dawood public school course outline 2015-16 class vi … outlines... · dawood public school course...

Dawood Public School

Course Outline 2015-16 Class VI Math

Books: Sang, T.et al, 2008, New Syllabus Mathematics 1(6th Edition), Singapore; Oxford University Description New Syllabus Mathematics is a series of four textbooks specially written for secondary students with the ultimate aim for the GCE O Level examination. This series is completely in line with the 2008 syllabus. Exploration activities to promote applications in inter-disciplinary and real life Real-life photos at the chapter beginning to provide a thought-provoking introduction Graded exercises and challenging problem to cater to different learning abilities Real-life situations to demonstrate the relevance of mathematics to everyday life. Revision exercises to recapitulate previously covered mathematic concepts Thinking Time to provide opportunities for creative and individual thinking Awareness of problem-solving strategies is systematically enhanced Self-assessment to incite active learning and independent thinking Components Student's Books, Workbooks and Teachers Resources INTRODUCTION: The Mathematics curriculum in Grade 6 is designed to help students build a solid conceptual foundation in the subject that will enable them to apply their knowledge skillfully and further their learning successfully. They will be introduced to concepts which include Integers, Rational Numbers, Statistics, Percentages and their application. In Algebra they will learn how to work with algebraic expressions and how to solve algebraic equations. The curriculum emphasizes the geometrical concepts that enable students to think logically and to reason systematically. They will also be introduced to the properties of triangles and parallel lines. They will also be made aware of the relevance of Mathematics in terms of application of Area and Perimeter of simple geometrical figures. The usage of calculators will be however, discouraged in order to inculcate mental alertness at this stage. The Importance of Mathematics An information and technology- based society requires individuals who are able to think critically about complex issues, analyze and adapt to new situations, solve problems of various kinds and communicate their thinking effectively. The study of mathematics equips students with knowledge, skills and habits of mind that are essential for successful and rewarding participation in such society. The more the technology is developed the greater the level of mathematical skill required. Mathematical structures, operations and processes provide students with a framework and tools for reasoning, justifying conclusions and expressing ideas clearly. As students identify relationships

between Mathematics and other subjects, they develop the ability to use Mathematics to extend and apply their knowledge in other fields. GOALS FOR STUDENTS The main goals of mathematics education are to prepare students to: • use mathematics confidently to solve problems • communicate and reason mathematically • appreciate and value mathematics • make connections between mathematics and its applications • commit themselves to lifelong learning • become mathematically literate adults, using mathematics to contribute to society. Students who have met these goals will: • gain understanding and appreciation of the contributions of mathematics as a science,

philosophy and art • exhibit a positive attitude toward mathematics • engage and persevere in mathematical tasks and projects • contribute to mathematical discussions • take risks in performing mathematical tasks exhibit curiosity. STANDARDS IN MATHEMATICS The Mathematics curriculum for Grade 6 is comprised of the following five standards.

STANDARD 1

• Numbers and Operations

STANDARD 2

• Algebra

STANDARD 5

• Reasoning and Logical Thinking

STANDARD 3

• Measurements and Geometry

MATHEMATICS

STANDARDS

STANDARD 4

• Statistics

Monthly Syllabus for the year 2015-16

MONTHS TOPICS DURATION FRIDAY’S ASSIGNMENT WORKBOOK/CALENDER

August

Factors and Multiples

Integers

Calendar Activity + 2 Worksheets

2 weeks 2 weeks

1st Friday

Factors and Multiples [44(a,d),49,57,58,60,61,73,74,81,84]

2nd Friday

Calendar Activity 3rd Friday

Integers [Q5(c),6(b,c),9,10,11,15,19,21,27,30] 4th Friday

Calendar Activity

September

Rational Numbers

Estimation and Approximation


3 weeks 1 week

1st Friday

Rational Numbers [1,9,17,19,20,29,30,57,59,61,64,65]

2nd Friday


Estimation and Approximation [2,5,11,14,17,27,29,33(b,e),34,36,]

4th Friday

Calendar Activity

October

Estimation and Approximation

Fundamental Algebra

Basic Geometrical Concepts and Properties


1 week 2 week 1 week

1st Friday

Fundamental Algebra [1,3,7,15,20,24,26,29,31,35,37,42,52]

2nd Friday


Basic Geometrical Concepts and Properties [1,2,6,7,9,12,14,17,20,23]

4th Friday

Calendar Activity

November REVISION FOR MIDTERM

EXAM

Calendar Activity

December MIDTERM

EXAMINATION

January

Algebraic Equations and Simple Inequalities (Ex # 7a – 7e)

Perimeter and Area of Simple Geometrical Figures.


2 week 2 week

1st Friday

Algebraic Equations and Simple Inequalities [6,10,12,15,17,21,22,29,32,34]

2nd Friday


Perimeter and Area of Simple Geometrical [1,3,14(a),15,18(a),26(b),30,34,41,47,49]

4th Friday

Calendar Activity

February

Perimeter and Area of Simple Geometrical Figures.

Volume and surface Area of cube and cuboids (Ex#9a)

Ratio, Rate and Speed

1 week 1 week 2 weeks

1st Friday

Volume and surface Area of cube and cuboids [2,4,5,8,11,16,22,28,43,45,58]

2nd Friday




[2,11,18,22,27,31,33,40,49(b),53(a),55(a)] 4th Friday

Calendar Activity

March


Function and Graphs

Geometrical Constructions


1 week 1 week 2 weeks

1st Friday

Function and Graphs[3(a,e,h),4,5,9,10] 2nd Friday


Geometrical Constructions[1,3,6,11,15,24,27,38]

4th Friday

Calendar Activity

April

Angle Properties of Polygon

REVISION FOR FINAL TERM

Calendar Activity

1 week 1st Friday

Angle Properties of Polygon [1,4,7,11,16,18,20,24,27,30]

May FINAL TERM EXAMINATION

Syllabus Content

AUGUST CHAPTER # 1: Factors and multiples Page numbers: 3-25

Topic Curriculum content Goals /Aims Learning Outcomes and Achievement Indicators

Factors and Multiples Chapter no 1 Pg. No.(3 – 25)

Factors and Multiples

Prime numbers and composite numbers

Test of divisibility

Prime factorization

Index notation

HCF and LCM

Squares and square roots

Cubes and cube roots.

Apply and explain the use of prime factorizations, common factors, and common multiples in problem situations.

Find and use the prime factorization of composite numbers. For example: 1 - Use the prime

factorization to

recognize the

greatest common

factor (GCF).

2 - Use the prime

factorization to

recognize the least

common multiple

(LCM).

3 - Apply the prime

factorization to

solve problems and

explain solutions.

Students should be able to:

Identify prime and composite numbers.

Write down the factors of a whole number.

Write down the multiples of a whole number.

Express a composite number as a product of prime numbers using index notations.

Find the highest common factor and the lowest common multiple of two or more numbers.

Find squares, square roots of numbers.

Find cubes and cube roots of numbers.

Estimate mentally the square roots and cube roots of numbers which are not perfect squares or cubes.

ATTAINABLE TARGETS Factors and multiples:

CHAPTER # 2: Integers Page numbers: 31-47

Topic Curriculum content Goals /Aims Learning Outcomes and Achievement

Indicators

Integers Chapter no 2

PgNo.(31 – 47)

Negative numbers

Integers

Number line

Absolute value of an integer.

Addition and Subtraction of Integers.

Multiplication and Division of Integers.

Rules for Operating on Integers.

Define negative, origin, opposite numbers and integers.

Construct a vertical and horizontal number line.

Explain the difference between positive and negative number.

Assign an integer to a specific situation.

Recognize and order integers.

Add, subtract, multiply and divide integers.


Use natural numbers, integers (positive, negative and zero), prime numbers, common factors and common multiples, rational and irrational numbers, real numbers.

Use negative numbers in practical situations.

Represent integers on the number line and order them.

Use of mathematical symbols.

Perform addition of integers.

Perform subtraction of integers.

Solve non-routine problems using problem solving strategies such as drawing a diagram, using trial and error etc.

Integers

Multiply/Divide Same Signs-

Positive Different Signs-

Negative

Subtracting KEEP CHANGE

CHANGE Follow Addition

Rules

Adding Same Signs Add,

Keep Sign Different Signs Subtract, Keep

Larger Sign

SEPTEMBER

CHAPTER #3: Rational Numbers Page numbers: 53 - 68 CHAPTER #4: Estimation and Approximation Page numbers: 71 - 88


Indicators

Rational Numbers Chapter no 3

Pg No.(53 –

68)

Introduction: What are rational numbers?

Ordering of Rational numbers.

Addition and Subtraction of Rational numbers.

Multiplication and Division of Rational numbers.

Arithmetical Operations on Rational numbers.

Terminating and Recurring Decimals.

Cubes and cube roots.

Construct and use a large number line to develop an understanding of rational numbers.

Determine if a number is rational or irrational, order rational and irrational numbers on a number line and locate square roots on a number line.

Know the meaning of square roots, find the square root of a perfect square and approximate the square root of a non perfect square to the nearest whole number.


Calculate squares, square roots, cubes and cube roots of numbers.

Identify a rational number.

Order rational numbers on a number line.

Perform addition and subtraction on rational numbers.

Perform multiplication and division on rational numbers.

Use the four basic operations on numbers and brackets to simplify rational numbers.

Solve word problems involving rational numbers.

Conversion of rational numbers to decimals and vice-versa.

Represent recurring and terminating decimals.

ATTAINABLE TARGETS

Rational Numbers:

𝝅 Irrational Numbers

Used the term when he discovered that the square root of 2 could not be expressed as a fraction.

Decimals to not end or

repeat They go on for

infinity


Estimation and Approximation Chapter no 4 Pg No.(71 – 88)

Estimation and Rounding.

Approximations in Measurements and Accuracy.

Rounding off a number to a given number of decimal places.

Accuracy and Significant Figures.

Rounding a number to a given number of Significant figures.

Understand how to measure and estimate lengths.

Understand the difference between measuring and estimating.

Become more aware of linear measurements in the world and communicate better about the significance of these measurements.


Make an estimate of the value of a given problem involving sum, difference, product, quotient, square and square root, cube and cube root of numbers.

Round off a number to the required degree of accuracy.

State the rules for writing significant figures.

Make estimates of numbers, quantities and lengths, give approximations to specified numbers of significant figures and decimal places and round off answers to reasonable accuracy in the context of a given problem.

Rational numbers

Integers

Repeating

Decimals

Fractions

Terminating

Whole numbers

Points to be noted: (Estimation and Approximation) It should remind that:

not to do rounding off before the end of the calculation if they are asked to give the answer in a rounded form. e.g. 6.34 + 3.23 = 9.57 = 9.6 (correct to 2 significant figures) not 6 . 3 4 + 3 . 2 3 = 6.3 + 3.2 = 9.5; 123 do not round off prematurely

that the first significant figure of 0.04218 is 4, not 0 and thus 0.04218, correct to two significant figures, is 0.042 and not 0.04;

that the first two significant figures of 2.01479 are 2 and 0, not 2 and 1 and thus 2.01479, correct to four significant figures, is 2.015, not 2.0148;

that 4.398, correct to three significant figures, is 4.40, not 4.4;(Note: Do not confuse number of decimal places with number of significant figures.)

to do rounding off at the very end of the calculation and work to one more significant figure than you are required to give. For example, use four significant figures until the end of your calculations if the final answer is to be given to three significant figures;

not to give an answer to too many decimal places or significant figures. For example, if your calculator shows 6.326579438, give your answer as 6.33 or 6.327, not 6.326579438;

OCTOBER CHAPTER # 5: Fundamental Algebra Page numbers: 91 - 106 CHAPTER # 14: Basic Geometrical Concepts and Properties Page numbers: 331 - 353


Indicators

Contd. Rational

Numbers

Chapter no 3

Pg No.(53 – 68)

Fundamental Algebra Chapter no 5

Pg No.(91 –

106)

Fundamental algebra

Notations in algebra

Polynomials, variables, coefficients and constant terms

Some rules in algebra

Use of brackets in simplification

Addition and subtraction of polynomials.

Determine if a polynomial is written as a product of linear factors.

Write a quadratic polynomial as a product of linear factors with real and complex roots.

Write a cubic polynomial as a product of linear factors with real and complex roots.


Use letters to express generalized numbers.

Write down algebraic expressions from given mathematical statements.

Evaluate algebraic expressions by substitution.

Simplify algebraic expressions involving +, −, x, ÷ and power of an algebraic term.

Simplify algebraic expressions involving brackets.

Perform addition and subtraction of algebraic expressions.

Simplify simple algebraic fractions.

Factorization of simple algebraic expressions.

Factorization of simple algebraic expressions by grouping.

Use four operations for calculation of algebraic equations.

Fundamental Algebra:

variables

terms

2 sides

coefficients evaluate

substitution

expressions

Equations =

balance


Basic Geometrical Concepts and Properties Chapter no 14

PgNo.(331 – 353)

Points

Lines, Rays, Line Segments

Planes

Interesting Lines

Angles

The Protractor and Angle Measure

Different kind of angles

Adjacent Angles on a Line

Vertically Opposite Angles

Parallel Lines, Alternate Angles, Corresponding angles, Interior angle.

Describe and identify basic

geometry ideas including line

segments, rays, lines,

parallel lines, perpendicular

lines, and midpoint. Students

will describe attribute of

angles and measure angles.

Describe, identify and

visualize parallel and

perpendicular edges or faces;

use these properties to

classify 2-D shapes.

Use correctly the vocabulary, notation and labeling conventions for lines, angles and shapes


Measure a given angle with a protractor.

Identify (a) acute, (b) obtuse, and (c) reflex angles.

Find the complement and supplement of a given angle.

Construct a given angle with a ruler and a protractor.

Find unknown angles using the properties of: (a) Angles at a point, (b) Vertically opposite angles, (c) Adjacent angles on a straight line.

Find unknown angles using the properties of: (a) Corresponding, (b) alternate, (c) interior angles for two parallel lines cut by a transversal.

Use and interpret the geometrical terms: point, line, plane, parallel, perpendicular, right angle, acute, obtuse and reflex angles, interior and exterior angles, regular and irregular polygons, pentagons.

Basic Geometrical Concepts and Properties:

NOVEMBER Revision for Mid Term Exams

DECEMBER

Mid Term Exams

JANUARY CHAPTER#7: Algebraic Equations and Simple Inequalities (Ex # 7a – 7e) Page numbers: 137 – 166 CHAPTER#8: Perimeter and Area of Simple Geometrical Figures Page numbers: 168 - 188


Algebraic Equations and Simple Inequalities Ex # 7a – 7e) Chapter no 7 PgNo.(137 – 166)

Simple Equations

Solving simple equations

Formulae

Construction of formulae

Writing algebraic expression.

Demonstrate and understanding of vocabulary used in algebraic thinking.

Discover general expressions using variables to represent number patterns.

Write and solve single step equations using variables.


Solve simple linear equations in one unknown;

Solve fractional equations with numerical and linear algebraic denominators;

Solve simple algebraic equations by inspection.

State the rules for solving algebraic equations: (a)equal numbers may be added to or subtracted from each side, (b)each side may be multiplied or divided by equal numbers except zero.

Use the above rules to solve simple algebraic equations.

Use the rules to solve algebraic equations involving fractions and decimals.

Find the value of an unknown in a formula by substitution.

Construct simple formulae from given word

Expressions.

Express word expressions by algebraic methods.

Points to be noted: The concept of transferring a term from one side of an equation to another side and changing the signs could be introduced after students have enough practice with adding or subtracting equal numbers from both sides of an equation and multiplying or dividing each side of an equation by equal numbers. This is an area where many errors frequently occur. Common Errors Made by Student

𝑥

2= 𝑥 + 1

2𝑥 + 1

3−

𝑥 − 7

3= 2

14𝑥 = 7𝑥 − 21 5 + 2𝑥

4= 14

5 + 2𝑥

4= 14

3𝑥 = 2 𝑥 − 1 = 5

𝑥 = 2𝑥 + 1

2𝑥 + 1 − 𝑥 − 7

3= 2

2𝑥 = 𝑥 − 21 5 + 𝑥

4= 7, 5 + 𝑥 + 28

5 + 𝑥

2= 14, 5 + 𝑥 + 28

3𝑥 − 2𝑥 − 2 = 5

Concept Map

Topic Curriculum

content Goals /Aims

Learning Outcomes and Achievement Indicators

Perimeter and Area of Simple Geometrical Figures. Chapter no 8 PgNo.(168 – 188)

Units of Area

Area of a Parallelogram

Area of a Trapezium

Perimeter:

Given a polygon, the lengths of

whose sides are given or can be

determined, calculate the

perimeter.

Given a rectangular grid, create a

figure with a specified perimeter.

Given a figure on a rectangular grid, create a figure having different dimensions but the same perimeter.

Area:

Given a figure on a rectangular

grid, find the area.

Given a rectangular grid, create a

figure with a specified area.

Given a figure on a rectangular grid, create a different figure with the same area.

Perimeter = 20 units

Area = 24 square units Perimeter = 20 units Area = 25 square units


Use and interpret vocabulary of triangles, circles, special quadrilaterals;

Solve problems 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,

Calculate the area of complex figures involving triangles, rectangles, parallelograms, trapeziums, circles etc.

System of Equations

System of Inequalities

Substituition Method

Multiplication Method

Graphing Method

Real-life Applications

Addition/Subtraction Method

6

4

6

4

5

5

5

5

FEBRUARY CHAPTER # 8: Perimeter and Area of Simple Geometrical Figures. Page numbers: 168 – 188 CHAPTER # 9: Volume and Surface Area of cube and Cuboids. (Ex # 9a) Page numbers: 191 – 200 CHAPTER # 10: Ratio, Rate and Speed Page number: 223 - 243


Contd. Perimeter and Area of Simple Geometrical Figures. Chapter no 8. PgNo.(168 – 188)

Volume and Surface Area of cube and Cuboids. (Ex# 9a) Chapter no 9. Pg No. 191 – 200

Concept of Volume. (Cube & Cuboids)

Concept of Surface Area. (Cube & Cuboids)

Volume of Fluids.

Calculate the area of right-angled triangles given the lengths of the two perpendicular sides, and the volume and surface area of cubes and cuboids.

Calculate unknown side if two sides and volume is given;

Calculate surface area using formula of cube, cuboids.


Identify and convert a metric unit of volume into another metric unit such as: 1 m3 = 1 000 liters, 1 liter = 1 000 cm3, etc.

Draw the net of a cuboids.

State and use the formulae for finding the volume and surface area of cuboids.


Indicators

Ratio, Rate and Speed. Chapter

no 10.

PgNo.(223 – 243)

Ratio.

Equivalent Ratios.

Increase and Decrease in Ratio.

Rate.

Average Rate.

Time.

Speed and Average Speed

Problems Involving Speed and Average Speed.

Demonstrate their understanding of the concept of a ratio by using ratio language to describe relationships between quantities.

Choose appropriate units of measure and use ratios to convert within and between measurement systems to solve problems.


Demonstrate an understanding of the elementary ideas and notation of ratio, direct and inverse proportion and common measures of rate;

Divide a quantity in a given ratio;

Use scales in practical situations, calculate average speed;

Express direct and inverse proportion use this form of expression to find unknown quantities.

Calculate times in terms of the 12-hour and 24-hour clock;

Read clocks, dials and timetables.

Apply the results: (a)Average speed = Distance travelled/Time taken, (b)Distance travelled = Average speed x Time taken, (c)Time taken = Distance travelled/Average speed, to calculate average speed, distance travelled and time taken respectively.

Convert speed in km/h to m/s and vice versa.

ATTAINABLE TARGETS

Ratio, Rate and Speed:

n % increase means 𝒊𝒏𝒄𝒓𝒆𝒂𝒔𝒆

𝒐𝒓𝒊𝒈𝒊𝒏𝒂𝒍=

𝒏

𝟏𝟎𝟎

n % decrease means 𝒅𝒆𝒄𝒓𝒆𝒂𝒔𝒆

𝒐𝒓𝒊𝒈𝒊𝒏𝒂𝒍=

𝒏

𝟏𝟎𝟎

Distance = Speed x Time

Time = 𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆

𝒔𝒑𝒆𝒆𝒅

Speed = 𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆

𝒕𝒊𝒎𝒆

Step 1: Write the proportion 20 𝑖𝑛𝑐ℎ𝑒𝑠

50 𝑓𝑜𝑜𝑡=

30 𝑖𝑛𝑐ℎ𝑒𝑠

𝑥

Step 2: Multiply to find the cross product 20 In. * X = 50 ft. x 30 In. Step 3: Divide to find x

20𝐼𝑛.∗ 𝑋

20 𝐼𝑛.=

50 𝑓𝑡.∗ 30 𝐼𝑛.

20 𝐼𝑛.

20𝐼𝑛.∗ 𝑋

20 𝐼𝑛.=

50 𝑓𝑡.∗ 30 𝐼𝑛.

20 𝐼𝑛.

X=75ft

MARCH CHAPTER # 10: Ratio, Rate and Speed Page number: 223 - 243 CHAPTER#12: Functions and Graphs Page numbers: 267 – 286 CHAPTER#16: Geometrical Construction Page numbers: 381 – 396


Contd. Ratio, Rate and Speed. Chapter no 10. Pg No. 223 – 243

Functions and Graphs. Chapter no 12. Pg No.267 - 243

Rectangular Coordinates in two Dimensions.

The Rectangular or Cartesian Plane.

Coordinates of a Point.

The idea of Functions.

Ordered pairs satisfying a Function.

Gradient of a straight line.

Generate coordinate pairs

that satisfy a simple linear

rule;

Plot the graphs of simple

linear functions, where y is

given explicitly in terms of x,

on paper;

Recognize straight-line graphs parallel to the x-axis or y-axis.


Demonstrate familiarity with Cartesian coordinates in two dimensions.

Calculate the gradient of a straight line from the coordinates of two points on it;

Interpret and obtain the equation of a straight line graph in the form

y = mx + c.

Functions and Graphs:


Geometrical Construction

Chapter no 16. Pg No.381 - 396

Geometrical Constructions.

Use of Compasses.

Bisecting an Angle.

Bisecting a Line Segment.

Given a circular cutout students be able to construct and identify:

the radius, diameter

and center of a

circle;

the vertex, base and midpoint base of a triangle;

Two-dimensional shapes

(semi-circle /half circle,

quarter-circle, triangle,

parallelogram, rhombus.

Apply loci to spatial problems involving shapes and paths;

use straight edge and compasses to produce standard constructions including the midpoint and perpendicular bisector of a line segment, the perpendicular from a point to a line, and the bisector of an angle.


Measure lines and angles;

Construct simple geometrical figures from given data, angle bisectors and perpendicular bisectors using protractors or set squares as necessary;

Read and make scale drawings. (Where it is necessary to construct a triangle given the three sides, ruler and compasses only must be used.)

Construct a triangle from given data using a pair of compasses, a ruler and/or a protractor.

Construct a quadrilateral from given data using a pair of compasses, a ruler and/or a protractor.

APRIL CHAPTER # 15: Angle Properties of Polygons. Page number: 355 – 376

REVISION FOR FINAL TERM


Angle Properties of Polygons. Chapter no 15. Pg No. 355 – 376

Polygons – name and description only

Triangles

Angle properties of triangles

Exterior and interior opposite angles

Quadrilaterals

Convex Polygons

Sum of the Interior angles of a convex polygon.

Sum of the Exterior angles of a convex Polygon

Compare and contrast

the properties of regular

and irregular polygons.

Identify polygons as either regular or irregular polygons up to a decagon.


Identify Types of triangles based on

sides and angles, various types of polygons.

Angle properties of triangles. Simple geometrical problems based on the angle properties.

State the properties of a triangle such as sum of interior angles = 180

Exterior angle = sum of interior opposite angles, and use them to solve problems.

State and use the geometrical properties of:

Trapeziums Parallelograms Rectangles Rhombuses Squares kites

MAY FINAL EXAMS Breadth of study During the key stage, students should be taught the knowledge, skills and understanding through:

(a) Activities that ensure they become familiar with, and confident using, standard procedures for the range of

calculations appropriate to this level of study;

(b) Solving familiar and unfamiliar problems in a range of numerical, algebraic and graphical contexts and in

open-ended and closed form;

(c) Using standard notations for decimals, fractions, percentages, ratio and indices;

(d) activities that show how algebra, as an extension of number using symbols, gives precise form to

mathematical relationships and calculations;

(e) Activities in which they progress from using definitions and short chains of reasoning to understanding and

formulating proofs in algebra and geometry;

(f) a sequence of practical activities that address increasingly demanding statistical problems in which they

draw inferences from data and consider the uses of statistics in society;

Assessment and Home Work

Students will be assessed by taking test of each and every chapter. Home Work shall be given on a daily basis.

Mathematical Notations:

The list which follows summarizes the notation used

Mathematical Symbols

= is equal to

≠ is not equal to

≡ is identical to or is congruent to

≈ is approximately equal to

Operations

a + b a plus b

a – b a minus b

a × b, ab, a.b a multiplied by b

a ÷ b, a , a/b a divided by b

b

Resource List

BOOKS:

Sang, T.et al, 2008, New Syllabus Mathematics Work Book 1(6th Edition), Singapore; Oxford University Press Bostock, L, S Chandler, A Shepherd, E Smith ST(P) Mathematics Books 1A to 5A

(Stanley Thornes)

Book 1A

Book 1B

Buckwell, Geoff Mastering Mathematics (Macmillan Education Ltd) 0 333 62049 6

Collins, J, Warren, T and C J Cox Steps in Understanding Mathematics (John Murray) Book 1

Book 2

National Mathematics Project (NMP) Mathematics for Secondary Schools Red Track Books 1 to 5 (Longman

Singapore Publishers Pte Ltd)

Book 1

Book 2

Cox, C J and D Bell Understanding Mathematics Books 1–5 (John Murray) Book 1

WEBSITES: www.nrich.com

www.hoddereducation.com

www.collinseducation.com

www.pearsonschoolsandfecolleges.co.uk

www.hoddereducation.com

www.lettsandlonsdale.com

www.counton.org

www.math.com

www.maths-help.co.uk

www.mathsnet.net

http://www.nrich.com/

http://www.hoddereducation.com/

http://www.maths-help.co.uk/

http://www.mathsnet.net/

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