(based on Assessment Criteria)

Transcription

1 NO. OF GRADE 10 ASSESSMENT SESSIONS (MATHEMATICS) INTERDISCIPLINARY 25 TOPIC- GEOMETRY AOI- Human Ingenuity SIGNIFICANT CONCEPTS- Geometry allows us to work out the relationships Between shapes, forms and spaces. Objects can be described and compared Using their geometric attributes. CONTENT 1. measure lines and angles 2. construct a triangle given three sides using ruler and compasses only 3. construct other simple geometrical figures from given data using protractors and set squares as necessary. 4. construct angle bisectors and perpendicular bisectors using straight edges and CRITERIA A Knowledge and Understanding CRITERIA B Investigating Patterns OBJECTIVE (based on Assessment Criteria) Students should be able to- (CRITERIA A) know and demonstrate understanding of the concepts from the topic geometry. use concepts and skills to solve problems in both familiar and unfamiliar situations, for the topic geometry. apply general rules correctly in geometry to make deductions and solve problems,. (CRITERIA B) apply inquiry and PROFILE/ ATTITUDES PROFILE Inquirer Knowledgeable Thinker Reflective ATTITUDE Commitment Confidence Creativity Curiosity ATL SKILLS/ SUBJECT SPECIFIC SKILLS Organization Information Literacy Thinking Transfer Physics, Geography, Art 1

2 compasses only 5. read and make problem-solving scale drawings techniques in 6. use and interpret geometry vocabulary of recognize triangles, patterns quadrilaterals, circles, describe patterns polygons and simple as relationships or solid figures including general rules in nets similar figures. 7. use the draw relationship between conclusions areas of similar consistent with triangles, with findings corresponding results justify or prove for similar figures and extensions relationships and to volumes and surface areas of geometry similar solids MYP UNIT QUESTION- How can plane and Solid shapes are described? NO. OF SESSIONS GRADE 10 (MATHEMATICS) 20 TOPIC- GEOMETRY AOI- Human Ingenuity SIGNIFICANT CONCEPTS- ASSESSMENT CRITERIA A Knowledge and Understanding CRITERIA B Investigating Patterns OBJECTIVE (based on Assessment Criteria) Students should be able to- (CRITERIA A) know and demonstrate understanding of the concepts from PROFILE/ ATTITUDES PROFILE Inquirer Knowledgeable Thinker Reflective ATTITUDE ATL SKILLS/ SUBJECT SPECIFIC SKILLS Organization Information Literacy Thinking Transfer INTERDISCIPLINARY Physics, Geography, Art 2

3 Geometry allows us the topic Commitment to work out the geometry. Confidence relationships use Creativity between shapes, Curiosity forms and spaces. concepts and Objects can be skills to solve described and problems in both compared using familiar and their geometric unfamiliar situations, attributes. CONTENT 1. recognize rotational and line for the topic symmetry in two geometry. apply dimensions general rules 2. know properties correctly in of triangles, geometry to make quadrilaterals and deductions and circles directly solve problems, related to their symmetries. 3. recognize (CRITERIA B) symmetry properties apply of the prism and pyramid inquiry and 4. use the symmetry properties of circles problem-solving 5. use loci and the techniques in method of geometry intersecting loci for recognize sets of points in two patterns in dimensions symmetry MYP UNIT describe QUESTION- How patterns as can plane and solid relationships or 3

4 shapes be circle properties described? draw conclusions consistent with findings justify or prove relationships and geometry NO. OF SESSIONS GRADE 10 (MATHEMATICS) 20 TOPIC- GEOMETRY AOI- Human Ingenuity SIGNIFICANT CONCEPTS- Geometry allows us to work out the relationships between shapes, forms and spaces. Objects can be described and compared using their geometric attributes. CONTENT 1. calculate unknown angles using the following geometrical properties: angles at a point, angles formed ASSESSMENT CRITERIA A Knowledge and Understanding CRITERIA B Investigating Patterns OBJECTIVE (based on Assessment Criteria) Students should be able to- (CRITERIA A) know and demonstrate understanding of the concepts from the topic geometry. use concepts and skills to solve problems in both familiar and unfamiliar situations, for the topic geometry. apply PROFILE/ ATTITUDES PROFILE Inquirer Knowledgeable Thinker Reflective ATTITUDE Commitment Confidence Creativity Curiosity ATL SKILLS/ SUBJECT SPECIFIC SKILLS Organization Information Literacy Thinking Transfer INTERDISCIPLINARY Physics, Geography, Art 4

5 within parallel lines, general rules angle properties of correctly in regular polygons, geometry to make angles in a semicircle, angle between solve problems, deductions and the tangent and radius of a circle. 2. know angle (CRITERIA B) properties of apply irregular polygons 3. angle properties inquiry and related to circle segments problem-solving MYP UNIT techniques in QUESTION- How geometry can plane and solid recognize shapes be described? patterns in symmetry describe patterns as relationships or circle properties draw conclusions consistent with findings justify or prove relationships and NO. OF SESSIONS GRADE 10 (MATHEMATICS) ASSESSMENT geometry OBJECTIVE (based on Assessment Criteria) PROFILE/ ATTITUDES ATL SKILLS/ SUBJECT SPECIFIC SKILLS INTERDISCIPLINARY 25 TOPIC- CRITERIA A Students should Organization Physics, Geography 5

6 MENSURATION Knowledge and be able to- PROFILE Information AOI- Environment Understanding (CRITERIA A) Inquirer literacy SIGNIFICANT CRITERIA B know and Knowledgeable Thinking CONCEPTS- Investigating demonstrate Thinker Transfer Perimeter and area Patterns understanding of Reflective Reflection ATTITUDE of two-dimensional CRITERIA D the concepts for Confidence shapes, Surface Reflection in mensuration. Creativity area and volume of Mathematics use Curiosity solids Interdependence CONTENT 1. carry out concepts and calculations skills to solve involving the problems in both perimeter and area familiar and of a rectangle and unfamiliar triangle, the situations, circumference and area of a circle, the area of a for mensuration. parallelogram and a trapezium, the apply general volume of a cuboids, rules correctly in prism and cylinder geometry to and the surface area make deductions of a cuboids and a and solve cylinder problems, 2. solve problems involving the arc length and sector for mensuration. area as fractions of (CRITERIA B) the circumference and area of a circle, apply the surface area and volume of a sphere, inquiry and Pyramid and cone. 6

7 MYP UNIT problem-solving QUESTION- When techniques in and how do you mensuration. measure perimeter, recognize area and volume in patterns of 2D real world? shapes describe patterns as relationships or general rules of 3D shapes draw conclusions consistent with findings justify or prove relationships and solids (CRITERIA D) explain whether the results in mensuration make sense in the context of the problem explain the importance of surface area and volume of 3d shapes in connection to real life where 7

8 justify the degree of accuracy in calculating the area and volume where suggest improvements to the method when necessary for mensuration topic. NO. OF GRADE 10 ASSESSMENT INTERDISCIPLINARY SESSIONS (MATHEMATICS) 20 TOPIC- TRIGONOMETRY AOI- Human Ingenuity SIGNIFICANT CONCEPTS- Pythagoras theorem, sine, cosine and tangent ratios for a right triangle, sine, cosine of an obtuse angle, area of a triangle, solving a triangle CONTENT 1. interpret and use three figure CRITERIA A Knowledge and Understanding CRITERIA B Investigating Patterns CRITIERIA C Communication in Mathematics CRITERIA D Reflection in Mathematics OBJECTIVE (based on Assessment Criteria) Students should be able to- (CRITERIA A) know and demonstrate understanding of the concepts for trigonometry. use concepts and skills to solve problems in both familiar and unfamiliar situations, PROFILE/ ATTITUDES PROFILE Inquirer Knowledgeable Thinker Communicator Reflective ATTITUDE Confidence Creativity Curiosity Interdependence ATL SKILLS/ SUBJECT SPECIFIC SKILLS Organization Information Literacy Thinking Transfer Collaboration Communication Reflection Physics 8

9 bearings measured clockwise from north for trigonometry. 2. apply Pythagoras' theorem and the apply general sine, cosine and rules correctly in tangent ratios for geometry to acute angles to the make deductions calculation of a side and solve or an problems, angle of a right angled triangle 3. solve for trigonometry. trigonometrically (CRITERIA B) problems in two dimensions involving apply angles of elevation and depression inquiry and MYP UNIT QUESTION- How problem-solving does knowing the techniques in basic trigonometry trigonometry. ratios simplify recognize Finding distances patterns for and angles? different triangles and application of Pythagoras theorem. describe patterns as relationships or sine, cosine and tangent ratios for 9

10 right angles draw conclusions consistent with findings in trigonometry. justify or prove relationships and general rules calculation of a side or an angle of a right angled triangle (CRITERIA C) use language in both oral and written explanations in trigonometry. use different forms of representation in trigonometry. communicate a complete and coherent line of reasoning using different forms of representation when 10

11 investigating problems in trigonometry. (CRITERIA D) explain whether the results in trigonometry make sense in the context of the problem explain the importance of Pythagoras theorem, trigonometrical ratios in connection to real life where justify the degree of accuracy in calculating the area of triangle and angle or length of side in triangle where suggest improvements to the method when necessary for trigonometry. 11

12 NO. OF SESSIONS GRADE 10 (MATHEMATICS) 20 TOPIC- TRIGONOMETRY AOI- Human Ingenuity SIGNIFICANT CONCEPTS- Pythagoras theorem, sine, cosine and tangent ratios for a right triangle, sine, cosine of an Obtuse angle, area of a triangle, solving a triangle. CONTENT 1. extend sine and cosine functions to angles between 90 and solve problems using the sine and cosine rules for any triangle and formula for area of triangle 3. solve simple trigonometrically problems in three dimensions ASSESSMENT CRITERIA A Knowledge and Understanding CRITERIA B Investigating Patterns CRITIERIA C Communication in Mathematics CRITERIA D Reflection in Mathematics OBJECTIVE (based on Assessment Criteria) Students should be able to- (CRITERIA A) know and demonstrate understanding of the concepts for trigonometry. use concepts and skills to solve problems in both familiar and unfamiliar situations, for trigonometry. apply general rules correctly in geometry to make deductions and solve problems, PROFILE/ ATTITUDES PROFILE Inquirer Knowledgeable Thinker Communicator Reflective ATTITUDE Confidence Creativity Curiosity Interdependence ATL SKILLS/ SUBJECT SPECIFIC SKILLS Organization Information Literacy Thinking Transfer Collaboration Communication Reflection INTERDISCIPLINARY Physics 12

13 including angle between a line for trigonometry. and a plane (CRITERIA B) MYP UNIT QUESTION- How apply does knowing the basic trigonometry inquiry and ratios simplify finding distances problem-solving and angles? techniques in trigonometry. recognize patterns for sine and cosine functions describe patterns as relationships or general rules types of triangle and application of sine rule and cosine rule to it draw conclusions consistent with findings for trigonometry justify or prove relationships and solving trigonometrically problems in 13

14 three dimensions (CRITERIA C) use language in both oral and written explanations in trigonometry. use different forms of representation in trigonometry. communicate a complete and coherent line of reasoning using different forms of representation when investigating problems in trigonometry. (CRITERIA D) explain whether the results in trigonometry make sense in the context of the problem explain the 14

15 importance of Pythagoras theorem, trigonometrical ratios in connection to real life where justify the degree of accuracy in calculating the area of triangle and angle or length of side in triangle where suggest improvements to the method when necessary for trigonometry. NO. OF SESSIONS GRADE 10 (MATHEMATICS) 20 TOPIC- TRANSFORMATIONS AOI- Human Ingenuity SIGNIFICANT CONCEPTS- Understanding of different types of, use ASSESSMENT CRITERIA A Knowledge and Understanding CRITERIA B Investigating Patterns CRITIERIA C Communication OBJECTIVE (based on Assessment Criteria) Students should be able to- (CRITERIA A) know and demonstrate understanding of the vectors concepts. PROFILE/ ATTITUDES PROFILE Inquirer Knowledgeable Thinker Reflective ATTITUDE Commitment Confidence ATL SKILLS/ SUBJECT SPECIFIC SKILLS Organization Information literacy Thinking Transfer INTERDISCIPLINARY Physics 15

16 of matrices and in Mathematics use Creativity vectors to describe Curiosity Tolerance. CONTENT concepts and 1. describe a skills to solve translation by using a problems in both vector familiar and 2. add vectors and unfamiliar multiply a vector by a situations, scalar 3. calculate the magnitude of a vector for the topic 4. represent vectors transformation by directed line and vectors. segments 5. use the sum and apply general difference of two rules correctly in vectors to express vectors to make given vectors in terms deductions and of two coplanar solve problems, vectors 6. use position vectors. MYP UNIT QUESTION: (CRITERIA B) How vectors and matrices can be used apply to describe Transformations? inquiry and problem-solving techniques in vectors recognize patterns in using vectors 16

17 describe patterns as relationships or vectors. draw conclusions consistent with findings for translations justify or prove relationships and vectors. CRITERIA C) use language in both oral and written explanations in vectors use different forms of representation in vectors communicate a complete and coherent line of reasoning using different forms of representation 17

18 when investigating problems in vectors NO. OF SESSIONS GRADE 10 (MATHEMATICS) 25 TOPIC- TRANSFORMATIONS AOI- Human Ingenuity SIGNIFICANT CONCEPTS- Understanding of different types of, use of matrices and vectors to describe CONTENT 1. display information in the form of a matrix of any order 2. calculate the sum and product of two matrices 3. calculate the product of a matrix and a scalar quantity 4. use the algebra of 2x2 matrices ASSESSMENT CRITERIA A Knowledge and Understanding CRITERIA B Investigating Patterns CRITIERIA C Communication in Mathematics OBJECTIVE (based on Assessment Criteria) Students should be able to- (CRITERIA A) know and demonstrate understanding of the matrices Concept. use concepts and skills to solve problems in both familiar and unfamiliar situations, for the topic transformation and matrices. apply general rules correctly in PROFILE/ ATTITUDES PROFILE Inquirer Knowledgeable Thinker Reflective ATTITUDE Commitment Confidence Creativity Curiosity Tolerance. ATL SKILLS/ SUBJECT SPECIFIC SKILLS Organization Information literacy Thinking Transfer INTERDISCIPLINARY Physics 18

19 including the zero matrices to make and identity 2x2 deductions and matrices solve problems, 5. Calculate the determinant and. inverse of nonsingular matrix A. (CRITERIA B) MYP UNIT apply QUESTION: How vectors and matrices inquiry and can be used to describe problem-solving Transformations? techniques in matrices recognize patterns in using matrices describe patterns as relationships or matrices draw conclusions consistent with findings for matrices justify or prove relationships and matrices (CRITERIA C) use 19

20 language in both oral and written explanations in matrices use different forms of representation in matrices communicate a complete and coherent line of reasoning using different forms of representation when investigating problems in matrices NO. OF GRADE 10 ASSESSMENT INTERDISCIPLINARY SESSIONS (MATHEMATICS) 25 TOPIC- TRANSFORMATIONS AOI- Human Ingenuity SIGNIFICANT CONCEPTS- Understanding of different types of, use of matrices and CRITERIA A Knowledge and Understanding CRITERIA B Investigating Patterns CRITIERIA C Communication in Mathematics OBJECTIVE (based on Assessment Criteria) Students should be able to- (CRITERIA A) know and demonstrate understanding of the concept. use PROFILE/ ATTITUDES PROFILE Inquirer Knowledgeable Thinker Reflective ATTITUDE Commitment Confidence Creativity Curiosity ATL SKILLS/ SUBJECT SPECIFIC SKILLS Organization Information literacy Thinking Transfer 20

21 vectors to describe Tolerance CONTENT concepts and 1. reflect simple skills to solve plane figures in problems in both horizontal or vertical familiar and lines unfamiliar 2. rotate simple situations, plane figures about the origin, vertices or mid-points of for the topic edges transformation of the figures, and matrices. through multiples of 90 apply general 3. construct given rules correctly in translations and enlargements of to make simple plane figures deductions and 4. recognize and solve problems, describe reflections, rotations,. translations and (CRITERIA B) enlargements 5. use reflection, apply rotation, translation, enlargement, shear, inquiry and stretching and their combinations problem-solving 6. Identify and give techniques in precise descriptions of recognize connecting given patterns in figure. 7. Describe like reflection, 21

22 rotation shear using coordinates and stretch. and matrices. describe MYP UNIT patterns as QUESTION: How relationships or vectors and matrices can be used to describe using matrices Transformations? draw conclusions consistent with findings for and matrices justify or prove relationships and (CRITERIA C) use language in both oral and written explanations in use different forms of representation in communicate a complete and coherent 22

23 line of reasoning using different forms of representation when investigating problems in 23