SEKOLAH MENENGAH KEBANGSAAN MADAI WDT 178, 91209 KUNAK, SABAH.

MATHEMATICS FORM 2 YEARLY LESSON PLAN 2012

MONTH/ WEEK

TOPIC

LEARNING OBJECTIVES

LEARNING OUTCOMES

SUGGESTED TEACHING & LEARNING ACTIVITIES

Use concrete materials such as coloured chips and multiplication tables to demonstrate multiplication and division of integers Complete multiplication table by recognising patterns. Solve problems related to real-life situation
Use concrete materials such as coloured chips and multiplication tables to demonstrate multiplication and division of integers Complete multiplication table by recognising patterns. Solve problems related to real-life situation Students use calculators to compare and verify answers Solve problems related to real-life situations such as money or temperature

CHAPTER 1 : DIRECTED NUMBERS

1 4/1 6/1 1.1 Multiplication and division of integers Students will be taught: to perform computation involving multiplication and division of integers to solve problems Students will be able to: 1. Multiply integers 2. Solve problems involving multiplication of integers 3. Divide integers 4. Solve problems involving division of integers Students will be able to: 1. Perform computations involving combined operation of: addition and subtraction multiplication and division of integers 2. Solve problems involving combined operation of addition, subtraction, multiplication and division of integers, including the use of brackets Students will be able to: 1. Compare and order fractions

1.2 Combined operations on integers 2 9/1 13/1

Students will be taught to perform computations involving combined operations of addition, subtraction, multiplication and division of integers to solve problems

1.3 Positive and negative fractions

Student will be taught to extend the concept of integers to fractions to solve problems

2.
1.4 Positive and negative decimals to solve problems 1.5 Computations involving directed Students will be taught to extend the concept of integers to decimals to solve problems Students will be taught to perform computations involving

3 16/1 20/1

Perform addition, subtraction, multiplication or division on fractions Students will be able to: 1. Compare and order decimals 2. Perform addition, subtraction, multiplication or division on decimals Students will be able to: 1. Perform addition, subtraction,

Compare fractions using: a) number lines; and b) scientific calculators Compare fractions using: a) number lines; and b) scientific calculators

Explore addition, subtraction, multiplication and division using standard

numbers

directed numbers ( integers, fractions and decimals)

multiplication or division involving two directed numbers 2. Perform computations involving combination of two or more operations on directed numbers, including the use of brackets 3. Pose and solve problems involving directed numbers

algorithm and estimation Perform operation on integers e.g -2 + (-3) x 4 Perform operation on fractions e.g 1 3 1 4 5 2 Perform operation on decimals e.g 2.5 1.2 x (-0.3) Perform operation on integers, fractions and decimals 2 (-1.25 + ) x (-4) 5 Solve problems related to real-life situations

CUTI PERAYAAN TAHUN BARU CINA (23/1 27/1) CHAPTER 2 : SQUARES, SQUARE ROOTS, CUBE AND CUBE ROOTS
2.1 Squares of number Students will be taught to Understand and use the concept of square of number Students will be able to: 1. State a number multiplied by itself as a number to the power of two and vise-versa. 2. Determine the squares of numbers without using calculators 3. Estimate the squares of numbers 4. Determine the squares of numbers using calculators 5. List perfect squares 6. determine if a number is a perfect square 7. Pose and solve problems involving squares of numbers Students will be able to: 1. State the square root of a positive number as a number multiplied by itself equals to the given number. Recognise square of numbers as the areas of the associated squares. Use pencil-and-paper method, mental and speed calculations to evaluate squares of numbers where appropriate Use estimation to check whether answers are reasonable e.g 27 is between 20 and 30 272 is between 400 and 900 Explore square numbers using calculators Explore perfect square Explore the concept of square roots using area of squares Investigate multiplications involving square roots of

5 30/1 3/2

2.2 Square root of positive numbers

Students will be taught to understand and use the concept of square root of numbers

2.3 Cube of numbers

6 6/2 11/2

Student will be taught to understand and use the concept of cube of numbers

2. Determine the square root of perfect squares without using calculator 3. Determine the square roots of positive numbers without using calculators 4. Multiply two square roots 5. Estimate square roots of numbers 6. Find the square roots of numbers using calculators 7. Pose and solve problems involving squares and square roots Students will be able to: 1. State a number multiplied by itself twice as a number to the power of three and vice-versa 2. Determine cubes of numbers without using calculators 3. Estimate cubes of numbers 4. Determine cubes of numbers using calculators 5. Pose and solve problems involving cube of numbers Students will be able to: 1. State the cube root of a number multiplied by itself twice equals to the given number 2. Estimate cube roots of numbers 3. Determine the cube roots of integers without using calculators 4. Determine cube roots of numbers using calculators 5. Pose and solve problems involving cubes and cube roots 6. Perform computations involving addition, subtraction, multiplication, division and mixed operations on squares, square roots, cube and cube roots

a) the same number; and b) different numbers Use estimation to check whether answers are reasonable Use calculators to explore the relationship between squares and square roots

2.4 Cube roots of numbers

Students will be taught to understand and use the concept of cube roots of numbers

Recognise cube of a number as the volume of a associated cube Use pencil-and-paper method, speed and mental calculations to evaluate cube of numbers where appropriate Explore estimation of cube of a number e.g 0.48 is between 0.4 and 0.5 0.483 is between 0.064 and 0.125 Explore cubes of numbers using calculators Explore estimation of cube roots of a number e.g 20 is between 8 and 27 3 20 is between 2 and 3 Explore the relationship between cubes and cube roots using calculators

CHAPTER 3 : ALGEBRAIC EXPRESSIONS II 7 13/2 17/2

3.1 Algebraic terms in two or more unknowns Students will be taught: understand the concept of algebraic terms in two or more unknowns Students will be able to: 1. Identify unknowns in algebraic terms in two or more unknowns 2. Identify algebraic terms in two or more unknowns as the product of the unknown with a number 3. Identify coefficients in given algebraic terms in two or more unknowns 4. identify like and unlike algebraic terms in two or more unknowns 5. State like terms for a given algebraic term Students will be able to: 1. Find the product of two algebraic terms 2. Find quotient of two algebraic terms 3. Perform multiplication and division involving algebraic terms Students identify unknown in given algebraic terms e.g 3ab : a & b are unknowns -3d2 : d is an unknown Use example of everyday situations to explain algebraic terms in two or more unknowns.

3.2 Multiplication and division of two or more terms

Students will be taught to perform computations involving multiplication and division of two or more terms

3.3 Concept of algebraic expressions Student will be taught to understand the concept of algebraic expressions Students will be able to : 1. Write algebraic expressions for given situations using letter symbols 2. Recognise algebraic expressions in two or more unknowns 3. Determine the number of terms in given algebraic expressions in two or more unknown 4. simplify algebraic expressions by collecting like terms 5. Evaluate expressions by substituting numbers for letters

8 20/2 24/2

Explore multiplication and division of algebraic terms using concrete materials or pictorial representations e.g Find the area of wall covered by 10 pieces of tiles each measuring x cm by y cm e.g a) 4rs x 3r = 12r2s 2 xpxp p 2 = b) 2 p 6 pq = 6 xpxq 3q Perform multiplication and division such as: 6pq2 x 3p 2qr Use situation to demonstrate the concept of algebraic expression in context e.g a) Add 7 to a number : n + 7 b) A number multiplied by 2 and then 5 added : (n x 2) + 5 or 2n + 5 Investigate the difference between expressions such as 2n and n + 2 ; 3(c + 5) ; n2 and 2n ; 2n2 and (2n)2

3.4 Computations involving algebraic expressions

Students will be taught to perform computations involving algebraic expressions

Students will be able to: 1. Multiply and divide algebraic expressions by a number 2. Perform: a) addition b) subtraction involving two expressions 3. Simplify algebraic expressions

Use situations to explain computations in involving algebraic expressions in context a) 8(3x 2)

4x 6 2 Investigate why 8(3x 2) = 24x 16 Add and subtract algebraic expressions by removing bracket and collecting like terms Simplify algebraic expressions such as a) 3x (7x 5x) b) 5(x + 2y) 3(2x 2y) 1 1 (a + 7b c ) + ( 4 b 2c ) c) 2 3 4x 6 d) 8(3 x 2) + 2
b) (4x 6) 2 or

CHAPTER 4 : LINEAR EQUATIONS I

4.1 Equality

9 27/2 3/3

Students will be taught: understand and use the concept of equality

Students will be able to: 1. State the relationship between to quantities by using the symbols = or

4.2 Linear equations in one unknown

Students will be taught to understand and use the concept of linear equations in one unknown

Students will be able to: 1. Recognise linear algebraic terms 2. Recognise linear algebraic expressions 3. Determine if a given equation is a linear equation; a linear equation in one unknown 4. Write linear equation in one unknown for given statements and vice versa

Use concrete examples to illustrate = and Discuss cases as: a) If a = b then b = a e.g 2 + 3 = 4 + 1 then 4 + 1 = 2 + 3 b) If a = b and b = c, then a = c e.g 4 + 5 = 2 + 7 and 2 + 7 = 3 + 6 then 4 + 5 = 3 + 6 Discuss why given algebraic terms and expressions are linear Given a list of terms, students identify linear terms e.g. 3x , xy, x2 3x is a linear term Select linear expressions given a list of algebraic expressions e.g. 2x + 3, x 2y, xy + 2, x2 - 1 2x +3, x 2y are linear expressions

4.3 Solutions of linear equations in one unknown Student will be taught to understand the concept of solutions of linear equations in one unknown Students will be able to : 1. Determine if a numerical value is a solution of a given linear equation in one unknown 2. Determine the solution of a linear equation in one unknown by trial and improvement method 3. Solve equations in the form of: a) x + a = b b) x a = b c) ax = b x =b d) a where a, b, c are integers and x is an unknown 4. Solve equations in the form of ax + b = c, where a, b, c are integers and x is an unknown 5. Solve linear equations in one unknown 6. Pose and solve problems involving linear equations in one unknown

Discuss why equation are linear equations and linear equations in one unknown Select linear equations given a list of equations e.g. x + 3 = 5, x 2y = 7, xy = 10 x + 3 = 5, x 2y = 7 are linear equations x + 3 = 5 is linear equation in one unknown Includes examples from everyday situations Use concrete examples to explain solutions of linear equations in one unknown e.g. Relate x + 2 = 5 to 5 = 2 + Solve and verify linear equations in one unknown by inspection and systematic trial, using whole numbers, with and without using calculators Involve examples from everyday situations

10 11

UJIAN SETARA 1 (5/3 9/3) HOLIDAY FIRST MIDTERM (12/3 16/3)

CHAPTER 5 : RATIO, RATES AND PROPORTIONS 12 19/3 23/3

5.1 The concept of ratio of two quantities Students will be taught: understand the concept of ratio of two quantities Students will be able to: 1. Compare two quantities in the a form a : b or b 2. Determine whether given ratios are equivalent ratios 3. Simplify ratios to the lowest terms 4. State ratios related to given ratio Students will be able to: 1. State whether two pairs of quantities is a proportion 2. Determine if a quantity is proportional to another quantity given two values of each quantity 3. Find a value of a quantity given the ratio of the two quantities and the value of another quantity 4. Find the value of a quantity given the ratio and the sum of the two quantities 5. Find the sum of two quantities given the ratio of the quantities and the difference between the quantities 6. Pose and solve problems involving ratios and proportions Students will be able to: 1. Compare three quantities in the form of a : b : c 2. Determine whether given ratios are equivalent ratios 3. Simplify the ratio of three quantities to the lowest terms 4. State the ratio of any two quantities given ratio of three quantities 5. Find the ratio of a : b : c given the ratio of a : b and b : c Use everyday examples to introduce the concept of ratio Use concrete examples to explore: a) equivalent ratios; and b) related ratios

5.2 The concept of proportion to solve problems

Students will be taught to understand the concept of proportion to solve problems

Use everyday examples to introduce the concept of proportion Verify the method of cross multiplication and use it to find the missing terms of a proportion

13 26/3 30/3

5.3 The concept of ratio of three quantities to solve problems

Students will be taught to understand and use the concept of ratio of three quantities to solve problems

Use everyday examples to introduce the concept of ratio of three quantities Use concrete examples to explore equivalent ratios

6. Find the value of the other quantity, given the ratio of three quantities and the value of one of the quantities 7. Find the value of each of three quantities given: a) the ratio and the sum of three quantities; and b) the ratio and the difference between two of the three quantities 8. Find the sum of three quantities given the ratio and the difference between two of three quantities 9. Pose and solve problems involving ratio f three quantities

CHAPTER 6 : PYTHAGORAS THEOREM 14 2/4 6/4

6.1 The relationship between the sides of a rightangled triangle Students will be taught: understand the relationship between the sides of a rightangled triangle Students will be able to: 1. Identify the hypotenuse of rightangled triangles 2. Determine the relationship between the lengths of the sides of a right-angled triangle 3. Find the length of the missing side of a right-angled triangle using the Pythagoras theorem 4. Find the length of sides associated with combined geometric shapes using Pythagoras theorem 5. Solve problems using the Pythagoras theorem Students will be able to : 1. Determine whether a triangle is a right-angled triangle 2. Solve problems involving the converse Pythagoras theorem Students identify the hypotenuses of right-angled triangles drawn in different orientations Use dynamic geometry software, grid papers or geo-boards to explore and investigate the Pythagoras theorem

15 9/4 14/4

6.2 The converse of the Pythagoras theorem

Students will be taught to understand and use the converse of the Pythagoras theorem

Explore and investigate the converse of the Pythagoras theorem through activities

CHAPTER 7 : GEOMETRICAL CONSTRUCTIONS

16 17 16/4 27/4

7.1 Constructions using straight edge and pairs of compass

Students will be taught: to perform constructions using straight edge ( ruler and set square) and compass

Students will be able to: 1. Construct a line segment of given length 2. Construct a triangle given the length of the sides 3. Construct a) perpendicular bisector of a given line segment; b) perpendicular to a line passing through a point on the line; and c) perpendicular to a line passing through a point not on the line 4. Construct : a) angle of 600 and 0 120 ; b) bisector of an angle 5. Construct triangles given: a) one side and two angles; and b) two sides and one included angle 6. Construct : a) parallel lines; and b) parallelogra m given its sides and an angle

Relate constructions to properties of rhombus and isosceles triangle Relate the construction to the properties of equilateral triangle Explore situation when two different triangles can be constructed

CHAPTER 8 : COORDINATES
8.1 Coordinates

18 30/4 4/5

Students will be taught: understand and use the concept of coordinates

Students will be able to: 1. Identify the x-axis , y-axis and the origin on a Cartesian plane 2. Plot points and state the coordinates of the points given distances from the y-axis and xaxis 3. Plot points and state the distances of the points from the y-axis and x-axis given coordinate of the points

Introduce the concept of coordinates using everyday examples. e.g. a) a seat in the classroom; and b) a point on square grids Introduce Cartesian coordinates as a systematic way of marking the location of a point

10

8.2 Scales of the coordinates axes

Students wil be taught to understand and use the concept of scales of the coordinates axes

4. State the coordinates of points on Cartesian plane Students will be able to: 1. Mark the values on both axes by extending the sequence of given values on the axes 2. State the scales used in given coordinate axes where: a) scales for axes are the same b) scales for axes are different 3. Mark the values on both axes, with reference to the scales given 4. State the coordinates of a given point with reference to the scales given 5. Plot points, given the coordinates, with reference to the scales given 6. Pose and solve problems involving coordinates Students will be able to: 1. Find the distance between two points with: a) common y-coordinates; b) common x- coordinates 2. Find the distance between two points using Pythagoras theorem 3. Pose and solve problems involving distance between two points

Use dynamic geometry software to explore and investigate the concept scales Explore the effects of shapes of objects by using different scales Explore positions of places on topography maps Pose and solve problems involving coordinates of vertices of shapes such as: Name the shape formed by A(1, 5), B(2, 5), C(4, 3) and D(3, 3) Three of the four vertices of a square are (-1, 1), (2, 5) and (6, 2). State the coordinate of the fourth vertex

19 7/5 11/5

8.3 Distance between two points on a Cartesian plane

Students will be taught to understand and use the concept of distance between two points on a Cartesian plane

8.4 Midpoint

Students will be taught to understand and use the concept of midpoint

Students will be able to: 1. Identify the midpoint of a straight line joining two points 2. Find the coordinates of the midpoint of a straight line joining two points with: a) common y-coordinates; b) common x-coordinates

Discuss different methods of finding distance between two points such as: a) inspection; b) moving one point to the other; c) Computing the difference between the x-coordinates or y-cordinate Students draw the appropriate rightangled triangle and identify that the hypotenuse of the triangle, is the distance between the given points Introduce the concept of midpoints through activities such as folding, construction, drawing, counting and etc Use dynamic geometry software to explore and investigate the concept of midpoints

11

3. Find the coordinates of the midpoint of the line joining two points 4. Pose and solve problems involving midpoints

20 - 21 22 - 23

MIDYEAR EXAMINATION (14/5 25/5) HOLIDAY MIDTERM (28/5 8/6) CHAPTER 9 : LOCI IN TWO DIMENSIONS

24 11/6 15/6

9.1 Two-dimensional loci

Students will be taught: understand the concept of twodimensional loci

Students will be able to: 1. Describe and sketch the locus of a moving object 2. Determine the locus of a set of all points that satisfy certain condition: a) the point is at a constant distance from a fixed point; b) the point is at equidistant from two fixed points; c) the point is at a constant distance from a straight line; and d) the point is at equidistant from two intersecting lines 3. Construct the locus of a set of all points that satisfies the condition: a) the point is at a constant distance from a fixed point; b) the point is at equidistant from two fixed points; c) the point is at a constant distance from a straight line; and d) the point is at equidistant from two

Use everyday examples such as familiar routes and simple paths to introduce the concept of loci Discuss the locus of a point in a given diagram. e.g. Describe a locus of a point equidistant from A and C

12

intersecting lines 9.2 Intersection of two loci Students will be taught to understand the concept of the intersection of two loci Determine the intersections of two loci by drawing the loci and locating the points that satisfy the conditions of the two loci Use everyday examples or games to discuss the intersection of two loci Mark the points that satisfy the conditions: a) Equidistant from A and C b) 3 cm from A

25 18/6 22/6

CHAPTER 10 : CIRCLES
11.1 Parts of a circle

26 25/6 29/6

Students will be taught: to recognise and draw parts of a circle

Students will be able to: 1. Identify circle as a set of points equidistant from a fixed point 2. identify parts of a circle: a) center b) circumference c) radius d) diameter e) chord f) sector g) arc h) segment 3. Draw: a) a circle given the radius and center b) a circle given the diameter; and c) a diameter passing through a specific point in a circle given the centre d) a chord of a given length passing through a point on the circumference;

Introduce the concept of a circle as a locus Use dynamic geometry software to explore parts of a circle

13

10.2 Circumference

Students will be taught to understand and use the concept of circumference to solve problems

10.3 Arc of a circle

Students will be taught to understand and use the concept of arc of a circle to solve problems

10.4 Area of a circle

27 2/7 6/7

Students will be taught to understand and use the concept of area of a circle to solve the problems

and e) sector given the size of the angle at the centre and radius at the circle 4. Determine the: a) center b) radius of a given circle by construction Students will be able to: 1. Estimate the value of 2. Derive the formula of circumference of a circle 3. Find the circumference of a circle, given its: a) diameter: and b) radius given the circumference of a circle 4. Solve problems involving circumference of circles Students will be able to: 1. Derive the formula of the length of an arc 2. Find the length of arc given the angle at the centre and the radius 3. Find the angle at the centre given the length of the arc and the radius of a circle 4. Find the length of radius of a circle given the length of the arc and the angle at the centre 5. Solve problems involving arcs of a circle Students will be able to: 1. Derive the formula of the area of a circle 2. Find the area of a circle given the: radius; and diameter 3. Find: a) radius; and

Measure diameter and circumference of circular objects Explore the history of Explore the value of using dynamic geometry software

Explore the relationship between the length of arc and angle at the centre of a circle using dynamic geometry software

Explore the relationship between the radius and the area of a circle: c) using dynamic geometry software; and d) through activities such as cutting the circle into equal sectors and rearranging them into rectangular form

14

10.5 Area of sector of a circle

Students will be taught to understand and use the concept of area of sector of a circle to solve problems

b) diameter given the area of a circle 4. Find the area of a circle given the circumference and vice versa 5. Solve problems involving area of circles Students will be able to: 1. Derive the formula of the area of a sector 2. Find the area of a sector given the radius and angle at the centre 3. Find the angle at the centre given the radius and area of a sector 4. Find the radius given the area of a sector and the angle at the centre 5. Solve problems involving area of sectors and area of circles

Explore the relationship between the area of a sector and the angle at the centre of the circle using dynamic geometry software

CHAPTER 11 : TRANSFORMATIONS
11.1 Transformations

28 9/7 13/7
11.2 Translations

Students will be taught: understand the concept of transformations

Students will be able to: 1. Identify a transformation as oneto-one correspondence between points in a plane 2. Identify the object and its image in a given transformation Students will be taught to Students will be able to: understand and use the concept 1. Identify a translation of translations 2. Determine the image of an object under a given translation

Explore concepts in transformational geometry using concrete materials, drawings, geo-boards and dynamic geometry software

Explore translation given in the form

a b Investigate the shapes and sizes, lengths and angles of the images and the objects

3. Describe a translation: a) by stating the direction and distance of the movement; and a b) in the form b 4. Determine the properties of translation

15

11.4 Reflection

Students will be taught to understand and use the concept of reflections

11.4 Rotations

29 16/7 30/7

Students will be taught to understand and use the concept of rotations

5. Determine the coordinates of: a) the image, given the coordinates of the object; and b) the object, given the coordinates of the image under a translation 6. Solve problems involving translations Students will be able to: 1. Identify a reflection 2. Determine the image of an object under reflection on a given line 3. Determine the properties of reflections 4. Determine: c) the image of an object given the axis of reflection; and d) the axis of reflection, given the object and its image 5. Determine the coordinates of: a) the image, given the coordinates of the object; and b) the object, given the coordinates of the image under a reflection 6. Describe a reflection given the object and image 7. Solve problems involving reflections Students will be able to: 1. Identify a rotation 2. Determine the image of an object under a rotation given the centre, the angle and the direction of rotation 3. Determine the properties of rotations 4. Determine:

Explore the image of an object under a reflection by drawing, using tracing paper, or paper folding Investigate the shapes and sizes, lengths and angles of the images and objects

Explore the image of an object under a rotation by drawing and using tracing paper

16

11.5 Isometry

Students will be taught to understand and use the concept of isometry

11.6 Congruence

Students will be taught to understand and use the concept of congruence

11.7 Properties of quadrilaterals

Students will be taught to understand and use the properties of quadrilaterals using concept of transformations

a) image of an object, given the centre, angle and direction of rotation; and b) the centre, angle and direction of rotation, given the object and the image 5. Determine the coordinates of: a) the image, given the coordinates of the object; b) the object, given the coordinates of the image under a rotation 6. Describe a rotation given the object and image 7. Solve problems involving rotations Students will be able to: 1. Identify an isometry 2. Determine whether a given transformation is an isometry 3. Construct patterns using isometry Students will be able to: 1. Identify if two figures are congruent 2. Identify congruency between two figures as a property of an isometry 3. Solve problems involving congruence Students will be able to: 1. Determine the properties of quadrilaterals using reflections and rotations

Use tracing papers to explore isometry

Explore congruency under translations, reflections and rotations

Explore the properties of various quadrilaterals by comparing the sides, angles and diagonals

CHAPTER 12 : SOLID GEOMETRY II 30

12.1 Properties of prisms, pyramids, Students will be taught: understand geometric properties Students will be able to: 1. State the geometric properties of Explore and investigate properties of geometric solids

17

23/7 27/7

cylinders, cones and spheres 12.3 Nets

of prisms, pyramids, cylinders, cones and spheres Students will be taught to understand the concept of nets

12.3 Surface area

31 30/7 3/8

Students will be taught to understand the concept of surface area

prisms, pyramids, cylinders, cones and spheres Students will be able to: 1. Draw nets for prisms, pyramids, cylinders and cones 2. State the types of solids given their nets 3. Construct models of solids given their nets Students will be able to: 1. State the surface area of prisms, pyramids, cylinders and cones 2. Find the surface area of prisms, pyramids, cylinders and cones 3. Find the surface area of spheres using the standard formula 4. Find dimensions: a) length of sides; b) height c) slant height d) radius e) diameter of a solid given its surface area and other relevant information 5. Solve problems involving surface areas

using concrete models Explore the similarities and differences between nets of prisms, pyramids, cylinders and cones using concrete models

Explore and derive the formulae of the surface areas of prisms, pyramids, cylinders and cones

32 - 33 34

REVISION & UJIAN SETARA 2 (6/8 17/8) HOLIDAY SECOND MIDTERM (20/8 24/8) CHAPTER 13 : STATISTICS I
13.1 Concept of data

35 27/8 30/8

Students will be taught: to understand the concept of data

13.2 Concept of frequency

Students will be taught to understand the concept of

Students will be able to: 1. Classify data according to those that can be collected by: a) counting; and b)measuring 2. Collect and record data systematically Students will be able to: 1. Determine the frequency of data

Carry out activities to introduce the concept of data as a collection of information or facts Discuss methods of collecting data such as counting, observations, measuring, using questionnaires and interviews Use activities to introduce the concept of frequency

18

frequency

36 3/9 7/9

13.3 Representation
and interpretation of data

Students will be taught to represent and interpret data in: i. pictograms ii. bar charts iii. line graphs to solve problems

2. Determine the data with: a) the highest frequency; b) the lowest frequency; and c) frequency of a specific value 3. Organise data by constructing: a) tally charts; and b) frequency tables 4. Obtain information from frequency tables Students will be able to: 1. Construct pictograms to represent data 2. Obtain information from pictograms 3. Solve problems involving pictograms 4. Construct bar charts to represent data 5. Obtain information from bar charts 6. Solve problems involving bar charts 7. Represent data using line graphs 8. Obtain information from line graphs 9. Solve problems involving line graphs REVISION (10/9 12/10)

Use everyday situations to introduce pictograms, bar charts and line graph

37 - 41 42 - 43 44 - 45 46 - 52

FINAL YEAR EXAMINATION (15/10 24/10) SCCHOOLS ACTIVITY (29/10 9/11) FINAL YEAR HOLIDAY (12/11 31/12)

19

20