a. Teaching methods
Most of the teacher use direct learning or expocitory to teach the student and do discussion together with the students. In mathematics, students should try many kind of questions so they know how to solve specific kind of problem. Some teachers think about doing warm up before starting the class. Especially for lower secondary students.
b. Learning materials and innovation
The main learning materials are from books and module. For the innovation, the school puts some knowledge in every corner of the building, like put a banner about manner, mathematics formulas, and vocabulary.
c. Sources of learning and technology
Sources of learning are textbook, module, worksheet, internet, and from laboratory experiment. And for the technology, some class have a computer based class, like in mathematics, there is a class with computer provided. The students usually make an animation, macket, or find something related to mathematics in internet.
Books used in Damrong give more focus to the implementation of the Ministry of Educations three initiatives : Thinking Skill, Information Technology and National Education.
d. Authentic assessment
The school holds examination for all the students of Damrong at a time together just like mid term and they will get their own grade displayed in the school announcement board so that all the students can see it.
TEACHING PLAN
a. Curriculum
The curriculum that is used in this school is based on curriculum 2008. The school developed the curriculum but it is still related to the government curriculum. The books used in this school written strictly according to the latest syllabus issued by the Ministry of Education.
This is the curriculum for mathematics subject.
Learning Area of Mathematics
Why it is necessary to learn mathematics
Mathematics is highly important to development of the human mind. It enables a person to acquire skills in creativity, logic and systematic and methodical thinking, and allows one to carefully and thoroughly analyse various problems or situations, anticipate, plan, make decisions, solve problems and accurately and appropriately apply mathematics in daily life. Mathematics serves as a tool for learning science, technology and other disciplines. It is therefore useful to one’s life, enhances quality of life and enables a person to live in harmony with others.
What is learned in mathematics
The learning area for mathematics is aimed at enabling all children and youths to continuously learn this subject in accord with their potentiality. The contents prescribed for all learners are as follow:
1) Numbers and Operations: numerical concepts and sense of perception; real number system; properties of real numbers; operation of numbers; ratio; percentage; problem-solving involving numbers; and application of numbers in real life
2) Measurement: length; distance; weight; area; volume and capacity; money and time; measuring units; estimation for measurement; trigonometric ratio; problem-solving regarding measurement; and application of measurement in various situations
3) Geometry: geometric figures and properties of one-dimensional geometric figures; visualization of geometric models; geometric theories; and geometric transformation through translation, reflection and rotation
4) Algebra: pattern; relationship; function; sets and their operations; reasoning; expression; equation; equation system; inequality; graph; arithmetic order; geometric order; arithmetic series; and geometric series
5) Data Analysis and Probability: determining an issue; writing questions; determining methods of study; study; data collection, systematization and presentation; central tendency and data distribution; data analysis and interpretation; opinion polling; probability; application of statistical knowledge and probability; application of probability in explaining various situations as well as for facilitating decision-making in real life
6) Mathematical Skills and Processes: problem-solving through diverse methods; reasoning; communication; communication and presentation of mathematical concepts; linking mathematics with other disciplines; and attaining ability for creative thinking
Strand 1: Numbers and Operations
Standard M1.1: Understanding diverse methods of presenting numbers and their application in real life
Grade level indicators
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Key stage indicators
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Grade 7
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Grade 8
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Grade 9
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Grade 10-12
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1. Specify or give examples and compare added integral numbers, subtracted integral numbers, 0, fractions and decimals.
2. Have concept of real numbers expressed in exponential notation with integer indices and write numbers in scientific notation.
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1. Write fractions in the form of decimals and write circulating decimals in form of fractions.
2. Distribute prescribed real numbers and give examples of rational and irrational numbers.
3. Explain and specify square roots and cube roots of real numbers.
4. Apply knowledge of ratio, fraction and percentage to solve problems.
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1. Show relationships of various numbers in the real number system.
2. Have concepts of absolute values of real numbers.
3. Have concepts of real numbers expressed in exponential notation with rational indices, and real numbers expressed in radicals.
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Strand 1: Numbers and Operations
Standard M1.2: Understanding results of operations of numbers, relationships of operations, and
application of operations for problem-solving
Grade level indicators
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Key stage indicators
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Grade 7
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Grade 8
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Grade 9
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Grade 10-12
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1. Add, subtract, multiply and divide integral numbers for the purpose of problem-solving; be aware of validity of the answers; explain the results obtained from the addition, subtraction, multiplication, and division, and explain the relationship between addition and subtraction, and between multiplication and division of integral numbers.
2. Add, subtract, multiply and divide fractions and decimals for the purpose of problem-solving; be aware of validity of the answers; explain the results of the addition, subtraction, multiplication and division; and explain relationships between addition and subtraction, and between multiplication and division of fractions and decimals.
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1. Find square root and cube root of integral numbers by separating factors for the purpose of problem-solving as well as be aware of validity of the answers.
2. Explain results of finding square root and cube root of integral numbers, fractions and decimals, and express the relationship between exponents and roots of real numbers.
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1. Understand concepts and find results of addition, subtraction, multiplication and division of real numbers; understand real numbers expressed in exponential notation with rational indices, and real numbers expressed in radicals.
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Strand 1: Numbers and Operations
Standard M1.2: Understanding results of operations of numbers, relationships of operations, and application of operations for problem-solving
Grade level indicators
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Key stage indicators
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Grade 7
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Grade 8
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Grade 9
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Grade 10-12
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3. Explain results of expression in exponential notation of integral numbers, ratios and decimals.
4. Multiply and divide real numbers in the form of exponents with the same bases and integer indices.
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Strand 1: Numbers and Operations
Standard M1.3: Use of estimation in calculation and problem-solving
Grade level indicators
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Key stage indicators
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Grade 7
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Grade 8
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Grade 9
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Grade 10-12
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1. Use estimation appropriately in various situations, as well as for considering validity of answers reached through calculation.
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1. Find estimates of square root and cube root of real numbers, which can be applied for problem-solving, as well as be aware as validity of the answers.
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1. Find estimates of real numbers expressed in radicals and real numbers expressed in exponents through appropriate calculation methods.
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Strand 1: Numbers and Operations
Standard M1.4: Understanding of numerical system and application of numerical properties
Grade level indicators
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Key stage indicators
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Grade 7
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Grade 8
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Grade 9
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Grade 10-12
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1. Apply knowledge and properties of integers for problem-solving.
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1. Explain relationships between real numbers, rational numbers, and irrational numbers.
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1. Understand properties of real numbers relating to addition and multiplication, equality and inequality, which can be applied.
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Strand 2: Measurement
Standard M2.1: Understanding the basics of measurement; ability to measure and estimate the size of objects to be measured
Grade level indicators
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Key stage indicators
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Grade 7
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Grade 8
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Grade 9
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Grade 10-12
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1. Compare measuring units for length and area of the same and different systems and choose appropriate measuring units.
2. Appropriately estimate time, distance, area, volume and weight, and explain the method used for estimation.
3. Appropriately choose estimation for measurement in various situations.
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1. Find the surface area of prisms and cylinders.
2. Find the volume of prisms, cylinders, pyramids, cones and spheres.
3. Compare units for measuring volume or capacity of the same or different systems and choose appropriate units of measure.
4. Appropriately use estimation for measurement in various situations.
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1. Apply knowledge of trigonometric ratio of angles in estimating distance and height.
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Strand 2: Measurement
Standard M2.2: Solving measurement problems
Grade level indicators
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Key stage indicators
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Grade 7
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Grade 8
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Grade 9
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Grade 10-12
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-
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1. Apply knowledge of length and area for problem-solving in various situations.
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1. Apply knowledge of length and area for problem-solving in various situations
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1. Solve problems on length and height by applying trigonometric ratio.
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Strand 3: Geometry
Standard M3.1: Ability to explain and analyse two-dimensional and three-dimensional geometric figures
Grade level indicators
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Key stage indicators
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Grade 7
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Grade 8
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Grade 9
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Grade 10-12
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1. Construct and explain steps of basic geometric construction.
2. Construct two-dimensional geometric figures by using basic geometric construction, and explain steps of construction without emphasizing proof.
3. Search for, observe and project about geometric properties.
4. Explain characteristics of three-dimensional geometric figures from a given image.
5. Identify two-dimensional images from front view and side view of a given three-dimensional geometric figure.
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1. Explain characteristics and properties of prisms, pyramids, cylinders, cones and spheres.
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Strand 3: Geometry
Standard M3.1: Ability to explain and analyse two-dimensional and three-dimensional geometric figures.
Grade level indicators
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Key stage indicators
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Grade 7
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Grade 8
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Grade 9
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Grade 10-12
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6. Draw or create a three-dimensional figure from a cube, when given two-dimensional image from front view, side view and top view.
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Strand 3: Geometry
Standard M3.2: Ability for visualization, spatial reasoning and application of geometric models for problem-solving
Grade level indicators
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Key stage indicators
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Grade 7
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Grade 8
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Grade 9
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Grade 10-12
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1. Use properties of congruence of triangles and those of parallels for reasoning and problem-solving.
2. Use Pythagoras’ Theorem and converse for reasoning and problem-solving.
3. Understand and apply geometric transformation through translation, reflection and rotation.
4. Identify images from translation, reflection and rotation of models, and explain the method of obtaining the images when given such models and images.
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1. Use properties of similar triangles for reasoning and problem-solving.
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Strand 4: Algebra
Standard M4.1: Understanding and ability to analyse pattern, relation and function
Grade level indicators
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Key stage indicators
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Grade 7
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Grade 8
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Grade 9
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Grade 10-12
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1. Analyse and explain relations of a given pattern.
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1. Have concept of sets and their operation.
2. Understand and can use reasoning through induction and deduction.
3. Have concept of relation and function, and show relation and function through various methods, e.g., tables, graphs and equations.
4. Understand concept of sequence and can express general terms of finite sequence.
5. Understand concepts of arithmetic and geometric sequences, and can express general terms of arithmetic and geometric sequences, which can be applied.
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Strand 4: Algebra
Standard M4.2: Ability to apply algebraic expressions, equations, inequalities, graphs and other mathematical models to represent various situations, as well as interpretation and application for problem-solving
Grade level indicators
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Key stage indicators
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Grade 7
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Grade 8
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Grade 9
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Grade 10-12
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1. Solve simple linear equations with one variable.
2. Write linear equations with one variable from simple situations or problems.
3. Solve problems involving simple linear equations with one variable, as well as be aware of the validity of the answer.
4. Draw a graph on the plane of the rectangular coordinate system showing the relationship of the two sets of quantities given.
5. Read and interpret the meaning of the graph on the plane of the rectangular coordinate system given.
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1. Solve problems involving linear equations with one variable, and be aware of the validity of the answer.
2. Find coordinates of points and explain characteristics of geometric figures obtained from translation, reflection and rotation on the plane of the rectangular coordinate system.
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1. Apply knowledge of linear inequalities with one variable for problem-solving, as well as be aware of the validity of the answer.
2. Write a graph showing link of two sets of quantities with linear relationship.
3. Draw graphs of linear equations with two variables.
4. Read and interpret meaning of systems of linear equations with two variables and other graphs.
5. Solve systems of linear equations with two variables which can be applied for problem-solving, as well as be aware of the validity of the answer.
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1. Draw Venn-Euler diagrams that can be applied for problem-solving.
2. Check validity of reasoning by applying Venn-Euler diagrams.
3. Solve equations and inequalities with one variable (degree not more than two).
4. Construct relations or functions from situations or problems that can be applied for problem-solving.
5. Apply graphs of equations, inequalities and functions in problem-solving.
6. Understand the concepts of the sums of the first n terms of arithmetic series, and find the sums of arithmetic series by using applicable formulas.
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Strand 5: Data Analysis and Probability
Standard M5.1: Understanding and ability to apply statistical methodology for data analysis
Grade level indicators
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Key stage indicators
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Grade 7
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Grade 8
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Grade 9
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Grade 10-12
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1. Read and present data by using pie-charts.
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1. Determine an issue and write questions about various problems or situations, as well as set appropriate methods for study and for data collection.
2. Find arithmetic mean, median and mode of non-frequency distribution data, and make appropriate selection for utilization.
3. Present data in appropriate forms.
4. Read, interpret and analyse the data obtained from presentations.
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1. Understand simple methodology for opinion polling.
2. Find arithmetic mean, median, mode, standard deviation and percentile of data.
3. Select central tendency suitable to data and objectives.
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Strand 5: Data Analysis and Probability
Standard M5.2: Application of statistical methodology and knowledge of probability for valid estimation
Grade level indicators
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Key stage indicators
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Grade 7
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Grade 8
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Grade 9
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Grade 10-12
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1. Can explain which, among events described, are more likely to happen.
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1. Can explain that, among events described:
- which will definitely happen;
- which will definitely not happen;
- which are more likely to happen.
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1. Find probability of events from random sampling with equal probability for each result, and apply knowledge of probability for valid projection of events.
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1. Apply opinion poll results for projecting events that may happen in given situations.
2. Explain random sampling, events, probability of events, and apply results obtained for projecting events that may happen in given situations.
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Strand 5: Data Analysis and Probability
Standard M5.3: Application of knowledge of statistics and probability for decision-making and problem-solving
Grade level indicators
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Key stage indicators
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Grade 7
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Grade 8
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Grade 9
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Grade 10-12
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-
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-
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1. Apply knowledge of statistics and probability for decision-making in various situations.
2. Discuss possible errors in presenting statistical data.
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1. Apply data, information and statistics for decision-making and problem-solving.
2. Apply knowledge of probability for decision-making and problem-solving.
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Strand 6: Mathematical Skills and Processes
Standard M6.1: Capacity for problem-solving, reasoning, and communication; communication and presentation of mathematical concepts; linking various bodies of mathematical knowledge and linking mathematics with other disciplines; and attaining ability for creative thinking
Grade level indicators
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Key stage indicators
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Grade 7
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Grade 8
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Grade 9
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Grade 10-12
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1. Apply diverse methods for problem-solving.
2. Appropriately apply mathematical and technological knowledge, skills and processes for problem-solving in various situations.
3. Suitably provide reasoning for decision-making and appropriately present the conclusions reached.
4. Accurately and succinctly use mathematical language and symbols for communication of concepts and presentation.
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1. Apply diverse methods for problem-solving.
2. Appropriately apply mathematical and technological knowledge, skills and processes for problem-solving in various situations.
3. Suitably provide reasoning for decision-making and appropriately present the conclusions reached.
4. Accurately and succinctly use mathematical language and symbols for communication, communication of concepts and presentation.
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1. Apply diverse methods for problem-solving.
2. Appropriately apply mathematical and technological knowledge, skills and processes for problem-solving in various situations.
3. Suitably provide reasoning for decision-making and appropriately present the conclusions reached.
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1. Apply diverse methods for problem-solving.
2. Appropriately apply mathematical and technological knowledge, skills and processes for problem-solving in various situations.
3. Suitably provide reasoning for decision-making and appropriately present the conclusions reached.
4. Accurately and succinctly use mathematical language and symbols for communication, communication of concepts and presentation.
5. Link various bodies of mathematical knowledge and link mathematical knowledge, principles and processes with those of other disciplines.
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Strand 6: Mathematical Skills and Processes
Standard M6.1: Capacity for problem-solving, reasoning and communication; communication and presentation of mathematical concepts; linking various bodies of mathematical knowledge and linking mathematics with other disciplines; and attaining ability for creative thinking
Grade level indicators
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Key stage indicators
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Grade 7
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Grade 8
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Grade 9
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Grade 10-12
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5. Link various bodies of mathematical knowledge, and link mathematical knowledge, principles and processes with those of other disciplines.
6. Attain ability for creative thinking.
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5. Link various bodies of mathematical knowledge, and link mathematical knowledge, principles and processes with those of other disciplines.
6. Attain ability for creative thinking.
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4. Accurately and succinctly use mathematical language and symbols for communication, communication of concepts and presentation.
5. Link various bodies of mathematical knowledge, and link mathematical knowledge, principles and processes with those of other disciplines.
6. Attain ability for creative thinking.
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6. Attain ability for creative thinking.
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b. Teaching plan related to mathematics
Lesson plan in Thailand specifically for mathematics subject is quite the same like Indonesia. There are objectives learning, activity, asessment, and learning sources. But, because of the different curriculum, Thailands lesson plan is simple. There is no need to write about indicators, core competency, what type of assessment do we need to apply, and because in Damrong, the period for mathematics class is only 50 minutes in every lesson plan, so it is not that hard to extend the activity.
In mathematics, Thailand emphasizes a lot about problem solving. So for every unit the materials is just a few. So, the lesson plan has to be suited with the books and the curriculum.
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