S.3 Mathematics Scheme of Work (2012-2013)

Teacher:Sze Siu Yu (1st test),Chan Yuen Ting (1stexam), Lau Chun Kin (2nd test), Lam Yiu Chung (Final exam)

Textbook:New CenturyMathematics 3 (Oxford/Canotta Maths)

Week / Date / ChapterTopic / WS
1,2,3 / 4/9-21/9 / Ch 1More about Factorization of Polynomials / Chan
4,5 / 24/9-5/10 / Ch 2Laws of Indices / Lam
6,7,8 / 8/10-26/10 / Ch 4Linear Inequalities in One Unknown / Lau
9 / 29/10-1/11 / First Term Test
10,11,12 / 5/11-23/11 / Ch 3Percentages (II) / Chan
13,14 / 26/11-7/12 / Ch 5Introduction to Probability / Lam
15,16 / 10/12-21/12 / Ch 6Measures of Central Tendency and Other Statistical Values / Sze
17,18 / 23/12/2011-3/1/2013 / Christmas Holiday
19,20 / 3/1-17/1 / First Term Examination
21,22,23 / 18/1-6/2 / Ch 9More about 3-D Figures / Chan
24,25 / 7/2-18/2 / Lunar New Year Holiday
26,27 / 19/2-8/3 / Ch 10Area and Volume (III) / Lam
28,29 / 11/3-20/3 / Ch 11Applications in Trigonometry / Lau
30 / 22/3-28/3 / Second Term Test
31,32 / 29/3-9/4 / Easter Holiday
34,35 / 10/4-3/5 / Ch 12Coordinate Geometry of Straight Lines / Chan
36,37 / 6/5-16/5 / Ch 7More on Deductive Geometry / Lam
38,39 / 20/5-31/5 / Ch 8Quadrilaterals / Sze
40,41,42 / 4/6-19/6 / Final Examination
Chapter 1More about Factorization of Polynomials
Section / Time Ratio / Learning Targets / Teaching Suggestions / Linked Resources

Exercise

/

Remarks

1.1
Factorization Using Identities
A.Using the Difference of Two Squares Identity
B.Using the Perfect Square Identities / 2
2 / •Learn to factorize polynomials by using the difference of two squares identity.
•Learn to factorize polynomials by using the perfect square identities. / Ex. 1A
(2,4,6,8,10,12,14,16,18,20)
(21,26,31)
Ex. 1B
(2,4,6,8,10,12,14,16,18,20,22)
(21,26,31,36) / Teacher’s Book Supp. Examples
Examples 1−6,7−11
1.2
Factorization Using the Cross-method
A.Factorization of Polynomials in the Form of x2 + bx + c
B.Factorization of Polynomials in the Form of
ax2 + bx + c / 2
1 / • Use the cross-method to factorize polynomials in the form ofx2 + bx + c.
• Use the cross-method to factorize polynomials in the form of ax2 + bx + c. / Ex. 1C
(2,4,6,8,10,12,14,16)
(21,26)
Ex. 1D
(2,4,6,8,10,12,14,16,18)
(21,26,31) / Class
Activity
(P.12) / Teacher’s Book Supp. Examples
Examples 12−15
Teacher’s Book Supp. Examples
Examples 16−19
NF1.3
Factorization
Using the Difference and Sum of Two Cubes Identities
A.The Difference and Sum of Two Cubes Identities
B.Using the Difference and Sum of Two Cubes Identities / 1
2 / • Learn the difference and sum of two cubes identities.
• Learn to factorize polynomials by using the difference and sum of two cubes identities. / Ex. 1E
(2,4,6,8,10,12)
(16,21) / Class
Activity
(P.20)
Inquiry & Investigation
(P.21) / Teacher’s Book Supp. Examples
Examples20−24
Chapter 2Laws of Indices
Section / Time Ratio / Learning Targets / Teaching Suggestions / Linked Resources

Exercise

/

Remarks

2.1
Zero Index and Negative Integral Indices
A.Zero Index
B.Negative IntegralIndices / 0.5
1 / •Extend and explore the meaning of the index notation to zero index.
•Extend and explore the meaning of the index notation to negative integral indices. / Ex. 2A
(2,4,6,8,10,12,14,16,18,20,22,24)
(26,31,36) / Class
Activity
(P.33)
Class
Activity
(P.34) / Teacher’s Book Supp. Examples
Example 1
C. Laws of IntegralIndices / 2 / •Explore, understand and use the laws of integral indices to evaluate expressions and to simplify simple algebraic expressions. / Teacher’s Book Supp. Examples
Example 2
2.2
Scientific Notation
A.Introduction
B.Applications of Scientific Notation / 1
1 / •Understand the meaning of scientific notation.
•Apply scientific notation in real-life situations. / Ex. 2B
(2,4,6,8)
(10,12) / Teacher’s Book Supp. Examples
Examples 3, 4
Teacher’s Book Supp. Examples
Example 5,6
NF 2.3
Notation for Different Numeral Systems
A.Everyday Life Numeral Systems
B.Place Value / 0.5
1.5 / •Understand the various numeral systems in real-life situations other than the metric system.
•Understand the place values in decimal, binary and hexadecimal numbers. / Ex. 2C
(2,4,6,8,10,12)
(14,16,18) / Teacher’s Book Supp. Examples
Examples 7−10
NF2.4
Inter-conversion of
Numbers of Different
Numeral Systems
A.Conversion of Binary or Hexadecimal Numbers into Decimal Numbers
B. Conversion of Decimal Numbers into Binary or Hexadecimal Numbers / 1
1 / •Convert binary or hexadecimal numbers into decimal numbers.
•Convert decimal numbers into binary or hexadecimal numbers. / Ex. 2D
(2,4,6,8,10,12)
(16,21) / Teacher’s Book Supp. Examples
Examples 11, 12
Teacher’s Book Supp. Examples
Examples 13−15

Chapter 4 Linear Inequalities in One Unknown

Section / Time Ratio / Learning Targets / Teaching Suggestions / Linked Resources

Exercise

/

Remarks

4.1
Basic Knowledge of
Inequalities
A.Solutions of Inequalities and TheirRepresentations / 0.5 / •Understand the meanings of solutions of inequalities.
• Learn how to represent the solutions of an inequality on a number line. / Ex. 4A
(2,4,6,8)
(10,12,14) / Class Activity
(P.134)
B.Basic Properties of Inequalities / 2 / •Explore the transitive property of inequalities.
•Explore theadditive property of inequalities.
•Explore the multiplicative property of inequalities.
• Explore the reciprocal property of inequalities.
• Learn to apply the basic properties of inequalities. / Class Activity
(P.136)
Class Activity
(P.138)
Class Activity
(P.139) / Teacher’s Book Supp. Examples
Example 1
4.2
Linear Inequalities in One Unknown
A.Solving Linear Inequalities in One Unknown
B.Applications of Linear Inequalities in One Unknown / 0.5
1.5
2 / •Understand the concept of linear inequalities in one unknown.
•Learn how to solve linear inequalities in one unknown.
•Apply linear inequalities in one unknown to solve daily life problems. / Ex.4B
(2,4,6,8,10,12,14,16,18,20)
(21,26,31) / Teacher’s Book Supp. Examples
Examples 2−6
Chapter 3Percentages (II)
Section / Time Ratio / Learning Targets / Teaching Suggestions / Linked Resources

Exercise

/

Remarks

3.1
Compound Interest
A.Formula for Compound Interest
B.Comparison between Compound Interest and Simple Interest
C.Interest Compounded at Different Periods / 0.5
0.5
0.5 / •Apply the formula for compound interest to solve problems concerning compound interest.
•Compare compound interest and simple interest.
•Learn how to find interest compounded at different periods. / Ex. 3A
(2,4,6,8,10,12)
(16,20) / IT Exploration
(P. A24) / Teacher’s Book Supp. Examples
Example 1-2
Teacher’s Book Supp. Examples
Example 3
3.2
Increasing at a Constant Rate / 1 / •Calculate the new value when a value increases at a constant rate. / Ex. 3B
(2,4,6,8,10)
(16,18) / Class Activity
(P. 84) / Teacher’s Book Supp. Examples
Examples4, 5
3.3
Decreasing at a Constant Rate / 1 / •Calculate the new value when a value decreases at a constant rate. / Ex. 3C
(2,4,6,8,10)
(12,14) / eacher’s Book Supp. Examples
Examples6,7,8
3.4
More about Percentage Changes
A.Successive Percentage Changes
B.Percentage Changes of DifferentComponents / 2
1 / •Apply percentages to solve practical problems involving successive changes.
•Apply percentages to solve practical problems involving component changes. / Ex. 3D
(2,4,6,8,10,12)
(16,20) / C: Remind the students the risk of Credit cards abuse / Teacher’s Book Supp. Examples
Examples 9, 10
Teacher’s Book Supp. Examples
Examples 11, 12
3.5
Taxation
A.Rates
B.Salaries Tax / 1
2 / •Apply percentages to solve problems on rates payable of a property.
•Apply percentages to find salaries tax payable according to current tax rates and taxable income. / Ex. 3E
(2,4,6,8,10)
(16,18) / IT Activity
(P. 105)
I : IT station
R: Reading news reports on taxation policy
C : The obligation of a citizen to pay taxes / Teacher’s Book Supp. Examples
Example 13
Teacher’s Book Supp. Examples
Example 14

Chapter 5Introduction to Probability

Section / Time Ratio / Learning Targets / Teaching Suggestions / Linked Resources

Exercise

/

Remarks

5.1
The Meaning of
Probability / 3 / •Explore the meaning of probability through daily life examples.
•Learn the concept of probability and how to find probability through statistics or simulation activities. / Ex. 5A
(2,4,6,8,10,12,14)
(16,21) / Teacher's Book
Supp. Examples
Examples 1–3
5.2
More about Probability
A.Methods for Listing Possible Outcomes / 2.5 / •Calculate the theoretical probability by listing the sample space and counting, and investigate probability in real-life. / Ex. 5B
(2,4,6,8,10,12)
(16,19) / Teacher’s Book Supp. Examples
Examples 5, 6
Teacher’s Book Supp. Examples
Example7
B.GeometricProbability / 1.5 / •Investigate geometric probability in real-life. / Teacher’s Book Supp. Examples
Examples 8, 9
5.3
ExperimentalProbability / 2 / •Compare experimental and theoretical probabilities. / Ex. 5C
(2,4,6)
(8,10) / Class Activity
(P.188)
IT Exploration
(P.A26) / Teacher’s Book Supp. Examples
Example 10
Teacher’s Book Supp. Examples
Example 11
Workbook
Ex. 5C
5.4
Expected Values
A.Expected Numberof Occurrence / 1.5 / •Learn how to calculate the expected number of occurrence of an event. / Ex.5D
(2,4,6)
(8,10) / Teacher’s Book Supp. Examples
Example 12
B.Expected Value of a Variable / 1.5 / •Learn the meaning of expectation. / Teacher’s BookSupp. Examples
Example 13,14
Workbook
Ex. 5D
Chapter 6Measures of Central Tendency and Other Statistical Values
Section / Time Ratio / Learning Targets / Teaching Suggestions / Linked Resources

Exercise

/

Remarks

6.1
Introduction to Measures of Central Tendency / 0.5 / •Introduce the three different averages: mean, median and mode. / Class Activity
(P.220)
A. Mean
B. Median / 0.5
0.5 / •Understand the meaning of mean.
•Demonstrate how to use a calculator to compute the mean.
•Understand the meaning of median. / Ex. 6A
(2,4,6,8,10,12,14)
(16,20,26) / Teacher’s Book Supp. Examples
Examples 1−2
Teacher’s Book Supp. Examples
Examples 3−4
C. Mode
D.Constructing a Data Set from Known Averages
E.Comparing Two Sets of Data with Known Averages / 0.5
1.5
1 / •Understand the meaning of mode.
•Construct the data set from a given mean, median and mode.
•Learn how to choose a suitable average.
•Learn how to compare two sets of similar data using their averages. / Teacher’s Book Supp. Examples
Examples 5−7
Teacher’s Book Supp. Examples
Example 8
Teacher’s Book Supp. Examples
Example 9
Teacher’s Book Supp. Examples
Example 10
Workbook
Ex. 6A
6.2
Calculatingthe Averages and Other Statistical Values for Large Sets of Data
A. Calculating the Averages for a Set of DiscreteData
B. Calculating the Averages and Other Statistical Values for Data Grouped into Intervals / 1
3 / •Find the mean, the median and the mode for a given set of discrete data.
•Find the averages of a given set of grouped data. / Ex. 6B
(2,4,6,8)
(12,14) / Teacher’s Book Supp. Examples Example 11
•Be aware that the mean of grouped data is an estimation.
•Read the median from a cumulative frequency polygon/curve.
•Learn how to find the quartiles and percentiles of a set of discrete data.
•Read the quartiles and percentiles from a cumulative frequency polygon/curve.
•Find the modal class from a given set of grouped data. / IT Activity
(P. 246)
I : IT station / Teacher’s Book Supp. Examples
Example 12
Teacher’s Book Supp. Examples
Example 13
NF6.3
Effects ofChanging
Data on Averages
A. Adding or Multiplying a Constant to Each Datum
B.Deleting or Adding a Datum / 1
1 / •Explore and make conjectures on the effect of the averagesof a set of data underdifferent situations.
•Explore and make conjectures on the effect of the averages when a datum is deleted from or added to a set of data. / Ex. 6C
(2,4,6)
(8,10) / Class Activity
(P.255)
IT Exploration
(P.A27)
I: IT station
Class Activity (P.257) / Teacher’s Book Supp. Examples
Examples 14, 15
Teacher’s Book Supp. Examples
Example 16
Workbook
Ex. 6C
6.4
Further Investigations on the Applications of the Mean ─
Weighted Mean / 1.5 / •Understand weighted mean and be aware of its use in various real-life situations. / Ex. 6D
(2,4,6)
(7,8) / Class Activity
(P.264) / Teacher’s Book Supp. Examples
Example 17
Workbook
Ex. 6D
6.5
Misuses of Averages / 3 / •Discuss the misuse of measures of central tendency in various real-life situations. / Ex. 6E
(1,2)
(3,4,5) / C : Discussion on Misusing of Measures of Central Tendency / Teacher’s Book Supp. Examples
Examples 18−20
Workbook
Ex. 6E
Chapter 9More about 3-D Figures
Section / Time Ratio / Learning Targets / Teaching Suggestions / Linked Resources

Exercise

/

Remarks

9.1
Symmetry of 3-D Figures
A.Reflectional Symmetry / 1 / •Recognize and appreciate the reflectional symmetries of a cube and a regular tetrahedron. / Ex.9A
(1,2,3,4,5,6,7,8,9)
(10-15) / I :IT station
Class Activity
(P. 76) / Teacher’s Book
Supp. Examples
Example 1
B.Rotational Symmetry / 1 / •Recognize and appreciate the rotational symmetries of a cube and a regular tetrahedron. / I :IT station
Inquiry & Investigation
(P. 80) / Teacher’s Book
Supp. Examples
Example 2
Workbook
Ex. 9A
9.2
Nets of 3-D Figures / 1 / •Explore different nets of a given solid.
•Identify the solid from a given net. / Ex.9B
(1,2,3,4,5,6,7,8,9)
(10-15) / Class Activity (P. 86) / Teacher’s Book
Supp. Examples
Example 3
Teacher’s Book
Supp. Examples
Examples 4, 5
Workbook
Ex. 9B
9.3
Further Knowledge on 2-D Representations of 3-D Objects
A.Front, Side and Top Views of 3-D Objects / 1 / •Sketch 2-D representations from different angles (such as the front, side and top views) of a 3-D object. / Ex. 9C
(1,2,3,4,5,6,7,8,9,10,11,12,13)
(14-22) / Teacher’s Book
Supp. Examples
Example 6
B.Identifying 3-D Objects from Given 2-D Representations / 1 / •Imagine and sketch the corresponding 3-D object from given 2-D representations from various views and recognize the limitation of 2-D representations in identifying the solid. / Teacher’s Book
Supp. Examples
Examples 7–10
Workbook
Ex. 9C
9.4
Points, Straight Lines and Planes of 3-D Figures
A.Distance between a Point and a Straight Line / 0.5 / •Identify the shortest distance between a point and a line in a 3-D figure. / Ex. 9D
(1,2,3,4,5,6,7,8,9)
(10-15)
B.Distance between a Point and a Plane / 0.5 / •Identify the shortest distance between a point and a plane in a 3-D figure.
C.Relationship between Two Straight Lines / 0.5 / •Identify the angle between two lines in a 3-D figure.
D.Relationship between a Straight Line and a Plane / 1 / •Identify the angle between a line and a plane in a 3-D figure. / IT Exploration
(P. A30) / Teacher’s Book
Supp. Examples
Examples 11, 12
E.Relationship between Two Planes / 1 / •Identify the angle between two planes in a 3-D figure. / Teacher’s Book
Supp. Examples
Examples 13, 14
Workbook
Ex. 9D
9.5
Knowledge on Regular Polyhedra / 1 / •Study regular polyhedra. / Ex. 9E
(1,2,3,4)
(5,6,7) / I :IT station / Workbook
Ex. 9E
Chapter 10Area and Volume (III)
Section / Time Ratio / Learning Targets / Teaching Suggestions / Linked Resources

Exercise

/

Remarks

10.1
Pyramids
A.Volume of a Pyramid / 1.5 / •Understand and use the formula for volumes of pyramids. / Ex. 10A
(2,4,6,8,10,12)
(15,19) / I :IT station / Teacher’s Book
Supp. Examples
Examples 1, 2
B.Volume of a Frustum / 0.5 / •Apply the formula for the volume of a pyramid to find the volume of a frustum. / Teacher’s Book
Supp. Examples
Example 3
C.Surface Area of a Pyramid / 1.5 / •Understand and use the formula for surface areas of pyramids. / Teacher’s Book
Supp. Examples
Examples 4, 5
Workbook
Ex. 10A
10.2
Circular Cones
A.Volume of a Right Circular Cone / 2 / •Understand and use the formula for volumes of right circular cones. / Ex. 10B
(2,4,6,8,10,12)
(15,19) / Teacher’s Book
Supp. Examples
Example 6
B.Volume of a Frustum / 1 / •Apply the formula for the volume of a right circular cone to find the volume of a frustum. / Teacher’s Book
Supp. Examples
Example 7
C.Surface Area of a Right Circular Cone / 1.5 / •Understand and use the formula for surface areas of right circular cones. / Class Activity
(P.165) / Teacher’s Book
Supp. Examples
Examples 8, 9
10.3Spheres
A.Volume of a Sphere / 1.5 / •Understand and use the formula for volumes of spheres. / Ex.10C
(2,4,6,8,10,12)
(15,19) / Teacher’s Book
Supp. Examples
Examples 10, 11
B.Surface Area of a Sphere / 1 / •Understand and use the formula for surface areas of spheres. / IT Exploration
(P. A31)
I :IT station / Teacher’s Book
Supp. Examples
Examples 12, 13
10.4
The Dimensions of Length, Area and Volume / 1 / •Distinguish between formulae for length, area and volume by considering dimensions. / Ex.10D
(1-6)
(7-9) / Workbook
Ex. 10D
10.5
Similar Plane Figures and Similar Solids / I :IT station
A.Similar Plane Figures / 1 / •Understand and use the relationship between sides and areas of similar plane figures. / Ex.10E
(2,4,6,8,10,
12,14)
(18,22) / Class Activity
(P. 188)
IT Activity (P. 189)
Inquiry & Investigation
(P. 191) / Teacher’s Book
Supp. Examples
Examples 14, 15
B.Similar Solids / 2 / •Understand and use the relationships between sides, surface areas and volumes of similar solids. / I :IT station
Class Activity
(P. 192)
IT Activity (P. 192) / Teacher’s Book
Supp. Examples
Examples 16, 17
Chapter 11Applications in Trigonometry
Section / Time Ratio / Learning Targets / Teaching Suggestions / Linked Resources

Exercise

/

Remarks

11.1 Gradients
A.Gradient of an Inclined Plane / 0.5 / •Understand the meaning of the gradient of an inclined plane. / Ex.11A
(2,4,6,8,10,12)
(14,16,18) / Teacher’s Book
Supp. Examples
Example 1
B.Gradient and Inclination / 0.5 / •Understand the relationship between gradient and inclination. / Teacher’s Book
Supp. Examples
Examples 2−4
C.Gradient on Map / 1 / •Understand how to find out the gradient of a road on a map. / Teacher’s Book
Supp. Examples
Example 5
11.2
Angles of Elevation and Depression / 2.5 / •Understand the meanings of angles of elevation and angles of depression.
•Apply trigonometric ratios to solve practical problems involving angles of elevation and angles of depression. / Ex.11B
(2,4,6,8,10)
(12,14,16) / Class Activity
(P.243) / Teacher’s Book
Supp. Examples
Examples 6−10
Workbook
Ex. 11B
11.3
Bearings / 3.5 / •Understand the directionspeople talk about in everyday life.
•Learn two common methods to indicate bearings.
•Apply trigonometric ratios to solve practical problems involving bearings. / Ex.11C
(2,4,6,8,10,12,
14)
(16,18,20) / Teacher’s Book
Supp. Examples
Example 11,12, 13
Teacher’s Book
Supp. Examples
Examples 14−16
Chapter 12Coordinate Geometry of Straight Lines
Section / Time Ratio / Learning Targets / Teaching Suggestions / Linked Resources

Exercise

/

Remarks

12.1
Distance between Two Points / 2 / •Understand and use the distance formula. / Ex.12A
(2,4,6,8,10,12,14)
(16,20,23) / Class Activity
(P. 290) / Teacher’s Book
Supp. Examples
Examples 1−3
Workbook
Ex. 12A
12.2
Slope of a Straight Line
A.Slope Formula / 2 / •Understand and use the slope formula. / Ex.12B
(2,4,6,8,10,12,14)
(16,20,24) / I :IT station
IT Activity
(P. 299) / Teacher’s Book
Supp. Examples
Examples 4, 5
B.Inclination / 1 / •Explore the relationship between slope and inclination. / Teacher’s Book
Supp. Examples
Examples 6−8
12.3Parallel Lines and Perpendicular Lines
A.Parallel Lines / 1.5 / •Understand the condition for parallel lines. / Ex.12C
(2,4,6,8,10,12,14)
(16,20,25) / Teacher’s Book
Supp. Examples
Examples 9, 10
B.Perpendicular Lines / 1.5 / •Understand the condition for perpendicular lines. / Class Activity
(P. 313) / Teacher’s Book
Supp. Examples
Examples 11−14
12.4
Point of Division
A.Mid-pointFormula / 1 / •Understand and use the mid-point formula. / Ex.12D
(2,4,6,8,10)
(14,18) / Class Activity
(P. 325)
I :IT station / Teacher’s Book
Supp. Examples
Example 15
NF
B.Section Formula / 1.5 / •Understand and use the section formula. / Teacher’s Book
Supp. Examples
Example 16,17
Workbook
Ex. 12D
NF12.5
Applications of the Analytic Approach in Geometry
A.The Beauty of Mathematics: Different Approaches to Study Geometry / 0.5 / •Appreciate the use of the analytic approach for proving results related to rectilinear figures besides the deductive approach.
B.Prove Geometric Properties by Analytic Approach / 1.5 / •Understand how to use analytic approach to prove geometric properties. / Ex.12E
(1,3,6)
(8,10) / Teacher’s Book
Supp. Examples
Examples 18−20
Chapter 7More on Deductive Geometry
Section / Time Ratio / Learning Targets / Teaching Suggestions / Linked Resources

Exercise

/

Remarks

7.1
Using the Deductive Approach to Solve Geometric Problems on Triangle
A. Congruent Triangles / 2 / •Use the properties and conditions of congruent triangles to perform simple deductive proofs. / Ex. 7A
(2,4,6,8,10,12,14,16,18)
(20,26,30) / Teacher’s Book Supp. Examples
Examples1, 2
B. Similar Triangles
C.Isosceles Triangles / 2.5
2.5 / •Use the properties and conditions of similar triangles to perform simple deductive proofs.
•Use the properties and conditions of isosceles triangles to perform simple deductive proofs. / Teacher’s Book Supp. Examples
Examples3, 4,5, 6
7.2
Special Lines in Triangles / 2 / •Identify some special lines inside a triangle. / Ex. 7B
(2,4,6,8)
(10,12) / Teacher’s Book Supp. Examples
Examples7, 8
NF 7.3
Relations between Lines in a Triangle
A. Triangle Inequality
B.Relations between Special Lines in a Triangle / 1.5
4 / •Explore and learn the triangle inequality.
•Explore the concurrence of special lines inside a triangle, and learn the in-centre, circumcentre, centroid and orthocentre of a triangle.
•Use compasses and straightedge to construct the various centres of a triangle. / Ex. 7C
(2,4,6)
(8,10) / Class Activity
(P. 317)
Class Activity
(P. 320)
IT Exploration
(P. A29) / Teacher’s Book
Supp. Examples
Examples 9, 10
Workbook
Ex. 7C
Chapter 8Quadrilaterals
Section / Time Ratio / Learning Targets / Teaching Suggestions / Linked Resources

Exercise

/

Remarks

8.0
Pre-Learning / 0.5 / •Revisethe knowledge on angles related to parallel lines and the conditions for parallel lines.
8.1
Basic Knowledge of Special Quadrilaterals
A.Basic Knowledge of Quadrilaterals / 0.5 / •Learn some basic terms about quadrilaterals.
B.Definitions of Special Quadrilaterals / 1 / •Understand the definitions of some special quadrilaterals. / Ex. 8A
(1-5)
(6-9) / Teacher’s Book
Supp. Examples
Example 1
Workbook
Ex. 8A
8.2
Parallelograms
A.Properties of Parallelograms / 2.5 / •Explore the properties of parallelograms by deductive reasoning. / Ex. 8B
(2,4,6,8,10,12,14)
(16,20,25) / Class Activity
(P. 11) / Teacher’s Book
Supp. Examples
Examples 2−4
NF
B.Tests for Parallelograms / 2 / •Explore the tests for parallelograms by deductive reasoning. / Teacher’s Book
Supp. Examples
Examples 5−7
Workbook
Ex. 8B
8.3
Rhombuses, Rectangles and Squares
A.Properties of Rhombuses / 1.5 / •Explore the properties of rhombuses. / Ex.8C
(2,4,6,8,10,12)
(14,18,21) / Class Activity
(P. 23) / Teacher’s Book
Supp. Examples
Examples 8, 9
B.Properties of Rectangles / 1.5 / •Explore the properties of rectangles. / Teacher’s Book
Supp. Examples
Examples 10, 11
C.Properties of Squares / 1.5 / •Explore the properties of squares. / Teacher’s Book
Supp. Examples
Examples 12, 13
NF 8.4
Proofs Related to Parallelograms / 2 / •Perform simple proofs related to parallelograms. / Ex. 8D
(2,4,6,8)
(9,12,15) / Teacher’s Book
Supp. Examples
Examples 14−16
NF8.5
Mid-pointTheorem and Intercept Theorem
A.Mid-pointTheorem / 2 / •Understand and apply the mid-point theorem. / Ex. 8E
(2,4,6,8,10,12)
(14,18,21) / Teacher’s Book
Supp. Examples
Examples 17−19
B.Intercept Theorem / 2 / •Understand and apply the intercept theorem. / IT Exploration
(P. A28)
Inquiry & Investigation
(P. 51) / Teacher’s Book
Supp. Examples
Examples 20−22

Note: (1) The teaching plan shows essentially the curriculum’s foundation part which ALL students should strive to learn. However, those printed in