptops and vote for what they think is
the best representation of a system of linear
the best representation of a system of
equations. (1 answer will be the correct
linear equations.
representation while the other 2 answers would be
wrong) Then reveal the correct answer.
20 mins State that the solution of 2 x 2 systems of linear
equations by substitution and elimination can be
reviewed and extended to larger systems.
Show students how to detach the coefficients and
write the system of linear equations in an
augmented matrix form.
Talk about the three elementary row operations
for matrices:
o Interchange rows
o Replace any row by a non-zero multiple of
itself
o Replace any row by itself plus (or minus) a
multiple of another row
Using Example 2 (page 323), show students how
to perform the elementary row operations on an
augmented matrix to reduce it to row-echelon
form and then solve it by back-substitution.
10 mins Split the students into groups of 5.
Using Explain Everything, get each group to
make a video podcast on the following items:

Students will listen and take notes.

In their respective groups, student will


need to find out:
o The definition of a row echelon

percentage of students that


understand/remember the correct
representation of a system of
linear equations.

o Explain what is a row echelon form for a 3 x


3 system of linear equations.
o Solve Question 1 (either a, b or c on page
327).
o Select and use a technology to check your
answers for Question 1.
15 mins Get the students to present their video podcast by
using a projector.
Watch and assess the content of their podcast.

form for a 3 x 3 system of linear


equations.
o The solution to Question 1.
o The best technology to check their
answers for Question 1.
Students take turns to present their
podcast in their respective groups.

Assess the students based on the


following:

Correct definition of the row


echelon form of a 3 x 3
matrix. (1 mark)
Correct use of elementary row
operation(s) in Question 1. (1
mark)
Correct solution to Question
1. (1 mark)
The correct use of a
technology to check their
answers. (1 mark)

Classroom Management
Early Finishers: Get students to test if they chosen form of technology
can be used to solve for systems with 5 variables.

Late Finishers: Get the students to finish the podcast and submit it
in.

ICT used
Poll

Everywher
e

Rationale for using ICT


You can quickly check the whole class
understanding of the previous topic. If more
than 50% of the class gets it wrong, you
might need to work more on the topic.

Explain Its more interesting and a normal


Everything presentation as students are able to do more
with it. It also takes less time and mess to
create a podcast compared to creating a
presentation using coloured cardboards. A
great form of assessment too.

How ICT can enhance student learning


Since voting is anonymous, students will not be afraid of trying and their
answer would not be influenced by their peers. For example, if you were to
ask them to put their hands up instead, they might just be putting they hands
up because everyone else is doing it.
You are only able to check the students understanding when they actually
try to do the question by themselves.
Students are able to enhance they creativity through the making of a video
podcasts. This includes the shy or stage-fright students that dont normally
do well in class presentations.
The podcasts made can be shared among the other groups so that they are
able to re-watch for revision at a later time.

Lesson Plan 3
Title: Solutions to Systems of Equations (Subtopic 3.2) - continued
Year/Grade Level:

Subject area:

Duration of lesson:

Date: 20 July 25 September 2015

Year 12

Mathematical Studies

50 minutes

Term: 3

Learning outcomes:

Evidenced by:

1. Students will know how to solve a system of linear equations


with a unique solution.
2. Students will know how to solve a system of linear equations
with infinitely many solutions whereby parameters can be used
to describe an infinite set of solutions.
3. Students will be able to identify if a system of linear equations
has no solution.

1. Generally accurate application of knowledge and skills to


answer questions set in applied and theoretical contexts.
2. Generally appropriate interpretation of the mathematical
results in the context of the problem.

Resource:
Year 12 Mathematical Studies by Haese & Harris Publications, graphics calculator, Geogebra
Duratio
n

Teacher Activities

5 mins

Review

Student Activities

Students will recall how a 3 x 3


system of linear equations can be

Assessment

10 mins

Show how a general 3 x 3 system of linear


equations can be presented in an augmented
matrix form.
Show the reduced row echelon form of this
general matrix.
Get students to work through Example 4 (page
327) step by step to solve the system of linear
equations to find a unique solution.
Get students to use a graphics calculator to
check the answer.

10 mins

Work through Example 6 (page 330) to show


students that the system of linear equations has
no solution.
Get students to check this answer with their
graphics calculator.
Work through Example 7 (page 331) to show
students that the system of linear equations has
infinitely many solutions.
Get students to check this answer with their
graphics calculator.

presented in an augmented matrix


form.
Students will recall the reduced
echelon form of this general 3 x3
matrix.
Each student performs an elementary
row operation on the matrix on the
board until the matrix is in a rowechelon form.
The last student shows how to get a
unique solution from the rowechelon form.
Other students check the answer
using their graphics calculator.
Students observes how the teacher
identifies that a system of linear
equations that has no solutions.
Student checks the answer using their
graphics calculators.
Students observe how the teacher
solves a system with infinitely many
solutions.
Students check the answer with their
graphics calculators.

Check students understanding as


they work through the example on
the board.

10 mins

Get students to work through question Question


4 (Exercise 9E, page 335) in pairs.

Students work through solving the


system of linear equations involving
a real life application (fitting
polynomial curves through points).

10 mins

Demonstrate the use of Geogebra to check the

students answer.
First, plot the two points (1000,8000) and (4000,
17000) then use FitPoly[(1000,8000),(4000,
17000),2] to fit a polynomial through the points.
This will show the quadratic graph as well as the
quadratic function which is the answer.

Students listen and take notes.


Students check if the solution shown
is the same as the one they worked
out.

5 mins

Summarize by talking about the way to


determine if a system of linear equation has a
unique solution, no solution or infinitely many
solutions by looking at the last row of the
reduced-echelon form of the matrix.

Get students to put their hands up


if they got the answers right.

Students listen and take note.

Classroom Management
Early Finishers: Early finishers can write their solutions up on the board.

Late Finishers: Finish up as homework and submit it in the next


lesson.

ICT used

Rationale for using ICT

How ICT can enhance student learning

Graphics

A graphics calculator is a great tool to check

If students find that their answer is wrong, they will redo it to get it right.

calculator
Geogebra

answers.
Geogebra visualises the problem.

If they cant get it right, they are able to get help.


Geogebra helps students visualise the problem.
Visualisation helps students understand the concept better.

Lesson Plan 4
Title: Matrices (Subtopic 3.3)
Year/Grade Level:

Subject area:

Duration of lesson:

Date: 20 July 25 September 2015

Year 12

Mathematical Studies

50 minutes

Term: 3

Learning outcomes:

Evidenced by:

1. Students will be able to identify the order of matrices.


2. Students will understand the application of matrices in realworld situations.
3. Students will be able to perform the addition and subtraction of
matrices.

1. Use of generally appropriate notation, representations and


terminology.
2. Appropriate application of mathematical models.
3. Generally accurate application of knowledge and skills to
answer questions set in applied and theoretical contexts.

Resource:
Year 12 Mathematical Studies by Haese & Harris Publications, laptops/computer access, Prezi, projector, internet acesss, IXL website
Duratio
n

Teacher Activities

5 mins

Review and introduction

Student Activities

Talk about how we have been putting system of


linear equations in an augmented matrix form to
solve the system.

Students recall what an augmented


matrix is.
4 students volunteer to fill in the
blanks for the following definition of

Assessment
Assessing students based on their
knowledge of the definition of a
matrix. Observe the 4 students
that volunteer to write their

10 mins

10 mins

a matrix: A matrix is a _____ array of answers up on the board. Also


______ arranged in _____ and
observe if their answers are
_______.
correct or wrong.

Ask 4 students to fill in the blanks for the


following definition of a matrix that is written
up on the smartboard:
A matrix is a (rectangular) array of (numbers)
arranged in (rows) and (columns).
Give the following context to the students:
A real estate agent is in charge of renting out a
flat, unit and house. The flat has 6 chairs, 1
table and 2 beds while the unit has 9 chairs, 2
tables and 3 beds. The house however has 10
chairs, 3 tables and 4 beds.
Ask students to put this information in tabular
form with the rows and columns labelled to
identify what the elements represent.
Get students to write this in matrix form.
State the general definition of the order of a
matrix.
Get students to write down the order of for the
furniture inventory matrix.

Students should be able to come up


with a table which looks like this:
Furniture inventory
Chairs

Tables

Beds

Flat

Unit

House

10

(page 342)
Students write the above table in
matrix form.
Students write down the order of this
matrix.

Split the class into 5 groups.

Get each group to do a presentation using Prezi


stating 3 ways matrices can be used to represent
real-world situations with brief descriptions.

Students work in their groups to


create a Prezi presentation on the 3
ways matrices can be used to
represent real-world situations and
include brief descriptions.

Walk around the class checking


and correcting students work.

10 mins

Get students to present their findings.

Students will search for information


online.

Students present their findings in


their respective groups.

Assess the students based on the


following criteria:
1. One correct application of
matrices in real-world
situations. (1 mark for
each application,
maximum 3 marks)
2. Description of application.
(2 marks good, 1 mark
some attempt)

10 mins

5 mins

Work through Example 2 (page 345) on the


board to show students how matrix addition is
done.
Work through Example 3 (page 346) on the
board to show the students how matrix
subtraction is done.
Work through Example 4 (page 347) on the
board to show students how scalar
multiplication on a matrix is done.

Students listen and take notes.

On their computers, get students to do 2 short


questions on matrix addition and subtraction
through the IXL website

On their computers, students will


Assess students work by going
complete 2 questions on matrix
through their solutions which
addition and subtraction through the
have been emailed to you.

(http://au.ixl.com/math/year-12/add-andsubtract-matrices) and 1 short question on the


scalar multiplication on the matrix through
IXL website. (http://au.ixl.com/math/year12/multiply-a-matrix-by-a-scalar)
Ask students to screenshot their solutions after
submitting their answers and email it to you.

IXL website
(http://au.ixl.com/math/year-12/addand-subtract-matrices) and 1 short
question on scalar multiplication of a
matrix through the IXL website
(http://au.ixl.com/math/year12/multiply-a-matrix-by-a-scalar).
Students will screenshot their
solutions after pressing the submit
button on the website (which gives
an explanation if the student gets the
wrong answer) and email it to the
you.

Classroom Management
Early Finishers: Get students to test their knowledge on matrix
vocabulary by trying questions on the IXL website.
(http://au.ixl.com/math/year-12/matrix-vocabulary)
ICT used
Prezi

Rationale for using ICT

Its a very user-friendly tool for the


students to use to create presentations.
Its also much easier to navigate around
compared to a powerpoint slide since you

Late Finishers: Get students to finish up their work at home and


email it to you before the next lesson.

How ICT can enhance student learning

It allows the students to express their creative side.


Students will be very engaged in the lesson and will learn a lot about the topic
from doing a presentation.

IXL
website

can just pick and click which slide you


want to zoom into.
IXL website has tons of practice questions
for all year levels.
By using the IXL website, teachers would
not need to come up with practice
questions.
The IXL website checks the students
answer and also provides an explanation if
students get the answer wrong. Therefore,
teachers would not need to go around
checking if students are getting the right
answer but instead focus on the students
that need help.

Students get instant feedback when doing questions on this website.


If they get their answers wrong, the website provides and explanation to why
its wrong. If they understand the explanation, they can just simply move on
to the next question. They wouldnt need to waste time waiting for the teacher
to come and explain it to them.

Lesson Plan 5
Title: Matrices (Subtopic 3.3) - continued
Year/Grade Level:

Subject area:

Duration of lesson:

Date: 20 July 25 September 2015

Year 12

Mathematical Studies

50 minutes

Term: 3

Learning outcomes:

Evidenced by:

1. Students will be able to perform matrix multiplications.


2. Students will be familiar with the commutative law and
associative law for the addition and multiplication of matrices.
3. Students will be able to identify an identity matrix.

1. Generally accurate application of knowledge and skills to


answer questions set in applied and theoretical contexts.

Resource:
Year 12 Mathematical Studies by Haese & Harris Publications, Edmodo
Duratio
n
5 mins

Teacher Activities

10 mins

Student Activities

Talk briefly about the addition, subtraction and


scalar multiplication of matrices.
Tell students that we will be continue our
discussion with matrix multiplication.

Students recall the addition,


subtraction and scalar multiplication
in the last lesson.

Work through Question 1 (Exercise 10C.1

Students listen and take notes.

Assessment

page 352) to show students how matrix


multiplication is done.
Work through Question 4 (Exercise 10C.1) to
show students real life application of matrices.

15 mins

State that matrix addition is both commutative

and associative.
Show a simple example whereby
A + B = B + A (A and B are matrices)
This is the commutative law of addition.
Show a simple example whereby
A+ B + C = (A+ B ) + C =A+ ( B + C )
This is the associative law of addition.
State that matrix multiplication is associative
but not commutative.
o Show a simple example whereby
ABC = A(BC) = (AB)C
This is the associative law of multiplication.
o Show a simple example whereby
AB BA
Matrix multiplication is not commutative,
Introduce the identity matrix I through its
properties: IA = AI = A.

Students listen and take notes.

10 mins

Students are to complete the quiz


individually on Edmodo.

Get students to do a 10 minute quiz on Edmodo


with the following questions:

Quiz on Edmodo containing 4


questions to test students
understanding of the concepts that

[ ]

are taught in this lesson. Once the


students submit their quiz, you are
able to assess how well they did.
You are also able to assess which
concepts students found hardest to
grasp based on the lowest number
of correct answers for that
particular question.

1 2
5 6
and B =
,
3 4
7 8
what is AB? (Multiple choice answers)
2. Matrix addition is commutative but not
associative. (True/False)
3. AB BA, what law is this associated with?
(Multiple choice answers)
4. Which of the following is an identity
matrix? (Multiple choice answers)

1. If A =

10 mins

Work through the quiz questions on the board.

Students will learn from the mistakes


that they have made in the quiz.

Classroom Management
Early Finishers: Get students to write possible questions for the
upcoming test in Lesson 7. (1 question each)
ICT used
Edmodo

Rationale for using ICT

You can easily create quizzes on Edmodo


with the option of multiple choice,
true/false, short answer, fill in the blank or
matching questions.

Late Finishers: Get students to submit the work they did not
manage to complete in the next lesson.

How ICT can enhance student learning

For multiple choice questions and true/false questions, students are able to get
instant feedback.
At the Quiz Overview page, teachers can see who has completed the quiz,
received high scores and a pie chart graph that shows a collective breakdown
of correct/incorrect answers for each quiz question.
The pie chart is essential to assess the concepts that the students understood
well and especially the concepts they didnt.

Teachers can then reteach the concepts that students didnt really get.

Lesson Plan 6
Title: Revision
Year/Grade Level:

Subject area:

Duration of lesson:

Date: 20 July 25 September 2015

Year 12

Mathematical Studies

50 minutes

Term: 3

Learning outcomes:

Evidenced by:

1. Students will recall how to construct linear equations.


2. Students will recall how to solve system of linear equations with
two or three variables by algebraic methods.
3. Students will recall how to perform the addition, subtraction,
scalar multiplication and multiplication of matrices

1. Generally accurate application of knowledge and skills to


answer questions set in applied and theoretical contexts,

Resource:
Year 12 Mathematical Studies by Haese & Harris Publications, Quizlet
Duratio
n
5 mins

Teacher Activities

Tells student that this revision class will be


divided into 2 parts. In the first 35 minutes, we
will be working through examples on the board.
In the last 10 minutes, the students will be
revising using Quizlet.

Student Activities

Assessment

35 mins

10 mins

The teacher will work through the following


five questions:
o Question on constructing linear equations:
Question 3 (Exercise 9A.2 page 320)
o Question on solving system of linear
equations with unique solutions:
Question 4 (Exercise 9C page 329)
o Question on solving system of linear
equations with either no solutions of
infinitely many solutions:
Question 2 (Exercise 9D page 332)
o Question on matrix addition and subtraction:
Question 2 (Exercise 10B.1, page 347)
o Question on matrix scalar multiplication:
Question 1 (Exercise 10B.1, page 347)
o Question on matrix multiplication:
Question 4 (Exercise 10C.1, page 352)

Students will be participating


actively by suggesting step-by-step
solution to the questions.

Create a Quizlet study set beforehand so


students can have self-guided revisions.
o Flash cards ask students about terms and
definition (eg. Definition of a linear
equation, order of a matrix)
o Scatter/Race Constructing linear
equations, solving systems of linear
equations, matrix addition, matrix
subtraction & matrix multiplication

Students will use the Quizlet study


set created by the teacher to revise.

Classroom Management
Early Finishers: Continue revising using Quizlet.

ICT used
Quizlet

Rationale for using ICT


Quizlet is a great tool for revision because it
makes revision more fun. Teachers can create
Quizlet study sets for students so that they
can revise in many different and exciting
ways. There are 6 different study modes,
namely, flash cards, learn, speller, scatter and
space race.

Late Finishers: -

How ICT can enhance student learning


Since Quizlet allows students to study in their own time, students are able to
revise at their own pace and ask the teacher for help if they are unsure of
anything. The different study modes that Quizlet offers also makes revision less
boring and students are more likely to engage in revision sessions.

Lesson Plan 7
Title: Test
Year/Grade Level:

Subject area:

Duration of lesson:

Date: 20 July 25 September 2015

Year 12

Mathematical Studies

50 minutes

Term: 3

Learning outcomes:

Evidenced by:

1. Students will be assessed on topics covered in Lesson 1-5 on


linear equations, system of linear equations and matrices.

1. Use of mathematical algorithms and techniques


(implemented electronically where appropriate) to find
mostly correct solutions to routine questions.
2. Generally accurate application of knowledge and skills to
answer questions set in applied and theoretical contexts.
3. Some accurate and generally complete solutions to
mathematical problems set in applied and theoretical
contexts.

Resource:
Year 12 Mathematical Studies by Haese & Harris Publications, Test papers
Duratio
n
5 mins

10 mins

Teacher Activities

Explain that it is a 40 minutes test, hand out the


test papers and go through the instructions on
the test paper.

Student Activities

Receives test and listen to the


teachers instructions.

Complete Question 1 on solutions

Assessment

Assessment on topic(s) covered in

that satisfy the system of linear


equations.
(Q4, Exercise 9A.1, page 318)

Lesson 1.

10 mins

Complete Question 2 on elementary


row operations to reduce augmented
matrix to row-echelon form and then
solve by using back-substitution.
(Q7, Exercise 9B, page 326)

Assessment on topic(s) covered in


Lesson 2.

10 mins

Complete Question 3 on solving a


system of linear equations based on a
network of roads.
(Q7, Exercise 9E, page 336)

Assessment on topic(s) covered in


Lesson 3.

5 mins

Complete Question 4 on scalar


multiplication of matrices.
(Q3, Exercise 10B.1, page 348)

Assessment on topic(s) covered in


Lesson 4.

Complete Question 5 on matrix


multiplication.
(Q4, Exercise 10C.2, page 354)

Assessment on topic(s) covered in


Lesson 5.

5 mins

5 mins

Tell students to stop writing and collect the test


papers.

Stop writing and waits for the teacher


to collect the test paper.

Classroom Management
Early Finishers: Early finishes are allowed to leave early.

Late Finishers: Late finishers would not be allowed to continue


writing once the time is up.