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Contents

Teaching and Learning Activities Teacher¶s Activities Student¶s Activities

Strategies/Methods/ Teaching aids/Values/Thinkin g skills

Set Induction (5 minutes)

The introduction begins with showing pictures about straight line that students are familiar with in their daily life situations. Teacher also asks students for other examples around the classroom that relate to straight line. Example:

Teacher asks students¶ opinion on the pictures.

Students pay attention Introducing and and teacher¶s questions. setting the content. Teaching aids. - Pictures Values - self-confident

Thinking skills - Recognize - Differentiate

Explanation.Steps 5.1. The figure shows a ramp PQ. straight lines for example the steepness of roads and how to identify the vertical and horizontal distances.Differentiate Values . Students give response and try to give the answer. The vertical distance between points P and Q is QR. .1) Understand the concepts of Teaching progression the gradient of a straight 1 line (10minutes) 5. Method.self-confident P R Teacher gives Students listen to the explanation about the teacher¶s explanation different steepness of and take a note.Recognize . The steepness of the ramp depends on these two distances.1 The Vertical and Horizontal Distances between Two Given Points on a Straight Line Figure 1: Q Students pay attention to the teacher¶s explanation. .Power point slide show Strategy. . The horizontal distance is PR. . Teaching aids. . Teacher shows a figure and asks students what are vertical and horizontal distance.Student and teacher centered. Thinking Skills.

Example: Q Teacher shows example how to determine the vertical distance and horizontal distance. P 4 Vertical distance = 4 units Horizontal distance = 10 units 5. Gradient of AB B = CB AC Vertical distance A C Horizontal distance . Teacher explains what The ratio of vertical distance to horizontal distance is known as the the ratio of vertical distance to horizontal gradient of the straight line distance is.1 The Ratio of Vertical Distance to Horizontal Distance Students pay attention to the teacher¶s explanation. Students pay attention and take notes.1.

Teacher asks students to discuss and present their answer to the class. . Teacher explains the instruction based on Handout 1.Student and teacher centered Values. Group Activity (Math Inquiry 2) Teacher asks students to work in pairs. Method. Method. . Teacher asks students to discuss and present their answer to the class.Activity sheets Students pay attention. Teacher guides students to conclude the activity.Activity sheets Students pay attention. Strategy.Cooperative (pair-check) One of the students presents the answer. .Student and teacher centered Values. . Teacher explains the instruction based on Handout 1. 2 (10 minutes) Refer to Handout 1. . Strategy.self-confident. Teacher guides Students conclude what . Refer to Handout 2. Students conclude what they¶ve got on the activity. .Teaching progression Group Activity (Math Inquiry 1) Teacher asks students to work in pairs. Teaching aids. responsive and cooperation Teaching aids.Cooperative (pair-check) One of the students presents the answer. .

c) Gradient of the string.Quiz papers Strategy. responsive and cooperation Teaching aids. Evaluation (10 minutes) Exercises In the diagram. Q and R are points which lie on a straight string. Students try to solve the questions. P.Self-confident and honesty Students check their answers. Teacher asks three volunteers to show the answers on the white board. 4.6 m P 6. Values.4 m = 0. R Q 5.self-confident.Student centered.8 m they¶ve got on the activity.8 m 6. Teacher discusses the answers with the students. b) The gradient between point Q and point R.2 m .students to conclude the activity. . Three students show the answers on the white board Teacher distributes exercises.75 4. . . .4 m Answer: a) Gradient PQ = 4. Find a) The gradient between point P and point Q.

75 Closure/Summary (5 minutes) Conclusion The meaning of the straight line Teacher asks students what they have learned today.75 c) Gradient of a string = 0. responsive. Values. Gradient = Vertical distance Horizontal distance Teacher distributes exercises on the textbook. Students make conclusion. .2 m 5. .6 m = 0. Students make a reflection on what they have learned. Teacher asks students to make a conclusion.b) Gradient PQ = 4.Selfconfident.

Mahjong paper. ratio.30 pm ± 8.40 pm 40 minutes Understand the concept of a gradient of a straight line. responsive. Students have learnt how to find the distance between two points.1) The gradient of the straight line 10 persons 8. honesty and cooperation Recognize. At the end of the lesson. Determine the ratio of vertical distance to horizontal distance.Lesson Plan ± Micro and Macro Teaching Date Day Form Subject Subtopic Enrolment Time Duration Learning Objective Learning Outcome : : : : : : : : : : 26th January 2011 Wednesday 4 Science The Straight Line (Chapter 5) 5. and Theorem Pythagoras. handouts Self confident. Power Points. . differentiate and reflection. students will able to: i) ii) Previous Knowledge : Teaching aids Attitude and values Thinking Skills : : : Determine the vertical and the horizontal distance between two given points on a straight line.

.

tan Procedure : 1. Line AB CD EF 3. Steeper or Steepest´ to rank the lines. What is the gradient of the line that is the (a) steepest (b) least steep .HANDOUT 1 MATH INQUIRY 1 Objective : To find the relationship between gradient. 5. 4. Work in pairs B and steepness of straight lines b MATHS TIP c a = D F A 2. C E Complete the table below based on the diagram above. Vertical distance (v) Horizontal distance (h) Gradient = tan Steepness What can you conclude about tan and the gradient? Use the words ³Steep.

Complete the table above based on the given diagram. Are the ratios of vertical distance to horizontal distance the same for line AB. Work in pairs. BC and AD? What can you conclude about the gradient of a straight line? . D C Line AB BC B AD A Vertical distance (v) 2 Horizontal distance (h) 3 Vertical distance Horizontal distance 2. 3. 4.HANDOUT 2 MATH INQUIRY 2 Objective : To determine whether the gradient of a straight line is constant Procedure : 1.

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