FACULTY OF EDUCATION AND LANGUAGE

MAY 2011

HBMT 4203

TEACHING MATHEMATICS IN FORM FOUR

MATRICULATION NO IDENTITY CARD NO. TELEPHONE NO. E-MAIL LEARNING CENTRE

: 761009016997001 : 761009016997 : 019-7420556 : tanchinghing@gmail.com : IPTHO

SOALAN TUGASAN /ASSIGNMENT QUESTION

Explore the curriculum specifications of Form Four Mathematics. Choose any one topic. In your introduction, describe the historical and learning aspects of your chosen topic. Describe the concepts of the topic that students should know. Illustrate with definitions, properties, laws, pictures, diagrams, graphics, examples and suitable drawings.

Write a draft lesson plan (double period) based on the topic you have chosen. Integrate the lesson plan with suitable teaching courseware, scientific calculator, graphic calculator, geometer sketchpads or PowerPoint slides. Your lesson plan must include the set induction, learning objectives, learning outcomes, suitable teaching strategies, approaches and teaching aids. Insert proper directions, provide a context for learning, illustrate the key concept of skill, guide as a facilitator and promote reflective thinking. Use the principle of effective teaching as your guideline.

Explore the internet (World Wide Web, e-book, interactive multimedia, computer assisted instruction CAI, computer based instruction CBI, computer assisted learning CAL, computer assisted instruction CAI) and design two worksheets/instructional activities on the chosen topic.

Reflect in your own words what are the difficulties faced for the above activities and give suggestions on how to improvise the strategies of teaching and learning and the teaching aids.

[Total: 30 marks]

HBMT 4203

Table of Contents 1. Introduction..1 7 2. Content 2.1. Lesson plan....8 12 2.2. Worksheets 2.2.1.Worksheet 1.13 18 2.2.2.Worksheet 2.19 23 3. Reflection...24 4. Conclusion.24 5. References25 26

HBMT 4203

Trigonometry There are many meanings for trigonometry. As my reference on Oxford Online Dictionaries, trigonometry can be defined as the branch of mathematics dealing with the relations of the sides and angles of triangles and with the relevant functions of any angles. (oxford, 2011) The word of trigonometry has been derived from three Greek words Tri (Three), Goni (Angles), Metron (Measurement). Literally it means measurement of triangles. (, 2011) The origin of trigonometry have been traced back to the Egyptians of the 13 century B.C., whose tables of shadow lengths correspond to today's tangent and cotangent functions. The Babylonians and Greeks trigonometry to study of heavens. Travelers of recent centuries used trigonometry to navigate, and physicist use trigonometry to study sound, light, and other waves. The Concept of unit circle 1. Introduction In this session we are going to be looking at the denitions of sine, cosine and tangent for any size of angle. Lets rst of all recall sine, cosine and tangent for angles in a right-angled triangle. 2. Trig ratios for angles in a right-angled triangle

Refer to the triangle in Figure 1. HYPOTENUSE (HYP) OPPOSITE (OPP) A ADJACENT (ADJ) Figure 1. The side opposite the right-angle is called the hypotenuse The side that is the longest side in the right-angled triangle and that is opposite the right angle is called the hypotenuse, or HYP for short. The side that is opposite the angle A is called the opposite side, or OPP for short. The side that runs alongside the angle A, and which is not the hypotenuse is called the adjacent side, or ADJ for short. Recall the following important denitions: Key Point
sinA = OPPHYP cosA= ADJHYP tanA= OPPADJ

However, these are dened only for acute angles, these are angles less than 90. What happens if we have an angle greater than 90, or less than 0? We explore this in the following section.

3. Unit of Circle Diagram 1 shows a circle drawn on a Cartesian plane. Its centre is at O an its radius is 1 unit. It is called a unit circle.
y 1 P(x,y)

-1

O 2 -1

Diagram 1 In trigonometry, a general angle is formed by rotating a ray about its origin. The measure of the angle is the amount of rotation and one complete rotation is 360.

Details : The unit circle is a circle whose radius is 1 unit and whose center is at the origin of the XY coordinate system. It is important since it provides a visual understanding of the relationships between the trigonometry functions. These functions are used extensively in higher mathematics and in physics in particular to model harmonic phenomena, examples include vibrating strings, sound, light, and alternating current.
y 1 b

c -1

a 1

-1

Diagram 1

Observation 1: the unit circle intersects the X and Y axis at a) X = 1 Y = 0; at b) X = 0 Y = 1; at c) X = -1 Y = 0; and at d) X = 0 Y = -1

2

4. Angles When the rotation of the ray is in an anticlockwise direction, the angle formed is considered to be positive Diagram 2(a). When the rotation is in a clockwise direction, the angle formed is considered to be negative as shown in Diagram 2(b).

y P

negative angle positive angle

(a) positive angle Diagram 2

(b) negative angle

For example, an angle of 70 measured from OX in the anticlockwise direction is 70 whereas if it is measured in the clockwise direction from OX, then the angle is -70 (refer to
Diagram 3)

70 O

anticlockwise direction X O X - 70 clockwise direction

Diagram 3 From the above diagram, it can be observed that the axes OX and OY divide the unit circle into four equal quadrants. As angles are measured in an anticlockwise direction from OX, the y quadrants are numbered as shown in Diagram 4.
2

Quadrant II
O -1

Quadrant I Quadrant IV
1

Quadrant III

-1

Diagram 4 Positive Angle Consider Diagram 4 which shows a circle of radius 1 unit centred at the origin. Imagine a point on the circle which moves around the circle in an anticlockwise sense.
90 90

180

180

360

270

270

Diagram 5. Angles measured anticlockwise from the positive x axis are deemed to be positive angles. If a point P starts from the x-axis and moves along the circumference of the unit circle, then the relationship between the angle P makes with the x-axis, and the corresponding quadrant it lies in are as follows: a) when 0 < < 90, P lies in Quadrant I, b) when 90 < < 180, P lies in Quadrant II, c) when 180 < < 270, P lies in Quadrant III, d) when 270 < < 360, P lies in Quadrant IV.

In the rst diagram in Diagram 5 the angle is acute, that is, it is greater than When P moves into the second quadrant, the angle lies between 90 and 180. The angle is now obtuse. When P moves into the third quadrant, the angle is greater than 180 but less than 270. Finally in the fourth quadrant, the angle is greater than 270 but less than 360.
y 1 P

-1

-1

Diagram 7 Diagram 7 shows a unit circle with four points P,Q, R and S on its circumference.
2

For the point P, (a) the y-coordinate = 0.90 (b) the x-coordinate = 0.45 (c) the ratio of y-coordinate to x-coordinate = 0.90.45 = 2.0

For the point Q, (a) the y-coordinate = 0.45 (b) the x-coordinate = - 0.90 (c) the ratio of y-coordinate to x-coordinate = 0.90.45 = - 0.5

For the point R, (a) the y-coordinate = - 0.65 (b) the x-coordinate = - 0.75 (c) the ratio of y-coordinate to x-coordinate = - 0.65- 0.75 = 0.87 (2 decimal places)

For the point S, (d) the y-coordinate = - 0.65 (e) the x-coordinate = 0.75 (f) the ratio of y-coordinate to x-coordinate = - 0.650.75 = - 0.87 (2 decimal places)

Lesson Plan Activity 1 : Determine the tangent, sine and cosine

Duration Learning objectives : 9:00 a.m. 10.00 a.m.

: Understand and use the concept of the values of sin , cos and tan (0 360) to solve problems. : i) Identify the quadrants and angles in the unit circle. ii) Determine: a) the value of y-coordinate, b) the value of x-coordinate, c) the ratio of y-coordinate to x-coordinate of several points on the circumference of the unit circle.

Learning outcomes

Type of Activity Instructional Method Materials/Resources

: Developmental : Guided discovery, Group work : Laptop, LAN, LCD Projector, Microsoft PowerPoint 2010, Microsoft Mouse Mischief, computer mouse, Geometers Sketchpad.

Assessment Procedure/Activities

: KEY CONCEPTS: quadrant, Sine , Cosine , Tangent : Students will construct right triangles and through measuring and comparing, develop an understanding of the meaning of Sine, Cosine, and Tangent under the context of right triangles.

Set Induction 1. Teacher carries out quiz activity by using Microsoft PowerPoint Mischief Mouse slide. Divide students into four groups. Each group will give a wireless mouse. Ask one of the group members to answer the quiz question by using wireless mouse. 1. Repeat step 4 until 6 times.

Step 1 1.1 Teacher prepares a Microsoft PowerPoint Mouse Mischief slide show. 1.2 Students try to: 1.1.1 Explore the meaning of unit circle and guided by teacher.

1.1.2

Look and understand a diagram of anticlockwise direction and clockwise direction with given explanation.

1.1.3

Answer the multiple questions.

Step 2 2.1 Same as step 1.1. 2.2 Students have to: 2.2.1 Explore the four quadrants and angles in unit circle.

2.2.2

Answer multiple questions.

2.3 Teacher carries out Geometry Sketchpad Activity 1 (refer p.13), student: 2.3.1 Draw a quadrant regarding to the given angle.
2

2.3.2 2.3.3 Step 3

Write and name out the quadrants and the angles lies in. Discuss and check the answer with teacher.

3.1 Teacher uses Geometers Sketchpad to plot the value of x-coordinate and y-coordinate with an explanation on LCD screen. 3.2 Teacher carries out Geometers Sketchpad Activity 2 (refer p.19 ),, student: 3.2.1 3.2.2 3.2.3 Closure 4.1 Teacher and student do the summary by asking some question: i. What is the unit circle? ii. What we can find out on unit circle? iii. How to determine the quadrant and angle lies in? iv. How to plot the x and y coordinate? Try to plot out and determine the value of x-coordinate and y-coordinate. Use scientific calculator to calculate the ratio of y-coordinate to x-coordinate. Discuss and check the answer with teacher.

Geometers Sketchpad Activity 1 Find the quadrant and angle lies in

* Download Geometers Sketchpad at http://www.keypress.com/x24070.xml 1. Double click the on desktop.

2. The dialog box will be appears.

3. On menu toolbar, go to Graph menu and select Show Grid.

4. Go to Vertical Toolbar on left hand side and select Text Tool.

5. Point to the center and mark as a center in text.

6. Double click on the point A and edit the label as O in the Properties of Origin Point A dialog box. Then, press OK button.

7. On left vertical menu toolbar, select Compass Tool.

8. One point to the center and stop one point on the circle at 5.

9. Use Point Tool to point on center.

1

10. Click Transform menu and select Mark Center.

11. Point to second point on circle.

12. Click Transform on menu, select Rotate .

13. Type 45 on degrees box.

14. A new red point will appear as a 45 degree point. Mark it as a point A.

15. Go to Left vertical menu bar and select

Segment Starightedge Tool.

16. Point and draw a straight line from center O to Point A.

17. Use Translation Arrow Tool and point at A, O and Q.


1 3

18. Go to Transform and select Mark Angle.

19. Repeat step 17 and go to Measure select Angle.

20. Finally the angle text box of Point A will appear as below.
3

Try to point out these angles and state the quadrant lies in: 1. ( 45 ) 2. ( 37 ) 3. ( 86 ) 4. ( 137 ) 5. ( 169 ) 6. ( 184) 7. ( 267 ) 8. ( 346 ) 9. ( 295 ) Point A Point B Point C Point D Point E Point F Point G Point H Point I : Quadrant ______ : Quadrant ______ : Quadrant ______ : Quadrant ______ : Quadrant ______ : Quadrant ______ : Quadrant ______ : Quadrant ______ : Quadrant ______

Geometers Sketchpad Activity 2 Plot value of x-coordinate and y-coordinate activity

1 2

Double click the

on desktop.

The dialog box will be appears.

On menu toolbar, go to Graph menu and select Show Grid.

On Graph menu, select Plot Points.

Plot Points dialog box will be appears as below.

Choose Rectangular and edit the value/number in bracket ().

Then, click Plot button after insert the value 4 and 5 in the bracket.

The Red Point will create on grid line and click Done button.

Go to Left vertical menu bar, select

Text Tool .

10 Go to Left vertical menu bar and select

Segment Starightedge Tool.

11 Point and draw a straight line from center point to Plot Point A.

12 Go to Left vertical menu bar and select Point Tool.

13 Go to Measure menu and select Coordinate. Then point to Point A. The value of A(4.00,5.00) will show on the left upper site of coordinate graph.

14 Go to Number menu and select Calculate..

15 The Calculator dialog box will show as below. Key in the value 4 divided by 5 and press the button OK.

16 Finally, the value of Point A will show as below figure.

Try to point out these coordinates:

1

1. 2. 3. 4. 5. 6. 7. 8. 9.

( 1 , 2 ) Point A ( 2 , 4 ) Point B ( 3 , 7 ) Point C ( 4 , 8 ) Point D ( 5 , 1 ) Point E ( 6 , 3 ) Point F ( 7 , 5 ) Point G ( 8 , 9 ) Point H ( 9 , 6 ) Point I

Reflection The objective of preparing this lesson plan is to teach students understand and use the concept of the values of sin , cos and tan to solve problems. There are two learning outcomes had set up for students. First, students have to know how to identify the quadrants and angles in the circle. Secondly, they have to determine the value of y-coordinate, xcoordinate and the ratio of y-coordinate of several points on the circumference of the unit circle. Here are some of the difficulties can be found when carrying out this lesson. In the beginning of lesson, teacher have to make sure that all the devices like wireless mouse functional and run smoothly. The power supply shortage problem may a big problem for running the set induction. Teacher have to fully charge the laptop power as a second plan to carry out this activity and ask for a student to answer the question one by one regarding to the divided groups. In the course of the lesson, there are several different activities that require time, such as quiz activity, multiple questions activity and Geometers Sketchpad activities and there is always the possibility that time management will become an issue. I hope to compensate for this eventuality by allowing reasonable timing for each activity, at times explicitly telling the class how much time they have for each activity, and by providing feedback especially on Geometers Skectch Pad Activities in order to save time. On the same time, I will be checking students answer with some simple questions to make sure that the task given run smoothly. Conclusion As a conclusion, the lesson activities was planned for the student to explore by their self and guided by teacher. From the beginning to the end of the lesson, students were encouraged to think more reflective with what they had learn and done regarding to the given computer instructional activities. Students were known and learn effectively through their own experience.

References

Plane Shapes Background Information and Activities. (2010). Retrieved 21 June, 2011, from brainpopjr: http://www.brainpopjr.com/math/geometry/planeshapes/grownups.weml Resources. (2010). Retrieved 25 June, 2011, from mathcentre: http://www.mathcentre.ac.uk/resources/workbooks/mathcentre/mc-TYtrigratiosanysize-2009-1.pdf Bahagian Pembangunan Kokurikulum. (2011). Retrieved 14 June, 2011, from Ministry of Education Malaysia: http://www.moe.gov.my/bpk/sp_hsp/mate.htm mathzone. (2011). Retrieved 13 June, 2011, from Introduction of trigonometry: http://www.emathzone.com/tutorials/trigonometry/introduction-totrigonometry.html The History of Trigonometry. (2011). Retrieved 13 June, 2011, from eHow: http://www.ehow.com/about_5395140_history-trigonometry.html Becoming a Reflective Teacher. (n.d.). Retrieved 25 June, 2011, from SAGE Publications: http://www.sagepub.com/upm-data/6681_taggart_ch_1.pdf Curriculum Services Canada. (n.d.). Retrieved 14 June, 2011, from Principles of Mathematics: http://resources.curriculum.org/csc/library/profiles/10/html/MPM2DP1.htm Exploring the Unit Circle. (n.d.). Retrieved 25 June, 2011, from k12math: http://www.k12math.com/math-concepts/trigonometry/unit %20circle/part1.htm Graphs from the Unit Circle. (n.d.). Retrieved 25 June, 2011, from iilluminations: http://illuminations.nctm.org/LessonDetail.aspx?id=L785 History of Trigonometry. (n.d.). Retrieved 13 June, 2011, from Honlyn: http://www.trigonometry-help.net/history-of-trigonometry.php Learning Trigonometry. (n.d.). Retrieved 14 June, 2011, from math-coaching.com: http://www.math-coaching.com/learning-trigonometry.html Lesson 147: Solving Word Problems with Trigonometry. (n.d.). Retrieved 19 June, 2011, from MathWithLarry.com: http://www.mathwithlarry.com/lessons/lesson147.htm oxford. (2011). Dictionary. Retrieved 24 June, 2011, from oxforddictionaries: http://oxforddictionaries.com/ oxford. (2011). trigonometry. Retrieved 13 June, 2011, from Oxford dictionaries: http://oxforddictionaries.com/definition/trig.?region=us 1

Reflective Thinking: RT. (n.d.). Retrieved 25 June, 2011, from houstonisd.org: http://www.houstonisd.org/StudentSupportServices/Home/Safe%20& %20Drug%20Free%20Schools/AntiBully/ReflectiveThinking.pdf Selby, A. (n.d.). Unit Circle and Right Triangle Developments of Trigonometry . Retrieved 25 June, 2011, from Appetizers and Lessons for Mathematics and Reason : http://whyslopes.com/index.php/5056Geometry__maps_plans_trigonometry_vectors/07007_Complex_Numbers/08008_Unit_ Circle_Development_of_Trigonometry.html Shelton, S. (2009). Teaching Listening to Advanced Learners: Problems and Solutions by . Retrieved 2 July, 2011, from developingteachers.com: http://www.developingteachers.com/articles_tchtraining/list4lp_scott.htm Soon, L. M. (2011). Trigonometry II. In Lye Min Soon, Referens Lengkap SPM Mathematics (p. 189). Shah Alam, Selangor, Malaysia: Mrshall Cavendish Education. Trigonometry. (n.d.). Retrieved 14 June, 2011, from hanlonmath: http://hanlonmath.com/pdfFiles/472Ch.11Trigonometry.pdf Unit Circle Lesson Plan. (n.d.). Retrieved 25 June, 2011, from webpages: http://webpages.charter.net/druby/Papers/6-Unit_Circle.pdf