mathematics form two scheme of work...
TRANSCRIPT
MATHEMATICS FORM TWO
SCHEME OF WORK 2015
NO. DATE TOPICS / SUBTOPICS LEARNING OBJECTIVES LEARNING OUTCOMES VALUES CCTS GENERICS
1.1
1.2
1.3
1.4
1.5
12.1-23.1.2015
DIRECTED NUMBERS
Perform computations involving multiplication and division of
integers to solve problems.
Perform computations involving combined operations of addition,
subtraction, multiplication and
division of integers to solve problems.
Extend the concept of integers to fractions to solve problems.
Extend the concept of integers to
decimals to solve problems.
Perform computations involving
directed numbers (integers,
fractions and decimals).
Students will be able to: i. Multiply integers.
ii. Solve problems involving
multiplication of integers. iii. Divide integers.
iv. Solve problems involving division of
integers.
Students will be able to: i. Perform computations involving
combined operations of:
a) Addition and subtraction b) Multiplication and division of
integers.
ii. Solve problems involving combined
operations of addition, subtraction, multiplication and division of integers,
including the use of brackets.
Students will be able to compare: i. Compare and order fractions.
ii. Perform addition, subtraction,
multiplication or division on fractions.
Students will be able to:
i. Compare and order decimals.
ii. Perform addition, subtraction, multiplication or division on decimals.
Students will be able to:
i. Perform addition, subtraction,
multiplication or division involving two directed numbers.
ii. Perform computations involving
combinations of two or more
Hard-working
Rational
Systematic
Confidence
Endeavor
Hard-working
Systematic
Hard-working
Systematic
Hard-working
Systematic
Solve problems
Solve problems
Solve problems
To compare
To compare
Identify the steps
Solve problems
Contextual
Multiple
Intelligence
Communication
Thinking Skill
Cooperative
Learning
operations on directed numbers
including the use of brackets. iii. Pose and solve problems involving
directed numbers.
No. WEEK TOPICS/SUBTOPICS LEARNING OBJECTIVE LEARNING OUTCOMES VALUES CCTS GENERICS
2.0 26.1-
13.2.2015
SQUARES, SQUARE
ROOTS, CUBES AND
CUBE ROOTS.
2.1 Understand and use the
concept of square of numbers
2.2. Understand and use concept of square root of numbers.
Students will be able to:
i. State a number multiplied by itself as a
number to the power of two and vice- versa .
iii. Determine the squares of numbers without calculators.
iii. Estimate the squares of numbers.
iv. Determine the squares of numbers
using calculators.
v. List perfect squares.
vi. Determine if a number is a perfect
square.
vii. Pose and solve problems involving
squares of numbers.
i. State the square root of positive number
as the number multiplied by itself equals
to the given number.
ii. Determine the square root of perfect
squares without using calculator.
iii. Determine the square roots of positive
numbers without using calculators.
iv. Multiply two square roots.
v. Estimate square roots of numbers.
Curious
Hard-working
Estimate
Logic
Accurate
Rational
Logic
Confidence
Mentally processing
To identify
Solve problem
Mentally processing
To identify
Multiple Intelligence
Constructivism
Thinking Skill
Learning how to
learn
Self-access
learning
2.3. Understand and use the
concept of cube of numbers.
2.4. Understand and use the
concept of cube roots of numbers.
vi. Find the square roots of numbers using calculators.
vii. Pose and solve problems involving squares and square roots .
i. State a number multiplied by itself twice
as a number to the power of three and
vice-versa.
iii. Determine cubes of numbers without
using calculators
iii. Estimate cubes of numbers.
iv. Determine cubes of numbers using
calculators.
v. Pose and solve problems involving
cube
of numbers.
i. State the cube root of a number as the number multiplied by itself twice
equals
to the given number.
ii. Estimate cube roots of numbers.
iv. Determine the cube roots of integers
without using calculators.
v. Determine the cube roots of numbers
without using calculators.
v. Determine cube roots of numbers using
calculators.
vi. Pose and solve problems involving
cubes and cube roots.
vii. Perform computations involving
addition, subtraction, multiplication,
division and mixed operations on squares cubes and cube roots.
Confidence
Estimate
Rational
Hard-working
Confidence
Estimate
Rational
Hard-working
Logic
Solve problem
Mentally processing
To identify
Solve problem
Mentally processing
To identify
Solve problem
No. WEEK TOPICS/SUBTOPICS LEARNING OBJECTIVE LEARNING OUTCOMES VALUES CCTS GENERICS
3.0
3.1
3.2
3.3
3.4
16.2-
6.3.2015
ALGEBRAIC
EXPRESSIONS II
Students will be taught to :
Understand the concept of
algebraic terms in two more
unknowns.
Perform computations involving
multiplication and division of two
or more terms.
Understand the concept of
algebraic expressions.
Perform computations involving
algebraic expressions.
Students will be able to:
i. Identify unknowns in algebraic terms
in two or more unknowns. ii. Identify algebraic terms in two or
more unknowns as the product of the
unknowns with a number. iii. Identify coefficients in given
algebraic terms in two or more
unknowns. iv. Identify like and unlike algebraic
terms in two or more unknowns.
v. State like terms for a given algebraic term.
i. Find the product of two algebraic
terms. ii. Find the quotient of two algebraic
terms. iii. Perform multiplication and division
involving algebraic terms.
i. Write algebraic expression for given situations using letter symbols.
ii. Recognize algebraic expressions in
two or more unknowns. iii. Determine the number of terms in
given algebraic expressions in two
or more unknown.
iv. Simplify algebraic expression by
collecting like terms. v. Evaluate expressions by substituting
numbers for letters.
Student will be able to :
i. Multiply and divide algebraic
expressions by a number.
Logic
Hard-working
Fair
Accurate
Confidence
Logic
Rational
Accurate
Accurate
To compare and distinguish
Recognize
relationship
Solve problems
Recognize
relationship
To try
Problem solving
Mastery Learning
Multiple
Intelligence
Thinking Skill
Cooperative
Problem solving
ii. Perform:
a) addition b) subtraction
involving two expressions.
iii. Simplify algebraic expressions.
Logic
Fair
CUTI PERTENGAHAN PENGGAL 14.3.2015 - 22.3.2015 No. WEEK TOPICS/SUBTOPICS LEARNING OBJECTIVE LEARNING OUTCOMES VALUES CCTS GENERICS
4.0
4.1
4.2
4.3
9.3-27.3.2015
LINEAR EQUATIONS
Understand and use the concept of
equality.
Understand and use the concept of
linear equations in one unknown.
Understand the concept of
solutions of linear equations in
one unknown.
Students will be able to:
i. State the relationship between two
quantities by using the symbols ‘=’ or
‘’.
i. i. Recognize linear algebraic
terms. ii. Recognize linear algebraic
expressions.
iii. Determine if a given equation is : a) a linear equation ;
b) a linear equation in
one unknown
iv. Write linear equations in one
unknown
for given statements and vice versa.
i. Determine if a numerical value is a
solution of a given linear equation in
one unknown. ii. Determine the solution of a linear
equation in one unknown by trial and
improvement method. iii. Solve equations in the form of :
a. x + a = b
b. x – a = b c. ax = b
d. a
x= b
Where a, b, c are integers and x is an
unknown.
iv. Solve equations in the form of ax + b = c, where a, b, c are integers and x is
an unknown.
v. Solve linear equations in one unknown.
Rational
Logic
Confidence
Fair
Logic
Confidence
Endeavor
Hard-working
To identify
Recognize relationship
Analyses
Making decision
Interpret
Conclusion
Solve problem
Mastery Learning
Multiple
Intelligence
Communication
ICT
Problem solving
Self-access
learning
vi. Pose and solve problems involving
linear equations in one unknown.
No. WEEK TOPICS/SUBTOPICS LEARNING OBJECTIVE LEARNING OUTCOMES VALUES CCTS GENERICS
5.0
5.1
5.2
5..3
30.3-
10.4.2015
RATIOS, RATES AND
PROPORTIONS
Ratio of two quantities.
Proportion.
Ratio of three quantities
Understand the concept of ratio of
two quantities.
Understand the concept of
proportion to solve problems.
Understand and use the concept of
the ratio of three quantities to solve problems.
Students will be able to:
i. Compare two quantities in the form
a:b or
b
a.
ii. Determine whether given ratios are
equivalent ratios.
iii. Simplify ratios to the lowest terms. iv. State ratios related to a given ratio.
i. State whether two pairs of quantities
is a proportion. ii. Determine if a quantity is
proportional to another quantity given
two values of each quantity. iii. Find the value of a quantity given the
ratio of the two quantities and the
value of another quantity. iv. Find the value of a quantity given the
ratio and the sum of the two
quantities. v. Find the sum of two quantities given
the ratio of the quantities and the
difference between the quantities. vi. Pose and solve problems involving
ratios and proportions.
Students will be able to:
i. Compare three quantities in the form
a : b : c ii. Determine whether given ratios are
equivalent ratios.
iii. Simplify ratio of three quantities to
the lowest terms.
iv. State the ratio of any two quantities
given ratio of three quantities. v. Find the ratio of a : b : c given the
ratio of a : b and b : c.
vi. Find the value of the other quantity, given the ratio of three quantities and
the value of one of the quantities.
Rational
Confidence
Tolerance
Responsibility
Fair
Confidence
Tolerance
Responsibility
To compare
Recognize relationship
Analyses
Interpret
Solve problem
To compare
Explain
information
Identify a connection
Contextual
Mastery Learning
Multiple Intelligence
Constructivism
Communication
Cooperative
Learning
Problem solving
Future studies
vii. Find the value of each of the 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
viii. Find the sum of three quantities given the ratio
ix. and the difference between two of the
three quantities. x. Pose and solve problems involving
ratio of three quantities.
Systematic
Solve problem
No. WEEK TOPICS/SUBTOPICS LEARNING OBJECTIVES LEARNING OUTCOMES VALUE CCTS GENERICS
6.0
6.1
6.2
13.4-
24.4.2015
PYTHAGORAS’
THEOREM
Hypotenuse
Converse of the Pythagoras’
theorem.
Understand the relationship
between the sides of a right-angled triangle.
Understand and use the converse
of the Pythagoras’ theorem.
Students will be able to:
i. Identify the hypotenuse of right-angled triangles.
ii. Determine the relationship between
the lengths of the sides of a right-angled triangle.
iii. Find the length of the missing side of
a right-angled triangle using the Pythagoras’ theorem.
iv. Find the length of sides associated with combined geometric shapes
using Pythagoras’ theorem.
v. Solve problems using the Pythagoras’ theorem.
Students will be able to:
a) Determine whether triangle is a right-
angled triangle. b) Solve problems involving the
converse Pythagoras’ theorem.
Hard-working
Rational
Confidence
Curious
Confidence
Identify a connection
Interpret
Recognize a connection
Making
association
Solve problem
Contextual
Mastery Learning
Constructivism
ICT
Cooperative
Learning
Learning how to learn
No. WEEK TOPICS/SUBTOPICS LEARNING OBJECTIVE LEARNING OUTCOMES VALUE CCTS GENERICS
7.0
7.1
28.4-8.5.2015
LINES AND ANGLES II
Understand and use properties of
angles associated with transversal
Students will be able to:
i. Identify transversals, corresponding angles, alternate angles and interior
angles
ii. Determine that corresponding angles
Confidence
Responsibility
Identify a connection
Mastery Learning
Constructivism
are equal, alternate angles are equal,
the sum of interior angles is 180o and the sum of exterior angles is 180o for
parallel lines
iii. Find the values of corresponding angles, alternate angles, interior
angles and exterior angles associated
with parallel lines iv. Determine if two given lines are
parallel based on the properties of
angles associated with transversals. v. Solve problems involving properties
of angles associated with transversals
Logic
Rational
Endeavor
Recognize
relationship
Solve problem
To predict
Communication
Thinking Skill
Learning how to
learn
Problem solving
Future studies
No. WEEK TOPICS/SUBTOPICS LEARNING OBJECTIVE LEARNING OUTCOMES VALUE CCTS GENERICS
8
8.1
11.5-
29.5.2015
GEOMETRICAL
CONTRUCTTION
Perform construction using straight edge (ruler and set
square) and compass.
.
Students will be able to:
i. Construct a line segment of given length.
ii. Construct a triangle given the length
of the sides. iii. 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.
iv. Construct:
a) Angle of 60o and 120o, b) Bisector of an angle.
v. construct triangle given: a) One side and two angle ; and
b) Two sides and one included
angle.
vi. Construct:
a) Parallel lines; and b) Parallelogram given its sides
and an angle.
Estimate
Rational
Fair
Hard-working
Curious
Cooperate
Thrifty
Interpret
Making decision
To try
To identify
Solve problem
Contextual
Multiple Intelligence
Discovery
Communication
ICT
Cooperative Learning
Learning how to learn
Problem solving
CUTI PERTENGAHAN PENGGAL 1 (30.5.2015-7.6.2015)
No. WEEK TOPICS/SUBTOPICS LEARNING OBJECTIVE LEARNING OUTCOMES VALUE CCTS GENERICS
9
9.1
8.6-
26.6.2015
COORDINATES
Understand and use the concept of
coordinates.
Student should be able to :
i. Identify the x-axis, y-axis and
the origin on a Cartesian plane.
ii. Plot points and state the
coordinates of the points given
distances from the y-axis and x-axis.
iii. Plot points and state the distances of the point from the
y-axis and x-axis given
coordinate of the points.
iv. State the coordinates of on
Cartesian plane.
Logic
Accurate
Rational
Confidence
To compare and
distinguish
Recognize
relationship
To predict
Making decision
Contextual
Multiple Intelligence
Discovery
ICT
Cooperative
Learning
Learning how to learn
Problem solving
9.2
Understand and use the concept of
scales of the coordinate axes.
Students should be able to :
i. Mark the values on both axes by
extending the sequence of given values on the axes.
ii. State the scales used in given coordinates axes where :
a) Scales for axes are the
same b) Scales for axes are
different
iii. Mark the values on both axes,
with reference to the scales
given.
iv. State the coordinates of a given
point with reference to the
scales given
v. Plot points, given the coordinates, with reference to
the scales given.
vi. Pose and solve problems
involving coordinates.
Logic
Fair
Confidence
Endeavor
Thrifty
Systematic
To identify
Interpret
To identify a
connection
Recognize
relationship
Solve problem
9.3
9.4
Understand and use the concept of
distance between two points on a
Cartesian plane.
Understand and use the concept of
midpoints
Students will be able to:
i. Find the distance between two points with:
a) common y-coordinates;
b) common x-coordinates.
ii. Find the distance between two points
using Pythagoras’ theorem.
iii. Pose and solve problems involving distance between two points.
Students will be able to:
i. Identify the midpoint of a straight line joining two points.
ii. Find the coordinates of the midpoint of a straight line joining two points
with:
a) common y-coordinates; b) common x-coordinates.
iii. Find the coordinates of the midpoint of the line joining two points.
v. Pose and solve problems involving midpoints.
Logic
Fair
Confidence
Hard-working
Responsibility
Tolerance
To identify
Solve problem
To identify
Making decision
Solve problem
No. WEEK TOPICS/SUBTOPICS LEARNING OBJECTIVE LEARNING OUTCOMES VALUE CCTS GENERICS
10
10.1
29.6-10.7.2015
LOCI IN TWO DIMENSION
Understand the concept of two
dimensional loci
Student should be able to :
i. Describe and sketch the locus of a
moving object
ii. 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
Tolerance
Rational
Systematic
To predict
Mentally processing
Interpret
Mastery Learning
Multiple
Intelligence
Discovery
ICT
distance from a straight line; and
d) the point is at equidistant from two intersecting lines
iii. 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 intersecting lines
Fair
Confidence
Curious
Fair
Endeavor
Recognize relationship
Making decision
Thinking Skill
Cooperative
Learning
Learning how to
learn
Problem solving
10.2 Understanding the concept of the
intersecting of two loci
Students will be able to:
i. Determine the intersections of two loci by drawing the loci and locating
the points of that satisfy the
conditions of the two loci
Responsibility
Logic
Making association
No. WEEK TOPICS/SUBTOPICS LEARNING OBJECTIVE LEARNING OUTCOMES VALUE CCTS GENERICS
11
11.1
13.7-
31.7.2015
CIRCLES
Recognize and draw parts of a
circle.
Students will be able to:
i. Identify circle as a set of points
equidistant from a fixed point.
ii. Identify parts of a circle:
a) Center b) Circumference
c) Radius
d) Diameter e) Chord
f) Sector
g) Arc h) Segment
iii. Draw : c) A circle given the radius and
center;
d) A circle given the diameter and e) A diameter passing through a
specific point in a circle given
the centre. f) A chord of a given length
Confidence
Hard-working
Curious
Accurate
To identify
To try
Interpret
Analyses
Contextual
Mastery learning
ICT
Multiple Intelligence
Thinking Skill
Cooperative
11.2
Understand and use the concept of
circumference to solve problems.
passing through a point on the
circumference; and g) Sector given the size of the
angle at the centre and radius of
the circle.
iv. Determine the :
a. Centre b. Radius of a given circle by
construction.
Students will be able to:
i. Estimate the value of .
ii. Derive the formula of the
circumference of a circle.
iii. Find the circumference of a circle, given its :
a. Diameter; and
b. Radius
iv. Find the :
a. Diameter ; and b. Radius
Given the circumference of a
circle. v. Solve problems involving
circumference of circles.
Appreciate
Hard-working
Estimate
Logic
Fair
Confidence
Recognize
relationship
Making decision
Making
association
Explain
information
Classify
Learning
11.3
11.4
Understand and use the concept of
arc of a circle to solve problems.
Understand and use the concept of area of a circle to solve problems.
Students will be able to:
i. Derive the formula of the length of an
arc. ii. Find the length of an arc given the
angle and the centre and the radius.
iii. Find the angle at the centre given the length of the arc and the radius of the
circle.
iv. Find the length of the radius of a circle given the length of the arc and
the angle at the centre.
v. Solve problems involving arcs of a circle.
i. Derive the formula of the area of a circle.
ii. Find the area of a circle given the:
a) radius and b) diameter
Logic
Confidence
Responsibility
Systematic
Hard-working
Recognize
relationship
Interpret
To identify a connection
Contextual
Mastery learning
ICT
Cooperative Learning
Future studies
11.5
Understand and use the concept of area of sector of a circle to solve
problems.
iii. Find :
a) radius and b) diameter
given the area of a circle
iv. Find the area of a circle given the circumference and vice versa.
v. Solve problems involving area of
circles.
i Derive the formula of the area of a sector.
ii. Find the area of a sector given the
radius and angle at the centre. iii. Find the angle at the centre given the
radius and area of a sector.
iv. Find the radius given the area of a sector and the angle at the center.
v. Solve problems involving area of
sectors and area of circles.
Tolerance
Systematic
Hard-working
Endeavor
Solve problems
To identify
Analyses
Mastery Learning
Critical and
creative thinking
Self access Learning
No. WEEK TOPICS/SUBTOPICS LEARNING OBJECTIVE LEARNING OUTCOMES VALUE CCTS GENERICS
12.
0
12.
1
12.
2
3.8-
14.8.2015
TRANSFORMATIONS
Concept of
Transformations
Concept of Translations.
Understand the concept of
transformations.
Understand and use the concept of translations.
Students will be able to:
i. Identify a transformation as a one-
to-one correspondence between points in a plane.
ii. Identify the object and its image in a
given transformation.
i. Identify a translation. ii. Determine the image of an object
under a given translation.
iii. Describe a translation : a) by stating the direction and
distance of the movement; and
b) in the form
b
a .
iv. Determine the properties of
translation. v. Determine the coordinates of :
a) the image, given the
Rational
Analyses
Logic
Hard-working
Responsibility
Curious
To identify
Interpret
To identify
Making decision
Recognize relationship
To identify a
Contextual
Mastery Learning
Multiple
Intelligence
Constructivism
Discovery
ICT
Thinking Skill
Cooperative Learning
12.
3
12.4
Concept of Reflections.
Concept of Rotations.
Understand and use the concept of
reflections.
Understand and use the concept of
rotations.
coordinates of the object; and
b) the object, given the coordinates of the image under a
translation.
vi. Solve problems involving translations.
i. Identify a reflection. ii. Determine the image of an object
under a reflection on a given line.
iii. Determine the properties of reflections.
iv. Determine:
a) the image of an object, given the axis of reflection; and
b) the axis of reflection, given the
object and its image. v. 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. vi. Describe a reflection given the object
an image.
vii. Solve problems involving reflections.
i. Identify a rotation. ii. Determine the image of an object
under a rotation given the centre, the
angle and direction of rotation. iii. Determine the properties of
rotations.
iv. Determine: a) image of an object, given the
centre, angle and direction of
rotation; and b) thecentre, angle and direction
of rotation, given the object and
the image. v. 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. vi. Describe a rotation given the object
an image.
vii. Solve problems involving rotations.
Fair
Confidence
Tolerance
Estimate
Appreciate
Logic
Cooperate
Curious
Rational
connection
To identify
Making decision
Recognize
relationship
To identify a
connection
To identify
Making decision
Recognize relationship
To identify a
connection
Problem solving
Self-access learning
Inquiry
12.
5
12.6
12.7
Concept of Isometry.
Concept of Congruence.
Properties of Quadrilaterals
Understand and use the concept of isometry.
Understand and use the concept of congruence.
Understand and use the properties of
quadrilaterals using concept of transformations.
i. Identify aisometry.
ii. Determine whether a given
transformation is an isometry. iii. Construct patterns using isometry.
i. Identify if two figures are congruent.
ii. Identify congruency between two
figures as a property of an isometry. iii. Solve problems involving
congruence.
i. Determine the properties of quadrilaterals using reflections and
rotations.
Endeavor
Systematic
Fair
Hard-working
To identify
Making decision
Recognize relationship
To identify a
connection
No. WEEK TOPICS/SUBTOPICS LEARNING OBJECTIVE LEARNING OUTCOMES VALUE CCTS GENERICS
13.0
13.1
13.2
13.
3
17.8-
4.9.2015
GEOMETRIC SOLID
II
Understand geometric properties of
prisms, pyramids, cylinders, cones and spheres.
Understand the concept of nets
Understand the concept of surface
area.
Students will be able to:
i. State the geometric properties of prisms, pyramids, cylinders, cones
and spheres.
i. Draw nets for prisms, pyramids,
cylinders and cones. ii. State the types of solids given their
nets.
iii. Construct models of solids given their nets.
i. State the surface area of prisms,
pyramids, cylinders and cones
ii. Find the surface area of prisms, pyramids, cylinders and cones
iii. Find the surface area of spheres
using the standard formula. iv. Find dimensions:
a) length of sides
Confidence
Rational
Curious
Systematically
Fair
To identify
Interpret
Mentally
processing
Explain information
Contextual
Mastery learning ICT
Contextual
Multiple Intelligence
Contextual
Mastery learning
ICT
Multiple
b) height
c) slant height d) radius
e) diameter
of a solid given its surface area and other relevant information.
v. Solving problems involving surface areas.
Accurate
Solve problem
Intelligence
Problem solving
CUTI PERTENGAHAN PENGGAL 2 (19.9.2015-27.9.2015)
No. WEEK TOPICS/SUBTOPICS LEARNING OBJECTIVE LEARNING OUTCOMES GENERICS
14.0
14.1
14.2
14.3
7.92015-
18.9.2015
STATISTICS
14.1 Understand the concept of data
14.2 Understand the concept of frequency
14.3 Represent and interpret data in: i. pictograms
ii. bar charts
iii. line graphs
to solve problems
Students will be able to:
i. Classify data according to those that
can be collected by: a) counting
b) measuring
ii. Collect and record data systematically.
i. Determine the frequency of data ii. Determine the data with :
a) the highest frequency
b) the lowest frequency c) frequency of a specific value
iii. Organize data by constructing :
a) tally charts b) frequency tables
iv. Obtain information from frequency
tables
i. Construct pictograms to represent data ii. Obtain information from pictograms
iii. Solve problems involving pictograms
iv. Construct bar chart to represent data
v. Obtain information from bar charts
vi. Solve problems involving bar charts
vii. Represent data using line graphs viii. Obtain information from line graphs
ix. Solve problems involving line graphs
Analyses
Appreciate
Tolerance
Hard-working
Fair
Logic
Endeavor
Classify
Systematically
Analyses
To try
Recognize relationship
To identify
Interpret
To predict
Constructivism
Mastery Learning
Enquiry-discovery
Constructivism
Contextual
Learning
CUTI AKHIR TAHUN 2015 (21.11.2015-31.12.2015)