Subject Date (Day) Class Time Number of students Topic

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Mathematics Form 2 25 Jan 2010 (Monday) 2N 8:50 – 10.10am (80 minutes) 28

: Chapter 2: Squares, Square Roots, Cubes and Cube Roots Subtopic 2.2: Square Roots of Positive Numbers Subtopic 2.3: Cubes of Numbers : Students will be taught to understand and use the concept of square roots of positive numbers and cube of numbers. : By the end of the lesson, 1. Given a number, students should be able to estimate the square of the numbers by answering 80% of the questions correctly. 2. Given a descriptive question, students should be able to pose and solve problems involving square and square roots by answering 80% of the questions correctly. 3. Given a number, students will be able to state that the number multiplied by itself twice as a number to the power of three and vice versa by answering all questions correctly. 4. Given a number (integer, fraction, decimal), students should be able to compute the cube of the number given manually by answering 80% of the questions correctly. 5. Given a number (integer, fraction, decimal), students should be able to compute the cube of the number given using calculators by answering all questions correctly. : 1. Multiplication operations of whole numbers. (Form 1, Chapter 1: Whole Numbers) 2. Unknown. (Form1, Chapter 7: Algebraic Expressions) 3. Volume of cubes (Form 1, Chapter 12: Solid Geometry) 4. Multiplication of integers, positive and negative fractions, positive and negative decimals. (Form 2, Chapter 1: Directed Numbers) : White board, scientific calculators, computer, LCD projector, video, screen, manipulative (jigsaw puzzles and Rubik’s cubes). : Logical thinking, cooperation, rational, courtesy, responsibility.

Learning Objectives Learning Outcomes

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teacher then proceeds to numbers or integers that are not perfect squares. Chow Chin Mun. Expected answer: 8 cm. (2004). (2008).Teacher’s references : 1. Bhd. to estimation of square root Teacher gives students a list of numbers with their corresponding squares and asks students to make a brief summary on the slide. Expected answer: The “inverse” operation for squaring a number is to find the square root of the number Teacher shows students a square photo of Leonardo da Vinci. Bhd. CONTENT 2 . 3. Cheong Quai Lan. Integrated Curriculum for Secondary Schools: Mathematics Form 2 Volume 1. Khoo Cheng. Lee Chia Chien. Ooi Soo Huat. Teh Eng Kiat. (2003). Starting with perfect squares. Bhd. namely 64 cm². Cheong Quai Lan. Integrated Curriculum for Secondary Schools: Mathematics Form 2 Volume 1. Khoo Cheng. Lee Chia Chien. Chua Mei LKang. The area of the photo is given. (2003). 2. : 1. Penerbitan Pelangi Sdn. Teh Eng Kiat. Topical Practice Mathematics Form 2. Chow Chin Mun. Teacher asks students to find the length of each side of the square photo. Penerbitan Pelangi Sdn. Ooi Soo Huat. Sasbadi. Homework Mathematics. Penerbitan Pelangi Sdn. The Eng Kiat. Khoo Swee Chan. Students’ reference STEP (TIME) Induction set (± 10 minutes) TEACHING AND LEARNING NOTE/REMARKS ACTIVITIES Recall of Teacher guides students to recall a × a = a 2 prior back the concept of squaring a a2 = a knowledge number and also the steps involved and to find the square root of a introduction number.

sum. Step 1 (± 10 minutes) Estimate the Based on the square photo used in Emphasize square root of the induction set. Questions involving daily life examples and applications. Introduction Using a unit cube. students can use estimation to estimate the dimension of the square photo. Step 4 Computing Teacher guides students to work Using prior 3 the of Step 3 (± 5 minutes) . Teacher discusses another 2 questions involving the use of squares and square roots. teacher guides to cubes of students to find the volume of the numbers cube and relates the volume to the cubes of numbers. Teacher introduces students the definition of cubing a number. be asked: area. estimate the square root of a number. teacher discusses reasonableness a number with students the 2 ways used to answers. teacher guides students to come up with the questions that can be posed. Step 2 (± 15 minutes) Posing and solving problems involving squares and square roots Teacher shows students 3 squares Questions that can of different dimensions. perimeter. Since 65 ≈ 64 . namely to estimate 168 .Teacher then shows students another square photo with an area of 65 cm² and asks them to estimate the dimension of the photo. Based on the 3 squares given. Teacher guides students to solve the problems posed. Teacher then guides students through another example. difference. Three ways to read 43 : (i) 4 to the power of 3 (ii) 4 cubed Teacher shows students different (iii) The cube of 4 versions or types of Rubik’s cubes and guides them to compute the volume of the cubes.

teacher guides students to verify the following: a3 = a × a × a a3 ≠ 3 × a Step 5 (± 7 minutes) Computing Using the same questions in step 4. a Persian (Arab) mathematician. who is also known as the “Prince of Algebra”. integers. cubes of teacher guides students to evaluate numbers the cubes of the numbers using using calculators. fractions and decimals. students will be given a piece of double tape to stick their puzzle onto a piece of paper. and solving problems. the form of Each group is given a packet of game and puzzles (9 pieces). Homework: Textbook: Page 32: Skill Practice L: (c). (e) 4 . cubes of Teacher assigns homework to numbers. 9 Page 37: Skill Practice P: (c). The final picture that appears on the 3 x 3 puzzle is Al-Khwarizmi. (h). (d) Page 34: Skill Practice N: 2 Page 35: Exercise 2.(± 8 minutes) cubes numbers manually of through several questions knowledge on involving finding the cubes of square numbers.2: 6 (g). Promotes collaboration among students and mathematical communication Appreciate contribution mathematician the of Game and Evaluation (±20 minutes) Closure (± 5 minutes) Summary and Teacher gives some keywords and Keyword: estimate homework phrase to students and they square root. calculators Evaluation in Students are divided into 5 groups. group activity By answering each of the 9 questions correctly. posing summarize the lesson. Discuss the cube of a negative number is also a negative number. students as enrichment.

Evaluate  −2  . ( 99 ≈ 100 ≈ 10 ) 8. (e) Appendix: Puzzle answer: Al-Khwarizmi Questions and answers for “Jigsaw Puzzle Game”: 1. (b).13 .001) 7. Find the square root of -81.3) 5. Find the cube of -4. 4  2 4 3. Evaluate 0. Find the square of -6.3: 3 (a). (36) 2  1  25 = 6 1 2. (undefined) 4.09 (0. (-64) 6. Estimate 99 . Find the perimeter of a square with area 100 cm².Page 39: Exercise 2. (0. (4 cm²) 5 . Evaluate 0. (40 cm) 9. Find the area of a square with perimeter 8 cm.

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