DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
1. CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
MAIN COMPETENCE
1.0 Use applied mathematical knowledge and skills
SPECIFIC COMPETENCE
1.1 Use some advanced skills in geometry, trigonometry, and vectors to solve problems in different contexts
MAIN ACTIVITY
Explore some advanced tenets of trigonometry (relationship of the secant, cosecant, and cotangent to the sine, cosine, and tangent, trigonometric identities: Pythagorean, compound and double angles)
SPECIFIC ACTIVITY
Explain the relationship between secant and cosine functions
TEACHING/LEARNING RESOURCES
Scientific calculator, graph papers, trigonometry animations, geometrical software
REFERENCES: T.I.E (2024) B.A.M for Advance Level Secondary Schools Student's Book Form Five, Dar-es-Salaam
|
Stage |
Time |
Teacher Activities |
Students Activities |
Assessment Criteria |
|
Introduction |
10 minutes |
Introduce the lesson through questioning and review of prerequisite knowledge. |
Respond to questions and share prior knowledge. |
Students identify concepts related to explain the relationship between secant and cosine functions. |
|
Competence Development |
30 minutes |
Guide exploration using demonstrations, discussions and ICT tools. |
Participate in discussions, explorations and guided practice. |
Students correctly demonstrate understanding of explain the relationship between secant and cosine functions. |
|
Design |
20 minutes |
Provide tasks and real-life applications for problem solving. |
Solve problems individually and collaboratively. |
Students appropriately apply skills related to explain the relationship between secant and cosine functions. |
|
Realizations |
20 minutes |
Assess through exercises, presentations and feedback. |
Present findings and respond to assessment tasks. |
Students successfully attain outcomes related to explain the relationship between secant and cosine functions. |
REMARKS :
--REMARKS TO WRITTEN HERE-- |
DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
1. CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
MAIN COMPETENCE
1.0 Use applied mathematical knowledge and skills
SPECIFIC COMPETENCE
1.1 Use some advanced skills in geometry, trigonometry, and vectors to solve problems in different contexts
MAIN ACTIVITY
Explore some advanced tenets of trigonometry (relationship of the secant, cosecant, and cotangent to the sine, cosine, and tangent, trigonometric identities: Pythagorean, compound and double angles)
SPECIFIC ACTIVITY
Explain the relationship between cosecant and sine functions
TEACHING/LEARNING RESOURCES
Scientific calculator, graph papers, trigonometry animations, geometrical software
REFERENCES: T.I.E (2024) B.A.M for Advance Level Secondary Schools Student's Book Form Five, Dar-es-Salaam
|
Stage |
Time |
Teacher Activities |
Students Activities |
Assessment Criteria |
|
Introduction |
10 minutes |
Introduce the lesson through questioning and review of prerequisite knowledge. |
Respond to questions and share prior knowledge. |
Students identify concepts related to explain the relationship between cosecant and sine functions. |
|
Competence Development |
30 minutes |
Guide exploration using demonstrations, discussions and ICT tools. |
Participate in discussions, explorations and guided practice. |
Students correctly demonstrate understanding of explain the relationship between cosecant and sine functions. |
|
Design |
20 minutes |
Provide tasks and real-life applications for problem solving. |
Solve problems individually and collaboratively. |
Students appropriately apply skills related to explain the relationship between cosecant and sine functions. |
|
Realizations |
20 minutes |
Assess through exercises, presentations and feedback. |
Present findings and respond to assessment tasks. |
Students successfully attain outcomes related to explain the relationship between cosecant and sine functions. |
REMARKS :
--REMARKS TO WRITTEN HERE-- |