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1. LINES AND Understand and use properties i. Identify: Explore the properties of angles associated Vocabulary

ANGLES II of angles associated with a) transversals with transversal using dynamic geometry parallel lines

transversal and parallel lines. b) corresponding angles software, geometry sets, acetate overlays transversal

WEEK 1 c) alternate angles or tracing paper. alternate angle

3 – 7 Jan d) interior angles. interior angle

associated

ii. Determine that for parallel lines: Discuss when alternate and corresponding corresponding

a) corresponding angles are equal angles are not equal. angle

b) alternate angles are equal The interior angles on the same side of the intersecting

c) sum of interior angles is 180°. transversal are supplementary. lines

supplementary

iii. Find the values of: Discuss when all angles associated with angle

a) corresponding angles transversals are equal and the implication acetate overlay

b) alternate angles on its converse.

c) interior angles associated with

parallel lines.

parallel based on the properties of

angles associated with transversals.

v. Solve problems involving properties Limit to transversal intersecting parallel

of angles associated with lines.

transversals.

2. POLYGONS II Understand the concepts of i. Determine if a given polygon is a Limit to polygons with a maximum of 10 Vocabulary

WEEK 2 regular polygons. regular polygon. sides. polygon

10 -14 JAN Use models of polygons and surroundings regular

to identify regular polygons. polygon

convex

ii. Find: Explore properties of polygons using rulers, Polygon

a) the axes of symmetry compasses, protractors, grid papers, axes of

b) the number of axes of symmetry templates, geo-boards, flash cards and symmetry

of a polygon. dynamic geometry software. straightedges

angle

iii. Sketch regular polygons. Include examples of non-regular polygons Equilateral

developed through activities such as folding triangle

papers in the shape of polygons. square

regular

iv. Draw regular polygons by dividing Relate to applications in architecture. Hexagon

equally the angle at the centre.

squares and regular hexagons. compasses.

Emphasise on the accuracy of drawings.

1

LEARNING LEARNING OBJECTIVES LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS Students will be able to: ACTIVITIES

Understand and use the i. Identify the interior angles and Explore angles of different polygons Vocabulary

knowledge of exterior and exterior angles of a polygon. through activities such as drawing, cutting interior angle

interior angles of polygons. and pasting, measuring angles and using exterior angle

dynamic geometry software. complementary

angle

ii. Find the size of an exterior angle Investigate the number of triangles formed Sum

when the interior angle of a polygon by dividing a polygon into several triangles

is given and vice versa. by joining one chosen vertex of the polygon

to the other vertices.

iii. Determine the sum of the interior

angles of polygons.

angles of polygons.

v. Find:

a) the size of an interior angle of a

regular

b) polygon given the number of

sides.

c) the size of an exterior angle of a

regular polygon given the

number of sides.

d) the number of sides of a regular

polygon given the size of the

interior or

e) exterior angle.

vi. Solve problems involving angles Include examples from everyday situations.

and sides of polygons.

WEEK 3-4 of circles involving symmetry, axis of symmetry. diameter

17 JAN – 4 FEB chords and arcs. axis of

ii. Determine that: Explore through activities such as tracing, Chord

a) a radius that is perpendicular to folding, drawing and measuring using perpendicular

a chord divides the chord into compasses, rulers, threads, protractor, filter bisector

two equal parts and vice versa. papers and dynamic geometry software. intersect

b) perpendicular bisectors of two equidistant

chords intersect at the centre. arc

c) two chords that are equal in symmetry

length are equidistant from the centre

centre and vice versa. radius

d) chords of the same length cut perpendicular

arcs of the same length. symmetry

2

LEARNING LEARNING OBJECTIVES LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS Students will be able to: ACTIVITIES

iii. Solve problems involving

symmetry, chords and arcs of

circles.

Understand and use properties i. Identify angles subtended by an arc Explore properties of angles in a circle by Vocabulary

of angles in circles. at the centre and at the drawing, cutting and pasting, and using angle

circumference of a circle. dynamic geometry software. subtended

semicircle

ii. Determine that angles subtended at Include reflex angles subtended at the circumference

the circumference by the same arc centre. arc

are equal. chord

iii. Determine that angles subtended: Angle subtended by an arc is the same as reflex angle

a) at the circumference angle subtended by the corresponding centre

b) at the centre by arcs of the same chord.

length are equal.

angle at the centre and angle at the

circumference subtended by an arc.

subtended at the circumference in a

semicircle.

subtended at the centre and angles at

the circumference of circles.

Understand and use the i. Identify cyclic quadrilaterals. Explore properties of cyclic quadrilaterals Vocabulary

concepts of cyclic by drawing, cutting and pasting and using cyclic

quadrilaterals. dynamic geometry software. quadrilateral

ii. Identify interior opposite angles of opposite

cyclic quadrilaterals. angle

exterior angle

iii. Determine the relationship between Interior

interior opposite angles of cyclic

quadrilaterals.

corresponding interior opposite

angles of cyclic quadrilaterals.

3

LEARNING LEARNING OBJECTIVES LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS Students will be able to: ACTIVITIES

v. Determine the relationship between

exterior angles and the

corresponding interior opposite

angles of cyclic quadrilaterals.

cyclic quadrilaterals.

4. STATISTICS II Represent and interpret data in i. Obtain and interpret information Relate the quantities of the data to the size Vocabulary

pie charts to solve problems. from pie charts. of angles of the sectors. sector

Use everyday examples from sources such pie chart

WEEK 5 – 6 as newspapers, magazines, reports and the angle

7 – 18 FEB Internet. suitable

representation

ii. Construct pie charts to represent A complete pie chart should include: construct

data. i. The title size of sector

ii. Appropriate labels for the groups of quantity

data. data

Use calculators and computer software in size of angle

constructing pie charts. label

title

iii. Solve problems involving pie charts. Pie charts are mainly suitable for pictograms

categorical data. Include pictograms, bar bar chart

charts, line graphs and pie charts. pie chart

data. on the type of data.

Understand and use the i. Determine the mode of: Use sets of data from everyday situations to Vocabulary

concepts of mode, median and a) sets of data. evaluate and to forecast. data

mean to solve problems. b) data given in frequency tables. mode

discrete

ii. Determine the mode and the Discuss appropriate measurement in frequency

respective frequency from different situations. median

pictographs, bar charts, line graphs arrange

and pie charts. odd

iii. Determine the median for sets of Involve data with more than one mode. even

data. Limit to cases with discrete data only. middle

frequency

iv. Determine the median of data in Emphasise that mode refers to the category table

frequency tables. or score and not to the frequency. mean

Include change in the number and value of

data.

4

LEARNING LEARNING OBJECTIVES LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS Students will be able to: ACTIVITIES

v. Calculate the mean of: Use calculators to calculate the mean for

a) sets of data large sets of data.

b) data in frequency tables

vi. Solve problems involving mode, Discuss appropriate use of mode, median

median and mean. and mean in certain situations.

21 – 25 FEB

5. INDICES Understand the concepts of i. Express repeated multiplication as Begin with squares and cubes. Vocabulary

indices. an and vice versa. ‘a ’ is a real number. indices

WEEK 8 – 10 Include algebraic terms. base

28 FEB -11 MARCH Emphasise base and index. index

a x a x …a = aⁿ power of

n factors a is the base, n is the index. index notation

index form

ii. Find the value of aⁿ. Explore indices using calculators and express

spreadsheets. value

real numbers

iii. Express numbers in index notation. Involve fractions and decimals. repeated

Limit n to positive integers. multiplication

factor

Involving multiplication of multiplication and calculators. multiplication

numbers in index notation. simplify

base

ii. Simplify multiplication of: Limit algebraic terms to one unknown. algebraic term

a) numbers verify

b) algebraic terms expressed in index notation

index notation with the same indices

base. law of indices

a) numbers

b) algebraic terms expressed in

index notation with different

bases.

division of numbers in index

notation.

ii. Simplify division of:

a) numbers

b) algebraic terms expressed in

5

LEARNING LEARNING OBJECTIVES LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS Students will be able to: ACTIVITIES

index notation with the same

base.

Perform computations i. Derive ( a m ) n = a mn ( a m ) n = a mn m and n are positive Vocabulary

involving raising numbers and raised to a power

integers.

algebraic terms in index base

notation to a power.

a) numbers

b) algebraic terms

expressed in index notation raised to a

power.

of: ( a m ×b n ) p = a mp ×b np

a) numbers

p

b) algebraic terms am a mp

expressed in index notation with different =

bn b np

bases raised to a power.

involving multiplication, division,

and raised to a power on:

a) numbers

b) algebraic terms.

i. Verify a =

involving negative indices. n . the law of indices. verify

a

1 n is a positive integer.

ii. State a −n as and vice versa. Begin with n = 1.

an

multiplication, division and raising

to a power involving negative

indices on:

a) numbers

b) algebraic terms.

i. Verify .

involving fractional indices. an =n a Begin with n = 2.

1

ii. State as n a and vice versa.

an

6

LEARNING LEARNING OBJECTIVES LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS Students will be able to: ACTIVITIES

1

iii. Find the value of

an

m

iv. State as :

an

1 1

a) (a n ) m

or ( a m ) n .

b) n amor (n a ) m .

v. Perform combined operations of

multiplication, division and raising

to a power involving fractional

indices on:

a) numbers

b) algebraic terms.

vi. Find the value of .

an

laws of indices. raised to a power or combination of

these operations on several numbers

expressed in index notation.

multiplication, division and raised to

a power involving positive, negative

and fractional indices.

12 – 19 MARCH

7

LEARNING LEARNING OBJECTIVES LEARNING OUTCOME TEACHING AND LEARNING STRATEGIES

AREA/WEEKS Students will be able to: ACTIVITIES

6. ALGEBRAIC Understand and use the concept i. Expand single brackets. Relate to concrete examples. Vocabulary

EXPRESSIONS III of expanding brackets. Begin with linear algebraic terms. linear algebraic

Limit to linear expressions. terms

Emphasise: like terms

(a ± b)(a ± b) = (a ± b)² unlike terms

expansion

ii. Expand two brackets. Explore using computer software. expand

Include: single brackets

(a + b)(a + b) two brackets

(a – b)(a – b) multiply

(a + b)(a – b)

(a – b)(a + b)

Understand and use the concept i. State factors of an algebraic term. Explore using concrete materials and Vocabulary

of factorisation of algebraic computer software. factorisation

expressions to solve problems. Emphasise the relationship between square

expansion and factorisation. common factor

term

ii. State common factors and the HCF The difference of two squares means: highest common

for several algebraic terms. a 2

−b 2

= ( a ±b )( a b) factor (HCF)

difference of two

Limit to four algebraic terms.

squares

ab – ac = a(b – c)

e 2 − f 2 = (e + f )( e − f )

x 2 +2 xy + y 2 = ( x + y ) 2

limit answer to ( ax +by ) 2

ab + ac + bd + cd = (b + c)(a + d)

a) using common factor

b) the difference of two squares.

iv. Factorise and simplify algebraic Begin with one-term expressions for the Vocabulary

fractions. numerator and denominator. numerator

Limit to factorisation involving common denominator

factors and difference of two squares. algebraic

Explore using computer software. fraction

factorisation

8

Perform addition and i. Add or subtract two algebraic Explore using computer software. Vocabulary

subtraction on algebraic fractions with the same Relate to real-life situations. common factor

fractions. denominator. lowest common

multiple (LCM)

ii. Add or subtract two algebraic The concept of LCM may be used. multiple

fractions with one denominator as a Limit denominators to one algebraic term. denominator

multiple of the other denominator.

fractions with denominators:

a) without any common factor

b) with a common factor.

Perform multiplication and i. Multiply two algebraic fractions Explore using computer software. Vocabulary

division on algebraic fractions. involving denominator with: Begin multiplication and division without simplification

a) one term simplification followed by multiplication

b) two terms. and division with simplification.

involving denominator with:

a) one term

b) two terms

iii. Perform multiplication and division

of two algebraic fractions using

factorisation involving common

factors and the different of two

squares.

7. ALGEBRAIC Understand the concepts of i. Determine if a quantity in a given Use examples of everyday situations to Vocabulary

FORMULAE variables and constants. situation is a variable or a constant. explain variables and constants. quantity

variable

constant

ii. Determine the variable in a given possible value

situation and represent it with a formula

letter symbol. value

letter symbol

iii. Determine the possible values of a Variables include integers, fractions and formulae

variable in a given situation. decimals.

Understand the concepts of i. Write a formula based on a given: Symbols representing a quantity in a Vocabulary

formulae to solve problems. a) statement formula must be clearly stated. subject of a

b) situation. formula

statement

ii. Identify the subject of a given power

9

formula. roots

subject of a formula involving:

a) one of the basic operations: +, −,

x, ÷

b) powers or roots

c) combination of the basic

operations and powers or roots.

is:

a) the subject of the formula

b) not the subject of the formula.

v. Solve problems involving formulae.

8. SOLID GEOMETRY Understand and use the i. Derive the formula for volume of: Prisms and cylinders refer to right prisms Vocabulary

III concepts of volumes of right a) prisms and right circular cylinders respectively. derive

prisms and right circular b) cylinders. Use concrete models to derive the formulae. prism

cylinders to solve problems. cylinder

right circular

ii. Calculate the volume of a right Limit the bases to shapes of triangles and cylinder

prism in cubic units given the height quadrilaterals. circular

and: base

a) the area of the base radius

b) dimensions of the base.

iii. Calculate the height of a prism given Relate the volume of right prisms to right area

the volume and the area of the base. circular cylinders. cubic units

square

iv. Calculate the area of the base of a rectangle

prism given the volume and the triangle

height. dimension

in cubic units given: cubic metre

a) area of the base and the height. cubic

b) radius of the base and the height centimetre

of the cylinder. cubic

millimetre

vi. Calculate the height of a cylinder, millilitre

given the volume and the radius of litre

the base. convert

cylinder given the volume and the liquid

height. container

10

viii. Convert volume in one metric unit volume

to another:

a) mm³, cm³ and m³

b) cm³, ml and l .

container. circular cylinders and right prisms.

of prisms and cylinders.

Understand and use the concept i. Derive the formula for the volume Include bases of different types of polygons. Vocabulary

of volumes of right pyramids of: pyramid

and right circular cones to solve a) pyramids cone

problems. b) cones. volume

base

ii. Calculate the volume of pyramids in Use concrete models to derive the formula. height

mm³, cm³ and m³, given the height dimension

and:

a) area of the base

b) dimensions of base.

iii. Calculate the height of a pyramid Relate volumes of pyramids to prisms and

given the volume and the dimension volumes of cones to cylinders.

of the base.

pyramid given the volume and the

height.

mm³, cm³ and m³, given the height

and radius of the base.

the volume and the radius of the

base.

cone given the volume and the

height.

of pyramids and cones.

Understand and use the concept i. Calculate the volume of a sphere Include hemisphere Vocabulary

11

of volumes of sphere to solve given the radius of the sphere. sphere

problems. hemisphere

solid

ii. Calculate the radius of a sphere composite

given the volume of the sphere. solid

combination

iii. Solve problems involving volumes volume

of spheres. radius

Apply the concept of volumes i. Calculate the volume of a composite Composite solids are combinations of

to solve problems involving solid. geometric solids.

composite solids. Use concrete models to form composite

solids.

ii. Solve problems involving volumes Use examples from real-life situations.

of composite solids.

9. SCALE DRAWINGS Understand the concepts of i. Sketch shapes: Limit objects to two dimensional geometric Vocabulary

III scale drawings. a) of the same size as the object shapes. sketch

b) smaller than the object draw

c) larger than the object objects

using grid papers. grid paper

geo-boards

ii. Draw geometric shapesaccording to Explore scale drawings using dynamic software

scale 1 : n, where n = 1, 2, 3, 4, 5 , geometry software, grid papers, geo-boards scale

1 1 or graph papers. geometrical shapes

, . compositen shapes

2 10 size

iii. Draw composite shapes, according Emphasise on the accuracy of the drawings. smaller

to a given scale using: Include grids of different sizes. larger

a) grid papers accurate

b) blank papers. redraw

iv. Redraw shapes on grids of different Emphasise that grids should be drawn on

sizes. the original shapes.

drawings. drawings.

10. TRANSFORMATIO Understand and use the i. Identify if given shapes are similar. Emphasise that for a triangle, if the Vocabulary

NS II concepts of similarity. corresponding angles are equal, then the shape

corresponding sides are proportional. similar

side

ii. Calculate the lengths of unknown Involve examples from everyday situations. angle

sides of two similar shapes. proportion

centre of

12

enlargement

Understand and use the i. Identify an enlargement. Explore the concepts of enlargement using transformation

concepts of enlargement. grid papers, concrete materials, drawings, enlargement

geo-boards and dynamic geometry software. scale factor

object

image

invariant

reduction

ii. Find the scale factor, given the Emphasise the case of reduction. size

object and its image of an Emphasise the case when scale factor = ± 1 orientation

enlargement when: Relate enlargement to similarity of shapes.

a) scale factor > 0

b) scale factor < 0.

iii. Determine the centre of Emphasise that the centre of enlargement is similarity

enlargement, given the object and its an invariant point. properties

image. area

given the centre of enlargement and

the scale factor.

enlargement.

a) scale factor

b) the lengths of sides of the image

c) the lengths of sides of the object

of an enlargement.

vii. Determine the relationship between Use grid papers and dynamic geometry

the area of the image and its object. software to explore the relationship between

the area of the image and its object.

a) area of image

b) area of object

c) scale factor

of an enlargement.

enlargement.

11. LINEAR Understand and use the i. Determine if an equation is a linear Derive linear equations in two variables Vocabulary

13

EQUATIONS II concepts of linear equations in equation in two variables. relating to real-life situations. equation

two variables. variable

linear equation

value

possible

solution

ii. Write linear equations in two Explore using graphic calculators, dynamic linear equation

variables from given information. geometry software and spreadsheets to variable

solve linear equations and simultaneous solution

linear equations. substitution

elimination

iii. Determine the value of a variable simultaneous

given the other variables. linear

equation

iv. Determine the possible solutions for

a linear equation in two variables.

Understand and use the v. Determine if two given equations Include letter symbols other than x and y to

concepts of two simultaneous are simultaneous linear equations. represent variables.

linear equations in two

variables to solve problems.

vi. Solve two simultaneous linear Use trial and improvement method.

equations in two variables by

a) substitution

b) elimination

vii. Solve problems involving two Use examples from real-life situations.

simultaneous linear equations in two

variables.

12. LINEAR Understand and use the i. Identify the relationship: Use everyday situations to illustrate the Vocabulary

INEQUALITIES concepts of inequalities. a) greater than symbols and the use of “ > ” , “ < ” , “ ≤ “ inequality

b) less than and “ ≥ “. greater

based on given situations. less

Emphasise that a > b is equivalent to b < a.

greater than

ii. Write the relationship between two “ > “ read as “greater than”. less than

given numbers using the symbol “>” “ < “ read as “less than”. equal to

or “<”. include

iii. Identify the relationship: “ ≥ “ read as “greater than or equal to”. equivalent

a) greater than or equal to “ ≤ “ read as “ less than or equal to”. solution

b) less than or equal to relationship

based on given situations. linear

unknown

Understand and use the i. Determine if a given relationship is number line

concepts of linear inequalities a linear inequality.

14

in one unknown.

a given linear inequality in one

unknown:

a) x > h;

b) x < h;

c) x ≥ h;

d) x ≤ h.

a) x > h;

b) x < h;

c) x ≥ h;

d)x ≤ h.

on a number line and vice versa.

iv. Construct linear inequalities using Involve examples from everyday situations.

symbols:

a) “ > “ or “ < “

b) “ ≥ “ or “ ≤ “

from given information.

Perform computations i. State a new inequality for a given Emphasise that the condition of inequality Vocabulary

involving addition, subtraction, inequality when a number is: is unchanged. add

multiplication and division on a) added to addition

linear inequalities. b) subtracted from subtract

both sides of the inequalities. subtraction

multiply

ii. State a new inequality for a given Emphasise that when we multiply or divide division

inequality when both sides of the both sides of an inequality by the same multiplication

inequality are: negative number, the inequality is reversed. divide

a) multiplied by a number relation

b) divided by a number. equivalent

adding

iii. Construct inequalities Information given from real-life situations. subtracting

a) x + k > m + k Include also <, ≥ and ≤ . simplest

collect

b) x–k>m–k isolate

c) kx > km solve

add

subtract

multiply

15

x m

d) d) 〉

k k

from given information.

Perform computations to solve i. Solve a linear inequality by: Emphasise that for a solution, the variable is divide

inequalities in one variable. a) adding a number written on the left side of the inequalities.

b) subtracting a number

on both sides of the inequality.

ii. Solve a linear inequality by Explore using dynamic geometry software

a) multiplying a number and graphic calculators.

b) dividing a number

on both sides of the inequality.

variable using a combination of

operations.

Understand the concepts of i. Represent the common values of Emphasise the meaning of inequalities such Vocabulary

simultaneous linear inequalities two simultaneous linear inequalities as: determine

in one variable. on a number line. i. a < x <b common value

ii. a ≤ x ≤ b simultaneous

combining

iii. a ≤ x < b linear

iv. a < x ≤ b inequality

number line

ii. Solve two simultaneous linear Emphasise that forms such as: equivalent

inequalities. i. a > x >b

ii. a < x ≥ b

iii. a < x > b

are not accepted.

13. GRAPHS OF Understand and se the concepts i. State the relationship between two Involve functions such as: Vocabulary

FUNCTIONS of functions. variables based on given i. y = 2x + 3 function

information. ii. p = 3q²+ 4q – 5 relationship

iii. A = B³ variable

1 dependent

iv. W = variable

Z

ii. Identify the dependent and Explore using “function machines”. independent

independent variables in a given variable

relationship involving two variables. ordered pairs

coordinate

iii. Calculate the value of the dependent plane

16

variable, given the value of the table of values

independent variable. origin

graph

Draw and use graphs of i. Construct tables of values for given Limit to linear, quadratic and cubic x-coordinate

functions. functions. functions. y-coordinate

x-axis

ii. Draw graphs of functions using Include cases when scales are not given. y-axis

given scale. scale

y, given the value of x and vice

versa.

functions.

14. RATIO, RATE AND Understand the concepts of i. Determine the rate involved in given Emphasise the units in the calculation. Vocabulary

PROPORTION II rates and perform computations situations and identify the two rate

involving rate. quantities involved. quantity

unit of

ii. Calculate the rate given two Use real-life situations that involve rate. measurement

different quantities. speed

distance

iii. Calculate a certain quantity given time

the rate and the other quantity. uniform

non-uniform

iv. Convert rates from one unit of differentiate

measurement to another. average speed

distance

v. Solve problems involving rate. time

acceleration

Understand and use the concept i. Identify the two quantities involved Moral values related to traffic rules should retardation

of speed. in speed. be incorporated.

ii. Calculate and interpret speed. Use examples from everyday situations.

iii. Calculate:

a) the distance, given the speed and

the time

b) the time, given the speed and the

distance.

iv. Convert speed from one unit of Include the use of graphs.

measurement to another.

v. Differentiate between uniform speed

and non-uniform speed.

17

Understand and use the i. Calculate the average speed in Use examples from daily situations.

concepts of average speed. various situations.

a) the distance, given the average speed and mean speed.

speed and the time.

b) the time, given the average speed

and the distance.

iii. Solve problems involving speed and

average speed.

Understand and use the i. Identify the two quantities involved Include cases of retardation.

concepts of acceleration. in acceleration.

15. TRIGONOMETRY Understand and use tangent of i. Identify the: Use only right-angled triangle. Vocabulary

an acute angle in a right-angled a) hypotenuse Use right-angled triangles with real right-angled

triangle. b) the opposite side and the measurements and develop through triangle

adjacent side with respect to one activities. angle

of the acute angles. hypotenuse

opposite side

ii. Determine the tangent of an angle. Tangent θ can be written as tan θ. adjacent side

Discuss the ratio of the opposite side to the ratio

adjacent side when the angle approaches tangent

90º. value

length

iii. Calculate the tangent of an angle Emphasise that tangent is a ratio. size

given the lengths of sides of the Limit to opposite and adjacent sides.

triangle. Include cases that require the use of

Pythagoras’ Theorem.

iv. Calculate the lengths of sides of a Explore tangent of a given angle when:

triangle given the value of tangent i. The size of the triangle varies

and the length of another side. proportionally.

ii. The size of angle varies.

Understand and use sine of an i. Determine the sine of an angle. Sine θ can be written as sin θ. Vocabulary

acute angle in a right-angled ratio

triangle. right-angled

ii. Calculate the sine of an angle given Explore sine of a given angle when: length

the lengths of sides of the triangle. i. The size of the triangle varies value

proportionally. hypotenuse

ii. The size of the angle varies. opposite side

size

iii. Calculate the lengths of sides of a Include cases that require the use of constant

18

triangle given the value of sine and Pythagoras’ Theorem. increase

the length of another side. proportion

degree

Understand and use cosine of i. Determine the cosine of an angle. Cosine θ can be written as cos θ. minute

an acute angle in a right-angled tangent

triangle.

ii. Calculate the cosine of an angle Explore cosine of a given angle when: angle

given the lengths of sides of the i. The size of the triangle varie cosine

triangle. proportionally. sine

ii. The size of the angle varies. triangle

iii. Calculate the lengths of sides of a Include cases that require the use of

triangle given the value of cosine Pythagoras’ Theorem.

and the length of another side.

and cosine to solve problems. trigonometric ratios given the value

of a trigonometric ratio.

from:

a) degrees to degrees and minutes.

b) degrees and minutes to degrees.

a) tangent i. degrees

b) sine ii. degrees and minutes

c) cosine

of 30º, 45º and 60º without using

scientific calculator

a) tangent

b) sine

c) cosine

using scientific calculator.

a) tangent

b) sine

c) cosine

using scientific calculators.

trigonometric ratios.

19

20

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