Mathematics · Year 1 · Week 17

Recognise a vector as a quantity with both magnitude and direction, and identify gather, and interpret information about real-world applications of vectors

Strand

Geometry around us

Sub-strand

Measurement

Content standard

Demonstrate a conceptual understanding of the primary trigonometric ratios and apply it to solve problems that involve right triangles. | MATHEMATICS 114 (cid:3)

Learning outcome

facilitator should apply Social Emotional Investigate and determine the Learning strategies to ensure that Initiate mathematical thinking process Learners having experienced a Technology Literacy Skills: GESI: trigonometric functions of special learners are: to solve challenging problems on fractions and decimals using teaching approach that ensures gender angles and solve problems using the appropriate IT tools to boost their interest and desire to learn equality and social inclusion, where they Self-reflecting and confident as they three primary trigonometric ratios. trigonometric functions of special angles. work with each other in an inclusive apply vectors and recognise vectors (cid:521) way; cross-sharing knowledge and with the same magnitude and Make conscious efforts to enable learners understanding among groups and direction. Strategic Competency: to collectively develop and implement innovative actions that promote individuals lead them to: Exhibiting motivation and SMART sustainability at their level, leading to the developing various strategies Respect individuals of different goal-setting in a mathematics (cid:521) for trigonometric functions of special angles using patterns to create backgrounds in their groups as they classroom and beyond. (cid:521) models and their applications to lifelong learning and further studies. discuss and solve problems based on Managing emotions and conflicts as trigonometric functions of special they engage in a mathematical (cid:521) Create sustainable discourse for learners to angles. Critical Thinking: discourse. question norms, practices, and opinions; to reflect on their own values, Interrogate their stereotypes and Showing empathy and cooperation perceptions and actions for decision-making as they engage in group biases about the roles and abilities in a mathematical problem-solving (cid:521) (cid:521) and individual activities on trigonometric functions of special angles of different individuals in learning situation. using patterns to create models and their applications in life. and applying mathematics. These may be done by the facilitator Examine and dispel misconceptions/ through modelling emotional self- myths about GESI as they engage in regulation and decision-making, (cid:521) a sustainable discourse while promoting positive self-talk with self- learning mathematics. made portraits, creating a vision board, Value and promote justice as they creating respectful icebreakers for develop and implement innovative healthy debates, encouraging diversity (cid:521) actions in the mathematics presentations, and learners writing on classroom and beyond. the sequence of their activities. Creating opportunities for SEL: National Core Values: learners to build their Social Emotional Learning Competencies - Self-Awareness, (cid:3) (cid:3) MATHEMATICS | 105 (cid:3) (cid:3)

Learning indicator

Find the trigonometric functions of special angles 300, 450 and 600, including using the calculator to determine the values of sine, cosine and tangent of angles up to 3600