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# MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum for Secondary Schools

Curriculum Specifications

MATHEMATICS Form 1
Curriculum Development Centre Ministry of Education Malaysia 2002

CONTENTS
Page
WHOLE NUMBERS NUMBER PATTERNS AND SEQUENCES FRACTIONS DECIMALS PERCENTAGES INTEGERS ALGEBRAIC EXPRESSIONS BASIC MEASUREMENTS LINES AND ANGLES POLYGONS PERIMETER AND AREA SOLID GEOMETRY 1 4 10 15 18 19 21 23 26 28 30 32

1. Learning Area: Whole Numbers
Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary

Students will be taught to: 1. Understand the concept of 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 in a 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.

Students will be able to: i. Count, read and write whole numbers. Emphasise the relationship between rounding and estimation. Whole number Place value Digit Interval Round Estimate Nearest Larger Largest Smaller Smallest Nearest ten, hundred, thousand… hundred thousand.

ii. Identify place value and value of each digit in whole numbers. iii. Round whole numbers.

1

Students explore the relationship between multiplication and division. Explore multiplication and division using standard algorithm (rules of calculations). estimation. mental and speed computation or penciland-paper. ii. Solve problems involving addition of whole numbers. Use calculators to compare and verify answers. iv. 2 . Perform computations involving multiplication and division of whole numbers to solve problems. iv. Add whole numbers. Subtract whole numbers. Solve problems involving division of whole numbers. i. Solve problems involving multiplication of whole numbers. iii. Students pose and solve problems related to multiplication and division of whole numbers. Emphasise that: Add Addition Subtract Subtraction Multiply Multiplication Divide Division Regroup Algorithm Estimate Estimation Mental and speed computation Compute Quotient Undefined Inverse Sum Difference 3. Students pose and solve problems related to addition and subtraction of whole numbers.Learning Objectives Suggested Teaching and Learning Activities Explore addition and subtraction using standard algorithm (rules of calculations). Perform computations involving addition and subtraction of whole numbers to solve problems. The quotient of a number divided by zero is undefined. Multiply two or more whole numbers. Learning Outcomes Points to Note Vocabulary 2. The quotient of zero divided by any number (except zero) is zero. Solve problems involving subtraction of whole numbers. iii. mental and speed computation or penciland-paper. i. Use calculators to compare and verify answers. Divide a whole number by a smaller whole number. Addition and subtraction should begin with two numbers. Emphasise that subtraction is the inverse of addition. ii. estimation.

subtraction. multiplication and division of whole numbers. penciland-paper or calculator. including the use of brackets. multiplication and division of whole numbers. including the use of brackets. 3 . Emphasise on the order of operations and the use of brackets.Learning Objectives Suggested Teaching and Learning Activities Students explore combined operations of whole numbers by using standard algorithm (rules of calculations). Solve problems involving combined operations of addition. subtraction. i. Solve problems related to real-life situations. Learning Outcomes Points to Note Vocabulary 4. subtraction. estimation. multiplication and division of whole numbers to solve problems Perform computations involving any combination of addition. Students use calculators to compare and verify answers. Multiply Multiplication Divide Division Estimate Compute Solve Bracket Order of operations Combined operation Combination ii. Perform computations involving combined operations of addition.

Construct number sequences based on given patterns. The sum of odd and even numbers. b. ii. Extend number sequences. Number sequence Pattern Term Sum Product Difference Count on Count back Odd Even Subtract Multiply Construct iv. Odd numbers are used as ii.g. Describe the pattern of a given number sequence. other. Make general statements about odd and even numbers. Learning Area: Number Patterns and Sequences Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary Students will be taught to: 1. e. Use calculators to skip count (generate number sequences). Complete missing terms in given number sequences. addresses of houses on one side of the road and even numbers on the iii. c. Recognise odd and even numbers and make general statements about them. 4 . The difference between odd and even numbers. The product of odd and even numbers.2. Relate number sequence to patterns in real-life situations. explore number patterns. Students will be able to: i. i. Explore general statements about odd and even numbers such as: a. 2. Do not include negative numbers. Recognise and extend number patterns and sequences formed by counting on and counting back in intervals of any size. Identify and describe odd and even numbers. and solve problems.

i. Identify prime factors from a list of factors. Determine all the prime numbers less than 100. Understand the characteristics of prime numbers. Learning Outcomes Identify the characteristics of prime numbers. List factors of whole numbers. 5. ii. Determine whether a given number is a prime number. Emphasise that 1 and the number itself are factors of any number. Use sieve of Eratosthenes to generate prime numbers less than 100. Determine whether a number is a prime factor of another whole number. iii. Find prime factor(s) of whole numbers. Determine whether a number is a factor of another whole number. ii. State any given whole number as a product of its prime factors. iii. Understand the characteristics and use the knowledge of prime factors of whole numbers. Vocabulary Prime number Factor Prime Factor ii. Suggested Teaching and Learning Activities Use calculators or computer programmes to explore prime numbers. i. Students explore and investigate to determine prime factors of whole numbers. 5 . 4. Determine factors of whole numbers by exploring and investigating.Learning Objectives 3. Understand the characteristics and use the knowledge of factors of whole numbers. Points to Note Emphasise that Number 1 is not a prime number. i.

30 can be divided by 6.Learning Objectives Suggested Teaching and Learning Activities i.g. e. Students use the divisibility test of 2. Emphasise that the list of multiples of a number is also a number sequence. Understand and use the knowledge of multiples of whole numbers. 5. 6 . 10. Learning Outcomes Points to Note Vocabulary Multiple Divisible Divisibility test Common multiple Lowest Common Multiple (LCM) Sequence 6. List the multiples of whole numbers. 11 and their combinations. 7. 3. ii. 4. Determine whether a number is the multiple of another number. Use small numbers to develop the concept. 8. 9. 6.Therefore it can be divided by 2 and 3 and vice-versa.

ii. Find the common multiples of two or three whole numbers.g. 12. iii. Understand the characteristics and use the knowledge of common multiples and Lowest Common Multiple (LCM) of whole numbers. …… 6. Multiples of 4 : Multiples of 6 : 4. 8. 24.Learning Objectives Suggested Teaching and Learning Activities Students find common multiples and LCM by listing down the multiples of each given number. Emphasise that a list of common multiples is also a number sequence. Use small numbers to develop the concept Common Multiples of 4 and 6: 12. Use the method of “prime factorisation” to find common multiples and LCM. 4=2x2 6=2x3 Therefore the LCM of 4 and 6 is 2 x 2 x 3 = 12. Determine the LCM of two or three given numbers. 48. 12. e.g. 36. …… which are the multiples of 12. 7 . Learning Outcomes Points to Note Vocabulary 7. …… i. e. Determine whether a number is the common multiple of two or three given numbers.

3 1. Determine the HCF of two or three given numbers. Understand and use the knowledge of common factors and Highest Common Factors (HCF) of whole numbers. 3 1. iii. 1 8. 6 2. Students list down all the factors of each given number and identify the same factors for each number. i.Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary Use algorithm to find the LCM. Determine whether a number is a common factor of two or three given whole numbers. Students explore. Find common factors of two or three whole numbers. 2 LCM = 2 x 2 x 3 = 12 2 3 4. identify and determine common factors of whole number. Common Factor Highest Common Factor (HCF) ii. 8 .

Use the method of prime factorisations to find the common prime factors and hence HCF. Explore. e.Learning Objectives Suggested Teaching and Learning Activities Students find the HCF by listing down all the factors of each given number. 12 = 18 = 2 2 x 2 x 3 x 3 x 3 Learning Outcomes Points to Note Vocabulary Common Prime Factors: 2 and 3 The HCF: 2 x 3 = 6 Use algorithm to find HCF. 9 .g. identify and determine the HCF of whole numbers.

Use paper folding to explain and explore: is the same as . The number of girls as compared to the whole class. Folding papers. Simplify fractions to the lowest terms. Determine whether two given fractions are equivalent. Write fractions for given diagrams. concrete materials or the concept of equivalent fractions to compare fractions. Numerator Equivalent fractions Lowest terms Arrange Order Fraction Denominator 2.3. Arrange fractions in order. Why 3 i. 1 10 . iv. Use number lines. Compare the values of two given fractions. c. ii. Understand and use the knowledge of fractions as part of a whole. Find equivalent fractions for a given fraction. Use concrete materials and drawings to demonstrate the concept of fractions such as: a. Students will be able to: i. ii. v. iii. iv. iii. Use concrete materials and drawings to demonstrate the concept of equivalent fractions. b. 4 read as: 5 Four over five 15 read as: Fifteen 22 over twenty two Use the terms numerator and denominator. Read fractions. 2 6 Compare the values of two fractions by converting them to fractions with the same denominator or the same numerator. Describe fractions as parts of a whole. Folding a ribbon to find onethird of its length. Represent fractions with diagrams. Understand and use the knowledge of equivalent fractions. Learning Area: Fractions Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary Students will be taught to: 1.

Represent mixed numbers with diagrams. iii. Write mixed numbers based on given diagrams. Use concrete materials and drawings to demonstrate the relationship between mixed numbers and improper fractions. ii. Identify the use of mixed numbers in everyday situations. Understand the concept of mixed numbers and their representations. iii. Compare and order mixed numbers on number lines. i. Change mixed numbers into improper fractions. Understand the concept of proper fractions and improper fractions.Learning Objectives Suggested Teaching and Learning Activities Use concrete materials. Recognise mixed numbers. iv. drawings and number lines to represent mixed numbers. Recognise proper and improper fractions from given fractions. Learning Outcomes Points to Note Vocabulary Mixed number Proper fraction Improper fraction Number line Denominator 3. 4. Change improper fractions into mixed numbers. i. Use calculators to explore the relationship between mixed numbers and improper fractions. ii. 11 .

Fractions with common denominators. Fractions with different denominators. c. Learning Outcomes Points to Note Vocabulary Mixed Number Add Subtract Fraction Simple fraction Lowest term Equivalent fractions 5. b. b. Fractions with common denominators. Perform subtraction involving: a. drawings and symbols to demonstrate the process of addition and subtraction of fractions. Mixed numbers. Addition and subtraction involving not more than three numbers. e. Perform addition and subtraction of mixed numbers by: i) Adding and subtracting whole numbers and fractions separately. Fractions and mixed numbers. 12 . iii. Whole numbers and fractions. Whole numbers and fractions. Solve problems involving combined operations of addition and subtraction of fractions. d. ii) Writing mixed numbers in the form of improper fractions. d.Learning Objectives Suggested Teaching and Learning Activities Use concrete materials. Fractions and mixed numbers. c. Add and subtract fractions by writing the fractions in their equivalent forms with common denominators including the use of LCM. Perform addition involving: a. Mixed numbers. Pose and solve problems related to everyday situations. ii. Understand the concept of addition and subtraction of fractions to solve problems. Fractions with different denominators. e. i.

4 b. 4x1 1 2 4x1 1 3 12 = 4 x = =6 2 2 2 13 . A fraction by a whole number. iv. c. A fraction by a fraction. b. A whole number times a mixed number. Solve problems involving multiplication of fractions. c. Solve problems involving division of fractions. A whole number by a fraction. Examples of multiplication: a.Learning Objectives Suggested Teaching and Learning Activities Use concrete materials. iii. Understand the concept of multiplication and division of fractions to solve problems. Learning Outcomes Points to Note Vocabulary Multiply Divide Mixed Number Repeated addition Numerator 6. Multiply: a. 3x 3 i. A whole number times a fraction. A fraction by a whole number. Emphasise multiplication of fractions as repeated addition of the fractions ii. fractions and mixed numbers. A fraction by a fraction (include mixed numbers). d. Divide: Division involving not more than three numbers including whole numbers. drawings and symbols to explore and investigate the process of multiplication and division of fractions. 4 3x 3 4 = 9 4 =2 1 a. A whole number by a fraction or mixed number. b. A mixed number by a mixed number.

Perform computations involving combined operations of addition. ii. Emphasise the order of operations. subtraction. i. multiplication and division of fractions. multiplication and division of fractions to solve problems.Learning Objectives Suggested Teaching and Learning Activities c. Use concrete materials and diagrams to demonstrate computations. Perform computations involving combined operations of addition. 5 6 Learning Outcomes Points to Note Vocabulary 3 4 5 3 15 5 x = = 6 4 24 8 7. 14 . including the use of brackets. multiplication and division of fractions. Multiplication Addition Subtraction Division Combined operation Mixed number Whole number Bracket Pose problems related to real-life situations. Limit the operations to three numbers including whole numbers and mixed numbers. subtraction. A fraction times a fraction. including the use of brackets. including the use of brackets. Solve problems involving combined operations of addition. subtraction.

Compare the values of two given decimals. Read and write decimals to thousandths. iv. i. Understand the concept of place value and value of each digit in decimals. Understand the relationship between decimals and fractions. Represent fractions with denominators 10. Represent fractions 1 and 1 100 as 0. iii. iii. Round decimals to the nearest whole number or up to three decimal places. Fraction Decimal Denominator Tenths Hundredths Thousandths Number line Place value Value of a digit Rounding Decimal point 10 decimals and vice-versa. Emphasise the relationship between rounding and estimation. 15 . ii.29 read as: three point two nine. iv. Use concrete materials.4. Students will be able to: i. Arrange decimals in order. Use number lines to compare and order decimals. Change fractions to decimals and vice-versa.3 read as: zero point three 0. calculators and symbols to explain the relationship between decimals and fractions. Learning Area: Decimals Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary Students will be taught to: 1. 2. drawings.100 and 1000 as decimals. ii. State the place value and value of each digit in decimals.05 read as: zero point zero five 3.

include whole numbers. Mentally multiply decimals by 0. c. Add Subtract Decimal Multiply Divide Mentally divide Mentally multiply Reasonable Estimation 4. Begin with one digit whole number 16 . 100 and 1000.01 and 0. Solve problems involving addition of decimals. Solve problems involving subtraction of decimals. drawings and symbols. Mentally divide decimals by 10. Use calculators or computers to verify answers. iv. A decimal by a fraction. Divide: a. Solve problems involving division of decimals.1. iii. Use estimation strategies to determine whether the solution is reasonable.Learning Objectives Suggested Teaching and Learning Activities Use concrete materials. ii. Understand the concept of addition and subtraction of decimals to solve problems. Add decimals. Multiply two or more decimals. Solve problems related to everyday situations. Limit to three decimal places. iv. b. Relate to everyday situations.1. 0. Understand the concept of multiplication and division of decimals to solve problems. Mentally divide decimals by 0.001. ii. 100 and 1000. i. Learning Outcomes Points to Note Vocabulary 3.001. Solve problems involving multiplications of decimals iii. 0.01 and 0. A decimal by a decimal. A decimal by a whole number. Addition and subtraction should begin with two decimals. i. Mentally multiply decimals by 10. calculators and computers. Include whole numbers. Subtract decimals. For multiplication and division. Use appropriate calculation methods such as pencil-and paper.

multiplication and division of decimals. Learning Outcomes Points to Note Vocabulary 5. i. Solve problems involving combined operations of addition.Learning Objectives Suggested Teaching and Learning Activities Pose problems related to everyday situations. including the use of brackets. multiplication and division of decimals. subtraction. Perform computations involving combined operations of addition. Perform computations involving combined operation of addition. 17 . including the use of brackets. subtraction. Emphasise the order of operations including the use of brackets. multiplication and division of decimals to solve problems. subtraction. Include whole numbers and fractions Addition Subtraction Multiplication Division Decimal Bracket Combined operation ii.

iii. dividend.5 has a percentage equivalent of 50%. i. Original amount: 40 Decreased to: 10 Find percentage of decrease. 1 = 0. Learning area: Percentages Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary Students will be taught to: 1. 1 has a example the fraction 2 decimal equivalent of 0. For Students will be able to: i.5 or 50%) 2 ii. v. commission and discount. ( 2. Fraction Decimal Increase Decrease Discount Profit Loss Simple interest Dividend Commission ii. Original amount: 15 Increased to: 18 Find percentage of increase. iv. Use ten by ten grids to discuss the equivalent percentages of fractions and decimals. Find a number given the percentage. Find the percentage one number is of another. Understand the concept of percentages and the relationship between percentages and fractions or decimals.5. e. Percent Use the symbol % to represent percent. Change fractions and decimals to percentages and vice-versa. and 0. Find the percentage of increase or decrease. Find the percentage of a quantity. simple interest. Express percentages as the number of parts in every 100.5.g. 30% of 240 = 72 3 of 12 = 25% 8 is 20% of what number? (40) Pose and solve problems involving profit and loss. Use concrete materials and drawings to demonstrate percentages. Solve problems involving percentages. 18 . Include percentages larger than 100. Perform computations and solve problems involving percentages.

g. and identify the largest and the smallest value of integers from given sets of integers. find the missing terms. students order them on number lines. iv.g. 19 . Students will be able to: Integer i. Understand and use the knowledge of integers. ii. Read and write integers. Represent integers on number lines. Given sets of integers. – 32 read as: negative thirty-two. Students complete sequences of integers. iii. Negative number Positive number Number line Temperature Sea level Floors of a building Less than Greater than Words description Missing terms Largest Smallest i. v. 30 metres below sea level: – 30 2 kg: 2 ii. sea levels and floors of building). Introduce integers in context (e.6. Learning Area: Integers Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary Students will be taught to: 1. Write positive or negative numbers to represent word descriptions. temperatures. Arrange integers in order. – 5 is less than – 2 –15 is greater than –25 Words description: e. Compare the values of two integers. Weight gain of The number 0 is neither positive nor negative.

Learning Outcomes Points to Note Vocabulary 2. Relate subtraction of integers to addition. Use brackets to differentiate between operations and the signs of numbers. 20 . Perform computations involving addition and subtraction of integers to solve problems.g Like signs: 9+5. – 8 – (– 7) read as negative eight minus negative seven.g. Add integers. i. Solve problems related to real-life situations. Solve problems involving subtraction of integers. Use concrete materials. Begin addition and subtraction using two integers. iv. Solve problems involving addition of integers. – 4 – 2 read as negative four minus two. and symbols (e. (– 9) + 5 ii. coloured chips) to demonstrate addition and subtraction of integers. e. drawings. Subtract integers. Addition should include like and unlike signs.Learning Objectives Suggested Teaching and Learning Activities Use number lines to add and subtract integers. – 7+ (– 8) Unlike signs: 3 + (– 4). iii. Add Addition Subtract Subtraction Minus Plus Integer Negative Positive Like signs Unlike signs Differentiate between operations and signs.

e. i. Understand the concept of algebraic terms. ii. Use letters to represent unknown numbers. Identify like and unlike algebraic terms with one unknown.g: Glass X contains y numbers of marbles. Identify algebraic terms with one unknown.7. Understand the concept of unknowns. State like terms for a given term. 21 . e. iv. Use examples of everyday situations to explain unknowns.g 8 is also a term. Unknown Term Alphabet Algebraic term Multiplication Coefficient Like terms Unlike terms x is a term. ii. iii. The coefficient of p is 7. Identify coefficients in given algebraic terms with one unknown. An algebraic term is written as 3x not x3 A number. Learning Area: Algebraic Expressions Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary Students will be taught to: 1. 2 Which letter represents the unknown number? 7p : 2. X Students will be able to: i. Give a list of terms and students select algebraic terms with one unknown. Identify unknowns in given situations.

Understand the concept of algebraic expressions. 7g + 6h cannot be simplified because they are not like terms. 3k + 4 + 6k – 3 = 3k + 6k + 4 – 3 = 9k + 1 22 . iii. ii. iv. Determine the number of terms in given algebraic expressions. Algebraic expression Number of terms Like terms Unlike terms Simplify iii. 4s + 8s = 12s 5r – 2r = 3r Learning Outcomes Points to Note Vocabulary 3. i. i. Recognise algebraic expressions.g.Learning Objectives Suggested Teaching and Learning Activities Use concrete materials to demonstrate the concept of combining like and unlike terms. e. Simplify algebraic expressions by combining the like terms. 4p = p + p + p + p ii.

tonne). m and km) iii. Students will be able to: i. iv. Understand the concept of mass to solve problems. i. (mg. Convert one metric unit to another. miles and nautical miles. Length Millimetre Centimetre Metre Kilometre Estimate Measure Convert Metric units Mass Milligrams Grams Kilograms Nautical mile Inch Feet Yard 2. ii. ii. Measure the length of objects. Use the four operations to solve problems involving length. (mm. g. Learning Area: Basic Measurements Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary Students will be taught to: 1. kg. iv. Students draw a line given its length. Relate to everyday situations.8. Emphasise the importance of using standard measurement. Introduce inches. Measure the length of objects around the school compound. Understand the concept of length to solve problems. feet. yards. cm. Measure the mass of objects. 23 . Estimate lengths of objects in appropriate units. Convert one metric unit to another. Use the four operations to solve problems involving mass. Measure given lines using different standard units. Estimate masses of objects in appropriate units. iii.

Determine the appropriate measurement of time for certain events. minutes. ii. iii. iii. months and years). How long it takes to run 100 metres? Involve great events in history. clocks or stopwatches to discuss the measurement of time for events. Estimate the time intervals of events. Use the four operations to solve problems involving time. weeks. hours. minutes. Understand the concept of time in seconds. How long it takes for water to boil? iv.Learning Objectives Suggested Teaching and Learning Activities Use calendars. i. Convert measurement of time in different units (seconds. 1 millennium = 1000 years 1 century = 100 years 1 year = 12 months = 52 weeks = 365 days 1 week = 7 days 1 day = 24 hours 1 hour = 60 minutes 1 minute = 60 seconds Time Second Minute Hour Day Week Month Year Century Millennium Measurement Leap year 24 . hours. days. Learning Outcomes Points to Note Vocabulary 3. weeks. ii. iv. The time it will take to eat lunch. months and years. Your age. days. Suggest a unit to estimate or measure: i.

Learning Outcomes Points to Note Vocabulary 4. Solve problems involving time. Understand and use times in the twelvehour and twenty-four hour system to solve problems. 1900 read as nineteen hundred hours. Relate events to everyday situations. iv. Read and write times in twelve-hour system.m.Learning Objectives Suggested Teaching and Learning Activities Use digital and analogue clocks. ii. read as three fifty a. v. Read and write times in twenty-fourhour system. 7. iii. thirty minutes past seven and thirty minutes to eight. Read times from train or bus schedules.m. 0350 read as three fifty hour 3. half past seven.m. Introduce a.50 a. Twelve hour system Twenty-four hour system Time Interval Time Digital clock Analogue clock 25 . and p. or three fifty in the morning. i. Determine the interval between two given times.30 read as seven thirty.m. Convert time in twelve-hour system to twenty-four hour system and vice-versa.

iii. Understand the concept of angles.g. iv. and opened doors). Students identify angles in the classroom. Denote and label angles. viii. Recognise angles. blackboards. compare and classify angles as acute. obtuse and reflex. right.9. Suggested Teaching and Learning Activities Learning Outcomes Students should be able to: i. An angle is formed by two straight lines that meet at a point called the vertex. Angles can be BAC named as or A or B A C. Draw acute. Learning Area: Lines and Angles Learning Objectives Students will be taught to: 1. clock hands. 26 . obtuse and reflex angles using protractors. right. corners of tables. Determine angles on straight lines equal 180°. ii. line Vertex Points to Note Vocabulary Angle Line Protractor Label Denote Right angle Acute angle Reflex angle Obtuse Angle One whole turn Vertex Classify Compare Degree ) Angle line Use degree ( ° ) as the unit of measurement of angles. Guide students on how to use protractors to measure angles. One whole turn is 360°. Students demonstrate the different types of angles with their arms. vii. vi. Draw angles using protractors. Determine one whole turn is 360°. v. Recognise. (e. windows. Measure angles using protractors.

a b c Vertical-angle pairs: a= d b= c Sum of adjacent angles on a straight line is 180° (a + b =180°) ii. State that the angles formed by perpendicular lines is 90°. Two lines are parallel if they never intersect. Solve problems involving angles formed by intersecting lines. iii. iv.g edges of books. Denote a 90° angle as: 90° Parallel lines Perpendicular lines Intersecting lines Complementary angle Supplementary angle Adjacent angle Vertically opposite angle d 3. Determine perpendicular lines. Determine the value of an angle on a line. complementary and supplementary angles. iii. Learning Outcomes Points to Note Vocabulary 2. given the adjacent angle.Learning Objectives Suggested Teaching and Learning Activities Students identify perpendicular and parallel lines in the classroom (e. Understand the concept of parallel and perpendicular lines. A perpendicular line is a line that makes a 90° with another line. windows and doors). Understand and use properties of angles associated with intersecting lines to solve problems. ii. Determine parallel lines. i. Students investigate the properties of angles formed by intersecting lines. i. Determine the properties of vertical. Identify intersecting lines. 27 .

vertices and diagonals of given polygons. iii. Understand the concept of symmetry. Draw designs using the concept of symmetry. heptagon and octagon). pattern blocks. 28 . Use concrete materials such as protractors. iv. pattern on buildings and tiles). Quadrilateral Pentagon Hexagon Heptagon Octagon Vertices Sides Diagonal Shape Symmetry 2. Learning Area: Polygons Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary Polygon Triangle Use capital letters to name vertices.10. iii. Determine and draw the line(s) of symmetry of shapes. geo-boards and computer software to explore the concept of polygons. Students explore the relationship between the sides. rulers. Name polygons (triangle. diagonals and vertices of polygons. hexagon. Students explore symmetry by using mirrors. Students explore the importance of symmetry in everyday situations (e. ii. ii. grid papers. folding papers or making inkblot designs. i. pentagon. Line of symmetry Shapes include polygons Sketch Students will be taught to: 1. Students will be able to: i. Recognise polygons. Understand the concept of polygons. Determine the number of sides. Sketch polygons. Complete shapes given part of the shapes and the line of symmetry.g. quadrilateral.

Use a variety of methods to find the sum of angles of quadrilaterals: e. sides and diagonals of all types of quadrilateral. Types of triangles: Isosceles triangle Equilateral triangle Scalene triangle Acute triangle Right-angled triangle Obtuse triangle Types of quadrilaterals: Square Rectangle Rhombus Parallelogram Trapezium 29 Isosceles Equilateral Scalene Acute triangle Obtuse triangle Right-angled triangle Quadrilateral Square Rectangle Parallelogram ii. iv. v. using protractors and geometry computer software. Determine that the sum of the angles of a quadrilateral is 360°.g aligning corners on a straight line. State the geometric properties of the different types of quadrilaterals and name quadrilaterals.g aligning corners on a point. iii. Determine that the sum of the angles of a triangle is 180°. i. iv. Determine and draw symmetry line(s) of given triangles. Determine and draw symmetry line(s) of given quadrilaterals. Solve problems involving triangles. Investigate the relationship between angles and sides of all types of triangles. Identify and use the geometric properties of quadrilaterals to solve problems. . Investigate the relationship between angles.Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary Students will be taught to: 3. State the geometric properties of the different types of triangles and name the triangles. Identify and use the geometric properties of triangles to solve problems. Students will be able to: i. iii. 4. v. Trapezium Rhombus Diagonal Geometric properties Align Corner ii. Use a variety of methods to find the sum of angles of triangles: e. Solve problems involving quadrilaterals. Draw triangles using protractors and rulers. using protractors and geometry computer software. Draw a quadrilateral using protractor and ruler.

explore and make generalisations about the: a. Use square chips. grid-papers or computer software to explore the iii. iii. grid-papers or computer software to explore the concept of perimeter. Solve problems involving areas. Investigate and develop formula to find the area of a rectangle. Use unit squares. Understand the concept of area of rectangles to solve problems. Learning Area : Perimeter and Area Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Points to Note Vocabulary Students will be taught to: 1. Find the area of a rectangle. 1 2 of the area of a rectangle. 2. Find the perimeter of a region enclosed by straight lines. Understand the concept of perimeter to solve problems. b. Students will be able to: i. Identify the perimeter of a region. geo-boards. tessellation grids. Shapes enclosed by straight lines and curves.11. geo-boards. Solve problems involving perimeters. Limit to straight lines. ii. cm read as square cm. Areas of rectangles having the same perimeter. Estimate the area of a shape. 30 . tessellation grids. The area of a unit square is 1 square unit Area of a right triangle = 2 Perimeter Formulae Measure Figure Area Square unit Region Enclosed ii. Use unit square chips or tiles to investigate. i. Investigate and develop formula to find the perimeter of a rectangle. Perimeters of rectangles having the same area. concept of area.

Height Base Rectangle Figure Solve problems such as finding the height or base of a parallelogram. iv.Learning Objectives Suggested Teaching and Learning Activities Investigate and develop formulae to find the areas of triangles. rectangles. Identify the heights and bases of triangles. Understand the concept of area of triangles. i. Find the areas of triangles. 31 . Area Triangle Trapezium Parallelogram ii. Find the areas of figures made up of triangles. parallelograms and trapeziums based on the area of rectangle. Learning Outcomes Points to Note Vocabulary 3. rectangles. parallelograms and trapeziums. parallelograms and trapeziums. parallelograms or trapeziums. iii. parallelograms and trapezium to solve problems. Solve problems involving the areas of triangles. parallelograms and trapeziums.

Folding given layouts of solids. Blank papers. All edges have the same length. edges and vertices of cubes and cuboids. Make models of cubes and cuboids by: a. Make up sets of activity cards containing descriptions of solids such as: a. Students compete to search out solids in the classroom based on the descriptions. Compare and contrast between cubes and cuboids. Use concrete materials (opened boxes) to draw the layout of cubes and cuboids. Geometric solids include Cubes Cuboids Cylinders Pyramids Cones Spheres Face Edge Vertex Vertices Cube Cuboid Cylinder Pyramid Cone Sphere Surface Points to Note Vocabulary Students will be taught to: 1. Identify geometric solids. b. iii. b. b. Game: Searching out Solids. Combining given faces. Learning Area: Solid Geometry Learning Objectives Suggested Teaching and Learning Activities Learning Outcomes Students will be able to Use concrete materials to demonstrate the concepts of geometric solids. ii. Investigate and explore the relationship between faces. Understand geometric properties of cubes and cuboids. . State the geometric properties of cubes and cuboids. Ask students how they are alike or different. 32 i.12. iv. Exactly two faces that are the same shape and size. Square grids. Draw cubes and cuboids on: a.

i.Learning Objectives Suggested Teaching and Learning Activities 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. Find the volume of cuboids. iii. ii. Solve problems involving volume of cuboids. 33 . Understand the concept of volume of cuboids to solve problems Estimate the volume of cuboids. Learning Outcomes Points to Note cm read as cubic cm. The volume of a unit cube is 1 cubic unit 3 Vocabulary Volume Cubic cm Unit cube Cuboid 2.

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