Additional Mathematics · Year 1 · Week 14

Recognise and explain various forms of vectors and apply the knowledge to find unit vectors

Strand

Geometric Reasoning and Measurement

Sub-strand

Spatial Reasoning

Content standard

Demonstrate knowledge and understanding of spatial sense relating to vectors in two dimensions and perform algebraic operations on vectors and their geometrical interpretations

Learning outcome

Derive the equation of a line in Provide learners the opportunity to engage and Learners having experienced a Communication: GESI: various forms, find the shortest participate in mathematical talk, ensuring that learners are tolerant teaching approach that ensures gender distance between a point and a line to listen to the views and perspectives of others and use equality and social inclusion, where they and the perpendicular distance from appropriate vocabulary confidently and effectively to present their work with each other in an inclusive way; an external point to a line. ideas. cross-sharing knowledge and understanding among groups and individuals lead them to: Create an atmosphere, environment and Collaboration: Respect individuals of different opportunity that fosters the spirit of team success where learners backgrounds in their groups as understand and respect the needs, contributions, perspectives, and they derive the equation of a line in actions of others while they embark on project works, classroom various forms, find the shortest activities and presentations. distance between a point and a line and the perpendicular distance Provide the atmosphere, environment and Critical Thinking: from an external point to a line opportunity for learners to observe patterns and make predictions, using appropriate technological gather and interpret data, draw conclusions based on relevant data tools. or personal knowledge and experience, present and receive Interrogate their stereotypes and information with others verbally, nonverbally and in writing, and put biases about the roles and abilities together relevant sources of information (making connections) to of different groups as they learn solve problems. Learners should compare and contrast, evaluate, about how to derive the equation analyse, generate possibilities, make inferences and interpret of a line in various forms, find the phenomena. (Learners respond to “why, how, when, who, what, and shortest distance between a point where” questions. and a line and the perpendicular distance from an external point to Provide the incentives for all Personal and Leadership Skills: a line. learners to feel safe, confident and happy to participate in all Examine and dispel activities; have all learner taste leadership roles and responsibilities misconceptions/ myths about whilst they work in groups; demystify the mathematics classroom gender as they engage in and get all learners to overcome fear in the mathematics classroom. mathematical discourse. ADDITIONAL MATHEMATICS

Learning indicator

Apply knowledge of gradient and the tangent function to find the Acute angle between two intersecting lines