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B9 Maths WK10

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9 views6 pages

B9 Maths WK10

Uploaded by

ikoranteng112
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Fayol Inc.

0547824419

SECOND TERM
WEEKLY LESSON NOTES
WEEK 10
Week Ending: DAY: Subject: Mathematics
Duration: 60MINS Strand: Geometry & Measurement

Class: B9 Class Size: Sub Strand: Shapes and Space

Content Standard: Indicator:


B9.3.1.1 Apply the properties of angles at a B9.3.1.1.1 Derive the formula for Lesson:
point, angles on a straight line, vertically calculating the sum of angles in any
opposite angles, corresponding, angles to` solve polygon and use this to calculate the 1 of 1
problems value of missing angles in polygons
Performance Indicator: Core Competencies:
Learners can apply the formula to find missing angles Communication and Collaboration (CC) Critical
and solve problems involving polygons. Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 196
New words: Polygon, Triangle, Quadrilateral, Pentagon, Hexagon, Interior Angle

Phase/Duration Learners Activities Resources


PHASE 1: Play a quick "name the polygon" game. Show various shapes
STARTER (triangles, squares, rectangles, etc.) and have learners identify them
by name.

Briefly introduce the concept of interior angles: the angles formed


inside a polygon by its sides.

Share performance indicators and introduce the lesson.


PHASE 2: NEW Review the characteristics of different polygons: triangles (3 sides, manipulatives
LEARNING 180° interior angle sum), quadrilaterals (4 sides, varied interior angle like counters or
sums), pentagons (5 sides), hexagons (6 sides), etc. algebra tiles
Create a visual chart on the board, classifying polygons by their
number of sides and using different colors or shapes for each
category.

Engage learners in identifying and naming new examples of polygons.

Introduce the concept of the angle sum formula for polygons: (n - 2)


× 180°, where n is the number of sides.

Guide learners through the derivation of the formula using a simple


triangle and gradually adding sides to form various quadrilaterals and
pentagons.

Emphasize that the formula applies to any polygon, regardless of its


shape or regularity.

Practice using the formula to calculate the sum of interior angles in


different polygons. Provide examples with triangles, quadrilaterals,
pentagons, and hexagons.

Challenge learners to find missing angles in polygons if given some


angles and the number of sides.

Encourage them to explain their reasoning and calculations clearly.

Present a more challenging problem involving a complex polygon


with missing angles.

Have learners work in pairs or small groups to solve it using the


formula and their understanding of interior angles.

Assessment
1: Derive and use the formula (n - 2) × 180 ° and calculate the value
of x (interior and angles of a triangle)
2: Derive and use the formula (n - 2) × 180 ° and calculate the
interior angles of a quadrilateral

3: Derive and use the formula (n - 2) × 180 ° and calculate the


interior angles of polygons, pentagons, hexagons,

(i) Find the value of x and the various angles in the hexagon

PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.


Week Ending: DAY: Subject: Mathematics
Duration: 60MINS Strand: Geometry & Measurement

Class: B9 Class Size: Sub Strand: Shapes and Space

Content Standard: Indicator:


B9.3.1.1.2 Identify similar and Lesson:
B9.3.1.1 Apply the properties of angles at a point,
angles on a straight line, vertically opposite congruent triangles and use the
1 of 1
angles, corresponding, angles to` solve problems knowledge to solve related problems
Performance Indicator: Core Competencies:
Learners can apply the AA, SSS, and SAS similarity Communication and Collaboration (CC) Critical
criteria to solve for missing angles in similar triangles. Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 198
New words: Triangle, Similar, Congruent, Corresponding Angles, Proportional Sides, AA Similarity,

Phase/Duration Learners Activities Resources


PHASE 1: Play a "Guess the Triangle" game. Describe different triangles by their
STARTER properties (number of sides, side lengths, angle measures) and have
learners guess if they are similar, congruent, or neither.

Share performance indicators and introduce the lesson.


PHASE 2: NEW Define and differentiate between similar and congruent triangles, manipulatives
LEARNING emphasizing corresponding angles and proportional sides in similar like counters or
triangles and identical side lengths and angles in congruent triangles. algebra tiles

Explain the AA, SSS, and SAS similarity criteria with clear visuals and
examples.

Example 1: Recognise similar triangles and solve for the values of the
indicated angles in the diagram below:

Example 2: Recognise congruent triangles and solve for the values of


the indicated angles in the diagram below
Example 3: Determine the value of x (using knowledge in similarity
and congruency).

Briefly introduce the HL congruence rule, focusing on right triangles


with hypotenuse and a leg having the same length.

Practice recognizing similar and congruent triangles based on the


given diagrams you mentioned. Guide learners through identifying
corresponding angles and proportional sides to justify their answers.

Ask learners to solve for missing angles in the similar triangles using
the appropriate similarity criteria and proportional side ratios.

For the congruent triangle, apply the HL congruence rule to find the
missing angle based on the given hypotenuse and leg lengths.

Present a real-world problem involving similar triangles, such as


calculating the height of a tree based on its shadow and another
object's height.

Challenge learners to solve the problem using the AA similarity


criteria and their understanding of proportional sides.

Encourage them to think of other situations where similar or


congruent triangles might be present in daily life.
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

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