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RPHF 3 Pak 21
RPHF 3 Pak 21
Konsep 3 The pupils are shown that the line joining the centre of the circle to the mid- point of
(4 min) a chord is perpendicular to the chord. The following conclusions are drawn:
If a radius is perpendicular to a chord then it will divide the chord into 2
equal parts.
If a radius divides a chord into 2 equal parts then it must be perpendicular to
the chord.
Then, the pupils are shown that perpendicular bisectors of two chords intersect at
the centre.
Konsep 4 The lengths of two chords that are equidistant from the centre are compared in this
(3min) explanation. The following conclusions are drawn from the observations:
The lengths of the two chords that are equidistant from the centre are equal.
If two chords are equal in length, they are equidistant from the centre
Konsep 5 In this explanation the relationship between the length of a chord and the length of
(2 min) the arc it cuts is given to the pupils. Two chords of equal length are given on a
circle. The pupils are reminded that the length of an arc is proportional to the angle
at the centre subtended by this arc. It is explained that chords of the same length cut
arcs of the same length
Aktiviti 1 This page contains an activity about properties of chords and their perpendicular
(10 min) bisectors.
The exercise consists of three sections. For each section, the students are first
presented with a fill-in-the-blank type question. Then, they are given a geometrical
shape they can interact with. They are expected to answer the question based on
their observations of the interactive geometrical figure.
The first section of the exercise aims to demonstrate that a radius that is
perpendicular to a chord divides the chord into two equal sections. The second
section demonstrates that a radius dividing a chord into two equal sections is
perpendicular to the chord. The last section demonstrates that perpendicular
bisectors of two chords intersect at the centre.
Aktiviti 2 This page contains an activity that explores the relation between the length of a
(10 min) chord and its distance from the centre of the circle.
The exercise consists of three sections. For each section, the students are first
presented with a fill-in-the-blank type question. Then, they are given a geometrical
shape they can interact with. They are expected to answer the question based on
their observations of the interactive geometrical figure.
The first section of the exercise aims to demonstrate that two chords that are equal
in length are equidistant from the centre. The second section demonstrates two
chords that are equidistant from the centre are equal in length. The last section
demonstrates that chords of the same length cut arcs of the same length
Pengayaan In the first part of the enrichment, the pupils are asked whethet it is possible to
(7min) determine the centre of the circle if the chords on the circle are parallel to each
other. It is investigated that since the perpendicular bisectors of two parallel chord
coincide with each othe they cannot determine the centre of the circle.
In the second part, there is an activity which investigates the distance between the
chord and the centre of the circle drawn around isosceles, equilateral and scalene
triangles.
Lanjutan In the extension, the pupils are asked if they can draw a circle around a triangle
(6 min) ABC which should have the sides of the triangle as chords? They are told that since
the perpendicular bisectors of any two chords of the circle intersect at the centre O,
the circle can then be drawn by taking the radius as OA orOB or OC.
Pleno (7minit) 5. Pelajar membuat latihan tambahan
6. Pelajar menyatakan criteria kejayaan.
Konsep 1 Murid melakukan perbincangan berkumpulan tentang paksi simetri bulatan dan ABM
(7 minit) seterusnya membuat kesimpulan tentang diameter bulatan Buku teks-
Koperatif dan Diskusi
kolaboratif berkumpulan
Struktur Think Pair ms 36-37
Share Bentuk bulat
Konsep 2 Murid menjalankan aktiviti mendalami matematik 1 bagi menentukan ciri 1 ABM
(7 minit) Buku teks
Koperatif dan Kertas Bentuk
kolaboratif bulat
Struktur
Konsep 3 Murid menjalankan aktiviti mendalami matematik 2 bagi menentukan ciri 2 ABM
(7 min) Buku teks
Kertas Bentuk
bulat
Pleno (4 minit) 7. Pelajar membuat latihan
8. Pelajar menyatakan criteria kejayaan.
Konsep 2 1. Murid menjalankan aktiviti mendalami matematik bagi menentukan ciri 1, 2, 3 ABM
(48 minit) dan 4 Buku teks
2. Murid mendalami konsep di atas dengan melihat contoh 1 di ms 39, contoh 2 ms Kertas turas
40, contoh 3 ms 41-42 dan contoh 4 ms 42 Protraktor
3.Murid menjawab soalan 3.1B ms 42-44
Konsep 1 Murid menjalankan aktiviti mendalami matematik bagi menentukan ciri 1, 2, 3 dan ABM
(12 minit) 4 secara berkumpulan. Buku teks
Koperatif dan Murid diminta melengkapkan jawapan dalam kertas edaran yang diberi Kertas turas
kolaboratif Protraktor
Kertas edaran
Konsep 2 Murid mendalami semua konsep di atas dengan melihat contoh 1 di ms 39, contoh 2 ABM
(40 minit) ms 40, contoh 3 ms 41-42 dan contoh 4 ms 42 Buku teks
Murid melengkapkan jawapan dalam kertas edaran Kertas edaran
Konsep 2 Murid mendalami semua konsep di atas dengan melihat contoh 1 di ms 39, contoh 2 ms 40, ABM
(10 minit) contoh 3 ms 41-42 dan contoh 4 ms 42 Buku teks
Murid melengkapkan jawapan dalam kertas edaran Kertas edaran
Kriteria kejayaan:
a. Murid dapat melengkapkan kertas edaran dan menjawab soalan dalam kertas edaran yang diberi
b. Murid dapat menentukan 2 nilai sudut yang diberi pada lilitan dan pusat
Nilai murni : Menghargai kepelbagaian bentuk disekeliling.