MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
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NO. OF SESSIONS
GRADE 10 (MATHEMATICS)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
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
Students should be able to- (CRITERIA A) • know and demonstrate understanding of the concepts from the topic geometry. • use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations, including those in real-life contexts for the topic geometry. • select and apply general rules correctly in geometry to make deductions and solve problems, including those in real-life contexts. (CRITERIA B) • select and apply appropriate inquiry and
LEARNER PROFILE
Inquirer Knowledgeable Thinker Reflective
ATTITUDE Commitment
Confidence
Creativity
Curiosity
Organization Information Literacy Thinking Transfer
Physics, Geography, Art
MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
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compasses only 5. read and make scale drawings 6. use and interpret vocabulary of triangles, quadrilaterals, circles, polygons and simple solid figures including nets
7. use the relationship between areas of similar triangles, with corresponding results for similar figures and extensions to volumes and surface areas of similar solids MYP UNIT
QUESTION- How can plane and Solid shapes are described?
mathematical problem-solving techniques in geometry • recognize patterns • describe patterns as relationships or general rules in similar figures. • draw conclusions consistent with findings • justify or prove mathematical relationships and general rules for geometry
NO. OF SESSIONS
GRADE 10 (MATHEMATICS)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
20 TOPIC- GEOMETRY
AOI- Human Ingenuity SIGNIFICANT
CONCEPTS-
CRITERIA A
Knowledge and Understanding CRITERIA B
Investigating Patterns
Students should be able to- (CRITERIA A) • know and demonstrate understanding of the concepts from
LEARNER PROFILE
Inquirer Knowledgeable Thinker Reflective
ATTITUDE
Organization Information Literacy Thinking Transfer
Physics, Geography, Art
MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
3
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. recognize rotational and line symmetry in two dimensions 2. know properties of triangles, quadrilaterals and circles directly related to their symmetries 3. recognize symmetry properties of the prism and pyramid 4. use the symmetry properties of circles 5. use loci and the method of intersecting loci for sets of points in two dimensions MYP UNIT
QUESTION- How can plane and solid
the topic geometry. • use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations, including those in real-life contexts for the topic geometry. • select and apply general rules correctly in geometry to make deductions and solve problems, including those in real-life contexts. (CRITERIA B) • select and apply appropriate inquiry and mathematical problem-solving techniques in geometry • recognize patterns in symmetry • describe patterns as relationships or general rules for
Commitment Confidence Creativity Curiosity
MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
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shapes be described?
circle properties • draw conclusions consistent with findings • justify or prove mathematical relationships and general rules for geometry
NO. OF SESSIONS
GRADE 10 (MATHEMATICS)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
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
CRITERIA A
Knowledge and Understanding CRITERIA B
Investigating Patterns
Students should be able to- (CRITERIA A) • know and demonstrate understanding of the concepts from the topic geometry. • use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations, including those in real-life contexts for the topic geometry. • select and apply
LEARNER PROFILE
Inquirer Knowledgeable Thinker Reflective
ATTITUDE Commitment Confidence Creativity Curiosity
Organization Information Literacy Thinking Transfer
Physics, Geography, Art
MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
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within parallel lines, angle properties of regular polygons, angles in a semi-circle, angle between the tangent and radius of a circle
2. know angle properties of irregular polygons 3. angle properties related to circle segments MYP UNIT QUESTION- How can plane and solid shapes be described?
general rules correctly in geometry to make deductions and solve problems, including those in real-life contexts. (CRITERIA B) • select and apply appropriate inquiry and mathematical problem-solving techniques in geometry • recognize patterns in symmetry • describe patterns as relationships or general rules for circle properties • draw conclusions consistent with findings • justify or prove mathematical relationships and general rules for geometry
NO. OF SESSIONS
GRADE 10 (MATHEMATICS)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
25 TOPIC- CRITERIA A Students should LEARNER Organization Physics, Geography
MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
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MENSURATION AOI- Environment SIGNIFICANT CONCEPTS- Perimeter and area of two-dimensional shapes, Surface area and volume of solids CONTENT 1. carry out calculations involving the perimeter and area of a rectangle and triangle, the circumference and area of a circle, the area of a parallelogram and a trapezium, the volume of a cuboids, prism and cylinder and the surface area of a cuboids and a cylinder 2. solve problems involving the arc length and sector area as fractions of the circumference and area of a circle, the surface area and volume of a sphere, Pyramid and cone.
Knowledge and Understanding CRITERIA B Investigating Patterns CRITERIA D Reflection in Mathematics
be able to- (CRITERIA A) • know and demonstrate understanding of the concepts for mensuration. • use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations, including those in real-life contexts for mensuration. • select and apply general rules correctly in geometry to make deductions and solve problems, including those in real-life contexts for mensuration. (CRITERIA B) • select and apply appropriate inquiry and mathematical
PROFILE Inquirer Knowledgeable Thinker Reflective ATTITUDE Confidence Creativity Curiosity Interdependence
Information literacy Thinking Transfer Reflection
MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
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MYP UNIT QUESTION- When and how do you measure perimeter, area and volume in real world?
problem-solving techniques in mensuration. • recognize patterns of 2D shapes • describe patterns as relationships or general rules of 3D shapes • draw conclusions consistent with findings • justify or prove mathematical relationships and general rules for 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
MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
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appropriate • justify the degree of accuracy in calculating the area and volume where appropriate • suggest improvements to the method when necessary for mensuration topic.
NO. OF SESSIONS
GRADE 10 (MATHEMATICS)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
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
Students should be able to- (CRITERIA A) • know and demonstrate understanding of the concepts for trigonometry. • use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations,
LEARNER PROFILE Inquirer Knowledgeable Thinker Communicator Reflective
ATTITUDE Confidence Creativity Curiosity Interdependence
Organization Information Literacy Thinking Transfer Collaboration Communication Reflection
Physics
MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
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bearings measured clockwise from north 2. apply Pythagoras' theorem and the sine, cosine and tangent ratios for acute angles to the calculation of a side or an angle of a right angled triangle 3. solve trigonometrically problems in two dimensions involving angles of elevation and depression MYP UNIT QUESTION- How does knowing the basic trigonometry ratios simplify Finding distances and angles?
including those in real-life contexts for trigonometry. • select and apply general rules correctly in geometry to make deductions and solve problems, including those in real-life contexts for trigonometry. (CRITERIA B) • select and apply appropriate inquiry and mathematical problem-solving techniques in trigonometry. • recognize patterns for different triangles and application of Pythagoras theorem. • describe patterns as relationships or general rules for sine, cosine and tangent ratios for
MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
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right angles • draw conclusions consistent with findings in trigonometry. • justify or prove mathematical relationships and general rules calculation of a side or an angle of a right angled triangle (CRITERIA C) • use appropriate mathematical language in both oral and written explanations in trigonometry. • use different forms of mathematical representation in trigonometry. • communicate a complete and coherent mathematical line of reasoning using different forms of representation when
MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
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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 appropriate • justify the degree of accuracy in calculating the area of triangle and angle or length of side in triangle where appropriate • suggest improvements to the method when necessary for trigonometry.
MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
12
NO. OF SESSIONS
GRADE 10 (MATHEMATICS)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
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 360° 2. 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
CRITERIA A Knowledge and Understanding CRITERIA B Investigating Patterns CRITIERIA C Communication in Mathematics CRITERIA D Reflection in Mathematics
Students should be able to- (CRITERIA A) • know and demonstrate understanding of the concepts for trigonometry. • use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations, including those in real-life contexts for trigonometry. • select and apply general rules correctly in geometry to make deductions and solve problems, including those in
LEARNER PROFILE Inquirer Knowledgeable Thinker Communicator Reflective
ATTITUDE Confidence Creativity Curiosity Interdependence
Organization Information Literacy Thinking Transfer Collaboration Communication Reflection
Physics
MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
13
including angle between a line and a plane MYP UNIT QUESTION- How does knowing the basic trigonometry ratios simplify finding distances and angles?
real-life contexts for trigonometry. (CRITERIA B) • select and apply appropriate inquiry and mathematical problem-solving 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 mathematical relationships and general rules for solving trigonometrically problems in
MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
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three dimensions (CRITERIA C) • use appropriate mathematical language in both oral and written explanations in trigonometry. • use different forms of mathematical representation in trigonometry. • communicate a complete and coherent mathematical 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
MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
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importance of Pythagoras theorem, trigonometrical ratios in connection to real life where appropriate • justify the degree of accuracy in calculating the area of triangle and angle or length of side in triangle where appropriate • suggest improvements to the method when necessary for trigonometry.
NO. OF SESSIONS
GRADE 10 (MATHEMATICS)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
20 TOPIC-TRANSFORMATIONS AOI- Human Ingenuity SIGNIFICANT CONCEPTS- Understanding of different types of transformations, use
CRITERIA A Knowledge and Understanding CRITERIA B Investigating Patterns CRITIERIA C Communication
Students should be able to- (CRITERIA A) • know and demonstrate understanding of the vectors concepts.
LEARNER PROFILE Inquirer Knowledgeable Thinker Reflective ATTITUDE Commitment Confidence
Organization Information literacy Thinking Transfer
Physics
MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
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of matrices and vectors to describe transformations CONTENT 1. describe a translation by using a vector 2. add vectors and multiply a vector by a scalar 3. calculate the magnitude of a vector 4. represent vectors by directed line segments 5. use the sum and difference of two vectors to express given vectors in terms of two coplanar vectors 6. use position vectors MYP UNIT QUESTION: How vectors and matrices can be used to describe Transformations?
in Mathematics
• use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations, including those in real-life contexts for the topic transformation and vectors. • select and apply general rules correctly in vectors to make deductions and solve problems, including those in real-life contexts. (CRITERIA B) • select and apply appropriate inquiry and mathematical problem-solving techniques in vectors • recognize patterns in transformations using vectors
Creativity Curiosity Tolerance.
MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
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• describe patterns as relationships or general rules for vectors. • draw conclusions consistent with findings for translations • justify or prove mathematical relationships and general rules for vectors. CRITERIA C) • use appropriate mathematical language in both oral and written explanations in vectors • use different forms of mathematical representation in vectors • communicate a complete and coherent mathematical line of reasoning using different forms of representation
MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
18
when investigating problems in vectors
NO. OF SESSIONS
GRADE 10 (MATHEMATICS)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
25 TOPIC- TRANSFORMATIONS AOI- Human Ingenuity SIGNIFICANT CONCEPTS- Understanding of different types of transformations, use of matrices and vectors to describe transformations 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
CRITERIA A Knowledge and Understanding CRITERIA B Investigating Patterns CRITIERIA C Communication in Mathematics
Students should be able to- (CRITERIA A) • know and demonstrate understanding of the matrices Concept. • use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations, including those in real-life contexts for the topic transformation and matrices. • select and apply general rules correctly in
LEARNER PROFILE Inquirer Knowledgeable Thinker Reflective ATTITUDE Commitment Confidence Creativity Curiosity Tolerance.
Organization Information literacy Thinking Transfer
Physics
MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
19
including the zero and identity 2x2 matrices 5. Calculate the determinant and inverse of non-singular matrix A. MYP UNIT QUESTION: How vectors and matrices can be used to describe Transformations?
matrices to make deductions and solve problems, including those in real-life contexts. (CRITERIA B) • select and apply appropriate inquiry and mathematical problem-solving techniques in matrices • recognize patterns in transformations using matrices • describe patterns as relationships or general rules for matrices • draw conclusions consistent with findings for matrices • justify or prove mathematical relationships and general rules for matrices (CRITERIA C) • use appropriate
MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
20
mathematical language in both oral and written explanations in matrices • use different forms of mathematical representation in matrices • communicate a complete and coherent mathematical line of reasoning using different forms of representation when investigating problems in matrices
NO. OF SESSIONS
GRADE 10 (MATHEMATICS)
ASSESSMENT OBJECTIVE (based on Assessment Criteria)
LEARNER PROFILE/ ATTITUDES
ATL SKILLS/ SUBJECT SPECIFIC SKILLS
INTERDISCIPLINARY
25 TOPIC- TRANSFORMATIONS AOI- Human Ingenuity SIGNIFICANT CONCEPTS- Understanding of different types of transformations, use of matrices and
CRITERIA A Knowledge and Understanding CRITERIA B Investigating Patterns CRITIERIA C Communication in Mathematics
Students should be able to- (CRITERIA A) • know and demonstrate understanding of the transformations concept. • use
LEARNER PROFILE Inquirer Knowledgeable Thinker Reflective ATTITUDE Commitment Confidence Creativity Curiosity
Organization Information literacy Thinking Transfer
MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
21
vectors to describe transformations CONTENT 1. reflect simple plane figures in horizontal or vertical lines 2. rotate simple plane figures about the origin, vertices or mid-points of edges of the figures, through multiples of 90 3. construct given translations and enlargements of simple plane figures 4. recognize and describe reflections, rotations, translations and enlargements 5. use reflection, rotation, translation, enlargement, shear, stretching and their combinations 6. Identify and give precise descriptions of transformations connecting given figure. 7. Describe
appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations, including those in real-life contexts for the topic transformation and matrices. • select and apply general rules correctly in transformations to make deductions and solve problems, including those in real-life contexts. (CRITERIA B) • select and apply appropriate inquiry and mathematical problem-solving techniques in transformations • recognize patterns in transformations like reflection,
Tolerance
MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
22
transformations using coordinates and matrices. MYP UNIT QUESTION: How vectors and matrices can be used to describe Transformations?
rotation shear and stretch. • describe patterns as relationships or general rules for transformations using matrices • draw conclusions consistent with findings for transformations and matrices • justify or prove mathematical relationships and general rules for transformations (CRITERIA C) • use appropriate mathematical language in both oral and written explanations in transformations • use different forms of mathematical representation in transformations • communicate a complete and coherent mathematical
MATHEMATICS GRADE 10 Navrachana International School, Vadodara (2013-2014)
23
line of reasoning using different forms of representation when investigating problems in transformations
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