Lesson Notes By Weeks and Term v4 - SHS 3
SPATIAL SENSE
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SPATIAL SENSE
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Subject: Mathematics
Class: SHS 3
Term: 1st Term
Week: 20
Grade code: 3.3.1.LI.2
Strand code: 3
Sub-strand code: 1
Content standard code: 3.3.1.CS.1
Indicator code: 3.3.1.LI.2
Theme: GEOMETRY AROUND US
Subtheme: SPATIAL SENSE
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Performance Indicator: By the end of the lesson, the learner will be able to apply the properties of circle theorems to solve related problems. Core Competencies: Critical Thinking and Problem Solving (CP): Learners will analyse geometric problems and apply the correct theorems to find solutions. Communication and Collaboration (CC): Learners will discuss theorems and proofs in pairs and groups (Think-Pair-Share). Creativity and Innovation (CI): Learners will be encouraged to find multiple ways to solve a problem where applicable.
(50 minutes) Part A: Recap of Parts of a Circle (5 mins)
Before we dive into the theorems, let's quickly remember the basic parts of a circle. *(Draw a large circle on the board and label the parts as you discuss them).* Centre (O): The fixed point from which all points on the circumference are equidistant. Radius (r): A line segment from the centre to any point on the circumference (e.g., OA). Diameter (d): A chord that passes through the centre. It is the longest chord (d = 2r). Chord: A line segment connecting any two points on the circumference (e.g., PQ). Arc: A part of the circumference (e.g., minor arc PQ or major arc PQ). Segment: The region bounded by a chord and an arc. Circumference: The perimeter or boundary of the circle. Tangent: A line that touches the circle at exactly one point (the point of contact). Subtend: An angle is 'subtended' by an arc or a chord at a point if the arms of the angle pass through the endpoints of the arc or chord. Part B: The Circle Theorems (45 mins)
We will now discuss the key theorems. For each one, we will state the theorem, look at its proof, and see an example.
(Activity: Think-Pair-Share) For each theorem, I will first state it. You will have 1 minute to think about what it means. Then, you will have 2 minutes to discuss it with your partner (pair). Finally, we will share our ideas as a class before looking at the proof.