Question 1 (a)

Teaching and learning activities

Topic : additional (matrix)
Learning outcomes: At the end of this lesson, students will be able to
a. understand the basic additional concept of matrix
b. determine the column and the row of arrays
c. write the simple matrix
d. Add the simple matrix
Prior knowledge : Students have the basic of addition
Materials : Small card numbers, small card of shape pictures.

Activities and questions will be asked to your pupils:
Step 1:
upils will be divided into ! or " #roups
upils will be asked to set two #roup of shape in two parts.
$or example%
art one art two
1
Step two
upils will be asked to arran#e the shapes in two rows and two columns.
art one art two
Step three
upils will be asked to put them in matrix shape.
art one art two
2
Step !our
upils will be asked to chan#e the shapes with any different numbers from & ' &(
art one & ! art two ) *
+ , - "
Step !ive
upils will be asked to name each part with letters A and .
A / & ! . / ) *
+ , - "
3
Step si"
0ell the pupils how to add A and . with the function of A 1 .
A / & ! 1 . / ) *
+ , 2 "
& 1 ), ! 1 *, + 1 -, , 1 " where A 1 . / ), &,, &&,&(, then ask pupils to write them in
matrix form%
A & ! 1 . ) * where 3 / A 1 . ) &,
+ , - " && &(
0his is the basic concept of matrix where we call , by ,.
0he next lesson will be different type of matrix such as , by + or + by +.
4
Question 1 (#)
Step one:
0he form )A, ., and 3 classes have the same !(4questions qui5 where the result is as in the
table. 6et us restrict ourselves to: boys and #irls, this is how would one represent the data
collected%
.oys 7irls
A )2 )-
!( ' 8uestion qui5 / . ), )(
3 +* +"
Step two:
0hen we can say if we have no problem confusin# the #enders and what the marks are, then
we may write
A a b
!( ' 8uestion qui5 / . c d
3 e f
5
Step three:
After all we can say to pupils
a b
!( ' question qui5 / c d is a matrix call , by +
e f
Question 1 (c)
9 / cost of small portion
: / cost of lar#e portion
20x + 12y = 244
30x + 10y = 282
&(.!( ;< y ;<!.-( x

&(.!(
!.-(

y
x


&"2( 4
-)) 4
&"( 4
&

y
x


(,()(,2,) (4+()(,)))
(4&,)(,2,) &((,)))
&"( 4
&

y
x

,2,
,))

,( +(
&, &(

&"( 4
&

y
x

,2,
,))

,( +(
&, &(

+((&,) 4 ,((&()
&

y
x

,2,
,))

y
x

&( +(
&, ,(
= =

+
+
=

6
Question $( a )
0he properties of the quadratic equation #raph:
(a) A quadratics function is always expressed as f(x) =ax
2
+ bx + c , where a, b, and c
are constants and a= (.
(b) A quadratics functions #raph is parabola shaped
(c) 0he shape and the positions of the #raph depends on the value of a and b
2
4ac>0
a > ( and b
2
4ac>0
7
Question $ ( # )
Lesson Plan
Topic : $unction?#raph
Learning o#%ective : At the end of this lesson, students will be able to solve basic
function of
polynomial equation and sketch the #raph by findin# x and y
intercept
Learning outcomes : a. understand the basic function
b. determine the x and y intercept
c. Sketch the #raph by findin# x and y intercept
Prior knowledge : @nowin# the basic of mathematical operations
Materials : text book, power point slide, worksheet
0ime Activities Achievement
Step &
((! minutes )
&. Ask pupils re#ardin# mathematics
function
,. upils are encoura#e to answer the
question by Aust acceptin# their
answers
40eacher shows them the
real
function in <athematics
4 upils #et the answer.
Step ,
( &! minutes )
&. 0eacher show a power point slide
( on how to solve a polynomial
function and #et x and y intercept)
,. 0eacher asks pupils solve a function
- upils #et%
how to solve f(x)/xB,4)x4!
8
which is similar to what function in
power point.
and #et %
( x , y ) / ( , , 4- ) and ( x , y
) / ( 4& , 4- )
.y solvin# the above
fuction.
Step +
( (* minutes )
&. 0eacher show pupils how to sketch
the #raph
,. upils are encoura#e to do the #raph
themselves
4 upils #et the answer
Step )
( (+minutes )
&. 0eacher asks pupils to solve &
question freely
,. 0eacher destrbutes worksheet for
homework
4 upils are
encoura#ed to
practice more.
9

4 & &
4-