F-10 Curriculum (V8)
F-10 Curriculum (V9)
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This is a 17-page guide for teachers. It continues the discussion of factorisation. In particular, the techniques for the factorisation of quadratic expressions are presented.
This is a 17-page guide for teachers. This module introduces the idea of ratios and rates. Ratios are used to compare two quantities. The emphasis is usually on comparing parts of the whole. Rates are a measure of how one quantity changes for every unit of another quantity. It relates the ideas of ratios, gradient and fractions.
This is a 29-page guide for teachers. It introduces graphing of quadratic functions.
This sequence of three lessons explores sums and differences of two squares. Students are introduced to the historical context of using lookup tables for multiplications and challenged to investigate and generalise the underlying process using algebraic means. In subsequent lessons students use visual and algebraic methods ...
This lesson introduces students to a trick for quick conversion between miles and kilometres using the Fibonacci sequence. Students are challenged to explain why the trick works. They investigate using their knowledge of ratio and discover that the miles/kilometres conversion rate is close to the golden ratio. The lesson ...
In this sequence of two lessons, students investigate how many trees would be required to supply paper for their school for a year. Students use similar triangles, Pythagoras' Theorem and algebra to design and construct a Biltmore stick, used to measure the diameter and height of a tree. They measure trees, calculate their ...
This lesson engages students in investigating the relationship between the number of faces, edges and vertices of pyramids and prisms. Students construct their own 3D shapes, systematically record the properties of the shape and develop an algebraic formula to generalise the relationships discovered. The lesson is outlined ...
This lesson challenges students to use Pythagoras' Theorem to solve a problem from an ancient Chinese text. They make physical models of the problem and use this to construct a graph. They use algebra skills associated with binomial expansions and simplification of fractions to show that the general solution given in the ...