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Rationale: Students today require stronger mathematical knowledge and skills if they are to survive in this rapidly changing world. With this in mind, we are seeking to integrate innovative teaching strategies that are more compatible with the technological advances of the day. All these changes will require a shift in the teaching and learning of Mathematics. Therefore, for students to be well-informed citizens of this new millennium, the Mathematics teachers will have to ensure that each stud
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    - 1 -   Mr. Dionicio Pott  –  MCHS 2011-2012 Rationale: Students today require stronger mathematical knowledge and skills if they are tosurvive in this rapidly changing world. With this in mind, we are seeking to integrateinnovative teaching strategies that are more compatible with the technological advances of the day.All these changes will require a shift in the teaching and learning of Mathematics.Therefore, for students to be well-informed citizens of this new millennium, the Mathematicsteachers will have to ensure that each student has an opportunity to be competitive in thistechnological oriented workforce. Also, the Mathematics teachers will respond to thesechanges and prepare our students to cope, that is, to become mathematically literate, developan understanding of how number theory or system is used in our daily lives and all the othertopics and sub-topics. Students need to be able to conjecture, analyze reason logically, and,ultimately, conclude. As confidence develops,   the student should be better able to enjoy theprocess of learning and develop an enthusiasm for mathematics and its value in their   everyday life. This new found appreciation for the beauty and order of mathematics, as wellas its relation to other aspects of    life outside of the classroom will make what used to be aboring, taxing experience, a pleasant challenge.The classroom, then, is the determining factor. Every effort must be made byeducators to ensure mathematical success. The development of positive attitudes bychoosing, engaging and stimulating activities which are both   interesting and challenging isthe key for loving Math.    - 2 -   Mr. Dionicio Pott  –  MCHS 2011-2012 Fourth Form Yearly Plan: August-MayCycle/TimeFrameTopic Sub-topic Goal References August-September Week 1Week 2Week 3Sets1)   The set of Sets    Union    Intersection    Disjoint sets    Set buildernotattion2.) Venn DiagramProblems    Shadedregions    Number of elements intwo sets    Number of elements inthree sets3.) Unit Test 1. Demonstrate the ability to usenumber properties to solveproblems.2. Develop the ability to usepatterns, trends and investigativeskills.3. Demonstrate the ability rationalapproximation of real numbers.4. Generate a term of a sequencegiven a rule5. Use properties of numbers andoperations in computational tasks6. demonstrate the ability to useset language and conceptsHandoutsMathematics A CompleteCourse withCXC Questions VolumeOne Chapter 1http://www.math.wichita.edu/history/activities/ numbertheory-act.html#per-num     - 3 -   Mr. Dionicio Pott  –  MCHS 2011-2012 Week 4Week 5 October Week 1Statistics Statistics Cont’d  4.)   Types of data    Discrete    Continuous    Grouped    ungrouped5.)   Frequencytables    Grouped andungroupeddata1.   Class intervals    Width    Limits    Boundaries    Midpoint    SizeUnit Test 1.   Differentiate betweentypes of data2.   Construct a frequencytable for a given set of data3.   Determine class featuresfor a given set of data4.   Use given formulas tocalculate the features of agiven set5.   Be able to constructstatistical diagrams torepresent data.6.   Be able to determine whento group raw data.Mathematics A CompleteCourse withCXC Questions VolumeOne Chapter 8Mathematics A CompleteCourse withCXC Questions VolumeTwo Chapter 12 2.   Statistical 7.   Be able to interpret    - 4 -   Mr. Dionicio Pott  –  MCHS 2011-2012 Week 2Week 3Week 4diagrams    Pie charts    Bar graphs    Line graphs    Histograms    Frequencypolygons3.   Measures of Central tendency(Raw data andungrouped data)    Mean    Median    Mode4.   Frequency curves    Types of frequencycurves    TheNormalCurve    Thenegativelyskewedcurve    Thepositivelyskewedcurve statistical diagrams8.   Be able to determine theMeasures of centralTendency for raw data,and ungrouped data9.   Be able to draw the BellCurve for a given set of data10.   Determine if a curve isnormal, positively skewedor negatively skewed.HandoutsMathematics A CompleteCourse with CXCQuestions Volume OneChapter 3Textbook 
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