© All Rights Reserved

4 views

© All Rights Reserved

- ch01
- SAP VOFM Formula Routines
- Gen Ed 2
- Chemistry chapter 1 (foundation)
- Math Fractions
- intro chemistry 1
- Simplifying 2019 Day 1-2
- Physics.docx
- parentguide math 4
- 1461827054TANCET-2007.pdf
- Sandy 2.19
- Print Page - Fiesta 4 _ Fall 2009
- 4 ESO Academics - Unit 01 - Exercises 1.2.
- LECT Form Space
- ch01
- Parent Packet
- Chm1025 Chapter Pss
- Acs_i_ y4 Em Prelim p1 2012
- lesson plan 2-jan 11-15
- Rules for Rounding Off

You are on page 1of 8

Context This unit continues to develop algebraic manipulation skills and introduces graphs of straight lines.

Outline Drawing and interpreting straight line graphs, including the concept of gradient, lead to finding the equation of a straight line graph. In the

manipulation section, working with algebraic fractions is introduced and students also progress to constructing equations from given situations.

Learning Outcomes Suggested Teaching Activities Resources

20

21

Construct tables of values and draw

graphs of functions of the form y =ax +

b; interpret graphs of linear functions;

find the gradient of a straight line graph.

Calculate the gradient of a straight line

from the coordinates of two points on it;

interpret and obtain the equation of a

straight line graph in the form y =mx +c.

Show the students how to construct tables

of values and use them to draw a straight

line graph.

Activity: Ask groups of students to draw

families of graphs and compare the results

e.g. one group to draw y =x, , y =2x, y =

3x etc, one to draw y =x, y =x +1, y =x

2, one to draw y =2x, y =0.5x , y =4x, y

=0.25x etc as a lead in to work on the

equation of a straight line, gradient,

intercept, and parallel (and perpendicular)

lines. If possible, use computers for this

activity, using graph-drawing programs

such as Autograph or Omnigraph.

http://www.ex.ac.uk/cimt/mepres/book8/bk8_14.pdf deals

comprehensively with straight line graphs.

Or students could use the free applet at

http://www.rfbarrow.btinternet.co.uk/htmks3/Linear1.htm.

23

25

Manipulate simple algebraic fractions.

Solve fractional linear equations with

numerical denominators.

Check that students are competent at using

the four rules for fractions (see unit N2).

Then introduce simple algebraic fractions

with numerical denominators: simplify

where possible, add and subtract them,

multiply by an integer.

Apply these manipulating skills to solving

equations containing such fractions.

http://www.bbc.co.uk/scotland/education/bitesize/standard

/mathsII/algebra/fractions_rev1.shtml has work on

algebraic fractions, including those with letters in the

denominator.

There are a few equations with fractions at

http://www.ex.ac.uk/cimt/mepres/allgcse/bkb10.pdf.

22

Construct equations from given

situations.

Move on to constructing formulae, then

substituting in the subject and solving the

resulting equation. Some of the formulae

situations you used in unit A1 may be

suitable for the work on constructing

formulae.

Constructing formulae is in section 2.2 at

http://www.ex.ac.uk/cimt/mepres/allgcse/bka2.pdf

UNIT D3

Recommended Prior Knowledge Units D1, D2.

Context This unit moves on from the discrete data studied in D2 to representing continuous data in classes of equal intervals and to calculating the mean of

such distributions.

Outline This unit includes constructing and interpreting frequency diagrams with equal intervals and identifying the modal class. It moves on to calculating

the mean of a grouped frequency distribution.

Learning Outcomes Suggested Teaching Activities Resources

35 Collect, classify and tabulate continuous

data into classes of equal intervals.

Construct and use bar graphs

(histograms with equal intervals) and

frequency polygons

Calculate the mean for a grouped

frequency distribution; identify the modal

class from a grouped frequency

distribution.

Give the students a list of raw continuous

data, such as their heights from unit S1,

and ask them how the data could be

organised and displayed. Introduce the

idea of using equal class intervals to

enable some comparisons. Show them

how to describe a class interval formally

e.g. 170 <h 175 for a height of h cm and

how to find the mid-point of a class.

Show them how to draw bar graphs

(histograms of equal width where the

vertical scale is the frequency) and

frequency polygons (where the data is

plotted at the mid-point of the class).

Identify the modal class. Give the students

practice at constructing and interpreting

these types of diagram.

Give the students a grouped frequency

distribution and discuss with them how the

mean can be found (you may wish to revise

first finding the mean of a discrete

frequency distribution as studied in D2).

Emphasise that for a grouped frequency

distribution, the calculation gives only an

Questions and examples are at

http://www.ex.ac.uk/cimt/mepres/allgcse/bkb8.pdf

Raw data may be extracted from sites such as

http://www.censusatschool.ntu.ac.uk/, sites giving athletic

records, etc.

estimate of the mean.

Activity: ask students to write down an

estimate of the length, in metres, of their

classroom. Collect these, ask students to

group and tabulate them and calculate the

mean. The room can then be measured

and the results compared. A poster could

be made of the results of this activity,

showing also diagrams representing the

data.

UNIT N3

Recommended Prior Knowledge Units N1, N2, A2.

Context Having learnt basic number skills for all types of real number, these skills are now applied to ordering quantities by magnitude and to estimating and

rounding.

Outline Ideas of inequalities and ordering numbers are dealt with first. Then rounding skills are developed and applied to estimates and checking

procedures, whilst efficient use of the calculator assists in accurate calculations.

Learning Outcomes Suggested Teaching Activities Resources

7 Order quantities by magnitude and

demonstrate familiarity with the symbols

=, , >, <, , .

Give a list of numbers in different forms,

such as 63%, 0.54, 5/11 and 5/8. Ask the

students to write the numbers in order of

size, smallest first and discuss how this can

be done [e.g. converting them all to

decimals] Discuss different strategies e.g.

some students may know that 5/8 =62.5%.

Use the opportunity to demonstrate the

equality and inequality symbols and

encourage students to use them.

The NRich site has problems to solve on comparing and

ordering numbers at

http://nrich.maths.org/public/leg.php?group_id=1&code=50

04

10

14

Make estimates of numbers, quantities

and lengths, give approximations to

specified numbers of significant figures

and decimal places and round off

answers to reasonable accuracy in the

context of a given problem

Use an electronic calculator efficiently;

apply appropriate checks of accuracy

Teach students how to round, using a

number line to position the unrounded

numbers, to the nearest 100, nearest 10, to

1 decimal place etc, 3 significant figures

etc. Show the students which are the vital

digits to look at in each case. Use the

convention of rounding halfway positions

up, e.g. 8.5 rounding to 9 to the nearest

unit. Discuss that rounding to the nearest

number is not always appropriate e.g. if

calculating the number of cans of paint

required, an answer of 3.2 would need to

round up to 4.

Apply rounding skills to making estimates

Section 6.3 is about rounding at

http://www.ex.ac.uk/cimt/mepres/allgcse/bka6.pdf. Section

6.4 is about estimates and 6.6 about using a calculator

efficiently (see also unit A2).

e.g. to use 1 significant figure estimates to

check calculations made with a calculator.

Encourage students to think in advance of

a calculation what size of answer they

should expect. Teach students how to use

their calculator efficiently for complex

calculations using brackets, square roots,

powers etc, continuing the work begun in

unit A2.

Students could work in pairs one writing a

calculation and using their calculator to

evaluate it whilst the other works out an

estimate.

UNIT S3

Recommended Prior Knowledge Units N1, S1, S2

Context Students apply the measuring skills learnt in S1 to formal geometrical constructions and scale drawings. They will need for this some of the

geometrical terms learnt in S2. Simple scale drawings provide an introduction to the formal study of ratio and proportion in N4. Pythagoras theorem is

introduced, using the square roots learnt in N1.

Outline Formal geometrical constructions and simple scale drawings, including the use of bearings, are both studied in this unit. (If desired, scale drawings

could be studied first and used as an introduction to formal constructions without a protractor.) Having found the unknown side of a right-angled triangle by

construction, the method for calculating it by using Pythagoras theorem is then introduced.

Learning Outcomes Suggested Teaching Activities Resources

28

12

29

Construct simple geometrical figures

from given data, angle bisectors and

perpendicular bisectors using protractors

or set squares as necessary; read and

make scale drawings. (Where it is

necessary to construct a triangle given

the three sides, ruler and compasses

only must be used.)

Use scales in practical situations

Interpret and use three-figure bearings

measured clockwise from the north (i.e.

000 360).

Re-visit the symmetry properties of a

rhombus and a kite and show that these

are the basis for constructing perpendicular

and angle bisectors.

Give students practice in constructing

triangles from different data, given three

sides, a side and two angles, or two sides

and an angle. Constructing the

circumcircle and the incircle of triangles

can be used as an activity to give further

practice in constructing perpendicular and

angle bisectors. Include also construction

of some other geometrical figures, such as

some quadrilaterals. (Polygons are studied

in S4)

Apply the construction skills to making

scale drawings, using simple scales only

(harder scales will be met in N4, when ratio

and proportion are studied). Include

drawings giving the position of places,

using three-figure bearings.

The first page at

http://www.bbc.co.uk/schools/gcsebitesize/maths/shapeih/loc

irev3.shtml has an interactive demonstration of how to do

these constructions [the second page gives an example

using loci, which are studied in S5].

http://www.mathforum.org/library/topics/constructions has

links for teachers about constructions, giving background

and ideas

http://www.ex.ac.uk/cimt/mepres/allgcse/bka3.pdf has work

on bearings and scale drawings at section 3.7.

34

21

Apply Pythagoras theorem to the

calculation of a side of a right-angled

triangle.

Calculate the length and the coordinates

of the midpoint of a line segment from

the coordinates of its endpoints.

Constructing right-angled triangles can be

used as an introduction to Pythagoras

theorem.

You may wish to use a dissection method

to show students that the two squares on

the smaller sides can be pieced together to

form the square on the hypotenuse. (A

formal proof is not required but may be

shown to students after similarity has been

studied in S6.)

Give practice to the students in finding the

hypotenuse and another side, using

triangles in different orientations. Apply the

theorem also to questions in context, such

as how far up a wall a ladder reaches.

Also apply the theorem to line segments

given the end-points, including also how to

find the mid-point of a line segment [if unit

S3 is studied before A3, this could be

included with the work on straight-line

graphs in unit A3].

another introductory approach is at

http://www.bbc.co.uk/schools/gcsebitesize/maths/shapeih/pyt

hagorastheoremrev2.shtml

and further examples can be found at

http://www.digitalbrain.com/document.server/subjects/ks4ma

t/su4/mod2e/content.htm#1

- ch01Uploaded byRaf.Z
- SAP VOFM Formula RoutinesUploaded byNitin Fatnani
- Gen Ed 2Uploaded byJessica S. Borromeo
- Chemistry chapter 1 (foundation)Uploaded bykumutha
- Math FractionsUploaded byGon Yan
- Simplifying 2019 Day 1-2Uploaded byLorraine Rose Berdin
- Physics.docxUploaded byeka123
- Sandy 2.19Uploaded bysarahwags13@comcast.net
- intro chemistry 1Uploaded byTrixie Anne Gamotin
- parentguide math 4Uploaded byapi-255198155
- Print Page - Fiesta 4 _ Fall 2009Uploaded byteachopensource
- LECT Form SpaceUploaded bydanteszz
- 1461827054TANCET-2007.pdfUploaded bymani manis
- 4 ESO Academics - Unit 01 - Exercises 1.2.Uploaded byGoheim
- ch01Uploaded bySaba Payrovi
- Parent PacketUploaded byxpgong
- Chm1025 Chapter PssUploaded bygypsy90
- Acs_i_ y4 Em Prelim p1 2012Uploaded bymath3matics3
- lesson plan 2-jan 11-15Uploaded byapi-242663221
- Rules for Rounding OffUploaded byErwin Enad
- m m lesson planUploaded byapi-346526495
- Lesson Plan KS4 Mathematics, Highest Common Factorlowest Common MultipleUploaded bySyed Salman
- autocad 2Uploaded byShkelzen Shabani
- gen ad math gtgUploaded byJerry Abalos-Gulong Obinguar-Gabac Lpt
- e Science ManualUploaded byAndreea Medeea
- IIT - Integração - Parte 2Uploaded bylucas
- Class 10 Mathematics 2015 Outside-2 SolutionsUploaded byJohn
- Lecture 1Uploaded byShani Patel
- EE-210. Signals and Systems Solutions of Homework 5 - cyphynets.pdfUploaded byNiha Afzal
- DlpUploaded byRia Ulanday

- 8291_s12_ms_23Uploaded bymrustudy12345678
- 0654_w04_ms_6Uploaded bymstudy123456
- 0547_s06_tn_3Uploaded bymstudy123456
- 0525_s11_qp_42Uploaded bymstudy123456
- 9697_s12_qp_33Uploaded bymstudy123456
- 8673_s07_erUploaded bymstudy123456
- 0486_w09_qp_4Uploaded bymstudy123456
- 0486_s09_gtUploaded bymstudy123456
- 9697_s12_qp_53Uploaded bymstudy123456
- 8679_w04_erUploaded bymstudy123456
- 0445_s13_erUploaded bymstudy123456
- 0420-NOS_AS_1Uploaded byAwab Aqib
- 9706_s06_ms_1Uploaded byroukaiya_peerkhan
- 9699_y08_fqUploaded bymstudy123456
- 9697_w11_qp_41Uploaded bymstudy123456
- 9695_s05_qp_4Uploaded bymstudy123456
- 9694_w10_qp_23Uploaded bymstudy123456
- 9694_s11_qp_21Uploaded bymstudy123456
- 9693_s12_qp_2Uploaded bymstudy123456
- 9689_w05_erUploaded bymstudy123456
- 9676_w09_qp_3Uploaded bymstudy123456
- 9274_w12_erUploaded bymstudy123456
- 9706_s11_ms_41Uploaded byHAHA_123
- 9084_s10_ms_31Uploaded byolamide
- 8780_w12_qp_1Uploaded bymstudy123456
- 8695_s13_ms_21Uploaded bymstudy123456
- 8693_w09_ms_21Uploaded bymstudy123456
- 8693_w02_qp_1Uploaded bymstudy123456
- 8685_s09_ms_1Uploaded bymstudy123456
- 8683_w12_ms_1Uploaded bymstudy123456

- Principles of General Organic Biological Chemistry 2nd Edition Test BankUploaded byStephanie.Henry1
- manual.pdfUploaded byEric Lima
- FisDas - Week 01 - Unit, Dimension & VectorUploaded bySirka Rajulon
- 5th-Flipbookedited2Uploaded byTodd Anderson
- SAP HANA Database- SQL Reference Manual.pdfUploaded byVittor Pietro
- Afternotes on Numerical AnalysisUploaded bypizandola
- PhysicsUploaded byMarcelito Morong
- chemiasoft - Guide To Preparation of Stock Standard Solutions (2011).pdfUploaded byAlexander Pavon
- 4024_w10_qp_21Uploaded bymstudy123456
- Module 1- Phys 13e Content Introduction MeasurementsUploaded byRamnuj Orecul Soralc
- Unit 3 - Measurement TextUploaded byAgnes Yusti Ti
- 1Uploaded byrcpretorius
- Lab 3 Significant FiguresUploaded bynerilar
- PL1-YYYYYYYYYYYYYYYYYYYYYYYYYYYYYYUploaded byMel Alvin Yanga
- UEM Sol to Exerc Chap 086Uploaded byDiobino Mantac
- 0580_w15_qp_21.pdfUploaded byRunWell
- Crackiitjee.in.Phy.ch2Uploaded bySuresh mohta
- MA 523-LectureNote_Unit-1.pdfUploaded byPushpendraMeena
- Chemistry Pradeep 11Uploaded byAAVANI
- DADF3d01Uploaded byRaja Bala
- Manual WonderlicUploaded byMiriam G Valencia
- General ChemistryUploaded byNohelia Fernandez
- Lab MathUploaded byJenny Ortego
- 4024_w10_qp_21Uploaded byridaf
- Hp27s ManualUploaded byrock_elektron
- Lab Experiment 1 Measurement Bounds XPUploaded byKameKaze
- Error Types and Error PropagationUploaded byDerioUnbound
- Merged DocumentUploaded bySaikat Kar
- Unit 1 Basic Chemistry Notes (Answers)Uploaded bySwarnapali Liyanage
- Eecs 2200 Manual Part 1Uploaded byNumair Hussain