GRADE 9 Topic MATHEMATICS - FODE

Topic

DEPARTMENT OF EDUCATION

GRADE 9

Topic

MATHEMATICS

UNIT 5

DESIGN IN 2D AND 3D GEOMETRY (1)

Published by:

FLEXIBLE OPEN AND DISTANCE EDUCATION

PRIVATE MAIL BAG, P.O. WAIGANI, NCD

FOR DEPARTMENT OF EDUCATION

PAPUA NEW GUINEA

2013

GR 9 MATHEMATICS U5

1

GRADE 9

MATHEMATICS

UNIT 5

DESIGN IN 2D AND 3D GEOMETRY (1)

TOPIC 1:

POINTS, LINES, PLANES

AND ANGLES

TOPIC 2:

POLYGONS

TOPIC 3:

AREA

TOPIC 4:

SURFACE AREA AND

VOLUME

TITLE

GR 9 MATHEMATICS U5

2

ACKNOWLEDGEMENT

Acknowledgements

We acknowledge the contributions of all Secondary teachers and

people who in one way or another helped to develop this Course.

Special thanks is given to the Staff of Mathematics Department of

FODE who played active role in coordinating writing workshops,

outsourcing lesson writing and editing processes, involving selected

teachers from NCD.

We also acknowledge the professional guidance provided by the

Curriculum Development and Assessment Division throughout the

processes of writing and, the services given by the members of the

Mathematics Subject Review and Academic Committees.

MR. DEMAS TONGOGO

Principal-FODE

Flexible Open and Distance Education

Papua New Guinea

Published in 2016

@ Copyright 2016, Department of Education

Papua New Guinea

All rights reserved. No part of this publication may be

reproduced, stored in a retrieval system, or transmitted in

any form or by any means electronic, mechanical,

photocopying, recording or any other form of reproduction by

any process is allowed without the prior permission of the

publisher.

ISBN: 978-9980-87-738-3

National Library Services of Papua New Guinea

Written by:

Luzviminda B. Fernandez

Printed by the Flexible, Open and Distance Education

GR 9 MATHEMATICS U5

3

CONTENTS

CONTENTS

Page

Secretary¡®s Message¡­¡­..¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­.¡­..

4

Unit Introduction¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­.

5

Study Guide¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­

6

TOPIC 1:

POINTS, LINES, PLANES AND ANGLES¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­..

Lesson 1:

Points, Lines, Angles and Planes¡­¡­¡­¡­¡­¡­..¡­¡­¡­¡­¡­¡­¡­..

Lesson 2:

Types of Angles¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­.......

Lesson 3:

Complementary and Supplementary Angles¡­¡­¡­¡­¡­¡­¡­¡­.¡­..

Lesson 4:

Intersecting. Lines¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­..

Lesson 5:

Parallel Lines¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­...

Lesson 6:

Reasoning with Parallel Lines.¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­.

Summary¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­.

Answers to Practice Exercises 1-6¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­..........

.

TOPIC 2:

POLYGONS¡­¡­¡­¡­¡­¡­¡­¡­¡­.¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­.

Lesson 7:

Types of Polygons¡­¡­¡­¡­¡­..¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­

Lesson 8:

Triangles¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­..¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­.

Lesson 9:

Quadrilaterals¡­¡­¡­¡­.¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­.

Lesson 10: Mixed Problems¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­......

Summary¡­¡­¡­¡­¡­....¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­..

Answers to Practice Exercises 7-10¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­.

7

9

17

25

31

39

44

51

52

TOPIC 3:

AREA¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­..¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­...

Lesson 11:

Area of Triangles and Rectangles¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­......

Lesson 12:

Area of Parallelograms, Rhombuses and Trapeziums¡­...¡­¡­¡­.

Lesson 13:

Compound Shapes¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­

Lesson 14:

Applied Problems¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­..

Summary¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­......

Answers to Practice Exercises 114...¡­¡­¡­..¡­¡­¡­¡­¡­¡­¡­¡­¡­....

97

99

107

117

125

131

132

TOPIC 4:

Surface Area of Prisms..¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­..

Volume of Prisms¡­...¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­.¡­¡­..

Surface Area and Volume of Pyramids¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­..

Surface Area and Volume of Cylinders¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­..

Surface Area and Volume of Cones¡­¡­¡­¡­¡­¡­..¡­¡­¡­¡­¡­¡­.

Surface Area and Volume of Spheres¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­

Summary¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­..¡­

Answers to Practice Exercises 15-20¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­..

133

135

143

152

159

167

174

181

182

REFERENCES¡­¡­...¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­

184

SURFACE AREA AND VOLUME¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­..

Lesson 15:

Lesson 16:

Lesson 17:

Lesson 18:

Lesson 19:

Lesson 20:

55

57

67

76

86

93

94

GR 9 MATHEMATICS U5

4

MESSAGE

SECRETARY¡¯S MESSAGE

Achieving a better future by individual students and their families, communities or the

nation as a whole, depends on the kind of curriculum and the way it is delivered.

This course is part and parcel of the new reformed curriculum. The learning

outcomes are student-centered with demonstrations and activities that can be

assessed.

It maintains the rationale, goals, aims and principles of the national curriculum and

identifies the knowledge, skills, attitudes and values that students should achieve.

This is a provision by Flexible, Open and Distance Education as an alternative

pathway of formal education.

The course promotes Papua New Guinea values and beliefs which are found in our

Constitution and Government Policies. It is developed in line with the National

Education Plans and addresses an increase in the number of school leavers as a

result of lack of access to secondary and higher educational institutions.

Flexible, Open and Distance Education curriculum is guided by the Department of

Education¡®s Mission which is fivefold:

? to facilitate and promote the integral development of every individual

? to develop and encourage an education system that satisfies the

requirements of Papua New Guinea and its people

? to establish, preserve and improve standards of education throughout Papua

New Guinea

? to make the benefits of such education available as widely as possible to all

of the people

? to make the education accessible to the poor and physically, mentally and

socially handicapped as well as to those who are educationally

disadvantaged.

The college is enhanced through this course to provide alternative and comparable

pathways for students and adults to complete their education through a one system,

two pathways and same outcomes.

It is our vision that Papua New Guineans¡® harness all appropriate and affordable

technologies to pursue this program.

I commend all the teachers, curriculum writers and instructional designers who have

contributed towards the development of this course.

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