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    Fourth Lesson 10 Mar

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    By the end of the lesson, students should be able to: 1. Solve simple Coordinate Geometry questions using the concept of gradient, length of line segment and equation of straight line.

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    Fourth Lesson 10 Mar

    Uploaded by

    api-309232842
    34 views3 pages
    By the end of the lesson, students should be able to: 1. Solve simple Coordinate Geometry questions using the concept of gradient, length of line segment and equation of straight line.

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    fourth lesson 10 mar

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    By the end of the lesson, students should be able to: 1. Solve simple Coordinate Geometry questions using the concept of gradient, length of line segment and equation of straight line.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    34 views3 pages

    Fourth Lesson 10 Mar

    Uploaded by

    api-309232842
    By the end of the lesson, students should be able to: 1. Solve simple Coordinate Geometry questions using the concept of gradient, length of line segment and equation of straight line.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 3

    LESSON PLAN

    Subject

    Mathematics

    Class:

    3I7

    Unit

    Coordinate Geometry

    Date:

    10 March 2016

    Topic

    Equation of Straight Line

    Time:

    1315 1415

    Prior Knowledge
    Students should already know:
    1. how to find the gradient of a straight line given the coordinates of two points on it.
    2. how to find the length of a line segment given the coordinates of its end points
    3. how to find the equation of straight lines
    Instructional Objectives
    By the end of the lesson, students should be able to:
    1. solve simple coordinate geometry questions using the concept of gradient, length of line segment and equation of straight lines
    Tim
    e

    Lesson Development

    Rationale (optional)

    Resources

    Introduction OR Pre-activity
    5
    mins

    Recap of the three formula learned in this chapter


    - Gradient
    - Length of line segment
    - Equation of straight line

    Activating Prior Knowledge

    Whiteboard and
    markers; a section of the
    board will be cordoned
    off for writing these
    formula

    Lesson Development OR Main Activities


    30
    mins

    Teacher to go through the various Try It questions left in the notes.


    Teacher to get a couple of students to present their solutions on the board
    while the teacher will highlight the various important points to note when
    doing such questions:
    Try It 10
    - Cuts x-axis y = 0 (and vice versa)
    - Point of intersection sub in the value to get the other missing value

    Whiteboard, markers,

    - Equation with same gradient, passing through a point how to find the
    equation?
    - Equation with gradient 0 recognize straight away that it is of the form
    y=a
    Try It 11
    - Cuts x and y-axis which coordinate is 0?
    - What does it mean to be equidistant? Thinking process involved: the point
    should lie on which line? Or why should the x and y coordinate be the same
    number?
    - Equation of the line since it passes through the origin, c = 0. Since both
    the x and y coordinates of C are the same, it could be concluded that y=x is
    the equation
    Try It 12
    - By now it should be fairly standard when we ask for intersection with x and
    y-axis. When question ask for coordinates, answer have to be given in the
    form (x,y)
    - Finding the equation given gradient and a point should also be fairly
    familiar by now
    - What it means by line of symmetry? Can the coordinates be written down
    immediately if we draw a diagram?
    Try It 13
    - When a graph is given, how do we convert it back to the algebraic form? 2
    given points, can we find the equation?
    - Interpreting the graph: what does x and y represents?
    15
    mins

    Teacher to ask students to try out the Challenge Yourself question OR a


    past year O level question to allow them to have a feel of what an actual
    question that might come out for O level.

    15
    mins

    The remainder of the time is given for students to try out the various
    questions in the Assignment.

    Assignment questions:
    7, 8, 9, 10, 11, 14, 17
    Closure and Consolidation OR Post-Activity
    1
    mins

    Teacher to remind students to submit their assignments on the next lesson


    and the next lesson will be the start of a new chapter graphs.

    Reflections (Choose 1 aspect of the lesson to reflect on positive or negative one. It can be written in point form not more than 1 page)
    1. What happened? (What did my students do? What did I do?)
    2. Why? (Why did I think things happened this way? Why did I choose to act the way I did?)
    3. So what? (What have I learnt from this?)
    4. Now what? (What do I want to remember to think about in a similar situation? How do I want to act in future?)

    NOTE: General guidelines for a double-period lesson about 5 pages, excluding references and
    worksheets/resources (Times New Roman, font size 12)
    2015, NIE, Office of Teacher Education (OTE), Practicum

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